journal of languages and language teaching, vol. 4 no.1, mei 2016 7 student team achievement division (stad) technique towards students’ self-efficacy in reading nur’amila sholiha asnan sma darun najihin bagik nyala, lombok timur, ntb amilaasnan1994@gmail.com abstract this study is generally attempted to find out the effects of student team achievement division (stad) technique towards students’ self-efficacy in reading for the first grade students at sma darun najihin nw bagik nyala. the method of this research is experimental research. the population of this research was the first grade students of sma darun najihin nw bagik nyala in academic year 2016/2017. the sample of the study was 54 students consist of two classes, experimental class and control class. the technique used to analysis the data was test formula. from the research data found out that the students’ ttest score (2,58) and t-table (1,679) from (df) was 52. based on the result of the study and the correlation between self-efficacy and reading was r-test (0,604) > r-table (0,268). it can be concluded that, the use of stad has positive effect toward students’ self-efficacy in reading and has correlation both of them at the first grade students of sma darun najihin nw bagik nyala in academic year 2016/2017. key words: student team achievement division (stad), self-efficacy, and reading. abstrak penelitian ini umumnya bertujuan untuk menemukan pengaruh teknik student team achievement division (stad) terhadap efikasi diri siswa di dalam membaca untuk siswa kelas x sma darun najihin nw bagik nyala. metode penelitian ini adalah pnelitian experimental.populasi peelitian ini adalah siswa kelas x sma darun najihin nw bagik nyala tahun akademik 2016/2017. sample penelitian ini adalah 54 siswa terdiri dari dua kelas, kelas experimental dan kelas kontrol. teknik yang digunakan untuk menganalisis data test formula.dari penelitian tersebut ditemukan nilai t-test (2,58) dan t-table (1,679) dengan derajat kebebasan yang digunakan adalah 52. berdasarkan hasil dari penelitian dan hubungan antara efikasi diri dan membaca ditemukan r-test (0,604) > r-table (0,268). ini dapat disimpulkan bahwa penggunaan dari stad memiliki pengaruh positif terhadap efikasi diri siswa didalam membaca dan memiliki hubungan pada siswa kelas x di sma darun najihin nw bagik nyala tahun akademik 2016/2017. kata kunci: student team achievement division (stad), efikasi diri,dan membaca. introduction reading skill is the most skill` language learners because by reading we know many vocabulary, and detail information from the text. in learning reading, there are many factor that influence the students when teaching learning process, one of the factor is from the internal factor of the students like self-efficacy. self-efficacy is defined as an ability to show an action that the people do in their life without motivation in the student or lack of self -efficacy in their self, they are difficult to understand and they do not confident with their ability to confront certain situation or the material that the teacher taught. more generally self-efficacy is how confident people believe they are, or how much control they believe they have in their ability to reach a goal or accomplish a task. in teaching learning process, self-efficacy make the students choose to do or avoid a learn activities. self-efficacy is not always describe the ability of the truth, but associated with the confidence possessed by individuals (bandura, 1997: 41). journal of languages and language teaching, vol. 4 no.1, mei 2016 8 however, the researher found the fact that at sma darun najihin nw bagik nyala that the student have low selfefficacy, it can be seen when the students cannot read because they are hesitate in reading, the students are lazy to do the task even that the task is easy and the student’s lack of motivation to increase their ability. to solve the students’ low selfefficacy here, the researcher will apply different technique, it is known that many technique that can be used and here the researcher will apply student team achievement division (stad), because of student team achievement division is; the students prosecuted to do the task through discussion, so that will make the students’ self-efficacy is better. based on the reason above, the researcher interested in conducting the research on the effect of student team achievement division towards students’ self-efficacy in reading at the first grade student of sma darun najihin nw bagik nyala in academic year 2016/ 2017. based on the background of the study above, the researcher would like to formulate the problem as follow: does student team achievement division has positive effect towards students’ selfefficacy in reading at the first grade student of sma darun najihin nw bagik nyala in academic year 2016/2017’? and is there any correlation between selfefficacy and reading? based on the statement above, the goal attained on this research is finding out: to find out whether student team achievement division effective towards students’ self-efficacy in reading at the first grade student of sma darun najihin nw bagik nyala and to find out correlation between self-efficacy and reading. review of related literature according to johnson (2008: 3-4) reading is the practice of using text to create meaning. the two keywords here are creating and meaning. if there is no meaning being created, than there is no reading taking place. reading is a constantly developing skill. like any skill, we get better at reading by practicing and conversely, if we do not practice, we will not get better and our skills may deteriorate. student team achievement division (stad) is one of cooperative learning method that very simplicity, and the best model for new teacher that will start to cooperative direct. when using stad, student are assign to four member learning teams that are mixed in performance level, gender, and ethnicity after the teacher present a lesson, student work within their teams to make sure that all member slavin (1985 : 11). according to bandura (schunk, pintrich, & meece, 2010: 139) selfefficacy is defined as people judgments of their capabilities to organize and execute courses of action required to attain designates types of performances”. self-efficacy refers to the beliefs people have about their capabilities. people who believe they are capable to effect changes in their lives are more motivated to achieve their goals (bandura, 1997). there are several indicators of selfefficacy; they are (bandura, 1994: 44-45): (a) confident to complete a specific task, the individual sure that theirself can be finished a certain task, which is the individual who decide the task have to finished. (b) confident to motivate own self to take the necessary steps in completing the task, the individual are able to increase motivation in own self to choose and do an action which is needed to finish the task. (c) confident that we are able to try hard, persistent and diligent, he existence of a hardly effort from the individual to finish the task that is dicided by using all of thing. (d) confident that we survive to face obstacles and difficulties, the individual are able to hold out in getting difficulty and obstacle which is emerged and be able to get up from the failure. (e) confident that we are able to do journal of languages and language teaching, vol. 4 no.1, mei 2016 9 the task which has general range or specific, the individual are sure that in doing the task, they can finish even that it is general or specific. research method to get the data, the researcher was used quantitative approach and method that was used in this research is an experimental research. experimental is characterized by much greater control over the research environment and in this case some variables are manipulated to observe their effect on other variables (kothari, 2004: 5). this research was categorized quasi experimental design, because this research the researcher used pre-test and post-test control group design and these groups are experimental group and control group. the population of this research was the first grade students of sma darun najihin nw bagik nyala in academic year 2016/2017. in the first grade students of sma darun najihin nw bagik nyala in academic year 2016/2017 there weretwo classes, each class consists of class xa27 students and class xb 27 students. so, the total of population is 54 students. the sample of this research is all population. the instrument of this research is reading test and questionnaire. techniques of data collection in this research used pre-test and post-test design. technique that used to analyze the data in this research was descriptive statistics (mean, median, mode, standard deviation) and inferential statistics. research findings the researcher presents the statistical finding and analysis of the data which determine the effectiveness of student team achievement division toward students’ self-efficacy in reading. the experimental class was treated by student team achievement division (stad) and for the control group was treated by team games tournament (tgt). after doing computation and analysis of the data, the researcher found the value of t-test was 2,58 with degree of freedom 52. it was measured from the ttable and critical value was 1.679 at the level of significance 0.05. based on data found above, the researcher compared between t-test and t-table. the result showed that t-test value was higher than ttable, it means the hypothesis that student team achievement division (stad) provided positive effect toward students’ self-efficacy in reading was accepted. and the correlation both of them, r-test > r-table was 0,604 > 0,268 generally, it can conclude that self-efficacy and reading has positive correlation. for detail information such as frequency distribution, mean, median, mode, standard deviation, computation of t–test and correlation. the result of data analysis showed that the highest score was 65 and the lowest was 44. the mean score was 53.15, the median was 53,8, the mode score was 54.8 and standard deviation was 2,82. the frequency distribution of the data as follows: table 1.1 frequency distribution pre-test of experimental group no class limit class boundaries midpoint tally freq 1 42 – 45 41,5 – 45,5 43,5 i 1 2 46 – 49 45,5 – 49,5 47,5 iiii 4 3 50 53 49,5 – 53,5 51,5 iiii i 6 4 54 – 57 53,5 – 57,5 55,5 iiii iii 8 5 58 – 61 57,5 – 61,5 59,5 iiii 4 6. 62 65 61,5 – 65,5 63,5 ii 2 total 27 journal of languages and language teaching, vol. 4 no.1, mei 2016 10 graphic 1.1 histogram and polygon of prequestionnaire experimental group the result of data analysis showed that the highest score was 82 and the lowest was 63. the mean score was 70.7, the median was 67.9, the mode score was 68,5 and standard deviation was 5,00, the frequency distribution of the data as follows: table 2.1 frequency distribution post-test of experimental group n o class limit class boundaries midpoint tally freq 1 60 63 59,5 – 63,5 61,5 i 1 2 64 -67 63,5 – 67,5 65,5 iiii iii 8 3 68 – 71 67,5 – 71,5 69,5 iiii iiii 10 4 72 – 75 71,5 – 75,5 73,5 iiii 4 5 76 – 79 75,5 – 79,5 77,5 ii 2 6 80 83 79,5 – 83,5 81,5 ii 2 total 27 graphic 2.2. histogram and polygon of postquestionnaire experimental group the result of data analysis showed that the highest score was 58 and the lowest score was 42. the mean score was 48.7, the median score was 48.8, the mode score was 48,7 and standard deviation was 2,44. table 3.1 frequency distribution pre-test of control group n o class limit class boundaries midpoint tally freq. 1 42 – 44 41,5 – 44,5 43 iii 3 2 45 – 47 44,5 – 47,5 46 iiii i 6 3 48 – 50 47,5 – 50,5 49 iiii iiii 10 4 51 – 53 50,5 – 53,5 52 iiii 4 5 54 – 56 53,5 – 56,5 55 ii 2 6 57 59 56,5 – 59,5 58 ii 2 total 27 graphic 3.2 histogram and polygon of prequestionnaire control group the result of data analysis showed that the highest score was 80 and the lowest score was 52. the mean score was 60,22, the median score was 58.5, the mode score was 57.3 and standard deviation was 3,66, the frequency distribution of the data as follows: table 4.1 frequency distribution post-test of control group the last process of the statistical data computation was to find out the value of ttest and r-test on the previous results and data computation. regarding this process, as stated previously the following formula is applied. based on those result, than the student team achievement division has positive effect towards students selfefficacy, it can be inferred that used student team 0 5 10 41 ,5 … 45 ,5 … 49 ,5 … 53 ,5 … 57 ,5 … 61 ,5 … series1 0 5 10 15 59 ,5 –… 63 ,5 –… 67 ,5 –… 71 ,5 –… 75 ,5 –… 79 ,5 –… series1 0 5 10 15 41 ,5 … 44 ,5 … 47 ,5 … 50 ,5 … 53 ,5 … 56 ,5 … series1 0 5 10 15 45 ,5 –… 55 ,5 -… 60 ,5 –… 65 ,5 –… 70 ,5 –… 75 ,5 –… series1 journal of languages and language teaching, vol. 4 no.1, mei 2016 11 achievement division in teaching reading given many advantages for students toward their own ability in increasing students self-efficacy. in addition, the students’ participation in their motivation can be increased, the student diligent in their effort to solve the problem, confident with their effort and the students actively to share the idea or active of expression, and the students doing their homework. by using student team achievement division technique also can be used to make students feel comfortable to learn in group. the students more enjoy to study, because they could share their idea and the students interaction with their group. student team achievement division can make student work cooperatively and decrease their shyness which makes them become afraid in giving and responding the idea. the result of the research that the student team achievement division has positive effect towards students selfefficacy in reading, because from the research that used student team achievement division increasing for selfefficacy students, it knows that selfefficacy is defined as an ability to show an action that the people do in their life (bandura, 1994: 15). based on the fact, the students had problems and difficulties in comprehending their english reading texts. the problems were: some of the students got difficulties to identify topic sentence, they were not able to find out main idea, they did not understand if self-efficacy would affect their reading comprehension, they were not confidence enough to read a text with the correct pronunciation, etc. self-efficacy is defined as people judgements of their capabilities to organize and excute of action required to attain designates types of performances. students’ self-efficacy is used to believe they are capable to comprehend the material that what they read. based on the explanation above, the researcher conclude that self-efficacy and reading has positive correlation because both of them has dependence each. finally, the researcher concluded that the use of student team achievement division had positive effect toward students’ self-efficacy in reading and has positive correlation between self-efficacy and reading. conclussion based on the statistical analysis, the value of t-table was 1,674 from (df) 27 + 27 – 2 = 52, it was clear that the t-test was higher than t-table. it means that the alternative hypothesis (ha) was accepted meaning that student team achievement division has positive effect towards students’ self-efficacy in reading and there is positive correlation between selfefficacy and reading” are accepted, and there is no positive correlation between self-efficacy and reading” are rejected for the first grade students of sma darun najihin nw bagik nyala. references bandura, a. 1997. self-efficacy: toward a unifying theory of behavioral change. stanford university. brown, d.h. 2003. language assesment principle and classroom practices. california: san fransisco. fathurrahman imran & aprianoto, 2015. handout of introduction to thesis writing. unpublished. ikip mataram. _________. 2014. penelitian experiment. unpublished. ikip mataram. irawan lalu ari. 2014. a guide book for prospective efl teachers from theories to practice. second edition. johnson, p. andrew. 2008. teaching reading and writing.united statedamerica: littlefield education. . schunk, d. h. 1995. self-efficacy, motivatiom, and performance. journal of applied sport psychology. ____________. 1995. selfefficacy for reading and writing: influence of journal of languages and language teaching, vol. 4 no.1, mei 2016 12 modeling, goal setting and self evaluation. educational psychologist. schunk, d. h. pintrich, p. r., & meece, j. l. 2010. motivation in education. new jersey: pearson education, inc. slavin, e. robert. 1985. cooperative learning student team. second edition. national education association of the united states. __________. 2011. psikologi pendidikan. teori dan praktik. jakarta: pt indeks. sugiyono, 2016. statistika untuk penelitian. bandung: alfabeta. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4849 april 2022. vol. 10, no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp.309-314 jollt journal of languages and language teaching, april 2022. vol. 10, no.2 |309 academic reading difficulties in higher education 1indry widyasti anwar, 2sartika putri sailuddin 1english lecturer, faculty of teacher, training, and education,khairun university, indonesia 2english lecturer, faculty of culture, khairun university, indonesia 2corresponding author email: sartikaptr@gmail.com article info abstract article history received: february 2022 revised: march 2022 published: april 2022 academic reading is one of the challenges commonly faced by university students especially efl learners. this study aims to identify academic reading difficulties in higher education focusing on indonesian university students. it used mixedmethod by collecting quantitative data from close-ended questionnaires and qualitative data from one open-ended question. in this study, 60 students were asked to rate the reading aspects listed in the questionnaires based on their level of difficulty and provide commentaries and possible additional aspect. the statistic results showed that overall students considered academic reading easy (m=2.445, sd=0.568). reading carefully to understand the text was found as the aspect with the least difficulty (m=2.16, sd= 0.963) and working out the meaning of difficult words was identified as the most difficult one (m=2.75, sd=1.235). the qualitative finding supports these statistics whereas 43% students having problems translating and understanding difficult and formal words. keywords academic reading; students’ difficulties; reading comprehension; how to cite: anwar, i. w. & sailuddin, s. p. (2022). academic reading difficulties in higher education, jollt journal of languages and language teaching, 10(2), pp. 309-314. doi: https://doi.org/10.33394/jollt.v%vi%i.4849 introduction the success of learning in higher education solely lies on the skill of reading and writing. one would not be able to produce a good quality piece of writing without researching through numerous of reading materials. university reading poses a greater challenge to students because they read for academic purposes. students often perceived academic reading activity as a stressful and time-consuming task. reading academic text is very different from reading for pleasure where people can spend long time on a book without feeling bored. it requires complex skill which involves engagement of reader’s contextual knowledge and printed language. in order to efficiently convey the meaning from a text, students must be able to use various reading strategies. unlike other types of reading, academic reading requires deeper and critical analytical skill to engage with various kinds of text (sohail, 2015). academic reading poses greater challenge as it requires learners to perform multiple skills such as questioning, interpreting, synthesizing, and reflecting from the text (sengupta, 2002). reading is an essential tool in learning process, it takes active engagement so learners are able to get the benefits from reading (martiarini, 2018). academic reading texts are challenging as they are longer than general reading, the paragraph are more dense, and contain complex sentences and difficult vocabularies. in order to read effectively, students must bring their prior knowledge and adequate vocabularies in the process of reading (westwood, 2008). the nature of university reading is very different compared to high school reading. hirano (2015) reported that students felt greater challenge when reading academic text in english. english reading tasks are common in higher education. students are often assigned to read various english reading sources such as textbooks and journal articles. low motivation and interest when reading texts in english influence students’ https://e-journal.undikma.ac.id/index.php/jollt/index mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:sartikaptr@gmail.com anwar and sailuddin academic reading difficulties in … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 |310 success in english learning (cahyono & widiati, 2006). students usually refuse to engage in further reading comprehension tasks unless teachers assign them. in addition, students who failed to bring their prior knowledge related to the given text are more likely to disengage with the reading task (neuman, kaefar, & pinkam, 2014; zuhra, 2015). several research have underlined difficulties of students in reading academic texts (shen, 2013; sultana, 2016). students reported the difficulties in understanding vocabularies and mentioned the need of lecturer’s assistance in vocabularies and difficult terminologies (shen, 2013). in sultana (2016), students mentioned the same frustration in terms of vocabularies comprehension. another difficulty is also found when students have to read long academic reading text. phakiti and li (2011) found that students’ encountered problems synthesizing information and producing academic pieces of writing. these difficulties are influenced by factors such as linguistics proficiency, motivation, self-regulation, academic background, selfefficacy and students’ academic life adjustment. although english is an obligatory subject in indonesian curriculum, learners’ have limited exposure to english reading materials (napitupulu, 2018). teachers only used a single exercise book and one supplementary textbook to teach all four skills of english. clearly, this phenomenon pointed out the need for more reading texts exposure for students in classroom. students gradually lose motivation during reading activities in classroom. the purpose of reading activities is to ensure comprehension and engagement with the text. it is important that students can keep their reading experience as a fruitful information and knowledge for future use. therefore, lots of research suggested that using authentic materials to support reading comprehension is more interesting and stimulating (berardo, 2006; gilmore, 2007; martinez, 2002). however, materials only are not enough, teachers’ efforts are greatly needed to support learning reading atmosphere. berardo (2006) suggested the significance of preparing students before entering into the core reading activities by assisting them through pre-reading, while-reading, and post-reading activites. teachers must creatively design reading activities to ensure students get valuable experience and information after each session. often, students lack in reading skills from high scholl will find even more difficulties when entering college. these difficulties in reading comprehension eventually can influence students’ academic success. therefore, this study will investigate students’ academic reading difficulties in university level. this research aims to contribute to the literature on the field of efl reading for teachers and lecturers to explore more effective reading strategies in their efl classrooms. research method research design the core focus on this research is to identify language difficulties in reading academic texts. this research used mixed method to gain a rich analysis on the addressed issues. data are analyzed using both quantitative and qualitative approach for understanding on students’ difficulties during academic reading tasks in higher education. the acquired qualitative information of qualitative from open-ended question was described descriptively support the quantitative data and find relevant argumentation. participating in the survey questionnaire were sixty-three students consisting of 80,3% female and 19,7% male, varied from year 1 to year 4 of study. participants were asked to complete close-ended questionnaire items and answer one open-ended question about difficulties in academic reading. this research used survey questionnaire to gather data from students of english study program. the questionnaire consists of ten close-ended questions and one open-ended question. questionnaire items were adapted from alghail and mahfoodh (2016) with little addition and revision in a five-point likert scale ranging from very easy to anwar and sailuddin academic reading difficulties in … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 |311 very difficult. open-ended questions are used to investigate students’ opinion on their experience of academic reading difficulties. data analysis the questionnaires’ responses were analyzed by using spss to obtain the statistic scores. students’ commentaries from open-ended questions were coded based on keywords to categorize any emerging issues from students’ difficulties in academic reading. an inductive data analysis is applied to analyze qualitative data which involved coding raw materials and capturing relevant points of characteristics from the content (patton, 1990). research findings and discussion research findings students were asked to identify their personal difficulties in academic reading by looking into all ten questionnaire’s items. questionnaire results are described as follows; table 1 students’ academic reading difficulties score n min max mean sd score 67 12 40 24.45 5.628 mean 67 1.2 4.0 2.445 .568 table 2 students’ difficulties in academic reading question n min max mean sd identifying main ideas 67 1 5 2.18 .833 identifying supporting ideas/examples 66 1 5 2.39 1.135 reading quickly to get the overall interpretation of the text 67 1 5 2.70 1.128 reading carefully to understand a text 67 1 5 2.16 .963 understanding organisation of a text 67 1 5 2.69 1.144 taking a brief relevant note 66 1 4 2.41 1.052 using own words in note taking 66 1 5 2.26 1.057 working out the meaning of difficult words 67 1 5 2.75 1.235 drawing a conclusion from reading a text 67 1 5 2.39 1.072 maintaining focus and concentration while reading 67 1 5 2.66 1.149 anwar and sailuddin academic reading difficulties in … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 |312 data analysis revealed that all questionnaire’s items of students’ academic reading difficulties are considered easy. students in overall find academic reading easy (m=2.445, sd=0.568). questions with the lowest mean score are q1; identifying main ideas (m=2.18, sd=0.833) and q4; reading carefully to understand the text (m=2.16, sd= 0.963) which indicated that students find the least difficulties in those aspects of academic reading. in contrast to reading carefully to understand the text, item q3 of the questionnaire results showed that students find it fairly difficult to read a text quickly to get the overall interpretation of the text (m=2.70, sd=1.128). the highest mean score is shown on item q8; working out the meaning of difficult words (m=2.75, sd=1.235). in the questionnaire, students were asked to provide comments on the aspects of difficulties in academic reading. the most problematic aspect in academic reading from students’ commentaries are in line with the questionnaire result. 43% students mentioned having problems translating and understanding difficult and formal words. 17% students mentioned the lack of reading skills as one of the problems they face during reading academic text. language style was identified as the next factor of difficulties in reading by 13% of students. the use of academic language and complexity of sentences are identified as the challenging language style in university reading texts. students’ comments are categorized as follows; table 3 aspects of difficulties in academic reading no. aspects of difficulties frequency percentage 1 difficult words, e.g. novelty, formality 26 43% 2 language style, e.g. academic language, complexity of sentences 8 13% 3 ideas, e.g. main ideas, supporting ideas, abstract 8 13% 4 length, i.e. too lengthy 4 7% 5 lack of reading skill 10 17% 6 difficult topics 2 3% 7 no difficulty 2 3% discussion phakiti & li (2011) found similar result when students are asked to identify academic reading difficulty. recognizing the meaning of academic vocabularies was often mentioned as the most problematic aspect in reading. similar finding was identified in hirano (2015) where students pointed out difficult vocabularies as the main culprit whenever they are faced with complex reading texts. she further elaborated from her findings that the lack of background knowledge also became another main issue in academic reading. it is inevitable that vocabulary mastery contributes largely to students’ reading comprehension. sutarsyah (2008) mentioned that the majority of academic reading texts contained low frequency content words. students who have low reading habit would find problems reading these types of text. it is common for efl learners to encounter difficult vocabularies especially when the reading texts are in topics they are unfamiliar with. lack of background knowledge in the related field or topic could cause students losing engagement with the text during reading (zuhra, 2015). students’ insufficient prior knowledge of the given text among students causes the inability to draw inferences from the passage. reading quickly to get text’s overall interpretation is the second most problematic reading skill (m=2.70). reading quickly to get the gist of information from the text is also known as skim reading. skimming is a reading technique that aims to get a glimpse of what the text is anwar and sailuddin academic reading difficulties in … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 |313 about or to find the main idea by reading quickly before readers decide to read the text in a more detailed way (brown, 2003). skimming allows readers to be able to predict the purpose of the text, the main idea, and the message. readers do not have to read everything but only go through the text quickly, skipping over unnecessary parts and getting the passage’s general idea. however, readers who have not enough experience of reading practice might find this strategy difficult especially in college. skimming techniques offers great benefits to support reading comprehension. hutabarat (2012) compared two groups of students learning reading with separate technique found that the group of students who are taught intensively with skimming technique acquire better reading comprehension and able to get the main ideas from paragraphs easily. skimming is a great technique for college students who have plenty of reading materials in short time. in line with the result from satriani (2018), students admitted that their lack of reading skill resulting in poor reading comprehension. low skill of reading ability is associated with many crucial aspects in reading. through the questionnaire, it is discovered that students faced many aspects of difficulties in reading comprehension such as grammar complexity, academic terms, difficult vocabularies, lengthy sentences, and difficult topics. as mentioned in hirano (2015), academic reading burden is different from high school reading. most high school reading activities are carried out in classroom where students have plenty of opportunities to discuss with peers and teachers. meanwhile in college, students must have high awareness of individual reading practice at home and before class especially. these difficulties could hinder students to derive information from their reading texts. in order to achieve academic success, phakiti & li (2011) mentioned that students must be aware of their own individual aspects that affect reading comprehension. high level of motivation combined with self-efficacy are suggested as factors which can lead students to success. class size also contributes to students’ motivation. academic reading activity must be treated more as a tutorial activity rather than lecturing subject. smaller size of class can result in higher attention and focus while bigger class with larger number of students might result in lacking of attention (miller & merdian, 2020). conclusion this research underlined several difficulties of academic reading by indonesian college students. although students mentioned many aspects of academic reading difficulties such as complex grammar and vocabularies, passage structures, formality, difficult topics, and concentration problems, the questionnaire results showed that students consider academic reading fairly easy. therefore, it is impossible to establish any generalization considering the small scope of the research. more detailed analysis and broader scope of research is needed to carry out in the future. implications of the present research lies in the effort of higher education practitioners to support students’ needs in facilitating students’ comprehension during academic reading activities. coming to college from different educational background, higher education institutions must consider giving students the opportunities to join in a matriculation class to prepare students for the academic atmosphere at the university level. academic reading and writing norms and strategies must be introduced at the beginning of their study. smaller groups tutorial classes are also necessary to be done after class or in a separate schedule between reading classes. modules must be presented in a structured form which can gradually build students motivation and confidence in academic reading starting from simple to more complex reading material. though these stages are implemented in primary and high school level, it seems to be absent in higher education (miller & merdian, 2020). higher education institution needs to ensure staged development of students’ reading skill by carefully planning reading modules. lastly, lecturers need to encourage higher reading habits to their students. anwar and sailuddin academic reading difficulties in … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 |314 references alghail, ali & mahfoodh, omer. 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(2008). what teachers need to know about reading and writing difficulties. australia: ligare zuhra, z. (2015). senior high school students’ difficulties in reading comprehension. english education journal, 6(3), 430-441. http://dx.doi.org/10.1093/elt/ccu068 https://doi.org/10.1177/0033688211421417 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4935 april 2022. vol. 10, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp.302-308 jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 302 exploring students’ experiences of task-based language teaching (tblt) in vocabulary learning: a narrative inquiry windi melia putri faculty of teacher training and education, university of singaperbangsa karawang, indonesia corresponding author email: windymelya11@gmail.com article info abstract article history received: february 2022 revised: march 2022 published: april 2022 task-based language teaching (tblt) is a learning method that is considered more comprehensive compared to the communicative method, which has been considered far more useful in language teaching. tblt proposes the use of tasks as a main component in the language classroom because it provides better context for learners to activate their acquisition process and promote second language learning. the current research compares the growth of students' vocabulary knowledge in english. this study aims to know the students’ experiences of tblt in vocabulary learning. the qualitative research method used in this study is a narrative inquiry. data was collected through semi-structured interviews based on interview guidelines and data analysis by involving students in the online learning process. the findings provide information about the learning process as well as the advantages of tblt in vocabulary learning. the interview results show that students, in general, have a positive attitude toward learning vocabulary through tblt method. it can be concluded that there are various positive experiences explained by participant, such as the use of tblt in vocabulary learning is more interesting in learning process and students can master more new vocabulary when using the tblt method. keywords students’ experiences; task based language teaching; vocabulary learning; how to cite: putri, w. m. (2022). exploring students’ experiences of task-based language teaching (tblt) in vocabulary learning: a narrative inquiry, jollt journal of languages and language teaching, 10(2), pp. 302-308. doi: https://doi.org/10.33394/jollt.v%vi%i.4935 introduction communication is the heart and soul of the human experience. the communication process mainly consists of listening, speaking, reading and writing. mastery of the four language skills is very important for students to interact with people around the world. it must be mastered well by students if they intend to be able to communicate and share their ideas, feelings, and opinions with others. there are several components that affect the mastery of the four language skills, such as vocabulary and grammar. mastery of vocabulary and grammar plays a large role in spoken language and written form. wilkins in thornbury (2002) states that without vocabulary, nothing can be conveyed. these statements show how important vocabulary in learning a language, especially english. the quality of a person's language depends on the quality of the vocabulary they have. according to richards and renandya (2002), vocabulary is a core component of language proficiency and provides much of the basis for how learners speak, read, listen, and write. so that the role of vocabulary in language is very important, both as a channel of ideas in writing and orally. vocabulary as one of the supporting components of language skills is very important to learn because it affects the meaning and message that the person wants to convey. learning english as a foreign language may have many difficulties for students to learn. thornbury (2004) state that there are some factors that make some word more difficult as follow https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& putri exploring students’ experiences of ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 303 : pronunciation, spelling, length and complexity, grammar, meaning, range, connotation, and idiomaticity. besides, according to gower, philips and walter (1995), how easy or difficult a vocabulary item is can depend on a number of factors: connotation, spelling and pronunciation, multi word items, collocation, and appropriate use. based on the researcher experience, the results showed that students still had difficulties in pronouncing english vocabulary. in addition, they also had difficulty when asked to remember or memorize previously learned english vocabulary. they further said that they often find it difficult to arrange or choose the right english vocabulary in a sentence. another problem that arises when students learn vocabulary is the condition or situation of the class. there are several indicators that i obtained from the initial research. first, students tend not to pay attention or listen when the teacher explain the material. second, students sometimes feel nervous when talking in english. third, students who are smarter in class tend to dominate the learning process and students who are less intelligent tend to be passive in learning process. after discussing the problems faced by students, the researcher assessed that students' knowledge of vocabulary and their mindset about the importance of learning vocabulary should be improved. markamah (2002) state that learning achievement is influenced by some factors, they are social factor (human), non-social (facilities), psychological (creativity, interest, progress), and physical. as a teacher, the researcher have to make students comfortable and interested in learning vocabulary. slameto (2003) defines interest is a preference and awareness to do something or activity without any force. in addition, the researcher have to make the class more student-centered for them to explore their vocabulary knowledge. to overcome this, the researcher propose task-based language teaching as a solution to this problem. task-based language teaching (tblt) is one of the most popular language teaching methods that focus on giving a series of exercises or activities aimed at achieving abilities the greater one. this series of exercises can be tiered level of difficulty and can also at the same level, but nevertheless what to be achieved through these pieces of practice will become part of the needed to build a greater understanding of concepts to be studied. task-based learning is more comprehensive than the communicative method, which has been considered far more useful in language teaching. the communicative method so far is more popular and applied to many language teaching setting almost around the world because of the foundation think is that teaching language should not be sourced on teaching language components separately but rather on understanding that language should be taught as means of communication (nunan, 2004). the use of task-based learning is considered to provide convenience for learners to master the material learning, especially if the level of the ability you don't have yet considered high. with so many positive things can be emphasized with the use of task-based learning, of course you can use this model too facilitate learning achievement generally. there are some previous studies that studies about tblt in english learning. first, milarisa (2019) state that tblt was helpful the students in increase their writing skill of the text passage. the use of tblt helped make it easier for students to understand the content of the text in learning english. beside that, gonzález-lloret & nielson (2014) found that students in the task-based course were able to out-perform students in the previous grammar-based course in terms of accuracy, complexity, and fluency while the performing at an equivalent level in grammatical accuracy. iswari et al. (2017) found that the using of tblt improved students’ speaking ability and made students more active in the class furthermore, this research will more focus on the student's experience in tblt in vocabulary learning. the researcher applied the tblt in the first grade of senior high school to know the student's experience in tblt in vocabulary learning. different from previous research, this research use narrative inquiry method to understand student's beliefs and assumptions about tblt in vocabulary learning. putri exploring students’ experiences of ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 304 research method research design the purpose of this research is to explore the students’ experiences of tblt in vocabulary learning. so, the researcher use qualitative method in this research. qualitative research is a method to show the data but the data is not in the number’s form. qualitative research can be used to understand concepts, opinion, or experiences. qualitative research method is designed in a manner that help reveal the behavior and perception of a target audience with reference to a particular topic. the result of the qualitative research method is more descriptive and the inferences can be drawn easily from the data that is obtained. for more specific, narrative inquiry is suitable for documenting processes and changes that occur over time. heigham, j. & croker, r. a. (2009) state that narrative inquiry research can help person to understand learners’ assumptions and beliefs about learning. as well as giving knowledge into students’ assumptions and beliefs about how they learn, narrative inquiry also enable the researcher to access the identity of the participants. besides that, narrative inquiry records the experiences of an individual or small group, revealing that individual's lived experience or particular perspective. usually primarily through interview which is then recorded and ordered into a chronological narrative. the strength of the narrative inquiry is to reveal in depth detail of a situation or life experiences and reveal historically significant issues not elsewhere recorded. research subject in this study, the researcher choose participants from first-grade junior high school students. the researcher believes that the students of first grade junior high school have already received the basic material of vocabulary. the participant of this research are three students at first grade in one of the junior high school in karawang, jawa barat. the class choosed randomly, so the researcher did not know the student's background knowledge before and researcher did not know about level category of knowledge. the researcher also will get the data by interview and reflective journal and documentation of students’ work. the subject of this research are three student that will describe further bellow: 1. the researcher focused on learning process in the class of vocabulary learning. 2. the researcher also focused on student to get a student's response. the student choosed based on their achievement level instruments instrument of research is a tool used to collect, measure, and analyze the data relate to the research. ary (2010) stated that the most common research instruments used in qualitative research are observation, interview, and document analysis. in this study, the researcher use interview with participant chosen specifically by the researcher. the interview toward questions made by the researcher. so, the participant can provide insightful answer relate with the research. besides, the researcher also uses document analysis with the students’ reflective journal. so, the researcher uses reflective journal from the students to know more about their experiences in learning vocabulary with tblt method. data analysis in conducting this research, the researcher has prepared data analysis. according to heigham, & croker (2009), there are some steps in the data analysis. first, code the interview transcripts. second, look for connections between codes and start to group codes into categorie third, configure the participant’s story from the interview data. fourth, send the story to the participants for their comments. fifth, note themes as they emerge from the story. last, interpreting the meaning of themes. putri exploring students’ experiences of ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 305 research findings and discussion research findings following the interview, this research shows that there are both positive opinions about tblt in vocabulary learning. in the implementation of tblt in vocabulary learning, students are given task in stages. the first is task by making a video about new vocabulary in the home environment as much as 20 vocabulary. the second is task by making a video about new vocabulary in the school environment as much as 40 vocabulary. and in the last is task by making a video about new vocabulary in public place as much as 60 vocabulary. there are some findings in this research. the findings can be presented in table 1, 2, 3, and 4 as follows. table 1. what do you think about tblt in vocabulary learning? according to my experience, tblt is a learning method that contains assignments given by the teacher to his students. first participant tblt is a way of learning when the teacher only gives orders at the beginning then the students do the task according to the knowledge that the students have. second participant tblt is a learning method that contains tasks that are interconnected between one task and another. third participant table 2. do you think tblt is effective in vocabulary learning? yes. in my opinion, tblt is very effective in learning vocabulary. because tblt contains assignments so students are required to be active in completing assignments so that students can understand and memorize more vocabulary. first participant of course. i feel that tblt in vocabulary learning is very effective to be applied to students. when the teacher given an assignment, i will immediately do the task that has been given by looking for words in the dictionary. because of that, i was able to learn a lot of new vocabulary. second participant tblt is very effective to use in the classroom. because the tasks given by the teacher is not boring and requires students to be more diligent in finding new vocabulary third participant table 3. what are the advantages of tblt in vocabulary learning that you feel? i think there are many advantages of tblt. one of them is that i have mastered more and more new vocabulary. i got a lot of new vocabulary in the environment around me. so that it is easier for me to speak english even though it is not yet fluent. first participant the benefit of tblt is that i feel happy when i am given an assignment because i get more time to learn new vocabulary. second participant the advantage of tbl is that i can understand a lot of new vocabulary that i have never understood and have never known. third participant putri exploring students’ experiences of ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 306 table 4. what are the disadvantages of tblt in vocabulary learning? i think there is no downside to implementing tblt. because i am very happy when learning with this method. first participant i think maybe the drawback of tblt is that students who are lazy to study will be even more lazy if they have no desire to do assignments. second participant tblt has many advantages. but sometimes there are students who do not do assignments and interfere with other students who are working on assignments. third participant discussion have a positive attitude toward the use of task based language teaching in vocabulary learning. in the first table, all of participant give positive respond about task bask language teaching (tblt) in vocabulary learning. first participants said “according to my experience, tblt is a learning method that contains assignments given by the teacher to students”. the third participants state that tblt is a learning method that contains tasks that are interconnected between one task and another. based on this statement, task bask language teaching (tblt) in vocabulary learning is that contains assignments given by the teacher to students. in the tasks process, students are given task in stages. the first is task by making a video about new vocabulary in the home environment as much as 20 vocabulary. the second is task by making a video about new vocabulary in the school environment as much as 40 vocabulary. and in the last is task by making a video about new vocabulary in public place as much as 60 vocabulary. based on tasks, the students more active and they can more fluency. the second participant state that tblt is a way of learning when the teacher only gives orders at the beginning then the students do the task according to the knowledge that the students have. so, based on second participant statement, task based language teaching (tblt) is students center approach. it is same with other researcher opinion. many researcher or writer believe that tblt is an approach has three main primary standards: the first is a learner-centered approach (ellis, 2003; nunan, 2004; richards & rodgers, 2001); it has a few parts like goals and procedures (murphy, 1996; nunan, 2004; skehan, 2003) and it supports content-based and importance based undertakings (carless, 2002; littlewood, 2007). task based language teaching (tblt) is effective in vocabulary learning. it is based on first participants statement, “in my opinion, tblt is very effective in learning vocabulary. because tblt contains assignments so students are required to be active in completing assignments so that students can understand and memorize more vocabulary.” the second participant also give the same statement. the statement of second participant is “i feel that tblt in vocabulary learning is very effective to be applied to students. when the teacher given an assignment, i will immediately do the task that has been given by looking for words in the dictionary. because of that, i was able to learn a lot of new vocabulary.” based on this interview, the researcher can know that task based language teaching (tblt) is a method that can increase students’ activity in doing assignment. in addition, students can understand more new vocabulary and it is also easier to memorize new vocabulary. tblt proposes the use of tasks as a main component in language classroom because it provides better context for learners to activate their acquisition process and promote l2 learning (shehadeh, 2005) the next discussion is about the advantage of tblt in vocabulary learning. all of participants agree and give their respond about the advantage of tblt in vocabulary learning. the first participant state that there are many advantages of tblt. one of them is that have putri exploring students’ experiences of ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 307 mastered more new vocabulary. she got a lot of new vocabulary in the environment around her. so that it is easier to speak english even though it is not yet fluent. even though tblt has helped students construct their vocabulary knowledge, this study supports the constructivist theory. task-based learning is more comprehensive than the communicative method, which has been considered far more useful in language teaching. the communicative method so far is more popular and applied to many language teaching settings almost around the world because the foundation think is that teaching language should not be sourced on teaching language components separately but rather on understanding that language should be taught as means of communication(nunan, 2004). the second participants and the third participants also give the positive statement about the advantage of tblt in vocabulary learning. the second participants said that “the benefit of tblt is that i feel happy when i am given an assignment because i get more time to learn new vocabulary”. based on this statement, participant felt happy in doing the task because she can get more time to study new vocabulary. the students felt happy because she is not demanded too hard by the teacher when doing the tasks because this learning system frees students to further explore the knowledge they have about vocabulary in her environment. the third participants also give the same statement. she states that she can understand a lot of new vocabulary that she never known. the last discussion is about the disadvantage of tblt in vocabulary learning. based on the interview with three participants, there are little disadvantage of tblt like the first participant statement “i think there is no downside to implementing tblt. because i am very happy when learning with this method.” different from the first participant, the second and third participants think that there are some disadvantages of tblt in vocabulary learning. the second participants think that students who are lazy to study will be even more lazy if they have no desire to do assignments. like the second participants, the third participants give the same statement. the third participants think that tblt has many advantages, but sometimes there are students who do not do assignments and interfere with other students who are working on assignments. markamah (2002) state that learning achievement is influenced by some factors, they are social factor (human), non-social (facilities), psychological (creativity, interest, progress), and physical. based on this statement, social factor (human) and psychological (creativity, interest, progress) are factor that make tblt is not effective or disadvantage of tblt. the use of task-based learning is considered to provide convenience for learners to master the material learning, especially if the level of the ability you don't have yet considered high. with so many positive things can be emphasized with the use of task-based learning, of course you can use this model too facilitate learning achievement generally. tblt was helpful the students in increase their vocabulary skill of the text passage. the use of tblt helped make it easier for students to understand the content of the text in learning english. conclusion the using of tblt helped and made it easier for students to understand the content of the text in learning englishthe findings of this study indicate that students' experiences of tblt in vocabulary learning have various positive perceptions explained by participants. so, based on the data obtained, it can be concluded that in the implementation of tblt in vocabulary learning, students are given task in stages. students state that the use of tblt in vocabulary learning is more interesting and effective in learning process. students can master more new vocabulary when using the tblt method. the findings of this study can be used as a reference for educators, teachers, schools, and other institutions to easily improve and perfect student teaching because we can add vocabulary in learning delivered by teachers and also improve the quality of tblt. putri exploring students’ experiences of ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 308 references abdollahzadeh, m. (2018). task-based language teaching and implementing consciousnessraising tasks. iran : international journal on studies in english language and literature (ijsell). ellis, r. (2003). designing a task-based syllabus. brighton : sage journal ellis, r., basturkmen, h. & loewen, s. (2008). learner uptake in communicative esl lessons.. brighton : willey online library fazilatfar, a. m, & afzali, m. (2018). the effect of using of tblt on vocabulary learning by deaf or hard of hearing learners. scholink inc. gonzález-lloret, m. & nielson, k. b. (2014). evaluating tblt: the case of a task-based spanish program. sage journal. heigham, j. & croker, r. a. (2009). qualitative research in applied linguistics. new york palgrave macmillan hismanoglu, m. & hismanoglu, s. (2011). task-based language teaching: what every efl teacher should do. turkish republic of north cyprus : elsevier ltd kusmaryati, s. e. (2018). a model of communicative teaching and learning of english vocabulary through interactive activities. loi, n. v. (2020). unpacking perceptual and contextual influences on task-based instruction:a framework of teacher beliefs and practice. can tho vietnam : pasaa. milarisa, s. (2019). the effectiveness of task based language teaching (tblt) toward esp students’ writing achievement. jakarta : english language in focus (elif). miles, m. b., huberman, a. m., & saldana, j. (2014). qualitative data analysis: a methods sourcebook third edition. sage journal publication. nunan, d. (2004). task-based language teaching. united states of america : cambridge university press revesz, a. (2017). replication in task-based language teaching research: kim (2012) and shintani. london : cambridge university press. language teaching shehadeh, a. (2005). task-based language learning and teaching: theories and applications. palgrave macmillan. pp 13-30. https://doi.org/10.1057/9780230522961_2 sholeh, m. b. (2020). implementation of task-based learning in teaching english in indonesia: benefits and problems . makasar indonesia : language circle: journal of language and literature yu, l. (2016). study on task-based language teaching . zhengzhou, china : atlantis press jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6633 january 2023. vol.11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 137-143 jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 137 improving speaking skills through tiktok application: an endevour of utilizing social media in higher education 1*amalia rahmawati, 2muh syafei, 3moh aris prasetiyanto, 1faculty of nurse, universitas muhammadiyah kudus 2english education department, universitas muria kudus 3faculty of economy and business, universitas muhammadiyah kudus *corresponding author email: amalia@umkudus.ac.id article info abstract article history received: october 2022 revised: december 2022 published: january 2023 tiktok is one of the popular applications that contain short-video sharing. every year, the number of users grows up in every country. they use tiktok not only as the media for entertainment and business but also as the media for learning. the aim of this research is to describe the effect of the tiktok application to improve students’ speaking skills. this research belongs to quasi-experimental research with group pre-post-test design involving 32 students in diploma of midwifery program universitas muhammadiyah kudus as the population. the sampling technique is total sampling with the experimental group (16 students) and control group (16 students). to know the students’ speaking skills, there are four components that must be measured, such as vocabulary, fluency, pronunciation, and comprehension. moreover, the students’ score has been classified into five categories, they are very good, good, medium, low, and failed. after treatment, the score of speaking ability is improved for the experimental group. the vocabulary increases 45,6%, fluency increases 40,6%, pronunciation increases 31,6%, and comprehension increases 32,8% from the pre-test score. tiktok is a useful application that not only improves speaking ability but also improves the students’ creativity, motivation, and vocabulary.if the students have wrong in speaking, they not only get the academic punishment but also digital punishment. keywords speaking skills; tiktok application; digital punishment how to cite: rahmawati, a., syafei, m., & prasetiyanto, m.a. (2023). improving speaking skills through tiktok application: an endevour of utilizing social media in higher education, jollt journal of languages and language teaching, 11(1), pp. 137-143. doi: https://doi.org/10.33394/jollt.v%vi%i.6633 introduction in recent years, one of the greatest changes in the education field especially in foreign language pedagogy has been the shift from a teacher-cantered learning model to a learnercentered model (m. al-tamimi & attamimi, 2014). there are four language skills such as listening, speaking, reading, and writing. from all four key language skills, speaking is deemed to be the most important in learning a second or foreign language (kuning, 2019). therefore, in teaching and learning english, speaking instruction must give a chance for the students to express their idea. one of the media to improve the students speaking is by using tiktok platform (pratiwi et al., 2021). tiktok is one of the popular applications influenced with million viewers that contains the short-video sharing social media (de leyn et al., 2021). it is a social media platform where users create and share videos through personalized profiles. in united states, since january 2018 until august 2020 the number of users grew by 800% to a total of 100 million and 700 million. (olvera et al., 2021). due to 500 million worldwide effective users, with 6 million us downloads as of november tiktok became such a hit. as tiktok is like social media apps like snapchat, vine, or dubsmash, it has gained its influence since it offers far more options for creators. https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:amalia@umkudus.ac.id rahmawati, syafei, & prasetiyanto improving speaking skills through ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 138 tiktok is also a high-rated app in the google play store which is 4.6 and makes this application highly qualified merging artificial intelligence and image capture (jaffar et al., 2019). this platform result in dynamics that not only facilitate identity performances and sociality but also complicate boundaries between public and private (de leyn et al., 2021). tiktok attracts young users born after 1996, referred to as generation z. the application allows youth to produce creative educational videos that deal with complex topics in maths, physics, and chemistry topics that may otherwise be boring for students (khlaif & salha, 2021) tiktok application can be accessible in over 150 marketplaces and it can be seen in 75 languages, so many people in the word can access tiktok. moreover, in 2017 tiktok came to indonesia(alexandro et al., 2022). however, this is the popular application, indonesian government blocked tiktok in 2018. the reason for blocking tiktok was because the application was considered to contain and give a lot of negative content. (pratiwi et al., 2021). tiktok is a modern tern among teenagers and permits users to make and share short 15 to 60-second short video and lets them choose songs, effects, or soundbites (jaffar et al., 2019). tiktok is not only used as entertainment and business but also used as the educational purposes. the content creators teach everything based on their background knowledge and give the positive impact on the people who watch their videos. moreover, tiktok is an application based on the creativity of movements and songs in the form of short videos (putri, 2021). this application is useful in in teaching different topics and sharing values, principles, and skills (khlaif & salha, 2021) in teaching and learning english, people (students) can learn english through tiktok because many creators make english material content. by watching the video, people can learn and understand english because they can learn by playing. therefore, tiktok application can be called as m-learning (zaitun et al., 2021). the video can increase their vocabulary, how to spell, and the usage of it, for example the video that shows people do something and mention what they do as a verb (masruddin, 2018). however the video is only 15 to 60 second short video, the learning will be effective. it happens because learning in the form of shorter video significantly encourage learners to take part in task-relevant activities and reduce task-irrelevant activities (hakim, 2016; kenza-tacarraocht et al., 2022). the videos have been broadly used in knowledge sharing from social media to massive online open class (mooc) platforms. studies show that viewers are more engaged with knowledge sharing videos, succeed in providing a better knowledge-obtaining experience for users by improving their learning attitude, effectiveness, and engagement (jung & c, 2019; lating, 2022). the use of video in teaching and learning process has three benefits. first, learners enjoy language learning with the video. the idea in the language learning is a happy experience and video creates an attractive enjoyable learning environment. teaching using video makes the teaching-learning process more various. the various media that are applied by the teachers can motivate the students to learn and give a comfortable feeling during the teaching learning process in the classroom. moreover, video becomes very complicated media, which can coup with variety of audio and visual elements (hakim, 2016). second, video is an effective way of studying body language. language learners are learning about the world around them. because the video consists of action, so the students can learn about body language based on the action of the video (masruddin, 2018). third, learners gain confidence through repetition. learners love to hear stories again and again and the same goes for video. by watching a video several times learners can learn by absorption and limitation. video can draw the attention of the students (attention), come up the emotions to being more active in writing lessons (affection), support the students in sharing their feelings in written forms (cognitive),and help the students who have less achievements in lesson orally (compensatory) rahmawati, syafei, & prasetiyanto improving speaking skills through ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 139 (afidah et al., 2021). moreover, uploading the video in tiktok also can make the students give the best speaking video because public can watch their video. if their speaking have mistaken, they will get the digital punishment from their follower in tiktok application (celeste, 2021). tiktok has been used to increase speaking skill of students in smp negeri 164 jakarta. based on the research can be found that using the tiktok application as a medium for speaking students could increase students' confidence in speaking english and also added new experiences for students in expressing their ideas freely on tiktok (zaitun et al., 2021). based on the explanation above, this research will focus on improving the speaking skill through tiktok for midwifery student. research method this study is a quasi-experimental research nonequivalent control group design. quasi-experimental design means a study which has a purpose to investigate whether there is an effect of something/treatment that is treated to the subject of research. therefore, the experimental research tried to build a situation or condition to find out the effect. it can be concluded that an experiment is a way to find out the cause and effect of the relation between two factors (cash, philip; stankovic, tino; storga, 2016). the design of the research was a pre-test and post-test with experimental and control group design. regarding the statement before, the experimental group in this study received treatment by using the tiktok application, while the control group got treatment by using conventional teaching. the population of this research is the 3rd semester student in diploma of midwifery program universitas muhammadiyah kudus, totally 32 students. the sampling technique used is total sampling. in this study, the students have divided into two groups, an experimental group (16 students) and a control group (16 students). the data gathering technique of using tiktok came in two forms; pre-test and posttest. the pre-test was conducted in order to seek out the initial scores, or capability, of students who have similar level of speaking competence. the pre-test was given to both experimental and control group. post-test was conducted in the end to both classes after the experimental group received the treatments. to find out the students’ speaking skill, there are four components that must be measured, such as vocabulary, fluency, pronunciation, and comprehension. the result of of the research was analyzed in three steps, they are analyze the result of pre-post test the post-test was compared with the result of the pre-test and was analysed using spss 18 for windows. research findings and discussion in this research, there are two stages, pre-test and post-test in both experimental and control groups. in every stage, all students have to choose the word, then explain and explore the word. the tiktok vlog assignment were held twice every week for 1 months. students were assigned to upload their video speaking for 1-3 minutes in the tiktok application. the seven videos were required to be produced by the students. the following week they will receive feedback from the speaker instructor and their follower. the distribution topic can be seen as follows. table 1 tiktok topic no topic 1 counseling: nutrition of pregnant mother 2 counseling: zink tablet 3 counseling: danger signs during pregnancy 4 kangaroo mother care (kmc) 5 how to give breast milk rahmawati, syafei, & prasetiyanto improving speaking skills through ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 140 6 counseling: neonatal danger signs 7 counseling: contraception those seven topics are based on the midwifery competence in the 3rd semester in association of midwifery education indonesia (aipkind). the students try to give counseling through english. in counseling, there are several steps, they are introduction, apperception, content, feedback, evaluation, and closing. in the counseling stage, the students will act as the midwife. giving counseling is one of the way to give health education to the patient (ryding et al., 2003). they should understand the gambit used in conversation and the midwifery material. in the first stage, the students try to greet their patient then introduce their selves. then, the students do apperception that means to perceive the new experience in relation to past experience. they should to apperception because the health information grows rapidly. moreover, in the content stage, the students must give the explanation relates to the topic. in this stage, the students are prohibited to read the material. they must explain the material only based on the brochure to make the explanation systematically. then, giving feedback and evaluation before closing. in the closing, the students need to practice speaking using gambit. therefore, it can be concluded that in the speaking practice, the midwifery students learn not only based on english aspect but also midwifery aspects. it happens because the concept of english for midwifery program is english for specific purpose that should base on the purpose and needs on midwifery program. after the students speak, they upload the video in tiktok application. the speaking video was evaluated from four items, they are vocabulary, fluency, pronunciation, and comprehension (wulandari, 2019). the first item is vocabulary. the development of vocabulary is essential for all english skill such as listening, speaking, reading and writing. if they have a good vocabulary development, they can learn english easily (muslimin, 2014). second, fluency is one of the speaking qualities that is the flow and efficiency of expressing the idea, opinions, thoughts, feeling, etc. moreover, if someone speaks fluently means he speaks easily, reasonably, quickly, without having stops and taking a pause (mohamed salama eissa, 2019). the third is pronunciation. pronunciation in english becomes the important part to make sure the communication is understood and avoid miscommunication. in english speaking practice, the pronunciation should never overlook. because they need to upload the video in tiktok, they need to upload the best video. they will repeat the video many times to make sure their speaking is good. one of the way to improve the pronunciation is by repeating several times (fouz-gonzález, 2020). the last is comprehension. comprehension means the understanding of text can be spoken, written and/or visual. the comprehension is an active and complex process which: includes the act of simultaneously extracting and constructing meaning from text. in the research process, there are pre-post test in the experimental and control group. the following table described the mean score of the pre-test score and post-test score in the experimental and control group. in table 2, it can be seen that the mean score was increased in four indicators, such as 57,53 to 67,97 for vocabulary ; fluency 56,52 to 63,76; pronunciation 57,24 to 73,47 and comprehension 61,44 to 73,18. the percentage increases in all aspects, they are vocabulary increases 45%, fluency 40,6%, pronunciation 31% and comprehension 32,8%. table 2 the result of mean score of pre-test and post-test indicators mean score in control group mean score in the experimental group pre-test post-test pre-test post-test vocabulary 57,53 67,97 56,81 82,75 fluency 56,52 63,76 56,66 79,71 rahmawati, syafei, & prasetiyanto improving speaking skills through ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 141 pronunciation 57,24 73,47 61,3 80,72 comprehension 61,44 73,18 61,73 82,02 moreover, the result of pre-test and post-test for experimental group can be seen in table 2. it can be noticed that the result of mean score for the experimental group was increased from pre-test to post test in all of the indicators. the mean score of vocabulary was increased from 56,81 to 82,75; fluency from 56,66 to 79,71; pronunciation from 61,30 to 80,72; and comprehension from 61,73 to 82,72. in the experimental group, the students try to make video then upload it in tiktok application. the account used is not the private one, so every people can watch the video (de leyn et al., 2021; kazemian et al., 2021). the video can be watched not only their classmate and lecturer but also all people. therefore, the students will try to give the best in the video. if they have wrong in their speaking in term of vocabulary, fluency, pronunciation or comprehension, the students will be shy. so the punishment for the students is not only in classroom but also digital punishment (celeste, 2021; hidayatullah & haerazi, 2022). the use of tiktok is not only as the medium to entertainment but also can used as the learning process (alexandro et al., 2022). in tiktok, the students have limited time to speak up, therefore it enhanced their fluency and idea to develop their idea. moreover, in tiktok video, the students could retake and revise their video as many times as they need them. they can pause their talk also it can be one of drilling techniques of the oral performance to gain the fluency and improve their vocabulary. by uploading the video, the students also will boost their self-confidence and motivation to speak up. the video showed them that they excessively used the fillers when they used the vocabularies (wulandari, 2019; haerazi & kazemian, 2021). however, tiktok becomes one of the solution improving students in speaking ability, it has several limitations, such as the internet connection, and duration. the students need to spend their time to upload their video, the high data consumption and the connectivity problems. moreover, limitation to talk also becomes the problem. some students need more time to express what is in their mind and boost their creativity. conclusion tiktok application is the media social not only to make fun but also to improve the students’ ability to speak. there are four indicators, such as vocabulary, fluency, pronunciation and comprehension. in experimental group, the increasing score happens in all indicators such as vocabulary, fluency, pronunciation and comprehension. the vocabulary increases 45,6%, fluency increases 40,6%, pronunciation increases 31,6%, and comprehension increases 32,8% from the pre-test score. the use of tiktok not only improving their ability but also their creativity, motivation and vocabulary. when the students have something wrong in their speaking, the students get not only academic punishment 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(2019). improving efl learners’ speaking proficiency through instagram vlog. journal: a journal on language and language teaching, 22(1), 111–125. https://doi.org/10.24071/llt.2019.220111 zaitun, hadi, m. s., & indriani, e. d. (2021). tiktok as a media to enhancing the speaking skills of efl student ’ s. jurnal studi guru dan pembelajaran, 4(1), 89–94. https://doi.org/10.33394/jollt.v10i3.5328 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2843 october 2020. vol. 8, no,4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 450-457 jollt journal of languages and language teaching, october 2020. vol. 8, no.4 |450 deixis in the song lyrics of lewis capaldi's "breach" album 1dayana sinaga, 2herman, & 3tiarma intan marpaung 1undergraduate student, english education department, universitas hkbp nommensen, indonesia 2,3english lecturer, english education department, universitas hkbp nommensen, indonesia corresponding author email: herman@uhn.ac.id article info abstract article history received: august 2020 revised: september 2020 published: october 2020 the research aims to analyze the three types of deixis analysis using yule's theory and interpret the reference meaning of that are found in the lewis capaldi's "breach" album song lyrics. the researcher selected this song as the subject of analysis because of the song's popularity and the deictic words used. the researchers select this song as the subject of analysis because of the popularity of the song and deictic words. therefore, the "breach" album song lyrics are analyzed by using a pragmatic approach, especially using the theory of yule (1996) about deixis analysis. this study was conducted by using a descriptive qualitative method. the kind of research is content analysis. the data which used song lyrics of lewis capaldi's "breach" album (2018). in addition, this song was classified into three types of deixis analysis based on their own criteria. the result of this research showed that the three types of deixis using yule's theory, such as person deixis, spatial deixis and temporal deixis are used in the lewis capaldi's "breach" album. the most dominant type of deixis in this research were found is person deixis with 11 data (55%), spatial deixis with 6 data (30%), and temporal deixis with 3 data (15%). the use of person deixis indicated the participant in this song. while, the spatial deixis indicated location and place of event from the participant. moreover, the temporal deixis indicated the timing of the speech event, which is used in this song. keywords dexis; pragmatics; song; how to cite: sinaga, d., herman., & marpaung, t.i. (2020). deixis in the song lyrics of lewis capaldi's "breach" album. jollt journal of languages and language teaching, 8(4), 450-457. doi: https://doi.org/10.33394/jollt.v%vi%i.2843 introduction language is a mean of communication and interaction between individual and group by which individuals cooperate and live together in society. hutajulu& herman (2019) stated that language as the tool of communication that has essential part in making communication. it is for someone to master the language, so that she or he can share their ideas with somebody else, no matter that the communication will be done either orally or in written manner. moreover, marpaung (2019) added that, language is a tool communication that allows the people to communicate one each other and describe their purpose to keep interacting in showing new ideas. so, language is the basic modal to interact with other people wherever she or he lives. to communicate, there are many kinds of languages in the entire world, such as indonesian, south korean, chinese, javanese, scottish, arabic, english and many others. from the various languages which are used by the people, one of them is english. sinaga, herman & pasaribu (2020) mentioned that english is a vital for our life besides in building relationship with others, english is a significant for our education because english has http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& sinaga, herman, and marpaung the deixis in the song……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 |451 become one of the subject of national examination that demands the students must comprehend english. in learning english, there are four basic skills need to be learned in schools, namely listening, speaking, reading and writing. all of those language skills are very important to learn. talking about english language, it directly relates to linguistics. linguistic is a scientific study of human language. thus, linguistic deals with the meaning express by modulation of a speaker's voice and the listeners related new information to the information they already have. there are many sub-fields of structure focused linguistic. one of them is pragmatics. pragmatics is the study of "invisible" meaning, or how we recognize what is meant even when it isn't actually said or written yule. according to levinson (1997) as quoted in pardede, herman & pratiwi (2019), pragmatics is the study of ability of language users to pair sentences in the context which they would be appropriate. furthermore, yule (1996) as cited herman (2015) defined that pragmatic is the study of relationship between linguistic forms and the users of those forms. pragmatic is also the only one allowing human into the analysis, because pragmatics, can talk about people's intended meanings, their assumptions, their purposes, and the kinds of actions such as requests and apologizes when they speak. from all definitions above, it can be deduced that pragmatics is the study of meaning based on the context here are expression of relative distance and contextual meaning. pragmatic have several parts namely; deixis, reference, presupposition, speech acts, politeness, discourse analysis, conversation analysis, the co-operative principle, implicatures. in this research, the researcher discuss about deixis. deixis are words that are pointed at certain things, such as people, objects, place, or time like you, here, now. so, a word can be called as deixis if the referent change, depending several sources who are the speaker and when the word is spoken. furthermore, deixis is claimed by yule (2010), are words such as here and there, this or that, now and then, yesterday, today or tomorrow, as well as pronouns such as you, me, she, him, it, them. he continued, "they are technically known as deictic expression, from the greek word deixis, which means "pointing" via language." according to nisa, asi& sari (2020), deixis is an important study in pragmatic when the listener (especially the music lovers) does not understand the context in a song lyric. a song lyric can be understood when the listener knows what the references are, or when, and where the utterances are spoken. this also deals with the listeners who do not understand what the speaker means so that the communication cannot run properly because of their misinterpretation, sari (2015). moreover, dallin (1994) in firdaus (2013) mentioned that lyrics are written as a form of interaction between the writer and listener. song lyric is essentially a language in its formulation which is not separated from the rules of music such as the rhythm, melody and harmony of the song. lyrics can be categorized as a part of discourse, because it consists of word or sentences which have different grammatical function. by writing a song lyric, people are easy to show their feeling and emotion. furthermore, most people find it confusing and slightly, when they are listening to some songs as well as noticing at the lyrics of the songs. they do find it confusing and difficult with the referents to which or whom the words or pronoun refer to. as example, the research stated some lyrics from lewis capaldi's songs which contain deixis in its lyric with the title "someone you loved" in 'breach' album below: (1) "i’m going under and this time i fear there’s no one to save me” person deixis spatial deixis temporal deixis i (singular first person), me (singular first person ) under, this, there sinaga, herman, and marpaung the deixis in the song……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 |452 (2) “this all or nothing really got a way of driving me crazy” person deixis spatial deixis temporal deixis me (singular first person) this (3) “i need somebodyto heal” person deixis spatial deixis temporal deixis i (singular first person) (4) “somebody to know” person deixis spatial deixis temporal deixis somebody (singular first person) (5) “somebody to have” person deixis spatial deixis temporal deixis somebody (singular first person) (6) “somebody to hold” person deixis spatial deixis temporal deixis somebody (singular first person) (7) “it’s easy to say” person deixis spatial deixis temporal deixis it (singular third person) (8) “but it’s never the same” person deixis spatial deixis temporal deixis it (singular third person) (9) “i guess i kinda liked the way you numbed all the pain” person deixis spatial deixis temporal deixis i (singular first person), you (singular second person) there are some examples of deixis used in those lyrics with italic writing like i, under, this, time, there, me, somebody, it’s, you. those are just a little example, the research assume there still many deixis words left in the breach album that could be found. other researcher, amaliyah (2017) also depicted the problems in entitling “a pragmatics study on deixis analysis in the song lyrics of harris j’s salam album song”, analyzed that are three types of deixis in pragmatic of harris j’s salam album based on yule’s theory. this previous research shows that the problem is the people listen to the song lyrics not only to try to apprehend the meaning of lyrics itself, and it is different with this research, and another difference is the object of the research. the object of the previous research is harris j’s album. meanwhile, the object of this research is lewis capaldi’s sinaga, herman, and marpaung the deixis in the song……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 |453 “breach” album. in addition, the researchers are interested to conduct a research entitling “deixis in the song lyrics of lewis capaldi’s “breach” album”. research method research design the research design is the researcher’s plan of how to proceed to gain understanding of some group in it is context. the researchers used qualitative research design. according to creswell (2014), writing a methods section for a proposal for qualitative research partly requires educating readers as to the intent of qualitative research, mentioning specific designs, carefully reflecting on the role the researcher plays in the study, drawing from an everexpanding list of types of data sources, using specific protocols for recording data, analyzing the information through multiple steps of analysis, and mentioning approaches for documenting the accuracy or validity of data collected. moreover, according to nassaji (2015), qualitative research is more holistic and often involves a rich collection of data from various sources to gain a deeper understanding of individual participants, including their opinions, perspectives, and attitudes. there are some qualitative research types such as basic interpretative studies, case study, document or content analysis, ethnography, grounded theory, historical studies, narrative inquiry, phenomenological. based on the kinds of the way to do qualitative research, this research is a kind of document or content analysis. the content analysis focuses on analyzing and interpreting recorded material to learn about human behavior. the material may be public records, textbooks, letters, films, tapes, diaries, themes, reports, or other documents. content analysis usually begins with a question that the researcher believes can best be answered by studying documents. content analysis is sometimes quantitative, such as when one investigates middle school science textbooks to determine the extent of coverage given to minority scientists' achievements. the research is considered document or content analysis because it describes and analyzes the song lyrics' data. data source of the research the subject of the research is song lyrics of lewis capaldi’s “breach” album. the object of the research is deixis found in that song lyrics. the researcher later identified and analyzed all the songs in the album and seek for the types of deixis found within. it means the source of the data is a kind of document. according to ary et al. (2010), the term ‘documents’here refers to a wide range of written, physical, and visual materials, including what other authors may term artifacts. documents may be personal, such as autobiographies, diaries, and letters, official, such as files, reports, memoranda, or minutes; or documents of popular culture, such as books, films, and videos. document analysis can be of written or text-based artifacts (textbooks, novels, journals, meeting minutes, logs, announcements, policy statements, newspapers, transcripts, birth certificates, marriage records, budgets, letters, e-mail messages, etc.) or of nonwritten records (photographs, audiotapes, videotapes, computer images, websites, musical performances, televised political speeches, youtube videos, virtual world settings, etc.). the analysis may be existing artifacts or records. in some cases, the researcher may ask subjects to produce artifacts or document, for example, asking participants to keep a journal about personal experiences writing family stories, to drawing pictures in expressing memories, and explaining thinking aloud as it is audiotaped. the reason of choosing this album because, the deixis in this album have not analyzed yet. this album contained many deixis in the song lyrics. that is why that the researchers are interested to analyze the deixis in this album. as we all know, the song is the second extended play by scottish singer-songwriter lewis capaldi. it was released as a digital sinaga, herman, and marpaung the deixis in the song……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 |454 download on 8 november 2018. it includes the singles “tough”, “grace” and “someone you loved” and a demo of “something borrowed”. instruments of the research instruments are tool facilities that are used by any researcher in order to collect the data. instruments make a researcher does the research project easily on the other hand it can be clearer, complete, and systematic. this part is also very important in any form of research. this research instrument is a script of song lyrics downloaded from the suitable downloading link on the internet of lewis capaldi’s “breach” album. technique of data collection this part is very important in any form of researchers. according to ary et. al. (2010), the most common data collection methods used in qualitative research are observation, interviewing, questionnaire, and document or artifact analysis. in this research, the researcher used the document to obtain the data. in addition to that, the technique of data collection is document or content analysis. as in ary et al. (2010) explained, content or document analysis is a research method applied to written or visual materials to identify the material's specified characteristics. the materials analyzed could be textbooks, newspapers, web pages, speeches, television pro-grams, advertisements, musical compositions, or any of a host of other types of documents. in collecting the data, the researchers used listening and taking notes methods. the steps were as follows: first, searching the scripts of the lyrics of “breach” album, second, transcribe all of the lyrics in “breach” album and the last coding all the lyrics to be analyzed based on deixis. techniques of data analysis the data will then be analyzed using the theory of cresswell (2009). there are essentially five steps in analyzing the data, they are as follows: first data preparation, at the beginning, in preparing the data, the researcher choosed the song lyrics to be identified. furthermore, the researcher identifies it so that they can be related to the focus and formulated problems, second data reading, after preparing the data, the researcher read the whole song lyrics carefully in order to find out and the types of deixis found within the selected song lyrics, third data classification, the researcher uses an instrument called qualitative code-book. according to cresswell (2009), qualitative code-book is a table which contains predetermined codes, forth data confirmation, after all types of deixis were certainly found, the data were then confirmed by using the theory of yule (1996) in fitria (2015). it was used to determine the types of deixis found so that they could be classified correctly and appropriately into their own types, fifth frequency and percentage calculation, after all the data are classified, the researcher finally calculated the data in order to know the frequency of the most dominant type of deixis found within the whole song lyrics. triangulation the validity of a qualitative research can be seen by triangulation. as a qualitative research, triangulation made the research can be believed, became conventional, acceptable, and responsible. so, triangulation is the technique to examine the data using something others to the output of the data for needs of checking or as comparison to the data. according to denzin (1978) in unaids(2010), identified four basic types of triangulation: (1) data triangulation: the use of multiple data sources in a single study; (2) investigator triangulation: the use of multiple investigator/ researchers to study a particular phenomenon; (3) theory sinaga, herman, and marpaung the deixis in the song……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 |455 triangulation: the use of multiple perspectives to interpret the results of a study, and (4), methodological triangulation: the use of multiple methods to conduct a study. in this research, the researcher used data triangulation. denzin (1978) in unaids (2010) stated that data triangulation is the use of a variety of data sources, including time, space and persons, in a study. findings and any weaknesses in the data can be corroborated and compensated by the strengths of other data. thereby, it is increasing the validity and reliability of the results. in this research, the researcher used written documents, archives, historical documents, official records, personal notes or writing, or simply as known as journal, books or articles. while, in this research, the researcher uses time triangulation which is the part of data triangulation. data triangulation involved the use of various qualitative models, if the conclusions of each method are the same, so that truth was established. data triangulation was chosen because this research was attempt to check the validity of the data (types of deixis) within the subject of the research (selected song lyrics) and it was attempt to check the degree of trust of the data. research findings and discussion research findings the data analysis shows that three are types of deixis that used in song lyrics of lewis capaldi’s “breach” album. there are 11 data of person deixis (55%), 6 data of spatial deixis (30%), and 3 data of temporal deixis (15%). involving the total data of the types of deixis are 20 data. based on the data analysis above, the dominant type of deixis in the song lyrics of lewis capaldi’s “breach” album is person deixis. the detailed findings of the data can be seen in the following table 1. table 1 types of deixis in the song lyrics of lewis capaldi’s “breach” album no. types of deixis frequency percentage 1. person deixis 11 55% 2. spatial deixis 6 30% 3. temporal deixis 3 15% total 20 100 % discussion after analyzing the data using yule’s theory in lewis capaldi’s “breach” album, there are three types of deixis, namely: person deixis, spatial deixis and temporal deixis. person deixis is deictic reference to the participant role of a referent, which means first person deixis, second person deixis and thirs person deixis. spatial deixis is a replace relation between peoples, and it is something borrowed to this basic difference. temporal deixis concerns itself with the various times involved in and referred to in an utterance. in the album there are 4 songs, namely: lewis capaldi’s breach album is the second extended play by scottish singer-songwriter lewis capaldi. it was released as a digital download on 8 november 2018. it includes the singles “tough”, “grace” and “someone you loved” and a demo of “something borrowed”. the reason in choosing this album because, the deixis in this album have not analyzed yet. this album contained many deixis in the song lyrics. that is why the researcher interested to analyzed deixis in this album. based on the findings of this research, the researchers inferred that there was a similarity with the research findings by amaliyah (2017). the theory used was same in yule (1996), it was about the deixis analysis in the song lyrics. the difference of the research done by amaliyah (2017) is the object of the research. the object of this previous research is sinaga, herman, and marpaung the deixis in the song……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 |456 harris j’s album. meanwhile, the object of this research is lewis capaldi’s “breach” album. the english song lyrics entitling harris j’s salam album have a moral value, speaker’s experiences and feelings in his religious life. meanwhile, this research was only conducted by using theory of yule (1996). the researcher selected these songs as subject of analysis because the popularity of the songs and also it consisted of such as deictic words. conclusion based on the findings and discussion in the previous chapter, the researchers conclude that types of deixis occur in the song lyrics of lewis capaldi’s “breach” album: person deixis, spatial deixis, and temporal deixis. the most types of deixis that occurs in lewis capaldi’s “breach” album is person deixis. the researchers found 20 data that contained deixis, including 11 person deixis, 6 spatial deixes, and 3 temporal deixes. in this research, the researchers found all the types of deixis. the researchers also found the most dominant types of deixis in uses in the song lyrics based on yule's theory; it can be concluded that there are three types of deixis found in the song lyrics. based on the research findings, the researcher found the most dominant type of deixis in this research is person deixis. furthermore, this research hopefully becomes a reference for the types of deixis field for students and the next researcher. references amaliyah, i. (2017). a pragmatics study on deixis analysis in the song lyrics of harris j’s salam album song.unpublished. semarang: pps walisongo state university semarang. ary, d., jacob, l. c., sorensen, c. (2010). introduction to research in education.eightedition. usa: wadsworth cengage learning. creswell, j. w. (2009). research design: quantitative, qualitative, and mixed methods approaches. third edition. london: sage publications ltd. firdaus, e. a. (2013). textual meaning in song lyrics.vol. 1 (1): hal. 99-106. fitria, t. n. (2015). book review “pragmatic” by george yule.institutteknologibisnis aas surakarta herman. (2015). illocutionary acts analysis of chinese in pematangsiantar”. international journal of humanities and social science invention.vol. 4 (12): pp. 41-48. hutajulu, f. s. l and herman. (2019). analysis of illocutionary act in the movie “you are my home” english subtitle”.journal of english educational study.vol. 2(1): pp 29-36. marpaung, t. i. (2019). politeness strategy among teachers and students in efl classroom.iosr journal of humanities and social science (iosr-jhss).vol. 24 (4): pp 51-55. http://www.iosrjournals.org/iosrjhss/papers/vol.%2024%20issue4/series9/h2404095155.pdf nassaji, h. (2015). qualitative and descriptive research: data type versus data analysis. language teaching research, 19 (2), 129-132. nisa, b., asi, a. g and sari, s. w. (2020). thecontext meaning of deixis in soundtracks lyric of the greatest showman movie. journal of english languege literature and teaching. vol. 4 (1): pp 41-45. pardede, h., herman, and pratwi, w. (2019).an analysis of politeness principle maxims found in big hero 6 movie”.european exploratory scientific journal.vol. 3 (4): pp 1-7. sari, r. (2015).deixis analysis through the interaction among the student with different culture.vol. 11 (2): hal 41-48. http://www.iosrjournals.org/iosrjhss/papers/vol.%2024%20issue4/series-9/h2404095155.pdf http://www.iosrjournals.org/iosrjhss/papers/vol.%2024%20issue4/series-9/h2404095155.pdf sinaga, herman, and marpaung the deixis in the song……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 |457 sinaga, h., herman, and pasaribu, e. (2020). the effect of anagram game on students’ vocabulary achievement at grade eight of smp negeri 8 pematangsiantar.journal of english educational study.vol. 3 (1):pp51-60. sitorus, e & herman. (2019). a deixis analysis of song lyrics in calum scott “you are the reason”.international journal of science and qualitative analysis.vol. 5 (1): pp. 2425. unaids. (2010). an introduction to triangulation.unaids evaluation and monitoring fundamental. yule, g. (2010). thestudy of language.4th edition. new york: cambridge university press. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https:/doi.org/10.33394/jollt.v%vi%i.2827 october 2020. vol. 8, no,4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 458-464 jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 458 given and new information in barack obama’s remarks: a syntactic form analysis herdiana1, didin nuruddin hidayat1, alek1, & nida husna1 1department of english education, faculty of educational sciences, uin syarif hidayatullah jakarta corresponding author email: didin.nuruddin@uinjkt.ac.id article info abstract article history received: august 2020 revised: september 2020 published: october 2020 this study seeks to figure out how certain new and given information as information structure of syntactic forms are revealed in barack obama’s remarks in jakarta. the study is focused on the beginning parts of obama’s remarks, as in that he recalled his childhood memories of staying in jakarta, indonesia, for four years. in order to investigate the information structures, we collected the data from digital documents (scripts and videos) of the remark; then, we analyzed the syntactic forms of article “a” (indefinite) and “the” (definite) and also the rheme and theme of the script and the video of the remarks using close textual analysis. the results indicate that the uses of these articles construct certain messages whose tones are either distancing, getting close, or neutralizing the speaker against the audience. furthermore, the information contained in obama’s speech reflected the context-awareness of the speaker and also the audience. the speech could also open up further study on (political) critical discourse analysis, as it was delivered in the political contexts between indonesia and the usa. keywords discourse analysis; information structure; speech; syntactic form; how to cite: herdiana, hidayat, d. n., alek, & husna, n. (2020). given and new information in barack obama’s remarks: a syntactic form analysis. jollt journal of languages and language teaching. 8(4), 458-464. doi: https:/doi.org/10.33394/jollt.v%vi%i.2827 introduction through speeches, a leader conveys ideas, even certain discourses. each leader has a unique speech style that is different from the others. this is because each string of words spoken when making an indirect speech is a reflection of that person's personality. furthermore, from speech it can be revealed certain information structures, especially if some concerns on linguistics are emphasized. one of the public figures respected for their speeches is the former president of the united states, barack obama. in november 2010, he made his first official visit to indonesia, a country where he spent his four-year childhood back then 1968 until 1971. in this visit, obama was expected by the indonesian people to address some strategic areas between indonesia and the united states. in november 2010, in front of officially invited indonesian people, the president made a historical remark at universitas indonesia, jakarta. the remarks that the president delivered intersected with various strategic issues indonesia and the us were facing, such as culture, politics, economy, history, and the likes. however, from the various landscapes, obama highlighted, as indonesian citizens, a curiosity is encountered on how obama recalled his memories of childhood in indonesia. the president conveyed his enactment about indonesia, especially jakarta, in the opening parts of the speech. therefore, it is relevantly explorative to find out how he constructed his recalling about indonesia through the sentences, phrases, words, even attitudes, and other linguistic units in the remarks. bayram (2010) notes that attitudes to language can be linked to social and cultural identity, to social status, and the notions of prestige and solidarity, and those attitudes to http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& herdiana, hidayat, alek, & husna given and new information jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 459 language and its varieties can be influenced by different factors related to the users of that specific language. this can be constructed by focusing on the information structures (given and new information) by analyzing the syntactic forms, with the focus on how certain articles “a” and “the” and rhyme and theme are devised. furthermore, discourse is not simply an entity we can define independently: we can only arrive at an understanding of it by analysing sets of relations. it can be said what it is in particular that discourse brings into the complex relations which constitute social life: meaning and making meaning (fairclough, 2013). meaning making is a cooperative enterprise (linguistic or otherwise) that always takes place in a large set of contexts (ranging from immediate to background), and that occurs with varying degrees of success. people who can successfully participate in this kind of meaning-making can be said to belong to the same culture (kovevses, 2010). the series of investigation of information structure in utterances was established by linguists of the prague school before the second world war. the linguists proposed what they considered ‘the communicative dynamism’ of the components building up a sentence in the construction of ‘functional sentence perspective’ (vachek, 1966; hladký, 2003). in particular, the prague school treat information as it consists of two classifications, namely new information, which is information that the addressor considers not known to the addressee; and given information that the addressor concludes is recognizable to the addressee (either for it is factually in existence in the setting or due to being having been presented in the discourse). halliday and hasan (1976) later were in line with the prague school in proposing that one of the uses of intonation in english is to sign up which information the utterer is considering new and which information the utterer is considering given. apparently, nowadays, the discourse of ‘given’ and ‘new’ information to the stretch of syntactic structures that are attached to realize the categories of information has become one of the topics of interest in the linguistic area (kashiwadate, yasuda, fujita, kita, & kobayashi, 2020; szaszák & beke, 2012; chen & zechner, 2011). halliday and hasan (1976) proposed that the speaker tries to signify the essence of the utterance (the foundational unit in his grammatical analysis). at certain points, what halliday considers the ‘ideational’ essence of a clause might be benchmarked with what others have proposed the 'prepositional' content of a modest utterance. the content of this clause is organized by the utterer in a syntactic structure of the clause, in which the utterer selects among the selections of theme in existence to him or her. meanwhile, in spoken communication, a content of a clause is organized through one set or more units of information that are realized phonologically by intonation. halliday and hasan (1976) indicate that the speaker is conditioned to break down his or her speech into units of information. he or she has to convey the message in packages of serials. nevertheless, he or she is free to set up how he or she expects to wrap up the information. he has the freedom to settle down where every information unit starts and stops, and how it is organized internally'. prior to that, as the utterer has decided to inform his hearer that, for example, in “john has gone to the garden with mary”, the speaker may attach this information into one unit of utterance. halliday proposes that the speaker will put given information in order before new information. here we shall discover the use of two articles (a) and (the). (a) represent our primary perception and denotes individual as unknown; (the) respect our secondary perception and denotes individuals as known. an example: a. i see an object pass by, which never saw till then, what do i say? “there goes a beggar, with a long beard.” b. then man departs, and returns a week after herdiana, hidayat, alek, & husna given and new information jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 460 “there goes the beggar with the long beard.” the article only is changed. (harris, 1751: 2015-16) (“zellig harris: language and information,” n.d.) the discussion where the examples are extracted are dealt with syntactic realization. in constructing sequence, sentence, in which some units are in the second sentence, is deemed to be in some sense ‘given’. in the example, we find two predominant forms of utterance applied to signify an entity labelled as given, namely pronoun and definite nps. these forms are often treated in the linguistics discourse as thought they were in free variation. an example: “they were stolen by a customer” “the jewels were stolen by a customer” in some cases, repetition makes the discourse appear to be like a dazzling language of the first child’s reader. if a dazzling language is noticed, this is presumably because normally, in genres other than children first’s reader, and the speaker does not reiterate contextually much ‘given’ information. moreover, in the case of barack obama’s remarks, the uses of pronouns in political speeches follow approximately the same pattern. however, it is what these pronouns are intended to convey in terms of whom or what is included in the group that demonstrates the inclusivity of the president (stobbs, 2012). this proposition can be made sense by focusing on the information structures (given and new information) by analyzing the syntactic forms, with the focus on how certain articles “a” and “the” and rhyme and theme are devised. regarding this notion, this study is focused on the beginning parts of obama’s remarks, as in that he recalled his childhood memories of staying in jakarta, indonesia, for four years. the study seeks to scrutinize how certain new and given information as information structure of syntactic forms are revealed in barack obama’s remarks in jakarta. research method topics are typically presumable information, and they are the starting point of the sentence. focused nominals, on the other hand, are the end goal of the sentence, the information which the speaker intends to attach to the discourse. furthermore, the topic tends to resume the starting point of a sentence and focus toward the ultimate point. topics are closely correlated with the given or old information, which is currently in the speaker’s awareness, while focused constituents are new information, just being extracted into the discourse. the concept of given information is relatively equivalent to presupposed, but new information need not (although it usually does) be in line with only the focused constituent (lambrecht, 1996). research design the design of this study is close textual analysis (ruark & fielding-miller, 2016). close textual analysis here means that the researchers closely read the relationship among certain linguistic units of discourse, with the focus on syntactic forms of definite and indefinite articles, rhymes, and themes. this is done so to discover what makes a particular text function for both the speaker and the hearer(s). the researchers analyze how obama uses the article “a” and “the,”, rhyme and theme in his address that he may intend to deliver (certain) messages to the audience. for example, obama used his particular theme of “us” and “we”. instruments instruments of research are tools built up by researchers for reaching the projected purposes when conducting research. practically, the instruments are designed devices to assist in collecting data to be analyzed. miles and huberman (2002) describe research instrumentation as specific means which is focused on gathering information, and it can be closely or openly structured. in this study, the author applies a close textual analysis over the digital and printed herdiana, hidayat, alek, & husna given and new information jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 461 documents of barack obama’s speech at universitas indonesia campus delivered in november 2010. data analysis the data were collected from digital documents (scripts and videos) of the remark. then the syntactic forms of article “a” (indefinite) and “the” (definite) and also the rheme and theme of the script and the video of the remarks were analyzed using close textual analysis. the authors conducted close textual analysis on the object of this study. the close textual analysis resumed as the following cycle: data collection, data display, data reduction (based on the objectives of this study), and the conclusion. research findings and discussion research findings the remarks that president obama made was around one-hour long. as mentioned before, this paper is focused on analyzing the beginning parts of the remarks, as in that it catches the authors attention on how obama recalled his memories about indonesia, especially jakarta, for reconditioning his address and also for fixing his diplomatic purposes, which is in this case political. before going further to the main part of his speech, president obama recalled his memories about indonesia, particularly jakarta. in his recalling memories, it is noticed how he narrated some points in which he devised the article ”a” and “the”. the ways he devised these indefinite and definite articles could lead to some propositions, as the articles indicate certain information, either new or old ones. the list1 of obama’s sentences that contain the articles is as follows: a. “i first came to this country when my mother married an indonesian named lolo sutoro.” b. “as a young boy, i was coming to a different world.” c. “but the people of indonesia quickly made me feel at home.” d. “the city was filled with buildings that were no more than a few stories tall.” e. “the hotel indonesia was one of the few high rises, ….” f. “and you didn’t have all the big highways that you have today.” g. “and we lived in a small house.” h. “we had a mango tree out front.” i. “and i learned to love indonesia while flying kites and running along the paddy fields and catching dragonflies, buying satay and bakso (meatballs) from the street vendors.” j. “i still remember the call of the vendors. satay!” k. “but most of all, i remember the people -the old men and women who welcomed us with smiles; the children who made a foreign child feel like a neighbor and a friend; and the teachers who helped me learn about this country.” l. “so much has changed in the four decades since i boarded a plane to move back to hawaii.” m. “the jakarta that i once knew has grown into a teeming city of nearly 10 million, with skyscrapers that dwarf the hotel indonesia...” n. “when my stepfather was a boy, he watched his own father and older brother leave home to fight and die in the struggle for indonesian independence.” 1 see appendix 1 for the details (full script) herdiana, hidayat, alek, & husna given and new information jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 462 o. “and i’m happy to be here on heroes day to honor the memory of so many indonesians who have sacrificed on behalf of this great country.” p. “in the years since then, indonesia has charted its own course through an extraordinary democratic transformation -from the rule of an iron fist to the rule of the people.” q. “in recent years, the world has watched with hope and admiration as indonesians embraced the peaceful transfer of power and the direct election of leaders.” discussion it is intriguing to see the context of obama’s remark in jakarta. in a study, morales-lopez (2019) highlights that in linguistics, we should talk about the environment of the speakers and the environment of words inside the linguistic system itself (that we commonly name context). the information contained in obama’s speech reflected the context-awareness of the speaker and also the audience. in sentence (a), the speaker puts a distance with the audience. he started the discourse (about his initial ‘engagement’ with indonesia) in a ‘neutral’ but focused tone. he indicated that it was the first time he introduced that person (lolo soetoro) in the speech. here it also got a signal that there were most likely indonesians whose names were lolo soetoro, not just ‘this’ lolo soetoro. hence, in this case, obama was trying to deliver new information to the audience. it also indicated that he was positioning himself as a ‘neutral’ storyteller. there are other utterances most likely having the same proposition as “my mother married an indonesian named lolo sutoro” but more engaged, for example: “my mother married my late indonesian father in law lolo sutoro”. the nuance of distancing in the phrase “and indonesian named lolo sutoro” appears to be apparent. the same nuance as (a) also appeared in sentence (b). he was capturing a portrait of a young boy, who was, in this linguistic unit, the third person: “a young boy”, who was himself. besides the storyteller ‘style’, it is also intriguing to notice how the speaker used the phrase “a different world” (to refer to indonesia, specifically jakarta). jakarta as a geographical entity was not mentioned as the way it was said and written; instead, it was ‘devised’ rhetorically to address diplomatic impression in a ‘stylistic’ manner, which was, in this case, could not be separated from the role of article “a” as a linguistic unit. when the speaker said, “the people….” (c)he referred to a group of persons. but which group? contextually, the ones who welcomed him nicely that made him say, “… made me feel at home”. the rheme seen here is in a positive proposition. nevertheless, as it has been the main focus, the role of the article “the” signifies how the tone of an utterance makes sense, both for the speaker and the hearer. sentence (c) will logically fail to address the main idea of the speaker if “the” is omitted. in short, obama was trying to ‘get close’ to the audience. even he used his gestures (pointing out his hands at the audience with fingers) saying, “(applause) -hey, some folks from menteng dalam right here. (applause)”. he started the remarks with the ‘naturally’ neutral signification, then continued to the point where he ‘touched’ the line to get closer to the audience. moreover, to underline the significance of rheme, utterances (e) and (f) offer linguistic units to ponder. in these two sentences, obama showed a proposition that all audiences were at the same understanding with the information he delivered (the hotel indonesia and the big highway). the articles “the” in both sentences help to construct linguistical, social, even political messages in the discourse the speaker was addressing. after all, the tone of these sentences, as mostly found in the rest of the remarks, was positive (batluk, 2011). this proposition also intersects with what capone (2010) indicates that obama takes the politician’s role as representative (of the people) seriously and expresses the voices he wants to represent. it is to support his ideas about politics, in respect to which he presents himself as the animator, herdiana, hidayat, alek, & husna given and new information jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 463 while giving ordinary people the role of principals. this leads to a notion that lingua franca english, or any other languages, cannot be understood “outside the realm of practice”; language is not so much located in the mind of the speaker as it is a social process constantly reconstructed in sensitivity to environmental factors (pennycook, 2010). conclusion from how and to what extent obama devised definite and indefinite articles, it could be figured out certain information indicating he was sure that indonesians (as the audience) realized and did not realize contextually. furthermore, in doing so, it is noticeable that at certain points, he was to get close to the audience, and then he also tried to make some ‘distance’ with them. another point to consider is that the remarks of obama does not merely intend to bring communicative or social purposes regarding the bilateral relationship between indonesia and the usa. however, more than that, it conveys political messages and issues, particularly between the usa and indonesia, generally in the sense of global affairs. regarding this point, kezemian and hashemi (2014) asserted that upon inquiring into these speeches, one could find both syntactic and lexical parallels. there is the influence of reiteration of the same words or clauses or even certain connections between words, mostly associated to the same parts of speech, such as verbs or nouns. it is also worth noting that there is a large number of parallel structures in these texts in which not only they call the audience attention and underscore the topic but also they add balance and rhythm as well as clarify and beautify the sentences. the speech can also be analyzed by the critical discourse analysis as it relates to how power was being maintained by obama. therefore, this article is expected to contribute more to further study of discourse analysis or even more than that, any study related to the power relation between indonesia and the united states of america (usa). this corresponds to what fairclough (2003) points out that textual analysis approach to the linguistic analysis of text is always oriented to the social character of texts. however, lin (2003) warns that one key distinction between cda and discourse studies lies in cda’s consistent focus on language as social practice and particularly on the social and political context of language use. cda is not interested in investigating language as a static linguistic entity but in studying social and discursive processes and their consequences. references batluk, l. (2011). rhythm and rhetoric: a linguistic analysis of barack obama inaugural address. retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15601. bayram, f. (2010). ideology and political discourse: a critical discourse analysis of erdogan's political speech. annual review of education, communication & language sciences, 7. capone, a. (2010). barack obama's south carolina speech. journal of pragmatics, 42(11), 2964-2977. chen, m., & zechner, k. (2011). computing and evaluating syntactic complexity features for automated scoring of spontaneous non-native speech. proceedings of the 49th annual meeting of the association for computational linguistics: human language technologies (pp. 722-731). portland: association for computational linguistics. fairclough, n. (2013). critical discourse analysis: the critical study of language. routledge. fairclough, n. (2003). analysing discourse: textual analysis for social research. psychology press. halliday, m. a. k., & hasan, r. (1976). cohesion in english. longman. herdiana, hidayat, alek, & husna given and new information jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 464 harris, z. (2018). language and information. retrieved december 18, 2019, from http://zelligharris.org/ hladký, j. (2003). language and function: to the memory of jan firbas. john benjamins publishing. huberman, m., & miles, m. b. (2002). the qualitative researcher's companion. sage. kashiwadate, k., yasuda, t., fujita, k., kita, s., & kobayashi, h. (2020). syntactic structure influences speech-gesture synchronization. letters on evolutionary behavioral science, 11(1), 10-14. kazemian, b., & hashemi, s. (2014). critical discourse analysis of barack obama's 2012 speeches: views from systemic functional linguistics and rhetoric. theory and practice in language studies (tpls), 4(6), 1178-1187. kövecses, z. (2010). metaphor, language, and culture. delta: documentação de estudos em lingüística teórica e aplicada, 26, 739-757. lambrecht, k. (1996). information structure and sentence form: topic, focus, and the mental representations of discourse referents (vol. 71). cambridge university press. lin, a. (2013). critical discourse analysis: overview. the encyclopedia of applied linguistics. oxford: blackwell. morales-lópez, e. (2019). discourse analysis: the constructivist perspective and transdisciplinarity. in complexity applications in language and communication sciences (pp. 187-205). springer, cham. pennycook, a. (2010). language as a local practice. routledge. ruark, a., & fielding-miller, r. (2016). using qualitative methods to validate and contextualize quantitative findings: a case study of research on sexual behavior and gender-based violence among young swazi women. in global health science and practice (pp. 373–383). https://doi.org/10.9745/ghsp-d-16-00062 stobbs, g. j. (2012). critical discourse analysis of barack obama’s 1st inaugural speech. xi'an jiaotong-liverpool university. szaszák, g., & beke, a. (2012). exploiting prosody for automatic syntactic phrase boundary detection in speech. journal of language modelling, 142-172. vachek, j. (1966). the linguistic school of prague 1966 edition. indiana university. appendices appendix 1: the speech (script) links: https://obamawhitehouse.archives.gov/the-press-office/2010/11/10/remarks-presidentuniversity-indonesia-jakarta-indonesia appendix 2: the video of the speech links: https://www.youtube.com/watch?v=9ycm9ebh9qm (1 of 4) https://www.youtube.com/watch?v=zl_vcj2t19k (2 of 4) https://www.youtube.com/watch?v=figrm3eniua (3 of 4) https://www.youtube.com/watch?v=sb385earyw4 (4 of 4) https://obamawhitehouse.archives.gov/the-press-office/2010/11/10/remarks-president-university-indonesia-jakarta-indonesia https://obamawhitehouse.archives.gov/the-press-office/2010/11/10/remarks-president-university-indonesia-jakarta-indonesia https://www.youtube.com/watch?v=9ycm9ebh9qm https://www.youtube.com/watch?v=zl_vcj2t19k https://www.youtube.com/watch?v=figrm3eniua https://www.youtube.com/watch?v=sb385earyw4 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4969 april 2022. vol. 10, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 276-284 jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 276 undergraduate students’ voices of learning english through online application : zoom meeting discussion widya garini faculty of teacher training and education, university of singaperbangsa karawang, indonesia corresponding author email: widyagarini9910@gmail.com article info abstract article history received: february 2022 revised: march 2022 published: april 2022 online learning that is carried out by students with lecturers as part of the learning process during this pandemic makes students study harder. the online learning process which is different from face-to-face classroom learning makes students experience several obstacles and difficulties in participating in online learning. this study will try to voice the opinions and experiences of students while carrying out online learning through the online zoom meeting application during this pandemic. through the questionnaire and interview methods, this narrative inquiry research will find the results of what students have felt so far. the obstacles found by the researchers were one of them that occurred in the student environment such as the internet connection network to the factor of the lecturers in the inaccuracy of time in teaching so that they spent learning time which made students experience some difficulties in living it. on the other hand, students also admit that online learning is positive, which is a solution to flexibility and time effectiveness during online learning through the online zoom meeting application. this online learning does have positive and negative sides from the views of students that lecturers and others need to know. keywords online learning; zoom teaching media; how to cite: garini, w. (2022). undergraduate students’ voices of learning english through online application: zoom meeting discussion. jollt journal of languages and language teaching. 10(2), pp. 276284. doi. https://doi.org/10.33394/jollt.v%vi%i.4969 introduction developments and changes that happening globally have a huge impact on the world. the rapid development of technology brings changes for the better in our daily life (ratheeswari, 2018). it is undeniable that today technology and the internet play an important role in various daily human activities. this development also provides many options and ways for education to be more easily grasped by us anywhere. this development brings people to get information easily and not limitedly through internet (elyas, 2018). sources of information to get an education are more diverse and easier to access. through the internet, people can easily get information and learn something new that they want to learn. students who are studying individually can access many websites or online application on the internet to learn, especially learning english which has many learning places. one of the existing english learning media is an application that can be easily downloaded and installed on a smartphone (ajisoko, 2020). this application that can be accessed via a smartphone is more practical and easy to understand for some people, especially the millennial generation who are already 'literate' in technology. learning english is an activity that can be adjusted according to the abilities of each learner. likewise, online learning available on the internet mostly provides independent learning services according to the needs of the learners. as stated by clarke and hermens in ariffin et al (2021), online learning has a goal so that learners can set their own learning style according to their individual needs. the purpose of online learning itself is indeed to help learners to learn effectively and efficiently with their respective learning levels. the online learning model that adapts to the abilities of the learners is expected to help learners to improve https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& garini undergradute students’ voices of…… jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 277 their english skills. as noom-ura (2008) stated that most of them designed a course to help learners find comfort in learning english to develop their knowledge. english is needed in learning efforts by students during the period where the ability and development of the times by artificial intelligence is made. the example of artificial intelligence is the development of technology into the field of education called educational technology. educational technology opens a wide range of learning resources that support the involvement of students learning english in accessing learning content. in this meaning, digital educational technology plays an important role in foreign language learning (oz, 2015; toyoda & harrison, 2002 in sert, n. & boynuegri, e. (2017). one form of educational technology is the use of online video conferencing applications to conduct online learning like a face-to-face class. the online real-time video-conferencing application commonly used in the learning process is the zoom meeting application. online applications as learning facilities that are in great demand now are zoom meeting applications. zoom meeting itself is a support for online learning that has been carried out during this online learning. this zoom meeting application is also considered quite effective because it has features that support online learning such as chat, recording, and even a breakout room for dividing study groups (palupi & raharjo, 2020). features such as a breakout room in the zoom meeting application, one of which supports learning to speak english. this online learning activity is very beneficial for students in improving the quality of their interactions and conversations. (hasan et al. in fuady et al, 2021). conversations between students and students, students with teachers will be more intense in the breakout room because of the small capacity of people in it. learning english is getting easier day by day with the development of technology that makes it easier for humans to learn it. the student will get the benefits of technological developments that make it easier for them to learn english. english learning skill that should be mastering has 4 main skills, reading, writing, listening and speaking. but, in online learning the learning that is carried out is mostly reading and listening on the learning materials and their lecturers. in practice, lecturers mostly use online video conferencing applications such as zoom meetings in their learning. usually, lecturers explain more of the material at length and students listen to the explanation online. as according to sujarwo et al., (2020) students understand the learning material better if their lecturer conveys the lesson first and they listen to the explanation. in addition, lecturers also provide more exercises to students such as listening to english conversations or reading a series of stories in english. definitely, this is an activity that is often encountered and used in online learning because of the effectiveness of the method. studies on students' perceptions and voices about online learning have previously been discussed in studies such as armstrong (2011) which states that online learning has flexibility and convenience in the learning process. however, besides that, this research shows that online learning has shortcomings that make students less focused on carrying out their learning without being accompanied by a lecturer directly. the lack of active communication also has an impact on the learning process of each student. student perceptions of online learning using online applications are indeed more inclined to the learning process that occurs between students and lecturers in virtual classrooms, not to the online applications used. however, the perception that is more directed towards its online application may be in future research. the research of hendrawaty et al., (2021) also shows that online learning has positive and negative responses from students. the results of this study state that online learning using online applications used by lecturers for students has many variations. however, in its application, zoom meeting is one of the online applications that does not get a good response from students during the online learning process. students considered that the zoom meeting application had more problems in its use, such as frequent lagging in communication, and consuming too much internet quota. it often caused sudents to often go in and out of the garini undergradute students’ voices of…… jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 278 application when the lecturer was delivering the material. definitely, this is one of the reasons why students have a negative response to online learning. in addition, a study that has discussed the perceptions and voices of students' experiences in the online learning process is famularsih (2020). in his research, famularsih stated that students expressed more positive responses to the online learning they had done. they stated that online learning was an effective solution in carrying out the learning process during this pandemic. many students voiced their difficulties during online learning using online applications such as zoom meetings, where these difficulties became an obstacle for them to learn. these difficulties include internet network connections, facilities or devices used in online learning, to learning activities used by teachers in the learning process. because that is what helps students to participate actively in learning and also understand the material presented by the teacher. (purwanto et al., 2020). in addition, a study that has discussed the perceptions and voices of students' experiences in the online learning process is famularsih (2020). in his research, famularsih stated that students expressed more positive responses to the online learning they had done. they stated that online learning was an effective solution in carrying out the learning process during this pandemic. in this study, the experiences and voices of students undergoing online learning, especially using zoom meetings are the main topics in the research discussion. things that should be known by lecturers and students themselves will be evaluated and experienced in the future so that online learning will be better in the future, both in the learning process and other supporting things. therefore, the purpose of this research is to obtain information about the experiences and voices of students' opinions in undergoing online learning, especially through the online zoom meeting application in the english class. research method this study use qualitative methods, because qualitative research is a process of understanding narrative inquiry that explores social or human problems (creswell, 2012). researchers in this study will focus on social phenomena and on the feelings and voices of students in voicing their experiences during online learning in this pandemic. this study also uses the narrative inquiry method to answer the "what" and "how" questions contained in the questionnaire. and, provide a clear explanation of his voice and experience through interviews. later, the results of the research will be presented in the form of sentences and words that are presented in a narrative (lodico et al., 2006). the use of this narrative method is in accordance with the purpose of the research which focuses on the voices and experiences of students in undergoing online learning using the zoom meeting application. research design this study uses a narrative inquiry design. this form of qualitative research is research that seeks to find stories from a group, individual or situation. research respondents from this study were students of public universities majoring in english in the city of west java who carried out online learning. data was collected using questionnaires and semi-structured interviews in this study. the questionnaire consists of 6 closed questions and 1 student's short opinion question. the questionnaire was made to find out the voices and opinions of students towards online learning through the zoom meeting application during this pandemic. meanwhile, interviews were used to provide an in-depth explanation and description of the results of the questionnaire regarding the online learning process during the pandemic. the interview was conducted through a zoom meeting with 10 undergraduate students’ respondents majoring in english. garini undergradute students’ voices of…… jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 279 an instrument is a tool to measure and record the data obtained which includes interviews, questionnaires, observations, and tests. the things in this instrument are the tools used by researchers to collect data. with the instrument the research results will become better, more accurate and systematic (creswell, 2012). the instrument used by researchers in this study is the result of respondents' answers through questionnaires and interviews. data analysis data analysis according to braun & clarke (2006) consists of 6 steps: familiarization of data, initial coding, generating themes, validity, and reliability of themes, defining and naming themes, interpretation and reporting the data. the data techniques used are questionnaires and interviews. interrelated questionnaires and interviews where the data support each other to conclude as a result of the data. to increase the accuracy of the data, the researcher will verify and examine comprehensive data as well as feedback on data interpretation from participants in the presentation and construction of data to the credibility of the data (widodo, 2014). research findings and discussion research findings this part presents the findings related to the research questions on undergraduate students’ voices of learning english through online application in enhancing language ability. the discussion is explained through the interpretation of the results shown in the tables elaborated with the findings from the questionnaire and interview. students' english skills experience during online learning in zoom meeting classroom table 1 shows that most respondents voted strongly agree (54.8%) and agree (33.2%) that the development of their english skills during online learning only increased slightly and did not have a major effect on their english skills. on the other hand. the students strongly agreed (66.3%) that their understanding of english learning materials during online learning with their lecturers was enough to help them understand quite a lot of learning materials. this is because sometimes in online learning, lecturers tend to give quite a lot of learning lectures that make students listen more. students also admitted that they did not agree (20.7%) that the learning material delivered by the lecturer could give them a good understanding of the learning material being studied. this is one of the answers given by the respondents during the interview: r : pembelajaran secara online terasa kurang maksimal untuk mengembangkan skills bahasa inggris saya, karena waktu yang terbatas dan penyampaian dosen yang terlalu banyak di dalam waktu pembelajaran sehinga tidak adanya keaktifan mahasiswa di dalam kelas zoom meeting. (online learning feels less than optimal to develop my english skills, due to limited time and too many lecturers time in telling the materials in the learning process so that there is no student activity in the zoom meeting class.) in addition, students also experience difficulties in participating in the online english learning process because they experience several obstacles, namely external factors outside of learning such as internet signal network constraints, the need for inadequate devices such as laptops or smartphones, electricity in students’ respective areas of residence, to the learning environment around students that interferes with student concentration. students choose strongly agree (80.2%) that external factors greatly affect the online learning process and often make it difficult for students to follow it. the rest (19.8%) agree that it is difficulties like this that hinder students' learning process during online english learning. garini undergradute students’ voices of…… jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 280 table 1 students’ questionnare no questions sa a d 1. development of english skills during online learning 54.8% 33.2% 12% 2. understanding of learning materials during the online learning process 66.3% 20.7% 13% 3. difficulties experienced during online learning are carried out 90.2% 9.8% further results are in table 2. it showed that students strongly agree (76.2%) that the online learning process is not the same as the face-to-face learning process. starting from the discussion of the material, the way lecturers deliver to the learning environment. students feel that the online learning process does not have meaningful activity in the process, so the class becomes passive, only listening to the lecturer's learning lectures. other students also agreed (23.8%) that the learning process that occurred during online learning did not have as much influence as learning in face-to-face classes. as stated by the respondent in the contents of the interview: r : pembelajaran online terasa berbeda daripada kelas tatap muka karena berkurangnya innteraksi antara mahasiswa dan dosen, mahasiswa yang pasif dalam bertanya, kurangnya konsentrasi dan focus mahasiswa dalam kelas virtual zoom meeting hingga dosen yang terlalu berbicara terlalu banyak sehingga hanya seperti mendengarkan ceramah online. (online learning feels different than face-to-face classes due to reduced interaction between students and lecturers, students who are passive in asking questions, lack of concentration and focus of students in virtual zoom meeting classes to lecturers who talk too much so it's just like listening to online lectures.) furthermore, the results are shown in table 2 also indicate that students strongly agree (73%) that online learning needs development so that the online learning process can occur like face-to-face learning in a classroom. the rest of the students chose to agree (27%) for changes in online classrooms through zoom meetings so that the learning process can run actively. on the other hand, students expressed their complaints that while carrying out online learning for approximately 2 years. that the obstacles previously mentioned made the students' learning process not going well. thus, students feel that the learning that occurs does not have a big influence on their english skills so there is no significant improvement during their study. this online learning. as answered by respondents during the interview: r : pembelajaran online melalui aplikasi zoom meeting saya rasa sangat kurang efektif yang hanya memberikan pengalaman pembelajaran yang sedikit sehingga tidak berkembanganya skill bahasa inggris saya dari apa yang telah saya pelajari dari pembelajaran online melalui zoom meeting (i think online learning through zoom meeting application is very less effective which only provides a little learning experience so that my english skills do not develop from what i have learned from online learning through zoom meetings) the results of the questions in the questionnaire answered by students can be seen in table 2. below which shows the results in percent. in the questions below, students only choose strongly agree and agree without choosing disagree. this shows that all of the questions posed below to their students answered agree. where the biggest result is in the question of the garini undergradute students’ voices of…… jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 281 difficulties experienced by students so far during online learning through the zoom meeting application. this is in line with the results of student interviews who voiced their lack of experience in undergoing online learning through the online zoom meeting application. table 2 students’ questionnare no question sa a d 4 the online learning process through zoom meetings is not as active as learning in face-to-face classes 76.2% 23.8% 5. the online learning process needs development in the process 73% 27% in the questionnaire created by the researcher, student participants also gave their opinion on how online learning using zoom meetings should be carried out in a virtual classroom. students are giving more suggestions that this online learning needs a lot of improvement, such as learning activities that are given in the classroom so that students can interact and collaborate in the zoom meeting classroom. this can be done by utilizing the features available in the zoom meeting application, such as breakout rooms for small group discussions, presentations with sharing screens, voting, and asking questions using the polling feature. as the students said in the short writing on the questionnaire. r : menurut saya pembelajaran daring ini sudah cukup efektif namun terkadang aktivitas di dalam zoom meeting yang membuat saya bosan dengan aktivitas yang sama setiap harinya. padahal fitur di zoom meeting dapat digunakan untuk memberikan kesan yang berbeda di setiap pembelajaran yang dilaksanakan setiap harinya. (in my opinion online learning is quite effective, but sometimes activities in zoom meetings make me bored with the same activities every day. even though the features in the zoom meeting can be used to give a different impression in every lesson that is carried out every day.) discussion from the results above it is concluded that, most of students’ have a negative response toward online learning english which has been carried out for approximately 2 years through the online zoom meeting application. the student’ negative response regarding understanding the material, improving english skills, the process of delivering learning to students' difficulties in conducting online learning through the online zoom meeting application. however, on the other hand, there are positive student responses to online learning, which they think is an effective solution to save time and effort. although on the other hand, students find it difficult because sometimes there is pressure from the lecturers who force them to do many assignments and study it themselves remotely. (rohman et al., 2020). students also shared about their experiences where the learning process was hampered due to the availability of their respective learning facilities such as internet connections, devices such as laptops or smartphones, memory storage, to electricity in their respective areas of residence. because this thing prevents students from listening to the lecturer's explanation in real-time and recording their learning. as stated croft, et al., (2010) that online learning does reduce learning activity so that communication between lecturers and students decreases in the online learning process. another thing that becomes an important point in the results of this study is that students feel that online learning tends to be passive and boring so that there are no new challenges that make them enthusiastic in their efforts to improve their english skills. mostly the lecturer only give long explanations and then give simple assignments at each learning meeting which makes the students' enthusiasm for learning decrease like in a face-toface class. whereas the students need a response or feedback from their lecturers during the garini undergradute students’ voices of…… jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 282 learning process (famularsih, 2020). in addition, the lack of use of features in zoom meetings by lecturers in the delivery of learning materials is also one of the reasons why students' learning experiences in zoom meeting classes have more unpleasant experiences. student experience in online learning carried out by lecturers and students through the online zoom meeting application in this study is indeed more likely to be a negative experience felt by students. however, in the results collected by the researchers some students still voiced their positive experiences with online learning. as stated by wang et al., (2018) that students still have a positive response to online learning through zoom meetings. one of the positive experiences felt by students was the delivery of the lecturers provide is enough to help students’ understand the learning material being studied during the learning process. this is felt by students because lecturers tend to give quite a lot of learning lectures that make students have time to understand and listen to what the lecturers say in the virtual zoom meeting classroom. the results of the student experience in undergoing online learning become an important reference in the future for how the learning process goes well. although many previous studies have explained that online learning using zoom meetings has a positive impact, such as nuryanto (2021) who explains that zoom meetings in online learning are tools that help in the learning process that increase interaction between students and teachers in the classroom, but it is necessary to keep in mind that this process also has a negative impact on students in each of their learning processes. as stated by benmansour (2021) that technical factors that interfere with student learning processes such as the use of insufficient devices and weak internet connections can be the biggest obstacles for students in undergoing online learning through the zoom meeting application in a virtual classroom. of course, these findings will be useful for teachers in choosing tools, methods, and learning models that suit the needs of students. conclusion the purpose of this research is to find out the experiences and voices of students about how they learn english with online learning through the online zoom meeting application. online learning that occurred due to the pandemic period that occurred during the last 2 years requires students and lecturers to conduct face-to-face learning virtually or remotely through online video conferencing applications, one of which is the zoom meeting application which is more often used today. the results of the researchers' findings in this study were that students had more negative responses to the implementation of online learning through the zoom meeting application. most students voiced their experiences because they experienced several difficulties and obstacles that made them have to try hard in participating in online learning through this application. the difficulties encountered include; internet network connections, facilities such as laptops or smartphones, to the environment around students studying. the lack of use of features in zoom meetings by lecturers so that the impression of learning is different is also less carried out in virtual classes. however, despite all these difficulties, students also had a positive experience with online learning with the delivery of lecturers who made students listen more and understand the subject matter better in a virtual zoom meeting class. acknowledgement i would like to thank all those who support this journal so that it can be realized. especially to allah swt. god almighty, the researcher's parents, myself who struggled to make this journal, and to the respondents who helped to share their stories and experiences in this research. hopefully, this research can be useful in improving education in the future. garini undergradute students’ voices of…… jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 283 references ajisoko, p. 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(2014). metodological considerations in interview data transcription. international journal of innovation in english language teaching and research, 3(1), 101-107. https://doi.org/10.14742/ajet.3404 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5389 july 2022. vol.10, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 444-452 jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 444 an analysis of writers’ errors in producing descriptive texts; intercultural studies ebidel erickson english studies, master program, university of southern denmark, denmark corresponding author email: erickson.ebi@sdu.dk article info abstract article history received: june 2022 revised: june 2022 published: july 2022 in efl context, errors analysis is done to illuminate the comprehension to improve learners’ writing processes and products. in grammatical construction, language grammars or structures must reflect the flexibility and conventionality of language usage and language users’ knowledge. this study aimed at identifying errors made by international learners at english studies programs in producing descriptive texts. this study was working in qualitative ways. 13 international learners who took master study of english studies are involved in this study. the sample was taken using purposive random sampling. the gender consisted of 7 females and 6 males. the level of english proficiencies is considered as the same level because the sample was bestowed indonesian, brazilian, malaysian, and south africa scholarship, in which the international english language testing system was achieved the passing grade. to gain the data, the researcher employed writing tests with asking the sample to describe their home town and families. the data are analyzed using qualitative works, i.e., data condensation, data display, and conclusion. based on the data analysis, international learners still do some errors in producing descriptive texts. the errors covered omission, addition, selection or mis-formation, and mis-ordering. the errors are caused by misconception and misinterpretation of english. they try to transfer their language knowledge from their native language to their national language, then into target language (english). they have three transferring processes in mind. it is a strong possibility that makes them do some language errors in producing their writing products. therefore, this study can be concluded that international learners who learn english in foreign countries still do such kinds of errors in producing their writing products. keywords writing skills; error analysis; intercultural competence; how to cite: erikson, e. (2022). an analysis of writers’ errors in producing descriptive texts: intercultural studies, jollt journal of languages and language teaching, 10(3). pp. 444-452. doi: https://doi.org/10.33394/jollt.v%vi%i.5389 introduction english as an international language has a set of rules. the realization of the rules is learnt through grammar (ngata et al., 2005; pajak & pajak, 2022). english grammar for international learners has been taught from middle schools into higher education. the grammar covers a set of structural rules related to how words, phrases, and sentences are combined and arranged to address certain meanings (li, parnow, & zhao, 2022). sentences are built up to express ideas for communication and in written forms. learners coming from inner cycles, referring to countries that using english as their first language, will feel easy to learn and use in practice the language grammar than those coming from outer cycles (english as a foreign language/efl) (kazemian et al., 2021; haerazi & kazemian, 2021). efl learners are required to comprehend the set of english rules in order they can address their ideas. in fact, unsuccessful language usage is very often encountered by efl learners. the unsuccesful language reflects gaps in efl learners’ knowledge, and it causes they make errors. it is in line with mcgrath and lairdet (2022) who state errors happen in language learners because they doesn’t know what is correct. compared to errors, mistake is https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& erikson an analysis of writers’ errors ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 445 on the opposite. it reflcets occational lapses in performance because they are unable to perform what they know (asni, susanti, & sulistiyo, 2018). but some studies, errors and mistake cannot be recognized easyly, and event the meaning of boths is interchangable. mistake that learners have done in a performance can be said as error in performance (grisot, 2021). if learners cannot recognize and correct the mistake that they have done, it is called “error in comptence”. therefore, errors or mistake cannot be separated in language learning. due to an instrinsic nature, english as a scientific language has a series of implicit units that render it completely different from any other languages (geluso, 2022; mcgrath & liardet, 2022). in practical context, learners as writers sometime are failed to generate writing products in line with the scientific language. according to xu and li (2021), scientific language possesses a series of traits which are operating within the scientific expression and thought. academic writing is recognisable, in terms of wording as well as structures. because of this, an experienced readers or learners are able to follow the written patway constructed. in this respect, choi et al. (2022) promote some lexical and grammatical uints or features that have characteristics of scientific language. one of those that have relationship to this study is sytanctical sturctures and omission of articles or preposition to get conciseness. the researcher has been interested in understanding the linguistic aspects of error production in international learners at english studies. in the study of error analysis, grammar is very often assumed as an established agreement that should be formed regarding to meaningful sociocultural and cognitive behavior (matsumoto, 2021; sukasame, kantho, & narrot, 2014). in grammatical construction, language grammars or structures must reflect the flexibility and conventionality of language usage and language users’ knowledge. it can be constructed through meaning and function with a language form. in real, language learners have very often bee failed to construct the language units in line with readers’ knowledge. according to tagarelli et al. (2019), the concept of meaning or function with a form may not be represented in the same way. therefore, the understanding of another language doesn’t rely on identifying rules of structures that are similar to those of the learners’ native language but on equivalence between the concepts of structures emerging from facts or cultures and then identifying the proper way of adressing those structures. error analysis helped teachers or educators in the comprehension of language errors not merely as a disregarded language phenomonon, but as important information which can be utilized in developing production in written contexts. it is in line with bice and kroll (2021); rodriguez-fuentes and swatek (2022), who declare that language errors depicted in writing can be used to illuminate the writing learning process and help language learners to comprehend the mechanisms that the non-native speaker applies and adopts (lohman & conwell, 2020; lee at al., 2011; choi et al., 2022). in top of that, by comprehending those kinds of errors, english teachers can design appropriate strategies to improve learners’ writing processes and products in efl contexts, and the issues of cognitive processes of language production could be counted when analyzing sets of grammatical errors. the formulation of current research question was formulated as follows; what are the kinds of errors made by international learners in english study department at the university of southern denmark? the research questions followed in this study covered how errors of omission can occur, how errors of addition can happen, how errors of selection or misformation can be occurred, how errors of mis-odering can happen. in addition, the researcher tried to elaborate on the sources of errors from learners. the source of those covered interlanguage errors and intralingual errors. the two were affected by the level of intercultural awareness of learners in learning efl grammatical knowledge. it is then represented as the formation of conceptual errors in this study. the data found of this study can be used to erikson an analysis of writers’ errors ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 446 illuminate the international learners’ writing processes in native speakers’ knowledge and determine the learning macahnisms in english studies. research method research design this study is designed in a qualitative way to analyse the writers’ errors in producing descriptive texts made by international learners coming from indonesia, malaysia, brazil, and south africa. in the qualitative method, the researcher starts from observation activities to recognize and scrutinize symptoms, and then the researcher presents the data with narration forms instead of numbers. in doing so, the researcher seeks to describe an understanding of the learners’ errors in producing descriptive texts. 13 international learners are involved in study, in which there are 7 females and 6 males. these participants are chosen purposively from a number of international learners taking different studies in the university of southern denmark, who attended the english studies of the master program. the participants are selected based on criteria of outer circles (countries using english as a foreign language). the present study reports on international writers (non-native english speakers or outer circles) about their writing errors in creating descriptive texts. the data of errors are focused on omission, addition, mis-formation, and mis-ordering. the errors are influenced by learners’ intercultural competences. instruments the writing tests and semi-structured interview were employed to gain the data from 9 international learners who took master program of english studies. the writing tests are conducted by the official university in the time of the study program introduction. the results of the test are taken as the data to see the writing errors of the participants. the researcher as one of the official tutors has scrutinized the result of writing products with focusing on the omission, addition, mis-formation, and mis-ordering aspects. the simple descriptive texts are generated by research participants during the study program introduction. the instrument of the writing test is formed in a graphic organizer covering the generic structures of descriptive texts. the writing tests are followed by semi-structured interview to reveal a variety of reasons regarding the writing errors on producing descriptive texts. the interviewees comprised of seven females and six males from different countries regardless the levels and types of their first and second language. the semi-structured interview is done to find out the reasons why they made errors and mistakes, whether it has a relationship with their intercultural competences or does not. data analysis the data of this study consisted of writing errors producing descriptive texts followed by some reasons which are causing the errors happened. therefore, the process of analyzing writing errors and reasons causing errors are elaborated inductively and interpretatively. it was applying the content analysis. it strives to keep the richness of textual interpretations by doing some steps of content analysis, including selecting the texts into units of analysis, abstracting the units, focusing the units into the criteria, display the final unit of analysis, and drawing conclusion as the final phase of analysis. following such an analysis process, the research questions are carefully read and annotated to become familiar with the data during the data collection. it caused the researcher to select the kinds of data taken into units of drawing conclusion. the iterative process of the raw data was carried out because it indicated a plenty of initial codes which could be categorized into units. in addition, color coding was applied for differentiating units of errors and transcripts, and initial codes were associated with each of errors units. when analyzing each unit and transcripts, codes and categories were erikson an analysis of writers’ errors ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 447 compared, and a coding framework was developed during the analysis and interpretation activities. to make sure the validity of the interpretation, the researcher redefines iteratively each of the interpretation to preserve consistency of the coding units across to come in a more accurate synthesis of international learners’ writing errors, and reasons caused they made errors. research findings and discussion research findings the researcher does a semi-structured interview on 13 international learners who took english studies at the university of southern denmark. the learners consisted of 7 females and 6 males. the researcher believed that the learners had good quality of english because they can pass from ielts (international english language testing system) program. based on the data analysis, they still made some errors in producing descriptive texts. the errors that they made emerged due to unawareness of differentiating regular and irregular verbs. because of this, the researcher found that errors of omission, addition, selection, mis-formation, and mis-ordering were seen in the learners’ writing products. table 1 demonstrates some learners’ errors do in generating descriptive texts. table 1 international learners’ errors in producing descriptive texts kinds of errors transcripts omission o the english study at [--/the] university of southern denmark is attractive higher education for me… (l1/learner 1) o the learning activities are supported by sophisticated teaching rooms that consist [of] a seminar room, teaching lab, and language center room. … (l2) o in [the] learning activity, learners are demanded to be active learners… (l3) o ..and [the] most of them are international learners. …(l8) addition o i am [do] not selecting other universities to take english study program because this university is a good rank in the world…(l1) o english teachers always elaborate how [do] learners apply their critical thinking in reading activities. … (l4) o this is because learners in the learning processes [will made/will make] errors… (l6) mis-formation o the [election/selection] of universities is influenced by the goal of each learner… (l1) o in malaysia, learners have been [selecting/selected] by malaysian committee to provide a tuition fee for their education… (l2) o learners can administer [themself/themselves] to accomplish learning tasks given by teachers. … (l5) mis-ordering o learners who have higher achievement are [facilitating/facilitated] to [be] [bestow/bestowed] the education scholarship … (l1) o from the middle schools into secondary schools, learners have been [introduction of english courses/introduced with english courses] …. (l2) o …we have [cultures differentiating/different cultures] from one learner to others… (l7) the data coming from writing test were followed by semi-structured interview activities. it was focused on sources of learners’ errors. in this study, the researcher referred to erikson an analysis of writers’ errors ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 448 the four sources of grammatical errors i.e., interlingual transfer, intralingual transfer, context of learning, and communication strategies. in addition, the researcher also coded conceptual errors made by international learners. the interlanguage transfer has been caused learners failed to transfer their first language into the target language. the first language interfered upon english writing when they produced descriptive texts. meanwhile, the data of intralingual transfer are emerged because learners have been failed in understanding of efl learning. it was caused by lack of efl knowledge. in this study, the conceptual errors were found when learners were failed to meet their ideas with the correct expression. the excerpt of learners’ interview results can be presented in this part as follows. r : in your writing, you made an error of omission. you omitted an article, why did it happen? l1 : actually, i understand how to use english articles, but in this context, i thought university without article ‘the’ here. the use of article ‘the’ sometime confused me when it is inserted in sentences of my writing. r : in the error of addition, you made it. you have added ‘do’ in your sentence, why can it happen? l1 : i have learnt the grammatical rules of english but i am sometime unaware of that error. i often misunderstand the english grammatical rules. actually, i knew this is wrong grammar. r : in your writing, you made an error of omission. you omitted an article, why did it happen? l2 : basically, i know the verb ‘consist’ should be added by ‘of’ but i don’t know why i did not write it in my sentence. i am really good in speaking but sometime i felt an unsuccessful learner in writing, including academic writing. r : in your writing, you made an error of mis-formation/selection. why did it happen? l5 : i think i misunderstand about the reflective pronoun of ‘ourselves’. ourself and ourselves are the same meaning. i know it is incorrect. i forget the word ‘our’ indicates plural and should be used -selves not self. discussion this study aims to investigate the kind of grammatical errors made by international learners in producing descriptive texts. this study was focused on grammatical errors and sources of errors in writing descriptive texts. the categorization of errors displays the features shown in table 1. the items of sentences are sorted during the data analysis processes. the original texts therefore indicate a divergence from the conciseness of language structures required in technical english. the researcher believes that the compilation of grammatical errors could illuminate the comprehension of conceptual implication in efl contexts, facilitate learners’ progression and development, and teachers’ learning material design. it is in line with lohmann and conwell (2020), who depicted the result of error analysis can be used as a comprehension to improve learners’ writing processes and products. in this study, learners who made errors and mistake demonstrate relatively better writing texts. they can adjust themselves in the next writing assignments. the errors they made might be resulted in the misinterpretation of concepts in the target language (boggs, 2019; thwaite et al., 2021). in the errors of omission, learners are not merely making errors because they do not know the english rules, but it happens because they are unaware in producing texts, including descriptive texts. the researcher found some omission errors made by some learners in writing descriptive texts. any errors are then marked and corrected. thus, the researcher categorized the error types and each source of the error. during the error categorization, the researcher annotated learners with corrective written feedback. corrective feedback is going to help learner to think their errors (mao & crosthwaite, 2019; wang et al., 2017; van erikson an analysis of writers’ errors ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 449 beuningen, 2010). based on the interview, the type of errors was made because they misunderstood the use of english articles. english consisted of the definite article ‘the’ and indefinite article ‘a/an’. this study found the errors of english article resulted from ‘underuse’, ‘overuse’, and ‘misuse’ conception. di-genaro (2016) argues the terms ‘underuse’ refers to omission of an article which is required, overuse refers to an inclusion of an article which is not required, and misuse refers to the use of indefinite article is positioned in place of definite article, or vice versa. the article usage in producing descriptive texts appears only some international learners. worth noting is that learners are attempting to apply rules for correct article usage, although the set of rules employed for other meaning of nouns inserting the articles. for instance, the learner wrote ‘and [the] most of them…’. it may have confused the quantifier most with the superlative most. as with articles, preposition errors covered overuse, underuse, and misuse. these errors appeared in some international learners. it is the same finding found by di-gennaro (2013) and doolan (2013), in which the majority of grammatical errors derived from misuse done by international learners. they felt difficult to differentiate article usage, preposition, fragments, and sentence structure. another study shown by doolan (2012; 2014) who informed that international learners who coming from non-native english speakers faced difficulties in producing word choice, word order and word boundaries in the sentencelevel grammatical roles. the view of exhaustive knowledge of the sources or causes of errors gives rise to positive effect on learners, in that it can help them to figure out their learning as non-native english speakers (castilla-earls et al., 2021; de kleine & lawton, 2018). it is also as consideration to highlight aspects of grammatical knowledge which need to reinforce during the teaching writing activities (biber et al., 2020; rodriguez-fuentes & swatek, 2022). for instance, the data of word form errors in this study presented incorrect lexical categories, namely part of speech provided the context in which those appear, and often derived from missing and incorrectly placed affixes. for international learners, these errors are most commonly found. therefore, the teachers should separate a learning section for international learners with providing them with writing courses designed specifically for them. it is certainly a better alternative than limiting them with english courses designed for english native writers. conclusion this study is aimed at investigating international learners’ grammatical errors made by international learners in producing descriptive texts. this study was focused on grammatical errors and sources of errors in writing descriptive texts. the categorization of errors consisted of omission, addition, selection or mis-formation, and mis-ordering. the elaboration of the errors was advanced into errors in terms of underuse, overuse, and misuse. these errors are taken from sentences sorted during the data analysis processes. the original texts therefore indicate a divergence from the conciseness of language structures required in technical english. the researcher believes that the compilation of grammatical errors could illuminate the comprehension of conceptual implication in efl contexts, facilitate learners’ progression and development, and teachers’ learning material design. finally, this study can be expected to help to advance the comprehension of international learners under controlled situation and give proper consideration for future replication studies. acknowledgement the researcher would like to place on record his thanks to all parties who have contribution in accomplishing this simple study. the special mention goes to all members of erikson an analysis of writers’ errors ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 450 international learners who have been involved in this study. finally, the researcher realizes that this result is still far from being complete study. a suggestion and criticism from readers are strongly respected for the completeness of this manuscript. references asni, s. l., susanti, s., & sulistiyo, u. 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(2017). written feedback to support students’ higher level thinking about texts in writing. the reading teacher, 71(1), 101–107. https://doi.org/10.1002/trtr.1584 https://doi.org/10.1016/j.neuroimage.2019.02.061 https://doi.org/10.1016/j.jeap.2021.100998 https://doi.org/10.6018/ijes/2010/2/119171 https://doi.org/10.1016/j.system.2021.102612 https://doi.org/10.1002/trtr.1584 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2999 january 2021. vol. 9, no,1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 44-52 jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |44 derivational affixes in writing analytical exposition text 1destriani simaremare, 1,2dumaris e. silalahi, & 1lydia purba 1fkip, universitas hkbp nommensen, medan, indonesia 2corresponding author email: dumaris.silalahi@uhn.ac.id article info abstract article history received: october 2020 revised: december 2020 published: january 2021 this research is about the analysis of derivational affixes in writing analytical exposition text. it intended to describe the process of derivational affixes and to find out the types, the structure, and the functions of each derivational affixes in writing analytical exposition text by the twelve grade students from youtube. the qualitative method was used to investigate derivational affixes in writing analytical exposition text. the data were collected by documented study. they were collected from students’ results of making texts about analytical exposition text, finding the text about analytical exposition, choosing the text that relevant with corona virus disease, and the last searched the words that contain derivational affixes, the researcher identified. the results of this study showed that derivational affixes were found in writing analytical exposition text. there were three types of affix used. they were prefix, suffix, and circumfix. there was no infix used. kinds of prefix found were pre-, dis-, re-, on-, under-, inter-, micro, trans-, over-, al-, in-, out-. kinds of suffix found were -ment, -ly, -ness, -ion, -y, er, -ive, -ous, -ant, -ious, -ation, -en, -wards, -ition, -ed, -est, -ies, -ities -ily, ence, -ing, -side. kinds of circumfix found were trans-ed, in-ation, inter-ion, dised, re-ation, un-y, anti-ion, un–ed, in-ly, trans-ion, inter –ed, re-ing, trans-ing, ining, in-ent. the function of derivational affixes found in writing analytical exposition were verb formation, noun formation, adjective formation, and adverb formation, in which sometimes in the process of word formation, it did not always change the part of speech even though it had got the addition of affixes, such as noun into noun, verb into verb, and adjective into adjective. there were many derivational affixes. moreover, suffix –ing to form a noun and –ly to form an adverb the most dominant affixes. keywords derivation affixes; types of affixes; analytical exposition text; how to cite: simaremare, d., silalahi, d.e., & purba, l. (2021). derivational affixes in writing analytical exposition text, jollt journal of languages and language teaching, 9(1), 44-52. doi: https://doi.org/10.33394/jollt.v%vi%i.2999 introduction derivation is one of morphological system which has to be understood well by the english learners. it is said by the reason that derivation gives several of meaning into the root of words. derivations are words derived from one stem or base word by attaching to them affixes, both prefixes and suffixes. these affixations are used to make new words in english. these are often used to make words of a different grammatical category from the root, for example the addition of suffix –ify to noun ‘beauty’ will form a new verb ‘beautify’ which means ‘to make beautiful’. derivation is actually attaching the root of word by adding an affixes and produce new lexeme or change word class. lieber (2009:53) stated that derivation is the process by which the words are formed and create new lexemes, so before making new lexemes, they have to have “the base” because it is the core of word which can be turned into different word by attaching affixes. moreover, when a base added by derivational affixes, it adds the meaning. http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& simaremare, silalahi, & purba derivational affixes in writing ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |45 affixation is a subject which is difficult to be understood by the students. according to mccarthy (2006) as cited in (herman, 2015), affixation is the process for a bound morpheme that is attached or joined before, after or within to a base, it means simple structure (as in „happy‟, the base to which –ness is attached to yield "happiness"), or complex structure (as in „happy‟, the base to which unis attached to yield, "unhappiness"). affixation as one of the morphological processes will generate new word when affixes are attached to stems (ambarita, 2018c: 75). in almost all research, affixation is used to investigate the structure of word or known as forming word. aryati (2014) only uses derivational affixes process in english language. the researcher only describes the process of word class changing derivational affixes in english word. therefore, aryati (2014) becomes the core of my study to continue her research to analyze derivation and inflection affixes. this present study fill the gap by investigating derivational and inflectional of english affixes to english language and analyze the process and the function of derivational and inflectional affixes. derivational affixation can occur with unlimited set of words. maharsi and purwaningtyas (2017:26) state that derivational morpheme is a type of bound morpheme which develops or creates new words by either changing the class of words or forming new words. based on these statements, as long as individuals who are learning english as a second language realize morphemes in complex words, they may learn and acquire vocabulary easily. a morpheme is the smallest grammatical unit in a language. it can be divided into two categories, they are free morpheme and bound morpheme. a free morpheme can function independently as words (e.g town and dog), e.g: townhouse and dog house. therefore, bound morpheme appears only as part of words always in conjunction with a root and sometimes with other bound morpheme. according to fromkin et al. (2011: 41) morphology is the study of internal structure of words and of the rules informing words. based on the explanation, the researcher is interested to analyze the affixes by using derivational affixes theory in this study. the researcher chooses analytical exposition text taken from the you tube. the researcher taken the all text that relevant with covid-19, the researcher focuses on derivation affixes that investigate in english affixes. however the researcher analyzes not only on types of derivational affixes found, but also analyzes, the structure of form and the function found in analytical exposition text. to explain more about the derivational affixes the researcher used lieber (2009). the researcher analyzed three problems, such as the types, the structure of form, and the function found in analytical exposition text that relevant with corona virus disease 2019. morphology morphology is the study of word formation, including the ways new words are coined in the language of the world, and the way forms of words are varied depending on how there are used in sentences”. it means that morphology is the science that studies about the word, a word that has innovation when used in sentences.morphology became an important study in linguistics in case of word formation. the reason why morphology became an important thing in language because morphology has a role to form of new word to the language. (lieber, 2009:2). morpheme morpheme is the part of morphology. it increases knowledge of vocabularies. according to lieber (2009:32), morpheme is the meaningful units that are used to form words”. the form of morpheme is different from form of word. a word absolutely can stand alone and has lexical or functional meaning, but a morpheme can stand alone if the morpheme in the form of free morpheme and cannot stand alone if the morpheme in the form of bound morpheme such as /-ness/, /-ion/, /ment/, /en-/ are called bound morpheme. such as word refresh, re / fresh, quickly, quick / ly, globalization, simaremare, silalahi, & purba derivational affixes in writing ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |46 global / iza /tion. they are called morpheme. the combination of morphemes can construct a word, while the combination of word can construct phrase or clause. in other word, the writer concludes that morpheme is the smallest part unit in language that can construct words. types of morpheme morpheme consist of free and bound morpheme. firstly, free morpheme is a morpheme which can stand alone as a word”. it means that free morpheme is an independent word that does not need a combination to stand as a word. secondly, bound morpheme is a morpheme cannot stand alone”. it means that bound morpheme cannot be formed by itself, it needs combination to stand as a word. it can function if the original or basic added affix or grammatical function lieber (2009). affixes affixes are set of letter that is added to the root of word and can be change the part of speech or grammatical function by word (lieber, 2009). affixation is a morphological process which supposed to change a root or base word to form a new word. affixes are classified into two different ways, they are: (1) according to the positions and (2) according to the functions. according to the positions, affixes are divided into three types of affixes; they are prefix, infix and suffix. prefix is an affix which is attached before a word, infix is an affix which is inserted into a word, and suffix is an affix which is attached after a word. “affixes can be attached before or after a base”. derivational affixes derivation is the process by which the words are formed and create new lexemes, so before making new lexemes, they have to have “the base” because it is the core of word which can be turned into different word by attaching affixes. they are set of letter that is added to the root of word and can be change the part of speech or grammatical function by word. derivational affixes have four the classification namely prefix, infix, suffix and circumfix (lieber, 2009). prefix is an affix that is added in the beginning of words, for example prefixes ‘un-’, ‘re-’ and ‘dis-’ like undress, unexpected, unable, recover, recreate, recount, disappear, disability and many other. infix is an affix that are inserted right into a root or base of word, for example in english: absofuckinlutely (abso-fuckin-lutely) this word consist of infix ‘fuckin’ and the base word is ‘absolutely’, fanbloodytastic (fan-bloody-tastic) that consists of an infix ‘bloody’ and the base word is ‘fantastic’. suffix is an affix that is added in the end of base words, for example suffixes ‘-ness’, ‘ize’ and ‘-ify’ like sadness, goodness, openness, romanticize, hospitalize, finalize,animalize, civilize, classify, purify, diversify, and any more. circumfix is an affixes that consists of two parts– a prefix and a suffix that together create a new lexeme from a base, for example,in english: enlighten (en-light-en) this word consists of circumfix (‘en-’ is a prefix, ‘light’ is the base word and ‘-en’ is a suffix). characteristic of derivational affixes derivational can be easily to be understood by knowing their characteristics. they are listed into three characteristics. those are derivational affixes always change the part of speech and the meaning of the word, it can call affixation process such as the word sad as an adjective is added by suffix ness become sadness as a noun. second, derivational affixes always occur in noun, verb and an adjective. last, derivational affixes usually change the context meaning to the word totally, but in some case, derivational affixes do not change the context meaning and only the part of speech meaning. function of the derivational affixes simaremare, silalahi, & purba derivational affixes in writing ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |47 the function of certain derivational affixes is to create new base forms (new stems) that other derivational or inflectional affixes can attach too. in this study, the researcher focusing on the characteristic and function of derivational affixes in writing analytical exposition text. these derived words may give different grammatical function or they just make new words without changing the part of speech (fromkin, et al, 2014). there are some processes of derivational affixes. according to fromkin et al. (2014), the derivational affixes are noun to adjective: -ish, -ous, -ion, -ate, -ful, -ic boy + –ish – boyish, virtue + -ous – virtuous, affect + -ion + affection + -ate – affectionate, health + -ful, alcohol + -ic – alcoholic. verb to noun: suffix: -al, -ance, -ation, -er, -ist, -ion, acquitt + -al –acquittal, clear + -ance – clearance, accus + -ation –accusation, sing+ -er – singer, conform + -ist – conformist, predict + -ion– prediction. adjective to adverb: -ly, exact + -ly – exactly, free + -ly – freely. noun to verb: -ize, -ate, -en, im-, be-, en-, in, moral+ -ize – moralize, vaccin + -ate – vaccinate, hast + -en – hasten,im+ prison – imprison, be+ friend – befriend, en+ joy – enjoy, in+habit – inhabit. adjective to noun: -ness, -ity, -ism, -dom, tall + -ness – tallness, specific + -ity – specificity, feudal + -ism –feudalism, free +-dom – freedom.verb to adjective: -able, -ive, ory, -y, read + -able – readable, create + -ive – creative, migrate + -ory –migratory, run(n) + y – runny. adjective to verb: en-, -ize, en + large – enlarge, ideal + -ize – idealize. some derivational affixes do not cause a change in grammatical classes (fromkin et al., 2014). those include; noun to noun: -ship, -ity, -dom, dis-, un, friend + -ship – friendship, human + -ity – humanity, king + -dom –kingdom, dis + advantage – disadvantage, un + employment –unemployment. verb to verb: un-, re-, dis-, auto-, un + do – undo, re + cover – recover, dis+ believe – disbelieve, auto-+ destruct – autodestruct. adjective to adjective: -ish, il-, in-, un-, pink + -ish – pinkish, il+ legal – illegal, in+ accurate – inaccurate, un+ happy – unhappy. the classification of derivational affixes derivational prefix is a bound morpheme which attaches to the front of the stem or base word to form a new word or change the meaning of the word. all prefixes in english are derivational, meaning it creates new word. prefixes usually do not change the class of the base word, but sometimes also there are prefixes that change the class of the base word (johnson, 2011). an affix that is inserted within a root word and which creates a new word. an infix is usually placed into the root word after the first syllable of the root word. infixation occur in colloquial. suffixes are a letter or group of letters which is attached to the stem of word and creates a new word, as well as alter the way it functions grammatically. a derivational suffix is a type of suffix that creates a new word; the new word is derived from a base word. there are many kinds of suffix such as –al, -ence, -ance, -er, -ion, -ist, -ation, etc. according to koltai (2014) form class of derivatives that they produce, suffixes are classification into: nominal suffixes (suffixes forming nouns), verbal suffixes (suffixes forming verbs), adjectival suffixes (suffixes forming adjectives), adverbial suffixes (suffixes forming adverb). nominal suffix is a suffix which is added to the end of base and changes the base into noun. in english there are some suffixes that can be used in forming nouns from noun, verb, and adjective base form. verbal suffix is a suffix which is added to the end of base and changes the base into verb. in english there are some suffixes that can be used in forming verb from noun and adjective base form. adjectival suffix is a suffix which is added to the end of base and changes the base into adjective. in english there are some suffixes that can be used in forming adjective from noun and verb base form. then, the adverbial suffix is a suffix which is added to the end of base and changes the base into adverb. in english there are some suffixes that can be used in forming adjective from noun and adjective base form. simaremare, silalahi, & purba derivational affixes in writing ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |48 derivational circumfix is a prefix and a suffix attached simultaneously to a root word that performs the single function of creating a new word. analytical exposition text analytical exposition text is a text which discuss about something that happen in society. the writers give their opinion about the phenomena that will be discussed. refnaldi (2010) states that “analytical exposition essay is the essay which argues that something is the case”. the social function of analytical exposition text the social function of the analytical exposition text is to persuade the reader with the writer’s opinion about an issue. in line with the above statement, kartini and farikah (2015:556) states that the social function of analytical exposition text. also, it is to persuade the reader that something is the case. moreover, refnaldi (2010:217) states that “the purpose of this text is to give acceptable and reasonable argument”. the purpose of analytical exposition text according to dahler and toruan (2017:53) states that the purpose of analytical exposition text into persuade the readers or listeners by presenting the arguments which tell the fundamental reasons why something is the case. based on the experts’ statements above, the writer can conclude that the social function of analytical exposition text is to give the arguments about the topic that happen recently. the generic structure of analytical exposition text in writing analytical exposition text, the writer must follow the generic structure of this text. refnaldi (2010:217) states the generic structure of analytical exposition text. it consists of thesis > arguments > writer’s reiteration. thesis is a statement of the write’s position about a topic that will be discussed and tells what the writer is focusing on. this can be found in the first paragraph. then, the following paragraph is the supporting points that support the thesis statement. the writer supports the thesis statement by putting the arguments about the topic. then, the last part is writer’s reiteration which reinforces the thesis statement in the first paragraph. the language features of analytical exposition text the language features of analytical exposition text consist of several parts. priyana et al (2008:58) state that the common grammatical patterns in analytical exposition text include: general nouns, e.g. ears, zoos; abstract nouns, e.g. policy, government; technical words, e.g. species of animals; relating verbs, e.g. it is important; action verbs, e.g. we must save; thinking verbs, e.g. many people believe; modal verbs, e.g. we must preserve; modal adverbs, e.g. certainly we must try; connectives, e.g. firstly, secondly; and evaluate language, e.g. important, significant, and valuable. research method research design qualitative research design was used to describe the data analysis in for of words or sentences. according to bogdan and biklen (2007:5) as cited in silalahi e (2015:63) qualitative research is where the data collection in from of words or pictures rather than numbers. the data in this research design previous stated. it refers to data analysis of simaremare, silalahi, & purba derivational affixes in writing ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |49 derivational affixes in writing analytical exposition text. it is from words consist of derivational affixes. that why research design is qualitative used in this research. data sources the data source of the research were the analytical exposition text made by students. the data of this research was all the words that contain of derivational affixes in writing analytical text that has been finished written by students. the data for this study are taken from you tube in19th until 24rd march, 13th may and 28 july 2020. there was 16 text about analytical exposition that relevant with corona virus disease 19. instruments the data were collected by searching the students’ writing from youtube (e.g. https://youtu.be/f9s4mrhvuz0). it was done by using laptop and internet. it means that the instrument of data collection in this research was laptop and internet. the writing was selected in form of analytical exposition. they were consisted of 16 texts. the texts were contained of the topic related into corona virus 19 (covid 19). data analysis in the data analysis of the research, the researcher using theory according to lieber (2009) because this theory explained about affixes and whit this theory the researcher just described the derivational affixes in writing analytical exposition text. in data analysis, the researcher took these following steps: reading and underlying the data with affixes identifying the data related with affixes; identifying the data related with affixes; classifying the data into group of affixation; analysis the process of affixation based on the form and function; and percentage the process of affixation based on occurrence that found in the data. types of derivational affixes no. data roots types of derivational affixes note formation prefix suffix circumfix 1. everyone can protect themselves from the spread of the virus with always wash the hands correctly. correct (adj.) -ly adv. 2. health expert recommend to wash the hands with soap and clean water around 15 until 30 seconds. commend (v) re noun 3. stay at home is the most effective way to prevent the covid19 transmission. miss (v) trans-ion noun research findings and discussion the objective of this research was to know the derivational affixes in writing analytical exposition text. the research data were taken from all the text in analytical exposition text https://youtu.be/f9s4mrhvuz0 simaremare, silalahi, & purba derivational affixes in writing ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |50 that related corona virus disease 19 from the you tube. after watching the video and reading the text of the analytical exposition text, in this study researchers showed that there were 159 total words data in the text of analytical exposition from 16 text which attached derivational affixes. to answer the research problems, the researcher served the finding of the research of derivational affixes in writing analytical exposition text. there are three point explanations. the data of derivational affixes which are classified based on type of affixes that are prefix, suffix, and circumfix. the total of all prefix that found in analytical exposition is 19 prefixes. the total of all suffix that found in analytical exposition is 124 suffixes. the total of all circumfix that found in analytical exposition is 16 circumfixes. the highest data is derivational suffixes is suffix –ly to form an adverb affix, the total is 33 –ly suffixes. the second highest data is derivational suffixes –ing to form a noun affix,with the total is 32 -ing suffixes. the third highest data is derivational suffixes is –ed with the total 16 those suffixes. the four highest data is derivational suffixes is –ion, -y, -er with the total between 4 until 6 those suffixes. the five highest is derivational prefix is underwith the total 5 those prefix. the lowest number is derivational affixes pre-, dis-, re-, on-, inter-, micro-, trans-, over-, al-, in-, out-, -ment, -ness, -ion, -y, -er, -ive, -ous, -ant, -ious, -ation, -en, -wards, -ition, -est, -ies, ities -ily, -ence, -side with the total between 1 until 3 both of them. all the finding of the research is explained more detailed as follow. the data of prefix which found are pre-, dis-, re-, on-, under-, inter-, micro-, trans-, over-, al-, in-, out-, suffix which found are -ment, -ly, -ness, -ion, -y, -er, -ive, -ous, -ant, ious, -ation, -en, -wards, -ition, -ed, -est, -ies, -ities -ily, -ence, -ing, -side, and the last circumfix which found are trans-ed, in-ation, inter-ion, dis-ed, re-ation, un-y, anti-ion, un– ed, in-ly, trans-ion, inter –ed, re-ing, trans-ing, ining, in-ent. to find out the function of affixes found in writing analytical exposition text. it is shown in the table below. table 1 the function of derivational affixes no. the function of derivational affixes the number of the function of derivational affixes a. verb formation 1. noun into verb 2. adjective into verb 3. verb into verb 18 3 18 b. noun formation 4. verb into noun 5. adjective into noun 6. noun into noun 37 4 12 c. adjective formation 7. noun into adjective 8. verb into adjective 9. adverb into adjective 10. adjective into adjective 16 13 3 2 d. adverb formation 11. noun into adverb 12. verb into adverb 13. adjective into adverb 2 4 27 the researcher finding was provided into the table. by using the category. the finding was explained below. table 2 affixation category no. affixation category total the types of affixes 159 simaremare, silalahi, & purba derivational affixes in writing ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |51 the structure form of affixes 49 the function of affixes 13 total 221 the finding of this research reveals the process of derivational in writing analytical exposition text. there are some processes of derivational affixes concerned in the finding covering affixes noun to adjective, verb to noun, adjective to adverb, noun to verb, adjective to noun, verb to adjective and adjective to verb. the affixation processes were found in form of prefix, suffix and circumfix. prefix is placed to the front of root or base of word. suffix is added to the back part of root or base of word and circumfix is an affix that have two parts, added to both the beginning and the end of word. concerning to the finding of derivational affixes which are found in the analytical exposition text as the research object denotes affixes as verb formation, affixes as noun formation, affixes as adjective formation and affixes as adverb formation. it refers to lieber (2009), agusmartoyo (2012). meanwhile, there is no infix which is occurred in the analytical exposition text written by the subjects. conclusion research finding showed that derivational affixes found in the students’ writing of analytical exposition consisted of three types. they were prefix (pre-, dis-, re-), suffix (-ness, -ion, -ious), and circumfix (re-ation, trans-ing, in-ing). derivational affixes become one of the productive ways in forming english words. the base or root to which affixes are attached can be originated from english. those affixes can derive new words with various kinds of part of speech and meaning. this will enrich the language source for english language users. derivational affixes have function to change the meaning of the words different with early words or single words when it was not affixed. the adjectives can be changed into verbs (beauty-beautify). other changing can be happened in nouns into verbs, adjectives in to nouns, verbs into adverbs. acknowledgement this research was conducted to fulfil a requirement for degree of strata one at english department at fkip universitas hkbp nommensen. in conducting this research, worth idea, suggestion and advised was received by the researcher. for that greatful thanks was addressed to ibu dumaris e. silalahi and pak david t. hutahaean unforgettable thanks to my parents (m.simaremare and n sianipar) my sister and my brother (ermalena, bistok, manogari, wagner) for your support me moral and material in completing this research. references aryati, m. s. (2014). an analysis of derivational affixes in the land of five towers novel by a. fuadi translated by angiekilbane: english education department teacher training and education faculty muria kudus university. bogdan, r. c., & biklen, s. k. (1992). qualitative research for education: an introduction to theory and methods. boston, ma: allyn and bacon. dechaine. (2012). linguistics for dummies. ontario: john wiley and sons canada. donalds, b. (2011). the definition of morphology. (http/www.google.co.id). accessed on 5th december. fasold, r. w. and linton, j. c. (2014). an introduction language and linguistics. united kingdom: cambridge university press. simaremare, silalahi, & purba derivational affixes in writing ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |52 fromkin, v., rodman, r., and hyams, n. (2011). an introduction to language. wadsworth: cengage learning. fromkin, v., robert rodman, and nina hyams, (2014). an introduction to affixeslanguage. new york: michael rosenberg. haspelmath, m., & sims, a.d. (2010). understanding morphology. london: hodder education. herman. (2015). suffixes found in narrative writing at grade eight of smp methodist pematangsiantar. journal of humanities and social science. johnson, h. (2011). types of english affixes: derivational and inflectional prefixes and suffixes. retrieved from https://parentingpatch.com/english-affixes-derivationalinflectional-prefixes-suffixes/ kartini & farikah. (2015). “analysis of theme of the analytical exposition texts written by the third semester students of english department of tidar university.” international journal of english and education. issn:22784012, volume:4, issue:3. koltai, a. (2014). a big list of prefixes and suffixes and their meanings . retrieved from https://www.myenglishteacher.eu/blog/prefixes-suffixes-list/ littosseliti, l. (2010). research method in linguistics. london: continuum international publishing group. lieber, r. (2009). introducing morphology.cambridge: cambridge university press. maharsi, e. &purwaningtyas, i. (2017). exploring english morphology: for elementary linguistic learners. malang: ub press. novel by a. fuadi translated by angiekilbane: english education department teacher training and education faculty muria kudus university. priyana. (2008). interlanguage: english for senior high school students xi science and social study programme. pusatperbukuandepartemenpendidikan nasional: jakarta. untoro, b. (2016). “the effect of group investigation and learning style on students’ writing of analytical exposition.” indonesian journal of english education. vol.3, no.1. refnaldi. (2010). essay writing a process genre based approach. padang: english language teaching study program univeritasnegeri padang. silalahi, d, e. (2015). the english learners’ comprehension on figurative language at fkip uhn pematangsiantar.journal of english ducation linguistic and literature (jeell). varatharajoo, a. (2015). the awareness of morphemic knowledge for young adults’ vocabulary learning. the malaysian online journal of educational science. 3(2), 4556. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5442 july 2022. vol.10, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 343-443 jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 434 improving learners’ motivation and elt achievement through discovery learning model after the covid-19 pandemic andi masani english teacher, smp negeri 4 mataram, west nusa tenggara, indonesia corresponding author email: andimasani15@gmail.com article info abstract article history received:june 2022 revised: june 2022 published: july 2022 the discovery learning model has several advantages when compared to other learning models such as that learners are involved in collaboration with peer classmates and with teachers. the activities can bring students to create a sense of pleasure and enthusiasm because they can directly investigate and find out the results. this study was aiming at improving learners’ motivation and elt achievement of the seventh-grade learners after covid-19 pandemic through the application of a scientific approach using discovery learning model. this study is a classroom action research (car). the study was conducted at smp 4 mataram involving 16 learners. this research was carried out in two cycles. the research procedure consisted of planning, implementation, observation and reflection. the observation sheets, student observation sheets, motivation questionnaires and elt tests were employed to gain the research data. the data were analyzed in descriptive ways. the results of the study in the first cycle showed that the average score for teacher activities was 3.18, learner activities were 3.38, individual assignments were 68.25, and written tests were 67.69. those were incomplete category. furthermore, in the second cycle, the average score for teacher activities was 4.43, learner activities were 4.21, individual assignments were 80.88, and written tests were 84.31. these were included in the complete category. these results indicate that the indicators of success (> 4.0) and elt achievement (> 75.00) have been exceeded. because the indicators of success have been achieved, the study is declared successful. it means that the use of discovery learning is able to improve learners’ motivation and elt achievement after covid-19 pandemic. keywords motivation; english achievement; scientific approach; discovery learning; how to cite: last name. (2022). improving learners’ motivation and elt achievement through discovery learning model after the covid-19 pandemic, jollt journal of languages and language teaching, 10(3), pp. 343-443. doi: https://doi.org/10.33394/jollt.v%vi%i.5442 introduction the covid-19 pandemic has disrupted the classroom learning process so that learners learn autonomously to finish their online assignments given by teachers (gula, 2022). thus, learners should have a communication tool with the internet network in the form of a cellphone (hp). besides having to have a cellphone, learners also are demanded to be able to operate the internet cellphone and always be ready for the quota. many learners are less motivated to learn with online learning models because they only deal with cellphones (adara, 2020). aspects that are included as the category of learning motivation such as; appearance, speaking, how to answer questions, draw conclusions, and using the learning time effectively, are not clearly detected because learners do not deal directly with the teachers or their classmates (ramnarain & hlatswayo, 2018). the real situation of elt classrooms after the covid-19 pandemic showed that the seventh-grade learners (vii.3) at smp negeri 4 mataram still have low motivation to learn. whereas motivation to learn is an essential aspect for learners in participating in their courses https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& masani improving learners’ motivation and ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 435 (lin, 2015). learners’ motivation to learn after covid-19 in several schools is also still low, including at smpn anggeraja, learners’ motivation to learn after the covid-19 pandemic is low (asril et al., 2021). in addition, the learners’ motivation level at the elementary schools in ruteng ntt during the covid-19 pandemic was still low (jediut et al., 2021), as well as in some high schools around indonesia, indicating that learners’ motivation level was low (cahyani et al., 2020). the decrease of learners’ motivation to learn at several levels of education because the learners’ learning habit which was controlled by teachers is recently turning to online learning. at top of that, learners’ motivation to learn is closely related to learners’ elt achievements (andari & lusiana, 2015). learners’ learning outcomes are a measure of learning success in achieving learning results. however, learners’ elt achievement during the covid-19 pandemic are relatively low. this is evidenced from several studies regarding to learning outcomes during the covid pandemic. for instance, the learning outcomes at smpn anggeraja are still relatively low (asril et al., 2021), learning outcomes at high schools in the yogyakarta area are relatively low (dharma & sudewiputri, 2021), and learning outcomes for elementary students in ruteng ntt are low category (jediut et al., 2021). because of that, teachers are demanded to improve learners’ learning achievement. the decrease of learners’ learning outcomes at some levels of schools are caused because learners are still adapting to the online learning patterns. learners participate previously in the classes in offline learning. because of this, learners’ motivation and learning achievement need serious attention in this study. the learning process during the covid-19 pandemic have caused learners become passive, less creative, and low motivation in understanding english lessons. because of this, the percentage of learner success was labelled very low, and it has a strong effect toward the lack of learners’ confidence over teachers (jaber & boujaoude, 2012) it also seems during the elt learning processes. during the learning process, learners tend not to care about what the english teacher explains. when the english teacher asks them to provide a question of the learning materials, they tend to be passive learners. no learners have an intention to raise their hand to ask. if they don't understand and don't know at all, every learner has no response. when learners are provided with group assignments, they are not active. when each group is asked to come forward to perform the results of their discussion, they pointed each other. this situation can be stated that most learners have no a strong motivation to learn. factors causing unconducive class situations in the learning process include; 1) the effect of online learning during one year 2020, which is usually independent and relaxed at home; 2) the low motivation of learners which results in not achieving the passing grade; and 3) the learners’ enthusiasm in participating the learning process is low. these effects can be seen when they followed group group discussion (nurfathurrahmah, 2018). when the group is asked to present the results of their group work, no group doesn’t want to come forward, and even they are pointing each other. this situation causes unconducive learning activities (kusuma, 2019). an alternative solution that can be done by researchers is to apply the "scientific" approach to the discovery learning model. the discovery learning model has several advantages when compared to other learning models (sunyono & meristin, 2018a). the advantages of the discovery learning model are; 1) learners are able to find several concepts and principles through collaboration with peer classmates and with teachers; 2) obstacles do not occur for learners to improve their skills during the learning process; 3) create a sense of pleasure and enthusiasm for learners because they can directly investigate and find out the results (zulaichah & masykuri, 2019). the stages of scientific approach of the discovery learning model cover observing, asking, trying, associating, and communicating (ridlo, 2018). given the learners’ problems related to their motivation and learning achievement, this study was focused on implementing the scientific approach with using the discovery learning model. this learning model was considered as an appropriate solution to improve learners’ masani improving learners’ motivation and ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 436 motivation and elt achievement. to probe that the scientific approach of the discovery learning model can increase the learners’ motivation and learning achievement in the seventhgrade learners in session i after the covid-19 pandemic in the second semester at smp negeri 4 mataram, the researcher conducted classroom action research (car) in two cycles to solve the learners’ motivation and learning achievement. research method research setting this study is classroom action research (car) which consists of cycles. one cycle consists of four stages of activities, namely planning, implementation, observation, and reflection. this study aims to increase learners’ motivation and elt achievement at smpn 4 mataram. this study was prepared in two cycles, but if the second cycle has not been achieved, it will be continued to the next cycle. research variables the research variables are the motivation and learning achievement of the junior high school learners. the improvement of motivation and learning outcomes seen in learners’ activities during group discussions, which has an impact on increasing motivation and learning outcomes for the seventh-grade learners in session i after the covid-19 pandemic semester two of the 2021/2022 academic year at smp negeri 4 mataram. with the variables of motivation and learning outcomes, another variable of this study is the implementation of lesson plans (teacher’s and learners’ learning activities) by applying a scientific approach of the discovery learning model in an effort to improve learners’ motivation and learning outcomes after the covid-19 pandemic. action plans the activities in the seventh-grade learners of session i after the covid-19 pandemic consist of carrying out the learning process by applying the discovery learning model to increase motivation and elt outcomes in the seventh-grade learners of session i after the covid-19 pandemic at smp negeri 4 mataram in the second semester academic. the action taken by the english teacher is to prepare learning cycles. the learning cycles can be seen in figure 1 that contains 4 (four) stages, namely: 1) planning, 2) implementating, 3) observing, and 4) reflecting. figure i. stages of learning cycles (arikunto, 2013). masani improving learners’ motivation and ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 437 cycle i plann phase the activities in the planning stage covered; preparing lesson plans with scenarios according to the stages of the scientific learning model of the discovery learning model; prepare sources, materials, and all tools used in the study; compiling the teacher’s observation sheets and student observation sheets; and develop evaluation tools. action phase activities done at the action stage consisted of two learning meetings, namely meeting i and meeting ii. learning activities refer to the discovery learning model which consists of observing, asking, trying, associating, and communicating. at the first meeting, the learning activities were done. at the first meeting, the elt teacher divided learners into four small groups. each group consists of four members. then, each group is given a problem to be solved together in groups. then, the teacher goes around to guide the main group who is having difficulties or problems. at the second meeting, each group came forward to present the results of group work in turns, and then a written test is conducted. observation phase activities done in observation cover the teacher observations and learner observations. the teacher's observations were carried out by the english supervisor as well as the teacher's supervisor in carrying out classroom action research. furthermore, the student observations are carried out by the real teacher as well as the researcher in this study through group discussion activities. reflection phase in the reflection stage, the activities cover a series of reflection on data collected through acquisition, processing and analysis of research data, matching the results of data analysis with indicators of success, and plans for improvement and follow-up. cycle ii in this cycle, all activities and stages during the study are alike to previous cycle. basically, they are repeating and correcting actions that still require refinement and justification as it should be. if the indicators of success in cycle ii have been met, the classroom action research is discontinued. however, if the indicators of success have not been achieved, the research is continued in the next cycle. research subjects the research subjects as a source of data in this study consist of 16 learners the seventhgrade learners of session i after the covid-19 pandemic. the research was conducted for four months, starting from february to may 2022, which is included in the even semester of the academic year of 2021/2022. research instruments the research instrument consisted of four types, namely teacher observation instruments, student observation instruments, motivation instruments and learning achivement instruments. the teacher's observation instrument applies the learning activities contained in the lesson plans made by the teacher, as well as the student activity observation sheet using the learning activity instrument. furthermore, the instrument for measuring motivation used a learning motivation questionnaire. the instrument for collecting learning achievement was masani improving learners’ motivation and ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 438 using individual reports on the results of group discussions and the results of written tests carried out at the end of the learning process. data analysis technique data analysis was carried out in a quantitative descriptive ways through data collection, analysis and discussion of the data obtained by matching the level of optimization to the learners’ achievements of existing success indicators. success indicators consist of two types, namely as follows; a) the teacher has been declared successful in carrying out the learning process with the scientific approach of the discovery learning model, if the scores obtained on teacher observation activities and learner observations have reached an average score of > 4.00, which is labelled with good category; b) learners’ motivation to learn is declared to have increased if 85% of the number of learners have obtained an average score of > 4.0 and learning outcomes are declared to have increased if 85% of the number of students have obtained an average score of > 75.00, which is in line with the passing grade. research findings and discussion research findings the cumulative data of the classroom action activities from cycle i to cycle ii are presented in table 1. based on the results of the study, it can be seen that the average score on the teacher observation activities is 3.18 with incomplete categories. furthermore, the average student observation value is 3.38 in the incomplete category. likewise, the average value of individual assignments obtained an average of 68.25 in the incomplete category. similar results in the written test obtained an average score of 67.69 in the incomplete category. table 1 the cumulative data in cycle 1 no activities indicator success cycle i mean category i ii 1 techer observation >4,00 2,93 3,43 3,18 incomplete 2 learner observation >4,00 3,23 3,53 3,38 incomplete 3 motivation >75,00 68,25 68,25 incomplete 4 learning achievement >75,00 67,69 67,69 incomplete based on the results in cycle i, the data showed incomplete results. so, the cycle continued to the next stage, namely cycle ii. the results obtained in cycle ii are presented in table 2. based on the analysis, the data showed that the average of teacher observation score is 4.43 with the complete category. the mean score of student observation is 4.21, which is labelled with complete category. likewise, with individual assignments, learners get an average score of 80.88 in the complete category, and the average score on the written test is 84.31 in the complete category. table 2 the cumulative data in cycle ii no activities indicator success cycle ii mean category i ii 1 techer observation >4,00 4,29 4,57 4,43 complete 2 learner observation >4,00 4,06 4,35 4,21 complete 3 motivation >75,00 80,88 80,88 complete 4 learning achievement >75,00 84,31 84,31 complete masani improving learners’ motivation and ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 439 discussion this study was aiming at improving learners’ motivation and elt achievement of the seventh-grade learners of session i after covid-19 pandemic at smp negeri 4 mataram through the application of a scientific approach using the discovery learning model. this study is done in the classroom action research activities, which have two cycles. each cycle consisted of planning, acting, observing, and reflecting. the elaboration of each cycle activity is explained as follows. cycle i plan phase at the planning stage, the activities carried out were compiling lesson plans with scenarios of applying the scientific approach to the discovery learning model, teacher and student observation sheets, motivational instruments and students' elt tests. the preparation of teacher observation instruments and student observation instruments also experienced problems. after the guidance of the english teacher as the researcher, the teacher was successful in compiling the teacher observation sheets and student observations in an effort to improve their learning motivation. in preparing the evaluation tool, the researcher did not experience any obstacles or difficulties. the learning activities of discovery learning requires careful planning so that learning objectives are achieved (sunyono & meristin, 2018b). likewise, the research instruments used must be well prepared. the instruments used in this study were teacher and student observation sheets, motivation questionnaires and elt tests. action phase meeting i the implementation stage at the first meeting was in accordance with the discovery learning model which consisted of the following activities. observing activities activities at the observing stage consist of assigning learners to small groups to explore information from textbooks about the subject matter presented. furthermore, the english teacher explains the teaching materials and provides concrete examples that can be understood by learners. to do this, a discussion was done among teacher mates at the school. the result of the observation activities become insight for teacher to know classroom atmospheres. in addition, it can help teachers identify the initial conditions of learners so that teachers can better understand learning materials (zulaichah & masykuri, 2019). asking activities activities at the questioning stage consist of giving tricks for learners about good and correct procedures for asking questions according to the teaching material being learned. furthermore, learners regularly can ask about things that have not been understood according to the learning material. questioning activities in discovery learning facilitate learners to focus their thoughts and attention in following the learning processes (ridlo, 2018). trying phase (collecting data and information) the activities at the trying stage cover learners in groups to discuss the problems that are their responsibility. practice finding solutions in groups to the problems being discussed. collect data from all group members. the activity of trying to collect data is an important activity in learning because it trains learners in practicing a work step (handoko, 2017). associating information all group members answer and review all the answers that have been discussed together. the results of the answers are analyzed together to be presented in front of the class when masani improving learners’ motivation and ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 440 conveying information. the group makes a final agreement from the results of the group discussion. making a final agreement requires thoroughness and sharpness of thinking because it is the end of the thinking process (sunyono & meristin, 2018). meeting ii communicating phase the activities carried out at the communicating stage consist of delivering a description of the teaching materials related to the previous results of observing, asking, trying, and processing information. the teacher invites all group members to inform the results of their group work. all learners in groups respond to each presentation from other groups. learners with the teacher’s guidance make joint conclusions from all problems and questions that are their responsibility. learners’ activities in explaining the conclusions require a good way of communicating and require continuous practice because communication is one of the language skills needed in the era of the industrial revolution 4.0 (retnawati et al., 2018). the last activity is a written test. observing phase the teacher's observation in the first meeting obtained an average score of 2.93 and the meeting ii obtained an average score of 3.43, the results of student observations in an effort to improve motivation and elt achievement at the seventh-grade learners of session i after the covid-19 pandemic in the second semester at smp negeri 4 mataram, the average score for the first meeting was 3.23 and the second meeting was 3.53. from the value of the assignment and the results of the written test whose material was only about what was taught at the same time, the average value was 68.25 and 67.69, which is labelled with category enough. reflecting phase the results in the first cycle showed that the average score for teacher activities was 3.18, the score of student activities was 3.38, the score of individual assignments was 68.25, and the written test was 67.69. these results were labelled with incomplete category. real efforts that can improve the next learning process which include actions in cycle ii are: 1) teachers can optimize the discovery learning model approach well, 2) deficiencies or errors that occur in cycle i was minimized by developing more effective learning scenarios and can be absorbed by all learners. because the indicators of success have not been achieved, the cycle is continued to cycle ii to optimize the application of learning strategies with a scientific approach to the discovery learning model in increasing the motivation to learn and elt achivement at the seventh-garde learners of session i after the covid-19 pandemic in the second semester at smp negeri 4 mataram. cycle ii action phase the implementation of learning activities contained in the lesson plans has taken into account the mistakes in the first cycle so that it becomes better in the second cycle. the researcher has focused on a precise strategy plan so that the learning process with a scientific approach using the discovery learning model can be realized properly. therefore, in the preparation of the scenario, each aspect of the learning process is thoroughly detailed with the discovery learning model. furthermore, each stage of learning is carried out properly so that each stage is done well. this is because learning can direct learners to achieve the learning objectives (anderson et al., 2001). before the learning process is carried out, the researcher prepares all the tools, materials, and everything so that the implementation of the learning process runs well according to the masani improving learners’ motivation and ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 441 planned scenario. in order for the learning process to be resolved, the researcher also prepared teacher observation sheets and student observation sheets as benchmarks for achieving high motivation and learning outcomes for the seventh-grade learners of session i after the covid19 pandemic at smp negeri 4 mataram. action phase at the implementation stage in cycle ii, basically it still refers to the implementation of cycle i, namely the application of the scientific approach to the discovery learning model. the difference seems that this cycle is more effective. all learning steps that have not been implemented in cycle i have been attempted to be implemented in cycle ii. the hope is that the learning process with the discovery learning model can be maximized, then the learners’ motivation and learning outcomes get better than before. learning activities at the implementation stage have followed all the stages of learning written in the lesson plans. finally, learners can achieve learning objectives (nurfathurrahmah, 2018). observation phase in the second cycle, the results of the observation in meeting i that the mean score is 4.29 with the complete category, and in the second meeting is 4.57 with the complete category. efforts to improve learners’ motivation to learn was obtained an average score of 4.06, which is labelled completed category, and the second meeting was 4 .35, which is labelled completed category. it means that the seventh-grade learners of session 1 after covid-19 pandemic have good motivation and learning achievement at the second semester at smpn 4 mataram after implementing the discovery learning model. the real impact of increasing learning motivation is that learning outcomes also increase, from the data obtained the average value of individual assignments and written tests is 80.88 in the complete category and 84.31 in the complete category. because in the second cycle the average score of motivation and learning outcomes was complete, the research was discontinued to third or next cycles. based on the results, learners have followed the learning well in cycle ii, and also the teacher as a facilitator in learning have good roles. thus, the discovery learning model during the covid-19 pandemic has been able to improve learners’ learning motivation. it is the same findings found by other researchers that online and offline learning during the covid-19 pandemic was able to enhance learning motivation (asril et al., 2021). likewise, the results of other studies using the constructivist model can increase learning motivation to learn english (irawan & indramayu, 2016). the students' elt outcomes also experienced an increase so that they were included in the complete category. this is because the teacher has implemented discovery learning well, and the learning activities was able to stimulate learners to study harder even though it is still in the post-covid-19 period. this finding was also found by some studies informing that learners’ learning outcomes can be developed after using innovative models, one of which is discovery learning (asril et al., 2021; purnama sari et al., 2018; rezeki et al., 2015). reflection phase because the indicators of success have been achieved, there is no need for improvement and refinement efforts. the scientific approach of the discovery learning model has been able to improve learners’ motivation and elt outcomes which is marked by the achievement of indicators of success and an increase in elt achievement. the classroom action was stopped in cycle ii with satisfactory results. conclusion the results of the current study in the first cycle showed that the average score for teacher activities was 3.18, the mean score of student activities was 3.38, the mean score of individual assignments was 68.25, and the written test was 67.69. all of the results were masani improving learners’ motivation and ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 442 labelled with an incomplete category. furthermore, in the second cycle, the average score of teacher activities was 4.43, the student activity was 4.21, the individual assignment was 80.88, and the written test was 84.31. all of the results in second cycle were stated in the complete category. these results indicate that the indicators of success (> 4.0) and elt outcomes (> 75.00) have been exceeded. because the success indicators have been achieved, the current study is declared successful and stopped in cycle ii. the use of the scientific approach of the discovery learning model is able to improve learners’ motivation and elt achievement at the seventh-grade learners of session 1 at smp negeri 4 mataram. facts have shown that the average score of learners’ learning motivation from cycle i to cycle ii has exceeded the established success indicators. the research was declared “successful” and stopped in cycle ii. suggestions this study recommends to peer teachers to carry out classroom action research in an effort to improve some of the basic language skills of learners in facing the current era of the industrial revolution 4.0, such as critical thinking skills, creativity, communication, and collaboration. it is recommended for the seventh-grade learners of session 1 at smp negeri 4 mataram after covid-19 pandemic to get used to learning with a contextual approach, especially strategies that are able to arouse their learning motivation so that learning outcomes can be achieved as expected. references adara, r. a. 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(2021). dampak covid-19 pada pembelajaran daring terhadap motivasi belajar siswa smpn 1 anggeraja abstrak sistem pendidikan di indonesia dialihkan ke metode pembelajaran online atau daring disebabkan karena adanya penyebaran wabah virus covid-19 . pengalihan meto. x, 312–319. cahyani, a., listiana, i. d., puteri, s., larasati, d., islam, u., sunan, n., yogyakarta, k., islam, u., sunan, n., yogyakarta, k., islam, u., sunan, n., yogyakarta, k., & belajar, m. (2020). motivasi belajar siswa sma pada pembelajaran daring di masa pandemi covid-19. 3(01), 123–140. dharma, i. a., & sudewiputri, p. (2021). motivasi belajar mahasiswa pada pembelajaran daring selama pandemik covid-19. 4(2), 295–301. gula, l. p. (2022). challenges encountered by the teachers handling oral speech communication courses in the era of covid-19 pandemic. journal of languages and language teaching, 10(2), 234. https://doi.org/10.33394/jollt.v10i2.4963 handoko, h. 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(2021). manfaat media pembelajaran digital dalam meningkatkan motivasi belajar siswa sd selama pandemi covid-19 motivation of elementary school students during the covid19 pandemic) pendahuluan kegiatan pembelajaran di kelas melibatkan beberapa pola interaksi ,. 2(2), 1–5. kusuma, c. s. d. (2019). integrasi bahasa inggris dalam proses pembelajaran. efisiensi kajian ilmu administrasi, 15(2), 43–50. https://doi.org/10.21831/efisiensi.v15i2.24493 lin, l.-f. (2015). the impact of problem-based learning on chinese-speaking elementary school students’ english vocabulary learning and use. system, 55, 30–42. https://doi.org/https://doi.org/10.1016/j.system.2015.08.004 nurfathurrahmah, n. (2018). penerapan model problem based learning (pbl) berbasis kontekstual terhadap peningkatan kemampuan berpikir kritis mahasiswa. oryza ( jurnal pendidikan biologi ), 7(1), 21–28. https://doi.org/10.33627/oz.v7i1.7 purnama sari, r., rahmatan, h., & mudatsir, m. (2018). penerapan model pembelajaran learning cycle 7e untuk meningkatkan motivasi dan hasil belajar peserta didik di smp. jurnal pendidikan sains indonesia, 5(2), 68–74. https://doi.org/10.24815/jpsi.v5i2.9819 ramnarain, u., & hlatswayo, m. (2018). teacher beliefs and attitudes about inquiry-based learning in a rural school district in south africa. south african journal of education, 38(1), 1–10. https://doi.org/10.15700/saje.v38n1a1431 retnawati, h., djidu, h., kartianom, apino, e., & anazifa, r. d. (2018). teachers’ knowledge about higher-order thinking skills and its learning strategy. problems of education in the 21st century, 76(2), 215–230. rezeki, r., nurhayati, n., & mulyani, s. (2015). penerapan metode pembelajaran project based learning (pjbl) disertai dengan peta konsep untuk meningkatkan prestasi dan aktivitas belajar siswa pada materi redoks kelas x-3 sma negeri kebakkramat tahun pelajaran 2013 / 2014. jurnal pendidikan kimia universitas sebelas maret, 4(1), 74–81. ridlo, s. (2018). creative thinking analysis, motivation and concept mastery on learning of cooperative discovery model in elementary school. journal of primary education, 7(1), 48–56. https://doi.org/10.15294/jpe.v7i1.21736 sunyono, s., & meristin, a. (2018a). the effect of multiple representation-based learning (mrl) to increase students’ understanding of chemical bonding concepts. jurnal pendidikan ipa indonesia, 7(4), 399–406. https://doi.org/10.15294/jpii.v7i4.16219 sunyono, s., & meristin, a. (2018b). the effect of multiple representation-based learning (mrl) to increase studentsâ€tm understanding of chemical bonding concepts. jurnal pendidikan ipa indonesia, 7(4), 399–406. https://doi.org/10.15294/jpii.v7i4.16219 zulaichah, s., & masykuri, m. (2019). seminar nasional pendidikan sains. 0298, 91. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5808 october 2022. vol. 10, no. 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 570-578 jollt journal of languages and language teaching, october 2022. vol. 10, no.4 | 570 speaking to devices: can we use google assistant to foster students’ speaking skills? 1muhamad sofian hadi, 1raisya syafira junor 1english language education, muhammadiyah university of jakarta, indonesia corresponding author email: raisyasyafira982015@gmail article info abstract article history received: revised: published: teaching speaking skills needs appropriate medias to facilitate students to practice and imitate english speakers accurately. one of applications that can help students learn speaking skills is google assistant application. this study aims to foster students’ speaking skills through the use of the google assistant application on devices. this study employed the application to provide students with various speaking materials. this study was designed in an experimental study which was to know whether the use of google assistant helps students in fostering their speaking skills or not. this study uses pre-experimental as the research design. the study involved 31 participants of eleventh-grade students in dua mei senior high school, tangerang selatan. the data was collected from pre-test and post-test. based on the analysis, the results show that the t-cal value (12.436) was higher than the t-table (2.042), at the 5% significant level. it indicated that the null hypothesis (h0) was rejected and the alternative hypothesis (h1) was accepted. based on the results of the t-test calculation, this study can be concluded that google assistant is an effective medium to facilitate students' fostering their speaking skills. keywords google assistant; teaching speaking; speaking skills; how to cite: hadi, m. s., & junor, r. s. (2022). speaking to devices: can we use google assistant to foster students’ speaking skills?, jollt journal of languages and language teaching, 10(4), pp. 570-578. doi: https://doi.org/10.33394/jollt.v%vi%i.5808 introduction speaking english is essential to people's lives in this age of globalization. as a result of globalization, english is becoming more frequent. according to the english first course center's 2021 english proficiency index study on their website said that there are around 2.5 billion english speakers worldwide, including 400 million native speakers. johnson (2022) as retrieved from the statista website published that the english language was the common language of online usage, accounting for 25.9 percent of all internet users worldwide. so knowing english allow us access to an amazing amount of information that may not be otherwise available (kinasih & olivia, 2022; anabel & simanjuntak, 2022). therefore, the development of speaking abilities is fascinating for students learning english as a foreign language (efl). speaking is a type of active or productive skill. speaking involves multiple aspects, including grammar, strategy, sociolinguistics, and discourse (chastain, 1998; hossain, 2015). further, speaking is more than just producing the appropriate sounds, using the proper words, or using the appropriate structures. it is the most important tool for solving communication problems. in other words, speaking is a crucial skill to master because it enables individuals to move between the speaker and listener roles while efficiently using verbal and nonverbal communication (br-bangun & simanjuntak, 2022; putri, 2022). however, teaching and learning to speak english is not an easy task (pakula, 2019). it takes a lot of effort to learn a new language. based on the pre-observation in dua mei senior high school, the writers interviewed the english teacher and found that problems commonly faced by students speaking are as follows; the first problem, generally the students live surrounded by an environment where english does not use in their daily conversation so the https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id hadi & junor speaking to devices: can we ……….. jollt journal of languages and language teaching, october 2022. vol. 10, no.4 | 571 students do not have an opportunity to speak english to communicate with others (dzurotulilmi & anwar, 2022). secondly, is the focus on english learning. the focus of the learning process was always on reading and writing, rather than speaking and listening (lume & hisbullah, 2022; suparlan, 2021). the other problem that affected students’ speaking in english was the types of activities provided by the teachers (syarifuddin et al., 2022). students struggle to learn to speak in class because the media is typically monotonous and the teacher explains speaking theory or practice that is not enjoyable to the students. therefore, in order to succeed in learning to speak, those problems that students frequently encounter must be observed. nowadays, the advancement of technology affects every aspect that people do in their everyday lives. emerging technologies such as virtual reality, augmented reality, and voice interaction are transforming digital experiences and reshaping people's interactions with the world (terzopoulos & satratzemi, 2019; hadi, zaitun, & suni, 2021). these technological advancements cause people's perspectives to transform, from how they think to how they perform. technological advancements also have a significant influence on every aspect, from industry to government, and the most important aspect is education. the advancement of technology is increasingly being used in the context of efl. for various learning objectives, several learning technologies have been used. for instance, while teaching and learning speaking skills, numerous learning tools are used to improve different aspects of speaking skills. one of the potential advancements of technology to teach speaking skills is google assistant. underwood (2021) explores the educational potential of interactive speaking to machines. google assistant is a voice interaction and artificial intelligence tool that can support language learners in having meaningful conversations in the target language and fostering their independence in the language. artificial intelligence is the capacity of devices to solve problems, respond to questions create plans, adapt to unexpected conditions, and deal with a range of other tasks that call for a level of intellect generally seen in humans (coppin in chen et.al, 2020). it indicates that machines might conduct analyses and carry out program-directed actions. google assistant is part of the advancement of information technology (it) in today's era of globalization. the purpose of google assistants was to provide as much assistance as possible for activities that are initiated by voice commands (sarah, 2019). this information may prompt students to pay attention to errors, self-correct, and/or seek assistance. the teacher can also create tasks to assist students in recognizing common sound difficulties such as ship/sheep, cup/cap, whole/hole, or one/want. furthermore, as of the end of 2019, google assistant has over 18,000 voice applications (kinsella, 2020). this program operates with a natural-speaking voice, which means it will be helpful for english language learners and may be used to foster speaking skills. this is crucial for students who can't practice speaking english with native speakers outside of the classroom. the best medium for learning to talk is google assistant, for this reason. a study by tai & chen (2020) found that using google assistant significantly improved efl students' communicative confidence, willingness to communicate (wtc), and speaking anxiety. participants did enjoy interacting with chatbots and playing games with google assistant, which, according to the interview analysis, made them feel less anxious and motivated to have real, meaningful discussions in english. although many of us do not have a voice assistant in our homes or pockets, but it is predicted that this technology will become more common in the next few years. using the free google assistant app for android or ios devices, students may connect with their virtual assistants through interactive speaking games and conversations. with the help of this app, students should be able to quickly practice speaking english anywhere, at any time. it is expected that the more they use their devices to speak english, the more phrases or words they would create so that they can foster their hadi & junor speaking to devices: can we ……….. jollt journal of languages and language teaching, october 2022. vol. 10, no.4 | 572 speaking skill. based on the explanation above, some methods could be used to teach speaking therefore, the writers was interested in the use of teaching speaking skills to students of senior high school. the writer was interested in conducting a research entitled “speaking to devices: can we use google assistant to foster students’ speaking skills?” research method research design the writers use quantitative research with a pre-experimental design that focuses on one group pre-test and post-test. quantitative research is research that involves a systematic process, the scientific method, to build knowledge (neely-barnes, s. & lennon-dearing, r, 2020). to understand, predict, and/or regulate interesting phenomena, quantitative research approaches collect numerical data. one group indicates that only one class was used for the study testing while pre-test and post-test work to measure the success study. therefore, neither the control group nor group comparison was used for measurement. to conduct this research the writers used 8 meetings. the first meeting was used to collect the pre-test data. the pre-test was aimed to see the students’ speaking skill before the treatment. on the treatment, the students of the experimental group received treatment using google assistant which the students can use to practice their speaking english with google assistant using their devices. and for the last meeting, the students get the post-test to see the improvement of the students’ speaking skills after the treatment. in this pre-experimental design, researchers use one experimental group covering pretest, treatment, and post-test. a variable is one of the characteristics that can be measured and recorded on the instrument, and it changes in different values or different people's scores. there are two types of variables; namely independent variable (x) and dependent variable (y). in this study, the independent variable (x) is chosen and controlled by the writer, and the dependent variable (y) is the variable examined to determine the impact of the independent variable (x). the independent variable (x) of this study is google assistant and the dependent variable (y) of this study is students’ speaking. population and sample the population in this research is 11th-grade students of sma dua mei in the academic year 2022/2023. in this school, there are three classes of 11th-grade students that consist of two major, two social classes, and one science class with a total of the population is 105 students. the sample of this research was 31 students from an 11th-grade science class in sma dua mei. there are 16 female students and 15 male students in this class. these students participated in this study from the beginning to the end. in doing this study, the writers used one class only choosing through a cluster random sampling technique. the class was the experimental group of this study. instruments the instrument used in this study was the speaking test. a speaking test was conducted to measure how fluent and accurate the students speaking ability. students get an interview with the writer for 5 minutes each student, each student gets 10 questions based on the topic and students must answer the questions properly and correctly by speaking in english. students' speaking skills will be assessed based on indicators; pronunciation, fluency, vocabulary, grammar, and comprehension (hughes, 1999; rahmah, 2016). data analysis the data of this study consisted of students’ scores from students’ speaking tests. based on the results of tests, the students’ speaking achievement in pre-test and post-test was computed. thus, the two data were analyzed statistically. to find out the significant differences between students’ scores of the pre-tests and post-tests, this study used paired hadi & junor speaking to devices: can we ……….. jollt journal of languages and language teaching, october 2022. vol. 10, no.4 | 573 sample t-test as a data analysis technique, and the data was analyzed by ibm spss statistic version 25. this test aimed to determine whether there are differences between the result of the students' pre-test and post-test scores. research findings and discussion research findings the result of pre-test and post-test was distributed based on the classification of students’ achievement by farhan (2020). it was shown in the following table: table 1 classification on the students’ score in pre-test and post-test value level of achievement pre-test post-test frequency percentage frequency percentage 90 – 100 excellent 0 0% 4 13% 76 – 89 good 3 10% 15 48% 66 – 75 enough 18 58% 11 36% 40 – 65 poor 10 32% 1 3% 0 – 39 very poor 0 0% 0 0% total 31 100% 31 100% from table above, it showed the students’ score achievement on the pre-test and the post-test done by xi mipa. in the pre-test, the majority of the students were categorized as enough, with (58%) of the total students falling into this category, and also followed categorized as poor with 10 students (32%). and there were 3 students got categorized as good (10%). from the result above, there are still many students had a low speaking skills. and in the post-test, there was 1 student categorized as poor (3%). there were 11 students who got good and enough results (36%). there were 15 students who got the good result (48%). and there were 4 students got the excellent result (13%). the research findings of the pre-test and the post-test were discribed in the form of chart, it was presented as follows; figure 1. diagram of frequency distribution of pre-test and post-test to test the data above, the writer used several stages using the spss statistical formula to determine the mean, median, and mode. the result of the statistic data was in the table below; table 2 descriptive statistic the researchers found that the mean of pre-test score was 67.58 while the mean of post-test score was 78.32. the median of pre-test was 70.00 and the median of post-test was 0 2 4 6 8 10 12 14 16 18 excellent good enough poor pre-test post-test n minimum maximum mean std. deviation pretest 31 53.00 80.00 67.5806 6.55629 posttest 31 56.00 96.00 78.3226 8.68864 valid n (listwise) 31 hadi & junor speaking to devices: can we ……….. jollt journal of languages and language teaching, october 2022. vol. 10, no.4 | 574 80.00. the mode of pre-test was 70 and the mode of post-test was 73. the standard deviation of pre-test was 6.55 while the standard deviation of post-test was 8.68. in answering the hypothesis, the writers used test of hypothesis. in testing the normality of the data, the writers used ibm spss 25 by applied kolmogorov-smirnov normality test. the computation of normality test using ibm spss 25 can be seen in the table below; table 3 test of normality kolmogorov-smirnov one-sample kolmogorov-smirnov test unstandardized residual n 31 normal parametersa,b mean .0000000 std. deviation 4.75603461 most extreme differences absolute .118 positive .109 negative -.118 test statistic .118 asymp. sig. (2-tailed) .200c,d a. test distribution is normal. b. calculated from data. c. lilliefors significance correction. d. this is a lower bound of the true significance. according to field (2012: 182), the data can be said normal if the significance value is higher than significance level (> 0.05). then, the data can be said abnormal if the significance value is lower than significance level (< 0.05).the computation above showed in the kolmogorov-smirnov column that the significance value of the tests was 0.200, that is mean the significance values were higher than 0.05. therefore, it can be concluded that both data of the pre-test and post-test are in normal distribution. after found out that the data distribution was normal, the writers computed the test of hypothesis using ibm spss 25 by applied t-test. the result of t-test was can be presented in table 4 as follows. table 4 paired sample test paired samples test paired differences std. deviation std. error mean 95% confidence interval of the difference df sig. (2 tailed) lower upper pair 1 pre-testposttest -10.74194 4.80949 .86381 12.50607 8.97780 30 .000 from the table 4, the writers found that the sig. (2 tailed) values was 0.000. the writers used 5% (0.05) significance level. moreover, the two sided significance value was lower than 0.05 (0.000). the results also showed that the t-cal value (12.436) was higher than the t-table (2.042), at the 5% significant level. based on the hypothesis testing, the h1 was accepted while the h0 was rejected. the writer had a conclusion that the use of google assistant was effective to foster students’ speaking skills. hadi & junor speaking to devices: can we ……….. jollt journal of languages and language teaching, october 2022. vol. 10, no.4 | 575 discussion this study was oriented to examine the effectiveness of google assistant applications to foster students’ speaking skills for senior high school students. the students are provided with learning media, that is google assistant applications on their devices. in this study, google assistant was integrated to promote learning activities in learning to speak english. the result of the pre-test showed that the ability of students in speaking english is still very low. they were hesitant to express their thoughts and ideas. in addition, they are also they also seemed shy and not fully interested when practicing speaking. by contrast, after implementing google assistant on the students, the result of the post-test showed the students feel more comfortable and confident. also, they really enjoy speaking english without any hesitation or are afraid of making a mistake. it is in line with tai & chen (2020) that using google assistant significantly improved efl students' communicative confidence, willingness to communicate (wtc), and speaking anxiety. in addition, by using this application for learning to speak, students also find this type of activity can motivate them to speak. there are a lot of features that the students can access on this app including games. in speaking activities, students are involved in various speaking activities to train students in pronunciation and accuracy. providing students with various speaking activities can improve students’ speaking skills (baiq sumarni et al., 2022; jupri et al., 2022). the finding is also similar to tai & chen (2020) that participants did like having a conversation with chatbots and playing games with google assistant, which helped them feel less anxious and motivated to conduct actual, meaningful conversations in english. this application uses native speakers as the voice system, so students can easily have conversations with their devices, considering that many of the students do not have the opportunity or are embarrassed or shy to practice their english with native speakers or english speakers at a high level. this is also in line with underwood (2017) and tai & chen (2020) in human-machine interaction, there was a lack of an open, public interest, which made learners feel less embarrassed. finally, a few introverted participants thought that google assistant helped them become more interested and engaged in group discussions by increasing their english performance. the efficacy of using google assistant applications was effective in fostering students’ speaking skills. it is proven by the result of students’ achievement in which the value of the tcal (12.436) was higher than the t-table (2.042) in the degree of the significance level of 5%. it means the alternative hypothesis (h1) was accepted while the null hypothesis (h0) was rejected. thus, it can be concluded that the google assistant have a positive effect on students’ speaking skills at the eleventh-grade students of sma dua mei in the academic year of 2022/2023. the other writers can use the theoretical basis of this study to carry out other studies dealing with google assistant. from the explanation above, the implementation of google assistant in teaching and learning process gives a positive effect on the students’ speaking skills achievement, because they can learn how to speak english more easily and relax without any burden. it can be done because by the new learning speaking media for them, information can be understood and maintained well. the description above implies that the google assistant help them a lot in practicing how to speak english fluently and accurately in any situation for the learner, so that they can learn better. consequently, they can improve their speaking skills through the implementation of the google assistant. conclusion after presenting and analyzing data previously, the writers concluded that google assistant can foster students’ speaking skills. it can be seen from the students’ improvement between pre-test and post-test. based on research in class eleventh-grade students of sma dua mei, it can be concluded that google assistant can influence students in speaking skills. hadi & junor speaking to devices: can we ……….. jollt journal of languages and language teaching, october 2022. vol. 10, no.4 | 576 this can be seen from the student's process of fostering students' accuracy and fluency in speaking. student progress can be seen from the results of the student pre-test and post-test, student pre-test results (67.58), and student post-test results (78.32). this means that the students’ speaking skills increased, and their post-test scores are higher than their pre-test scores. it also shows that when the sign is 5%, the t-cal was higher than the t-table. if the t-cal result is higher than the t-table level, then the alternative hypothesis is accepted, and the null hypothesis is rejected. based on the results of the t-test calculation above, because of the acceptance of the alternative hypothesis, it can be said that learning activities using google assistant can foster students' speaking skills. references aleksandrzak, m. 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(2017). exploring ai language assistants with primary efl students. in k. borthwick, l. bradley, & s. thouësny (eds.), call in a climate of change: adapting to turbulent global conditions short papers from eurocall 2017. researchpublishing.net. https://doi.org/10.1080/10494820.2020.1841801 https://doi.org/10.14705/rpnet.2021.50.1247 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6785 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 318-327 jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 318 students’ perception of the use of youtube song lyrics in constructing english language teaching activities: an teacher-student interaction 1*feti yuhariah, 1syafryadin 1 faculty of teacher training and education, university bengkulu, indonesia. *corresponding author email: fettiyuhariah@gmail.com article info abstract article history received: february 2023 revised: march 2023 published: april 2023 in the current era, the integration of technology has been increasingly implemented in teaching and learning processes. among various technologies, youtube has been widely utilized by both students and teachers for their academic purposes. the primary objective of this study was to examine the effectiveness of using youtube song videos in english language learning at sma 7 kota bengkulu. a quantitative research method was employed, and the study was conducted with 28 students of grade x ipa 8 as the participants. the data collection instrument used in this study was a questionnaire that was administered to measure students' perception of using youtube song videos in learning english. the results of the study revealed that 83% of the students responded positively to the activities conducted in the classroom while incorporating songs. the incorporation of songs in the class made the class environment more conducive, enjoyable, and meaningful, resulting in a positive influence on their ability to listen well. moreover, the students gained proficiency in different language components of english, such as grammar, vocabulary, and pronunciation. the findings indicate that learning english through youtube song videos is a more effective way to enhance language proficiency. therefore, this study highlights the potential of youtube song videos as a valuable learning tool for english language learners. keywords perception; youtube song lyrics; english language teaching; student-teacher interaction; how to cite: yuhariah, f, & syafryadin. (2022). students perception on the use youtube song lyrics for learning english at sma 7 kota bengkulu, jollt journal of languages and language teaching, 11(2), pp. 318-327. doi: https://doi.org/10.33394/jollt.v%vi%i.6785 introduction social media is a contact and transmission technological tool that everyone can use at any time to share. it is popular around the world among individuals of all ages and social levels. social media also helps to communicate and community online to share information, viewpoints, private messages, even images and videos (barreto & whitehair, 2017). students use social media for study and social interaction in addition to communication. according to hudson (2017), social media refers to websites and programs that are made to make it easy for users to share information in real life. learning is the process of increasing knowledge about a topic or skill through instruction, experience, and study. the process of learning english involves becoming knowledgeable about english abilities (brown 2010:7-8). there are four components to english proficiency. they include speaking, listening, reading, and writing abilities. students studying english education must have a solid command of the language majoring in english, learning the language is crucial. the majority of the english education department's pupils use online media to learn english. students at sma 7 bengkulu city like using social media for a variety of reasons, according to research based on observations made by researchers while teaching there. social media can raise and improve a student's academic achievement in class, especially in english class (alwagait, shahzad, & alim, 2014). increasingly more teachers are receptive to using https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:fettiyuhariah@gmail.com yuhariyah & syafryadin students’ perception on the ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 319 social media in the classroom to teach english and help students develop their speaking, listening, and writing skills. english can be taught using a variety of media, including pictures, music, videos, and more. for kids that are interested in learning, using video is a great alternative, especially when song and music are integrated into the teaching process. actually, educational media includes music and song. hammer claims in kurnianto (2016) that music is a potent engagement stimulant. while still allowing children to utilize their minds to process the music and its content, music has the power to communicate directly to their feelings. a person learning a language can be positively stimulated by the use of song and music in the classroom. it can amuse while providing a strong link between the worlds of leisure and education. as is well known, songs are a common form of media utilized in language instruction and acquisition. the use of song in the classroom is thought to benefit the students' ability to learn english. numerous previous studies have been conducted by researchers investigating students’ perceptions of using youtube for learning english. for example, islamiah (2021) examined the perceptions of 9th-grade students at mts ma'arif nu 01 kroya regarding the use of youtube as a learning medium for speaking. in another study, damayanti (2022) investigated the perceptions of students using youtube as a medium for learning english as a foreign language, while harlinda (2019) explored similar perceptions. building on this research, islamiah (2021) investigated the perceptions of students in using youtube to learn english. the incorporation of english films on youtube has yielded favorable outcomes on students' english proficiency, particularly with respect to vocabulary acquisition. the second study addressed in this discourse, which investigated students' perceptions of using youtube as a learning medium for speaking, highlights the advantageous role of youtube as a pedagogical tool in the context of speaking instruction. the ability to learn from videos of native speakers, available through the platform, is particularly beneficial for enhancing speaking skills. harlinda (2019) similarly reported the effectiveness of using youtube as a medium for foreign language learning, particularly in improving speaking and listening skills. as per the study's findings, a considerable proportion of participants (59.3%) expressed increased confidence in practicing english when using youtube videos independently. additionally, a noteworthy percentage of students (55.0%) deemed youtube to be a valuable resource for improving listening skills. drawing from these results, it can be deduced that the utilization of youtube as a medium for learning english as a foreign language can foster autonomy in students, enabling them to enhance various language skills and components. while existing studies have examined the use of youtube as a medium for learning english, there appears to be a paucity of research on the efficacy of youtube song lyrics for this purpose. in light of this gap, the researcher intends to investigate students' perceptions of using youtube song lyrics to learn english at sma 7 kota bengkulu. from the explanation of the research background, this research was conducted to answer the following research questions: what are students perception on the use youtube song lyric for learning english at sma 7 kota bengkulu? students perception the present study centers on people's perceptions as outputs, encompassing their evaluations, memories, and impressions, which are developed through personal knowledge and experiences. evaluation, as tyler (in idowu, 2015) posits, involves the process of making judgments about the outcomes of a program. similarly, rombach (in idowu, 2015) defines evaluation as the collection of data to assess educational programs, including their effectiveness, and identifying necessary improvements. as evidenced by these statements, an individual's perspective is shaped by their personal experiences and knowledge. the investigation of the usefulness of using youtube songs to learn english requires researchers to yuhariyah & syafryadin students’ perception on the ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 320 examine whether such an approach is viable for consistent use or only occasional implementation. wang (2007) defines perception as an intricate cognitive process that enables the brain to apprehend, connect, analyze, and interpret internal data through reasoning. alternatively, perception can also denote an individual's justification of their position on a given subject, indicating how perception influences one's reasoning or opinion. perception reflects an individual's view of an accurate and comprehensible concept, which is derived from their memory. memory is a collection of cognitive processes that enable individuals to retain and store knowledge and memories for future use. memory plays a crucial role in preserving our past, present, and experiences, and serves as a vital source of knowledge. notably, memory differs from perception in that it enables us to recall past experiences that are not presently occurring. for the current study, memory is operationalized as the students' prior knowledge of learning english song lyrics from youtube. youtube as a social media social media is a type of technological tool for contact and transmission that anyone can use to share at any time. it is popular with individuals of different ages and educational backgrounds worldwide. additionally, social media was created as a tool for communication and as an online community for the exchange of knowledge, ideas, private chats, even images and videos (barreto & whitehair, 2017). similar to this is web-based social media, where individuals create and share news through online communities (firman et al., 2021; habibi et al., 2022). someone who uses social media to communicate with their contacts, sends and reposts news, and produces and distributes material through online social media. social media keeps track of every individual's action and information (haerazi & kazemian, 2021; kinasih & olivia, 2022). one of the social media used is youtube. as long as there is an internet connection, youtube is a website where teachers and students can watch videos to learn at any time, anywhere. youtube videos can aid in improving one's english vocabulary, pronunciation, accent, listening, reading, and speaking (ayu, 2016). so it can be concluded that the use of youtube as one of the english learning media can improve their skills and knowledge anywhere and anytime, as long as they are connected to an internet network. the role of song in learning songs are a great tool for learning a language, especially when it comes to vocabulary, grammar, pronunciation, and listening skills. by listening to english songs while learning to listen, it might be a great way to introduce many british accents. it helps students become more used to english words. as a function, it will improve how accurately students listen. a smart place to start learning english is actually with your listening skills. according to nation (2014) in ranggen (2016), it might be helpful to listen to the way a language is spoken in the first stages of language learning, even if you don't understand a word. additionally, listening to english, particularly from native speakers, helps students learn how to pronounce the language properly (fadli et al., 2022; fatiani et al., 2021). songs can be a powerful tool for developing pronunciation skills. similar to ranggen (2016)'s rendition of ward's (1980) song, this can be highly beneficial because the verse's rhythm encourages learners to place emphasis where it belongs, fosters a natural flow of language, and increases fluency to help with pronunciation. pronunciation is how a salesperson conveys their messages, using the appropriate words, accents, and syllable counts (parmawati, 2018). it connects with a person's capacity to comprehend the significance or relevance of its sound system in the situation of language. distinct english sounds have different functions. yuhariyah & syafryadin students’ perception on the ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 321 research method research design this research was conducted using a quantitative method. the quantitative method was chosen because it aims to find out students' perspectives on the use of youtube songs in learning english at sma 7 bengkulu city. so the technique used in data collection is to use an anonymous online questionnaire consisting of a series of closed questions. such questions were chosen because they are quicker to answer and easier to compare and analyze. according to aprilia prabawati (2021) quantitative method is research used to examine questions that can best be verbally described how participants in a study view and interpret various aspects of their environment. qualitative research refers to the use of process-oriented methods to understand, interpret, describe and develop a theory about a phenomenon or setting. it is the use of a systematic, subjective approach to describe life experiences and give them meaning. in this study, researchers investigated students' perceptions of the media used by teachers in learning english; this is in line with the research objectives that the researchers did. subject of the research the subject of the research are the students ten grade x ipa 3 at sma 7 kota bengkulu in the academic year 2022/2023. in one class there were 28 students, but 26 students filled out the questionnaire. instruments there are two instruments used in this study. they are: 2 types of questions for students, general questions by providing four types of responses to the questionnaire in this regard: 1) strongly agree, 2) agree, 3) disagree, and 4) strongly disagree. the questions are personal respondents' responses with the choices: 1) often 2) always 3) rarely and 4) never. the second calculates student responses using the google form. tabel 1 the questionare of data no statements s a a d a s d a 1. youtube song videos help with english language learning. 2. using youtube song videos to learn english pronunciation is enjoyable. 3. youtube is a good source for learning english pronunciation. 4. as i study english pronunciation, youtube gives me more confidence. 5. my pronounciation skills have improved to youtube songs videos. 6. using youtube song videos to learn english pronunciation is effective 7. i'm never bored when i listen to english music. tabel 2 english pronounciation in using song in youtube no statements often always seldom never 1. i use youtube to learn english pronunciation 2. i frequently watch youtube videos of english songs. 3. i can learn new words from youtube song videos. yuhariyah & syafryadin students’ perception on the ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 322 no statements often always seldom never 4. i learned a lot of slang terms from music videos. 5. i can pronounce words correctly through song. 6. i like watching song videos to learn english. data analysis the technique used in analyzing the data is online questionnaire consisting of a series of closed questions. general questions are divided into two separate categories, and there are four possible ways to answer them. in this case: 1) strongly agree, 2) agree, 3) disagree, and 4) strongly disagree are the four possible responses. respondents to questions can choose between personal responses: 1) often 2) normally 2) infrequently and 3) never. there were 13 questions total, with 1–7 discussing the advantages of youtube songs for english learning and 8–13 discussing student involvement. questions were chosen because they are quicker to answer and easier to compare and analyze. the questions are designed to determine how students’ perception the use of songs on youtube in learning english at sma 7 bengkulu city. then the researchers analyzed student responses using the google form. research findings and discussion research findings based on the results of the questionnaire given to the 26 students who participate in the youtube song's english language learning program, researchers collect data. for distribution. researchers created a questionnaire using google forms and links sent via whatsapp, then distributed it to 26 participants using 13 question items on sunday, december 18, 2022. and this research aim to find out about students perception on the use youtube song for learning english to improve their pronouciation, especially ten grade at sma 7 kota bengkulu. tabel 1 the questionare of data no statements s a a d a s d a 1. youtube song videos help with english language learning. 53% 46% 0% 0% 2. using youtube song videos to learn english pronunciation is enjoyable. 50% 50% 0% 0% 3. youtube is a good source for learning english pronunciation. 25% 64% 10% 0% 4. as i study english pronunciation, youtube gives me more confidence. 25% 64% 10% 0% 5. my pronounciation skills have improved to youtube songs videos. 43% 57% 0% 0% 6. using youtube song videos to learn english pronunciation is effective 32% 68% 0% 0% 7. i'm never bored when i listen to english music. 60% 35% 3% 0% as presented in table 1, the questionnaire employed a likert scale consisting of four options: 1) strongly agree, 2) agree, 3) disagree, and 4) strongly disagree, for participants to respond to the general statements. the first question garnered 53% strongly agree (sa) and 46% agree (a) with the statement 'youtube song videos help with english language learning'. yuhariyah & syafryadin students’ perception on the ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 323 the data indicates that the use of youtube song videos in language classes facilitates vocabulary acquisition and retention among students. the second question generated a response of 50% strongly agree (sa) and 50% agree (a) with the statement 'using youtube song videos to learn english pronunciation is enjoyable'. the data demonstrates that the application of youtube song videos in class is a stress-free method for language learning due to the presence of visual aids such as pictures, text, and sound. the third question elicited a response of 22% strongly agree (sa), 64% agree (a), and 10% disagree (da) with the statement 'youtube is a good source for learning english pronunciation'. the data shows that the use of youtube videos can enhance students' proficiency in english dialects and accents. the fourth question generated a response of 25% strongly agree (sa), 64% agree (a), and 10% disagree (da) with the statement 'as i study english pronunciation, youtube gives me more confidence'. the data indicates that the use of youtube in english classes can boost students' confidence in speaking and pronouncing the language through group activities. the fifth question garnered a response of 43% strongly agree (sa) and 57% agree (a) with the statement 'my pronunciation skills have improved due to youtube song videos'. the data demonstrates that the application of youtube videos in english classes motivates students to practice individually or in groups, resulting in improved pronunciation skills. the sixth question elicited a response of 32% strongly agree (sa) and 68% agree (a) with the statement 'using youtube song videos to learn english pronunciation is effective'. the data shows that the use of youtube videos in english studies enhances students' listening skills. the last question generated a response of 60% strongly agree (sa) and 35% agree (a) with the statement 'i am never bored when i listen to english music'. research indicates that the use of youtube in english classes encourages students to explore new vocabulary by jotting down unfamiliar words. so it can be concluded from the 7 general statement questions above, as many as 75 responses chose strong agree (sa), 155 responses chose agree (a), 7 responses chose disagree (da), and 0 responses for strongly disagree (sda). this means that students agree with the use of english songs on youtube in learning english, because it can make learning more exciting, and increase confidence when saying english words. tabel 2 percentage of english pronounciation in using song in youtube no statements often always seldom never 8. youtube song to learn english pronunciation 39% 10% 46% 3% 9. youtube songs can be used anywhere 60% 18% 21% 0% 10. youtube song to acquire new vocabulary 35% 32% 32% 0% 11. youtube song to learn a lot of slang terms 0% 0% 40% 60% 12. youtube song to learn how to correctly pronounce words. 35% 18% 43% 3% 13. youtube song makes learning english fun. 53% 21% 25% 0% as shown in table 2, student involvement in using youtube songs in english class: 1) pronounciation "the data shows that english teachers providing youtube videos can help students improve their pronunciation because students are involved in imitating learning activities based on the way english speakers pronounce words. -the english word.” 2) youtube song can use anywhere “data shows students have a youtube account and almost threequarters have no problems accessing it, although 21% of them rarely use youtube songs anytime and anywhere. overall, they have a positive view of the application of youtube songs in learning english. 3) vocabulary "the data shows that using youtube songs in learning yuhariyah & syafryadin students’ perception on the ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 324 english in class can increase their vocabulary, because students are given the task of recording the new vocabulary they catch in every youtube song video playback." 4) fun "the data shows that by using youtube songs in class, it displays text, sound, and images at the same time, so that it can motivate students in learning english. based on the explanation above, it can be concluded that 60% of respondents chose often, 53% responded always, and 19% responded never. this means that most of the respondents often listen to english-language songs on youtube, because of the many benefits provided such as: improving vocabulary mastery, learning english pronunciation, and also being able to learn slang terms by using songs on youtube. as a result, the findings of this study suggest that learning english through youtube and english song videos is more effective. based on the study, english language learners can benefit from watching youtube songs. discussion based on the findings presented above, it is evident that there are several recommendations that can be drawn from the study. firstly, it can be observed that students hold a positive perception regarding the use of youtube song lyrics as a means of enhancing their english language learning. furthermore, students respond positively to the incorporation of such activities in the classroom, as they enhance the learning environment by making it more engaging, enjoyable, and meaningful. this finding is consistent with the assertions made by asmi (2019, as cited in ulate, 2008: 95), who posits that the use of such activities can contribute towards the creation of a conducive learning environment that encourages learning activities, increases attention and memory retention, reduces stress and tension, promotes imagination and motivation, and adds an element of enjoyment to the learning process. moreover, the study reveals that the use of youtube song lyrics can help improve students' listening skills. the use of youtube videos has been found to be an effective tool for improving language skills in learners. in this study, researchers found that several reasons why youtube videos are effective for language learning. firstly, youtube videos provide a wide range of authentic language materials that are interesting and engaging for learners (hadi et al., 2021; hanan et al., 2022). they offer learners the opportunity to listen to and watch authentic language use, including colloquial expressions, accents, and intonations, which may not be present in traditional language textbooks or materials. secondly, youtube videos provide a platform for interactive learning, where learners can participate in language activities such as singing along with songs, watching and commenting on videos, and interacting with other learners from around the world. this can improve learners' speaking, listening, reading, and writing skills (hidayatullah & haerazi, 2022; hidayatullah et al., 2022). thirdly, youtube videos provide learners with opportunities to learn at their own pace, allowing them to rewind, pause, and replay videos as many times as they need to fully understand the content. this flexibility in learning can lead to more effective retention and application of language knowledge (assauri et al., 2022; baiq sumarni et al., 2022). moreover, research has shown that the use of youtube videos in language learning can also have positive effects on learners' motivation and engagement. for example, students reported feeling more motivated to learn english when they were able to use youtube videos as a tool for language learning. this is because youtube videos can provide a sense of fun and enjoyment in the language learning process, which can lead to increased engagement and long-term retention of language knowledge. in conclusion, the effectiveness of youtube videos in improving language skills lies in their ability to provide authentic, interactive, and engaging language materials, as well as their flexibility and motivational potential. therefore, incorporating youtube videos into language learning activities can be a valuable tool for educators and learners alike. ichda (in ranggen 2016) argues that a useful thing to do in the very early stages of learning another language is to listen to the way in which the language is spoken, even when yuhariyah & syafryadin students’ perception on the ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 325 you don’t understand anything at all, dan juga youtube videos can aid in improving one's english vocabulary, pronunciation, accent, listening, reading, and speaking (ayu, 2016). the statement that youtube songs can correct english words. songs on youtube are equipped with lyrics, pictures and sound which means they can be played many times until students can understand what the song is about and know how to pronounce the words with an english accent (buana & irawan, 2021; nugraha et al., 2022). the teacher also uses group discussion techniques to learn english song lyrics from youtube. make students more active in communicating and sharing ideas with their friends. the purpose of all these efforts is to optimally motivate students to concentrate on english lessons by using youtube song lyrics in class, thus making learning english fun and meaningful. conclusion based on the findings and discussion to students' perception to use youtube song for learning english in the previous explained before, it can be concluded that: first students perception on the use of youtube song, 83% of students gave positive responses agree (a) with the statement using youtube song learning is more exciting and fun, and increases their knowledge about vocab and pronunciation. the second is student perception on the use of youtube songs, 63% of students give answers often, with the statement that students often listen to english songs on youtube, to improve pronunciation in english, and find new words with english songs on youtube. based on the conclusion of the research, the would like to give suggestions as follow: the teacher: 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(2022). students’ perception towards english song as a learning media of listening comprehension. jotell: journal of teaching english, linguistics, and literature, 1(1), 23–43. https://doi.org/10.36312/jolls.v2i2.759 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5669 october 2022. vol.10, no.4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 541-550 the use of communicative language teaching (clt) method in improving students’ english vocabulary 1asrul, 1suratman dahlan 1faculty of teacher training and education, universitas khairun ternate, indonesia corresponding author email: suratmandahlan@unkhair.ac.id article info abstract article history received: august 2022 revised: september 2022 published: october 2022 this study aims to determine whether the clt method improves students' english vocabulary mastery before and after learning using the clt method. this is a quantitative study with a pre-experimental design. in this research design, the researcher only uses one class as an experimental class which was given treatment in the form of vocabulary learning using the clt method. however, before the treatment was given, students would be given a test in the form of a pre-test and post-test that aimed to see the effect of the clt method in improving students' vocabulary skills. the data from the test was collected and then the data was analyzed through descriptive statistics. the population used was all students of smp negeri 50 halmahera selatan and all were selected as samples in this study. the instrument used to collect quantitative data in this study was a vocabulary test. this test is in the form of multiple choice consisting of 30 question items. tests distributed before and after the treatment were given as pre-test and post-test. in addition to comparing the significance value (sig.) with a probability of 0.05, the authors also compared the t-count value with the t-table to test the hypothesis that had been made previously. the t count based on the result of paired sample test is 38,076 and the t table based on the value of df (34) is 2,042. this shows that the value of t arithmetic (37.769) > t table (2.042) it can be concluded that h0 is rejected and ha is accepted. in other words, there is an average difference between the learning outcomes of the pre-test and post-test, which means the clt method improves the students’ english vocabulary at smp negeri 50 halmahera selatan. keywords communicative language teaching; english vocabulary; how to cite: asrul & dahlan, s. (2022). the use of communicative language teaching (clt) method in improving students’ english vocabulary, jollt journal of languages and language teaching, 10(4). pp. 541-550. doi: https://doi.org/10.33394/jollt.v%vi%i.5669 introduction english is a foreign language subject studied in indonesia. that means that english is not often used in daily communication. this has an impact on teaching and learning activities for both teachers and students. in other words, it is not easy to learn english for english learners in indonesia. in language learning, vocabulary is the tool of thought, self-expression, translation and communication. hornby in (yuliawati, 2018) defined vocabulary as a list of words with their meanings that plays an important role in understanding the language holistically. in any language teaching, vocabulary plays a tremendously important role. the famous linguist wilkins said people could describe few things without grammar, but they could express nothing without vocabulary (yiwei, 2009). in learning a foreign language, vocabulary plays an important role in communication both spoken and written. there are many things that must be adjusted when learning english because of the various differences in both vocabulary and language structure when compared to indonesian. according brown (2007) “learning a second language is a long and complex undertaking. your whole person is affected as you struggle to reach beyond the confines of your first language and into a new language, a new culture, a new way of thinking, feeling, and acting. total commitment, total involvement, a total physical, intellectual, and emotional response https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:suratmandahlan@unkhair.ac.id asrul & dahlan the use of clt in improving.... jollt journal of languages and language teaching, month year. vol. , no. | 542 are necessary to successfully send and receive messages in a second language. further, (yuliawati, 2018) stated that vocabulary mastery can be defined as someone‟s proficiency in using words and their meanings appropriately in language. as brown mentioned, it is explained that many things are adjusted, starting from the habituation of the first language to the foreign language being studied, then adjusting to the culture, ways of thinking, different feelings, and different actions, all of which are not easy. brown also stated that mastery of a foreign language is not something that can be learned alone so it is very rare for foreign language learners who are fluent in mastering the language if it is only limited to learning activities in class. thus, a language learner will not be able to convey or interpret messages spoken or written with other people without mastering some basic communicative aspects such as linguistic aspects including phonology, grammar, and vocabulary, some collocations plus pragmatic aspects which are functions, variations, interactional skills, and some cultural framework. in other words, a successful speaker is one who is able to convey, interpret, and negotiate meaning (yasin, aziz, & jannah, 2017). learning english in junior high school starts with the introduction of vocabulary because vocabulary is a very important aspect of language skills, the more vocabulary you have, the more skilled your child will be in the language. the age of 12-15 years is the age of development and mastery of vocabulary in english because it is important to teach them. every word he hears or learns will be very quickly absorbed by the child through the brain. vocabulary according to hurlock (2001) is part of the development of children's speech so the introduction of vocabulary requires an understanding of meaning and sound another opinion was put forward by nurgiyantoro (2001), vocabulary is the treasury of words or anything that is owned by a language. mastering vocabulary is not only knowing the meaning of words separately and independently but must understand the meaning of the word when it is already in a sentence or in a wider context. even able to apply these words in sentences appropriately both orally and in writing. vocabulary plays an essential role in expressing ideas and thoughts. lewis (1993) held the idea that vocabulary acquisition is the main task of second language acquisition and the language skills as listening, speaking, reading, writing and translating all can not go without vocabulary. moreover, kusmaryati (2018) mentioned that vocabulary is a very important component of language needed by everyone to understand the meaning of words and help them express the idea. kusmaryati (2018) added that teaching english vocabulary is very important, and it is more than just presenting and introducing new vocabulary to the students. knowing words is not only memorizing them, but the students need tounderstand the meaning of the word in context and how the words are used. therefore, most teachers in teaching english apply some popular techniques and methods such as grammar-translation method, direct method, structural method, reading method, audiolingual method, situational method and, communicative language teaching, communicative approach (gultom, 2015; sihabuddin, 2019). various types and activities are suitable for the method, which in this case is communicative language teaching (clt), involving students in active learning such as reading a text and then finding the meaning of certain words that are considered foreign or whose meaning is unknown. by involving students in an active learning process like this, it will increase their sensitivity and insight into their english knowledge in a structured and formal way in the form of interactive learning. classroom activities are often designed to focus on completing tasks that are mediated through language or involve negotiating information and sharing information. another factor that affects the implementation clt is the attitude of teachers and students. teacher’s belief is very important because it impacts on how they teach and what they teach (hien, 2021). asrul & dahlan the use of clt in improving.... jollt journal of languages and language teaching, month year. vol. , no. | 543 the authors did observations conducted at smp negeri 50 halmahera selatan, and found, that school since its inception has a mission to develop students' abilities through memorizing english vocabulary, one of which is by applying the use of english in their daily lives to practice english skills. based on the problems above, there are still students who are less able to master english vocabulary, especially understanding the literal meaning of sentences well and students are slow to memorize words. by using the right method, it is expected that the students' english vocabulary mastery can increase without making students feel bored. mastering vocabulary is not only knowing the meaning of words separately and independently but must understand the meaning of the word if it is already in a sentence or in a wider context. even able to apply these words in sentences appropriately both orally and in writing. vocabulary is an element of language that has an important role in the development of language skills which include listening, speaking, reading, and writing which is a manifestation of the unity of feelings and thoughts that can be used in its use. another opinion was put forward by nurgiyantoro (2001), vocabulary is the vocabulary or whatever is owned by a language. the description shows that vocabulary mastery is an understanding in understanding the whole word or vocabulary which is the embodiment of the unity of feelings and thoughts that can be used in its use. according to robbani (2016), one effective way to optimize aspects of early childhood language development is through the introduction of vocabulary through games to students. in this case, language development is vocabulary mastery. if someone is rich in vocabulary, then his ability to speak or communicate will also be good. therefore, to optimize students' language development, it can be done through efforts to introduce and teach vocabulary in a way that is easy to understand and creates fun. however, a teacher is an actor who should be responsible on making students matering vocabulary in class. it means that the teacher should create interesting and effective teaching-learning process in the class by using some appropriate technique to solve those problems. as one kind of the methods in language teaching, communicative language teaching (clt) is hoped can lead the students to actively mastering some vocabularies through the activities in the class by working individual and groups or pairs. moreover, teaching english vocabulary by using the clt is one of the alternative ways to teach vocabulary. the clt activities must engage students to interact and use the language form they learnt for meaningful communicative purpose (firiady, 2018). clt underlines that students need to perform a language more often, generates an unrehearsed performance of language without teachers interference in correcting the grammatical error (lumy, 2018). while, theoretically the clt claims to be one of the best available foreign language teaching methods in teaching and learning foreign language in communication because it improves effectively not only communicative competence of students but also their language acquisition and its use (kapurani, 2016). on a broader subject connected to that of caneo (2001), savignon and wang (2011) discussed whether clt is seen to be difficult, effective, or is rejected as inappropriate, reports on its implementation have been based mainly on teachers’ perceptions of communicative language teaching was effective (natividad & batang, 2018). according to littlewood (2002) “clt is one of the most characteristic features of communicative language teaching is that it pays systemic attention to functional as well as structural aspects of language, combining these into a more fully communicative view.” so, the understanding of clt is a method that runs concurrently between mastery of language structure and mastery of communication. because these two things are inseparable and interrelated to master a language, especially mastering vocabulary. the clt focuses on communicative language that uses “authentic communication‟ from the asrul & dahlan the use of clt in improving.... jollt journal of languages and language teaching, month year. vol. , no. | 544 beginning class, and it means that conversation might be important part of clt (horwitz, 2008 cited in yuliawati, & aprillia, 2019). moreover, richards & rodgers (2001) mentioned that there are five principles in using the clt method, namely: (1). learning language to communicate; (2). authenticity and the meaning of communication are the goals of activities in the classroom; (3). fluency is an important dimension in communicate; (4). communication includes the integration of the four skills in language learning, and (5). learning is a process of creative construction rather than trial and error. finally, to support the study, some studies about clt have been done by some researchers such as (kapurani, 2016) whose research result shows that using clt in teaching affects the motivation of students to learn english by creating security based on cooperation and interaction with the teacher or other students. clt also affects accuracy and fluency of language and provide students with vocabulary, language structure, and functions as well as strategies to successfully interact and communicate. moreover, yuliawati, & aprillia (2019) did a study about the application of communicative language teaching method (clt) in vocabulary teaching, and the result of the study shows that all the students gave positive responses to the use of pictures and games in vocabulary learning. they felt that pictures and games in clt method could help them understand the word meaning more easily and motivate them to learn vocabulary since the classroom activities were more interesting. besides, this method also helped the students to pronounce each word correctly. moreover, hien (2021) mentions that clt is one of the most effective methods in teaching and learning a second language because it provides opportunities for learners to practice and improve their communicative competence in pedagogic and real-life situations. therefore, teachers need to consider the real situation at their school to have effective implementation of clt classes. from these reasons, the authors apply clt method to test whether the method can improve students' english vocabulary mastery. by applying this method to see the better effectiveness of the use of the clt in improving students' ability to recognize vocabulary in english, and of course also in accordance with the english vocabulary used in smp negeri 50 halmahera selatan. research method research design this is a quantitative study with a pre-experimental design. in this study, the authors only used one class as an experimental class which is given treatment using the clt method in the form of vocabulary teaching. this study can be called pre-experimental design. however, before the treatment was given, students were given a test in the form of a pretest. the treatment consisted of the six meeting of english vocabulary teaching by appling clt method in the whole meeting. after the treatments were done, the post-test was given that aims to see the effect of the clt method in improving students' vocabulary mastery. the population used was all students of smp negeri 50 south halmahera and all were selected as samples in this study. instruments in this study, there were two instruments that used in collecting the data, i.e., vocabulary tests in pretest and vocabulary tests for the post-test. the instrument is in the form of multiple choice consisting of 30 question items. the items of questions related to students’ vocabulary mastery after the teaching of vocabulary classes using the clt method. tests distributed before and after the treatment were given as pretest and posttest. the posttest was administered to know the students’ english vocabulary mastery after given treatment. post-test was held in the end of the study and after 6 times meeting treatments. asrul & dahlan the use of clt in improving.... jollt journal of languages and language teaching, month year. vol. , no. | 545 data analysis the data obtained from the vocabulary test were analyzed using the following procedure: assessing students' answers from the pretest and posttest. each student's correct answer gets 1 and the wrong answer gets 0. the formula used to show the final score obtained by students. the next step is to classify student scores based on the rubric in table 1. the calculation of mean score, standard deviation, t-test value, and significant difference between pretest and posttest were analyzed using spss version 23.0 program. table 1 classification of students grades no. interval category 1 86-100 very high 2 71-85 high 3 56-70 medium 4 41-55 low 5 0-40 very low research findings and discussion research findings descriptive analysis this section covers students' english vocabulary skills before and after learning using the communicative language teaching method. after the data from the test was collected and then the data is analyzed through descriptive statistics, the results of data analysis are found and explained based on frequency and percentage as shown in the next section. tabel 2. description of students' pretest scores no. interval frequency % category 1 86-100 0 0.00 very high 2 71-85 1 2.86 high 3 56-70 18 51.43 medium 4 41-55 16 45.71 low 5 0-40 0 0.00 very low total 35 100 table 2 shows the frequency and percentage of students' pretest scores before they were taught english vocabulary using clt. it can be seen that most of the students scored in the medium category of 18 (51.43%) and the low category of 16 (45.71%) students. there are 1 (2.86%) students who are able to achieve a score in the high category. from table 2 it can also be seen that at the time of the pretest, there were no students who were able to get a score in the very high category. furthermore, after the students were given treatment for 8 meetings, students were again asked to do the post-test where from the post-test results obtained data related to the frequency and percentage of student scores as follows: asrul & dahlan the use of clt in improving.... jollt journal of languages and language teaching, month year. vol. , no. | 546 tabel 3 description of students' posttest scores no. interval frequency % category 1 86-100 5 14.29 very high 2 71-85 17 48.57 high 3 56-70 13 37.14 medium 4 41-55 0 0.00 low 5 0-40 0 0 very low total 35 100 furthermore, after students were given treatment for 8 meetings, students were again asked to do the post-test where from the post-test results obtained data related to the frequency and percentage of student scores. based on the data presented in the previous section, it can be seen that there was an increase in the overall score of students before and after the treatment was given. to ensure a significant difference between the pretest and posttest scores, then the data were analyzed using a paired sample test using spss. the results of these tests can be seen in the next section. paired sample test before the data obtained from the test results in the paired sample t test, it must first be ensured that the data is normally distributed. the results of the normality test with spss can be seen in table 4: table 4 tests of normality shapiro-wilk statistic df sig. pretest .951 35 .123 posttest .961 35 .250 based on table 4 the output of tests of normality on shapiro-wilk, obtained the sig. value for the pretest value of 0.123, and the posttest value of 0.250. because the value is greater than 0.05, it can be concluded that the pretest and posttest data values are normally distributed. furthermore, the two data were tested in a paired sample test, while the results can be seen in tables as follows: tabel 5 the result of descriptive statistic mean n std. deviation std. error mean pair 1 pretest 57.77 35 7.893 1.334 posttest 75.37 35 7.833 1.324 table 5 shows a summary of the results of descriptive statistics from the two samples studied, namely the pretest and posttest scores. for the pretest score, the average vocabulary mastery of students is 57.77. as for the posttest value obtained an average value of 75.37. the asrul & dahlan the use of clt in improving.... jollt journal of languages and language teaching, month year. vol. , no. | 547 total research sample used was 35 students. for the value of std. deviation in the pretest is 7,893 and posttest is 7,833. last is the value of std. error mean for pretest is 1.334 and for posttest is 1.324. because the average value of learning outcomes in the pretest is 57.77 < posttest 75.37, it means that descriptively there is a difference in students' average vocabulary mastery between the pretest and the posttest results. furthermore, to prove whether the difference is really real (significant) or not, the data from the paired sample test in table 6 must be interpreted. tabel 6 the result of paired sample test pair 1 pretest – postttest paired differences mean -5.257 std. deviation 0.817 std. error mean 0.138 95% confidence interval of the difference lower -5.538 upper -4.977 t -38.076 df 34 sig. (2-tailed) .000 based on table 6, it is known that the sig. value (2-tailed) is 0.000 < 0.05, then h0 is rejected and ha is accepted. so it can be concluded that there is an average difference between the learning outcomes of the pretest and posttest, that means that there is an effect of using the clt method in increasing the english vocabulary of the students of smpn 50 halmahera selatan. in addition to comparing the sig. value with a probability of 0.05, the authors also compared the t-count value with the t-table to test the hypothesis that had been made previously. the t-count based on table 6 above is 38,076 and the t table based on the df. value (34) is 2,042. this shows that the t-arithmetic value (37.769) > t table (2.042) it can be concluded that h0 is rejected and ha is accepted. in other words, there is an average difference between the learning outcomes of the pretest and posttest, that means the effect of using the clt method in improving the english vocabulary of the students of smpn 50 halmahera selatan. discussion as found, the frequency and percentage of students' pretest scores before they were taught english vocabulary using clt, most of the students scored in the medium category of 18 (51.43%) and the low category of 16 (45.71%) students. there are 1 (2.86%) students who are able to achieve a score in the high category. in the pretest, there were no students who were able to get a score in the very high category. while, based on the data presented, there was an increase in students' overall scores before and after the treatment was given. to ensure a significant difference between the pretest and posttest scores, the data were analyzed using a paired sample test using spss. based on the output of tests of normality on shapiro-wilk, obtained the sig. value for the pretest value of 0.123, and the posttest value of 0.250. because the value is greater than 0.05, asrul & dahlan the use of clt in improving.... jollt journal of languages and language teaching, month year. vol. , no. | 548 it can be concluded that the pretest and posttest data values are normally distributed. furthermore, the two data were tested in a paired sample test, and the results are explained as follows: moreover, the summary of the results of descriptive statistics from the two samples studied, namely the pretest and posttest scores. for the pretest score, the average vocabulary mastery of students is 57.77. as for the posttest, the value obtained an average value of 75.37. the total research sample used was 35 students. for the value of std. deviation in the pretest is 7,893 and posttest is 7,833. last is the value of std. error mean for pretest is 1.334 and for posttest is 1.324. because the average value of learning outcomes in the pretest is 57.77 < posttest 75.37, it means that descriptively there is a difference in students' average vocabulary mastery between the pretest and the posttest results. furthermore, to prove whether the difference is really real (significant) or not, the data from the paired sample test must be interpreted. based on the result of paired sample test, it is known that the sig. value (2-tailed) is 0.000 < 0.05, then h0 is rejected and ha is accepted. so it can be concluded that there is an average difference between the learning outcomes of the pretest and posttest, which means that there is an effect of using the clt method in increasing the english vocabulary of the students of smpn 50 halmahera selatan. the effectiveness of clt in improving students' vocabulary mastery is also in line with the positive perception of students who are taught using the clt method. several research results support this statement including research conducted by (farooq, 2015) and (asassfeh et al., 2012). some studies about clt also was done by some researchers such as (kapurani, 2016) whose research result shows that using clt in teaching affects the motivation of students to learn english by creating security based on cooperation and interaction with the teacher or other students. clt also affects the accuracy and fluency of language and provide students with vocabulary, language structure, and functions as well as strategies to successfully interact and communicate. moreover, yuliawati, & aprillia (2019) did a study about the application of the communicative language teaching method (clt) in vocabulary teaching, and the result of the study shows that all the students gave positive responses to the use of pictures and games in vocabulary learning. they felt that pictures and games in the clt method could help them understand the word meaning more easily and motivate them to learn vocabulary since the classroom activities were more interesting. besides, this method also helped the students to pronounce each word correctly. moreover, hien (2021) mentions that clt is one of the most effective methods in teaching and learning a second language because it provides opportunities for learners to practice and improve their communicative competence in pedagogic and real-life situations. therefore, teachers need to consider the real situation at their school to have effective implementation of clt classes. rumbouw (2021) found another fact that learning using clt techniques on vocabulary is not effective if it is only on vocabulary without combining all the language skills (listening, reading, writing, and speaking) that exist in the language being learned. therefore, if the teacher wants clt on vocabulary learning to be effective, then all language skills must be combined so that the achievement of the results can be realized. based on the results of the t-test, it can be seen that the use of clt can increase students' vocabulary. these results are consistent with research conducted by indrayana & sabaruddin (2021). they proved that the use of the clt method with a device called "realia" teaching method that uses objects is effective in improving students' vocabulary ability. in addition, the research conducted by yuliawati & aprillia (2019) showed that all students gave positive responses to the use of pictures and games in vocabulary learning. they feel that pictures and games in the clt method can help them understand the meaning of words more easily and motivate them to learn words because class activities are more interesting. in asrul & dahlan the use of clt in improving.... jollt journal of languages and language teaching, month year. vol. , no. | 549 addition, this method also helps students to pronounce each word correctly. therefore, based on the findings and discussion, it is concluded that the clt method improves the english vocabulary of the students of smpn 50 halmahera selatan. conclusion without the acquisition of vocabulary, people cannot speak. as for teachers, it is essential to master the principles and spirits of the communicative approach to help students improve their learning strategies and build up the communicative consciousness to help them enlarge their vocabulary. by looking at the results that have been discussed previously, the authors conclude that the implementation of communicative language teaching (clt) in teaching vocabulary shows that students can master vocabulary well. students can understand information by answering the vocabulary questions given in the posttest compared to the activity of answering the previous pretest questions. finally, from the results of the students’ vocabulary improvement, it was concluded that by applying the clt method the students’ vocabulary improves. besides, teaching english vocabulary through the clt method has some advantages as well. the students of smpn 50 halmahera selatan can improve their vocabulary and pronunciation to speak english as the target language. references ahn, s.-y., & kang, h.-s. 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(2009). the application of clt in college english vocabulary teaching. linyi normal university journal of cambridge studies. 128. https://doi.org/10.26417/ejls.v4i1.p56-64 https://doi.org/10.24176/pro.v1i1.2488 https://doi.org/10.1080/01434632.2018.1480628 https://doi.org/10.36412/jellt.v3i01.738 http://jurnal.stkipkieraha.ac.id/index.php/langua/article/view/130 https://doi.org/10.15294/lc.v10i2.5729 https://doi.org/10.33394/jollt.v7i2.1959 https://doi.org/10.33394/jollt.v5i1.330 http://dx.doi.org/10.32678/loquen.v12i02 http://jurnal.unsyiah.ac.id/eej/article/view/8921 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5268 october 2022. vol.10, no.4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 561-569 jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 561 promoting peer assessment ’learner to learner’ feedback in a multilingual high school english first additional language setting kufakunesu zano department of basic education, south africa corresponding author email: kufazano@gmail.com article info abstract article history received: march 2022 revised: may 2022 published: october 2022 feedback, further known as assessment in this research, is critical to learners’ growth and learning. this study is grounded in verbal and written peer experiences acquired throughout peer evaluation in a multilingual context. this study aims to determine the problems of grade 11 efal learners with peer assessment and how to develop peer assessment practices in a multilingual setting at the high school level. there were 27 learners in the class. designated three learners gave three demonstrations on various matters premised on a requisite grade 11 literature set book and were graded by their classmates. the perspectives of the learners who were assigned to work in groups were elicited by requesting them to respond to open ended questions in writing after their classmates’ presentations. according to the findings, some peer assessments can be subjective depending on the bond between the assessor and the assessed. the learners had a natural feeling of inadequacy in their assessments. when giving feedback in a multilingual setting, it becomes important to give it in a language they are most comfortable with. similarly, helping students relate new information from peers to the knowledge that they already have helps them to understand and organise information in meaningful ways. keywords peer feedback; peer assessment; multilinguslism; english as foreign language; english as first additional language how to cite: zano, k. (2022). promoting peer assessment ’learner to learner’ feedback in a multilingual high school english first additional language setting, jollt journal of languages and language teaching, 10(4), pp. 561-569. doi: https://doi.org/10.33394/jollt.v%vi%i.5268 introduction english is now used as a language of instruction in several countries. most learners in south africa use it as an additional or second language. according to the national education policy investigation (nepi) report (1992), a first additional/second language is attained or learnt upon gaining some competency in a first language. it is typically not used in the learner’s home but in the broader community wherein the learner resides. nevertheless, there are significant disconnects to which distinct learners have access to a first additional/second language because a first additional/second language could be a foreign language if the learner has no exposure to the language outside of the classroom (nepi, 1992:xi peer assessment refers to "a reciprocal process whereby students' produce feedback reviews on the work of peers and receive feedback from peers on their work" (nicol, thomson & breslin, 2014:102). peer assessment can be formative or summative, quantitative (providing grades) or qualitative (providing extended verbal feedback) and a variety of products can be peer-assessed such as written assignments, presentations, portfolios, oral statements and scientific problems (topping, 2017). research indicates giving efal learners opportunities to engage in negotiation of form can help them develop their second language faster. sato and lyster (2012) conducted a study that shows that peer-to-peer feedback appears to have a positive impact on both accuracy and fluency development in a second language learning environment. sato and lyster (2012) conclude that peer assessment offers opportunities for repeated production practice; it https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& zano promoting peer assessment ‘learner ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 562 sharpens their abilities to monitor both their language production and that of their peers. their study suggests that peer feedback accelerates learners’ monitoring progress, which stretches them to achieve their full potential in the automatisation of second language processing. there is also evidence that peer assessment has a positive impact on learners' motivation (hsia, huang & hwang, 2016, creativity (hwang, hung & chen, 2014), self-regulation skills (gikandi & morrow, 2016) and overall enhancement of student learning and performance (kablan, 2014). the study aims to determine the problems of grade 11 efal learners with peer assessment and how to develop peer assessment practices in a multilingual setting at the high school level. the two research questions addressed by the participants are as follows: 1. what are the opinions of learners on the problems of peer assessment in a multilingual classroom? 2. what are the suggestions of learners for the development of peer assessment practices in a multilingual classroom? literature review because this research is about second language and culture, it is critical to grasp multilingual strategies on peer feedback in second language learning. the fairest model for maintaining, preserving and promoting all languages in a region is to use them in a multilingual context. aside from multilingual individuals, the community is multilingual since individuals from across the world come to participate in communities that are already multilingual, contributing to the languages articulated in those communities. after the demise of apartheid, south africa instituted among the most integrated language legislation on the african continent, encouraging linguistic diversity. the concept was to retain the learning opportunities, which included the awareness, expertise and perspectives attained by learners via cultural and historical encounters in their social and familial existence as well as cultural identity via daily lives (estes, 2017). the term multilingualism has come to mean more than just the phrase “more than two languages” (philibane, 2014). heller (2007) argues that an accurate description of the notion is hard to pin down as the notion refers to ever-changing sets of practices governed by context and time rather than a fixed entity that can be employed in a similar pattern at all times. the term ‘multilingual’ is defined according to the number of languages an individual uses in society. mcarthur and mcarthur (1992) define multilingualism as: the ability to use three or more languages, either separately or in various degrees of codeswitching … according to some, a native-like fluency is necessary in at least three languages; according to others, different languages are used for different purposes, competence in each varying according to such factors as register, occupation and education (mcarthur & mcarthur, 1992:673). from a structural-functional point of view, multilingualism takes a divided language approach to how language functions in communication. multilingualism has historically been viewed as multiple monolingualism(s), as “previous social arrangements typically required only a particular additional language, language-related knowledge and/or several specific language skills for sustaining economic, political and religious systems” (williams, 2015). in south africa, and most of the african continent, african languages are a numerical majority, but are minority languages when it comes to usage in controlling domains. by the functional space, they enjoy controlling domains like education, the media and government communication, english, french and portuguese are the majority languages in most african states (gambushe, 2015). zano promoting peer assessment ‘learner ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 563 the traditional question remains unanswered: which degree of language competence is necessary to be bi/multilingual? at what stage of competence can we speak of bi/multilingualism? there is no precise definition of the degrees of language competence. besides, competence has to take into account the different language areas (lexis, phonetics, syntax, etc.) and the four language skills; reading, writing, listening and speaking. but this question is not easily answered because: even if we can gauge bilingual or multilingual capacities with some accuracy, there would remain problems of adequate labelling, for it is hardly to be expected that measured individuals would neatly fall into a small number of categories of ability (edwards, 2013:13). multilingual practices are manifested in translanguaging. garcía and kano (2014:261) refer to translanguaging in education as ‘a process by which students and teachers engage in complex discursive practices that include all the language practices of all students in a class to develop new language practices and sustain old ones, communicate and appropriate knowledge and give voice to new sociopolitical realities by interrogating linguistic inequality’. according to allard, translanguaging includes flexible language practices such as code-switching, co-languaging and others, though the term extends the understanding of these practices as “dynamic and functionally integrated” in ways not previously captured by a focus on the alternation of two separate codes (2017:117). thus, translanguaging fulfils a scaffolding function offering temporary bridges between languages which allow pupils to build links between official instruction languages and between home and school languages. these scaffolding moments acknowledge all different languages by giving them the same role and relevance in daily classroom routines. since this study seeks to expand current conversational sociolinguistics research on peer-to-peer engagement in second language learning, it becomes important to understand how multilingual practices can render us conscious that we are mandated to others because of poor common linguistic differences. an array of linguistics research is focusing on how speakers utilise language through performance and social encounters. the discourse of belonging is encouraged by using multilingualism to obtain corrective feedback. research method research design this study was designed as a qualitative research project. it took place in a multilingual grade 11 classroom. none of the participants was a native speaker of english. for this qualitative study, only 27 efal learners in grade 11 were used as participants. the participants comprised 8 boys and 19 girls and were aged between 16-19. statistics from the school revealed that the school has almost double the number of females compared to males. the researcher requested parental consent for their children to participate in this study. three learners were selected to make 3 presentations on different topics based on a prescribed grade 11 literature set book and were assessed by their peers. their selection was based on their marks in an english literature test they had written. the best three performers were selected to make presentations to their peers because their content mastery in the set book was unquestionable. the researcher also requested assent from learners to participate in this research. these learners were stationed at one high school in south africa. in 4 groups of 6 each, the learners assessed their peers based on the feedback form that had 4 open-ended questions. before the participants took part in the peer assessment, they were informed of the general aim of the study, which is ‘aims to determine the problems of grade 11 efal learners with peer assessment and how to develop peer assessment practices in a multilingual setting at high zano promoting peer assessment ‘learner ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 564 school level.’ the participants were also introduced to the interview guide form with openended questions used as a data collection instrument. the learners asked their peers (presenters) questions during their presentations for clearness. also, they explained some presenters’ points to guarantee clarity. again, after their presentations and oral and written sample, peer-peer feedback assessment was done based on the prescribed criteria. the participants were assured of confidentiality and anonymity for participating in this study. data analysis the qualitative data for this study were analysed using the content analysis method also known as an interpretive method. the interpretative analysis reduced the volume of information and identified significant patterns. the researchers analysed the participants’ responses to peer presentations closely, finding links and similarities in the responses and coded them appropriately. then, the researchers abridged and positioned the results into themes. research findings and discussion research findings this study aims to investigate the learners’ opinions on the problems of peer assessment in a multilingualism and find out learners’ suggestions in developing peer assessment practices in a multilingual classroom. the research findings can be presented as follows. what are the opinions of learners on the problems of peer assessment in a multilingual classroom? it is natural to have a feeling of inadequacy in whatever we do. even after seemingly thorough preparation, one always feels ill-prepared for that which is yet to happen. similarly, of course, this could be truer of peer assessment. the problem with such peer assessment is that it may be less likely to be "correct" than teacher feedback (topping, 2017). to solidify this assertion, the participants had this to say: we have a lot of faith in our teachers’ subject content. he does not battle to explain any concepts to our fullest understanding. when we compare his assessments to that of our peers, we can see a great imbalance. his contributions are always more detailed, measured and reassuring than those of our peers (learner 12). our english teacher went for training to teach this subject. it becomes obvious that his feedback is professional and convincing unlike what we get from our peers. it’s not always persuasive enough (learner 4). terminology management is how specialised concepts should be represented to provide the user with an adequate understanding of their meaning as well as sufficient knowledge of their location within the general knowledge structure of a scientific or technical domain. such a conceptual representation should contain information in various formats. in this regard, peer feedback in linguistic and graphical descriptions of specialised entities plays a major role in knowledge representation, especially when both converge to highlight the multidimensional nature of concepts and the conceptual relations within a specialised domain. when giving feedback in a multilingual setting, it becomes important to give structured feedback in terminographic definitions meshed with the visual information and explanations both in words and in images for a better understanding of complex and dynamic concept systems. this is highlighted as follows: any feedback which is not represented in diagrams or pictures is difficult to remember because my vocabulary is not yet rich (learner 1). i love feedback displayed both in picture and word form because pictures are very colourful and i get attached to them so easily (learner 23). zano promoting peer assessment ‘learner ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 565 some peer assessments can be subjective depending on the bond between the assessor and the assessed. it is a fact that learners relate to each other depending on their friendship. the worry about peer assessment is also reported by bay (2011) who notes that the relations built upon friendship could prevent a valid peer assessment. this observation is shared in the excerpts: it’s difficult to assess our friends’ presentations truthfully. we are always biased towards our friends regardless of their presentations which might be far from being convincing. the whole idea is to preserve our friendships at all costs (learner 20). we are not fair in our assessments of our peers who are closer to us. friendship matters most; we cannot afford to lose our closeness because of academic activity. even when we can tell that the presentation is not up to the standard, we try to make it look better in our assessments (learner 16). language is culture and culture is language. humans identify themselves with their language. humanity and language are inseparable; they are always intertwined. for this reason, humans are tempted to resort to their mother tongue when an opportunity arises. these assertions are captured in the following excerpts: there are moments when we tend to over-use our mother tongue at the expense of english which is the official medium of communication during peer assessments. this might affect the quality of our feedback (learner 9). i think in our assessments, we tend to use our mother tongue more often than english. this becomes a problem when we have to translate into english when we write any given work (learner 6). what are the suggestions of learners for the development of peer assessment practices in a multilingual classroom? the study has shown the need for learners not to use demeaning remarks as they give peers some feedback. any feedback which is hardly punctuated with positive comments demoralises the recipients. any meaningful feedback motivates the recipient, hence the need to over-reference the positives in the assessment followed by a few negatives. peer assessment ushers hope in all the assessees, thus, the focus is the good in presentations. initially, peer feedback should highlight positive aspects of the work in question (topping, 2017). then, it should move on to aspects that might be improved (one hesitates to say “negative”). this augurs well with the following findings: peer assessment can be beneficial if the assessors consider both the good and the bad about any presentation. the idea is to give hope to their peers instead of just condemning them for their half-baked responses (learner 2). we suggest that when we give peer feedback, we see the good or strengths in other people’s responses instead of just focusing on the weaknesses in their presentations. we are all bound to make errors; hence, we must not invest a lot of time on errors in our tasks (learner 21). once students are used to peer assessment and have overcome their initial fears and hesitations, reliability is likely to be quite high, not that different from teacher reliability (bay, 2011). this sentiment is echoed in the following excerpts: peer assessment must not be a once-off thing; it has to be part of our learning so that we get used to it. exposure to peer feedback will help us overcome some of our worst fears such as the urge not to disappoint, choice of words and relevance. the teacher also needs to give us some hints on how to assess our peers so that no one ‘strays’ when tasked to give feedback (learner 5). zano promoting peer assessment ‘learner ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 566 practice makes perfect, therefore, teachers need to do less teacher-assessment and let us give feedback to each other. when we get used to it, i’m certain our feedback will be as accurate as expected of learners in grade 11 (learner 3). by paying adequate concentration to the basis of academic and emotional life, all the merits obligatory for a good citizen, clear expression, clear thinking, sincere thoughts and action and feeling fullness of imaginative and emotional life can be refined and ‘urbanised’ simply by mother tongue. essentially, learning in the mother tongue is effortless but learning in a second language takes more time, which unsurprisingly hinders the learners’ individualities. giving respondents feedback in a language other than the respondents’ language is a breach of good pedagogy ethics and culpable of cultural imposition. hence, it is important to give feedback in the mother tongue and teach through the mother tongue because the learners’ growth depends on it. this is echoed in the following sentiments: i like it when the my classmate tells me about my mistakes in my home language, sesotho. it will take me time to forget such corrections and contributions (learner 10). it seems any ctiticism be it verbal or written, as long it’s in my mother tongue, stays ‘with and in me’ forever. in most cases, i can easily remember even the whole wording (learner 19). this study also revealed that learners will not struggle with giving and receiving feedback as long as they (giving and receiving feedback) are based on a familiar area. they are largely content with feedback that focuses on a theme they are mindful of. similarly, francois (2016) advocates for prior knowledge activation because new information is better integrated with existing information. helping students bring to mind prior knowledge can have a strong positive impact on learning. similarly, helping students relate new information from peers to the knowledge that they already have helps them to understand and organise information in meaningful ways. this finding is also supported by mophosho, khozashangase and sebole (2019) and constantinescu (2007) who report that for second language learners to understand the written text and given feedback, they rely on various skills and strategies, combining background knowledge and real-world knowledge and first language related knowledge. the participants had this to say: it’s easier to master feedback when it is centred on what i once read or experienced. the moment i see the link, then, i am ready to accept the feedback (learner 17). many times, if feedback relies on what we did the previous years, i like that because it’s like a way of refreshing my memory the way i do with my phone when it’s freezing (learner 13). discussion in this subsection, the author(s) comes to the main part of the article. this subsection serves the answers of question(s) stated in the introduction section. to support the answer, the author(s) explain by showing the relevance of findings described earlier in this section. highlight the most significant results, but do not repeat what has been written in the results section. connect your findings with the literature review or theories you use in your research. according to the findings, while giving feedback to learners, it is critical that they feel good about it (piccinin, 2003). this is regarded as a method of encouraging learners to make use of the comments they have received. learners must not be discouraged by feedback at whatever expense. although it is necessary to direct learners' awareness to the less productive aspects of a learning aspects, learners should be sensitive in delivering such "negative reviews." the study has shown the need for learners not to use demeaning remarks as they give peers some feedback. any feedback which is hardly punctuated with positive comments demoralises the recipients. any meaningful feedback is meant to motivate the recipient, hence the need to over-reference the positives in the assessment followed by a few negatives. peer zano promoting peer assessment ‘learner ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 567 assessment is designed to usher hope in all the assessees. as a result, learners can increase other learners' learning environments by giving constructive feedback. the study reiterates the need for the learners to receive feedback in their mother language where possible. the value of a mother language can be attributed to several factors. people's perceptions and sentiments are framed by their home language. a child's upliftment must learn to talk in his or her home language. fluency in the learner's home language, also known as the native language, aids the learner in a variety of ways. it connects him to his heritage and promotes intellectual abilities (nishanthi, 2020). a child's earliest understanding of the world is through the language in which their mother communicates before they are born and throughout their lives. several pupils in underdeveloped countries learn next to nothing in school, a fact that can be attributed to the instruction given in a language they do not completely comprehend (nishanthi, 2020). this is a technique that results in little or nonexistent information and cognitive ability, unpleasant encounters, and school drop and repetition frequencies. language policy must consider mother-tongue instruction to increase educational quality. approaches of teaching that overlook the home language throughout the early years can be unsuccessful and detrimental to children's learning. at least in the early years, mother-tongue education can help teachers teach and learners learn more efficiently. this study also revealed that learners are comfortable with feedback that addresses the known that is then linked to the unknown. this calls for prior knowledge activation by other learners or even the teacher because new information is better integrated with existing information. helping students bring to mind prior knowledge can have a strong positive impact on learning. similarly, helping students relate feedback from other learners to the knowledge that they already have helps them to comprehend concepts so easily. the study has served to show that multilingualism is one of the most relevant social phenomena of the present age and resultantly, an issue that needs our attention in the academic world. it is important to use the learners’ home language as the language of instruction as this certifies their distinctiveness and gives them a sense of ownership as advised by zano (2020). around the world, there is a rising drift of supporting instruction in the mother tongue in the child‘s early years of education. even sathiaseelan (2013) asserts that the children think and dream in the mother tongue so training in mother tongue use is the first instrument of human culture and the first essential of schooling. this means the only language most excellent to attain originality in thought and expression is with which one lives and grows. for the participants, their mother tongue is the natural language of thought and exceedingly appropriate for concept formation. although educational laws are prohibitive, both teachers and learners tend to smuggle their home languages into the classroom for the benefit of their learners (charamba, 2020a). when a learner gives other learners feedback in their mother tongue, consequently, they are also catering for the other learners’ emotional, cultural, linguistic and psychological needs to mention a few. thus, it is of huge substance for children to have a compact base in their mother tongue. the results show that giving feedback to learners when the medium of instruction is a tool and a vehicle of expansion in skills, knowledge, interests, abilities, and attitudes – although a tool of learning, the appropriateness of medium of instruction is to be determined on the deliberation of its helpfulness as a learning tool rather than based on political, cultural, or economic consideration. it is a noteworthy reality that learning through the learner's’’ mother tongue has the utmost usefulness thus, the inevitable mother tongue for instruction is being recognized today. it has also been noted that the teacher needs to train their learners on how to assess their peers. perfection comes with practice, thus, the more the learners assess their peers, the more detailed and objective the feedback becomes. without this constant exposure to peer feedback, the process can be hardly rewarding. in the end, it will be a futile effort. also, zano promoting peer assessment ‘learner ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 568 frequent peer assessment sessions help the learners dispel the fears they might be harbouring like fear of reprisals and hurting their peers’ feelings. conclusion the existence of multilingualism as a language policy in the south african education system is a reality. the high schools need to put structures in place that will ensure that the policy is implemented to the fullest. in most cases, african languages are mainly used for communication purposes. instead, there must be a robust shift from just confining them to basic interpersonal communicative skills but be extended to cognitive academic language proficiency skills. this is possible if these african languages are vigorously used in academic circles, for any language expands when used and extensive terminology must also be developed to cater to the scientific and technological disciplines. in short, indigenous african languages are also capable of marking their mark on the global map, hence the need to invest resources in promoting their usage in the teaching and learning environments. references allard, e. (2017). re-examining teacher translanguaging: an ecological perspective. bilingual research journal, 40(2):116-130. bay, e. (2011). ‘the opinions of prospective teachers about peer assessment’. university of gaziantep. journal of social science, 10(2): 909-925. charamba, e. (2020). translanguaging in a multilingual class: a study of the relation between students’ languages and epistemological access in science. international journal of science education doi: 10.1080/09500693.2020.1783019. constantinescu, ai. (2007). using technology to assist in vocabulary acquisition and reading comprehension. the internet tesl journal, 13 (2): 65-87. edwards, j. (2013). bilingualism and multilingualism: some concepts. in t. k. bhatia & w. c. ritchie (eds.), the handbook of bilingualism and multilingualism (2nd ed., pp. 5– 25). oxford: blackwell publishing. estes, j m. (2017). ‘preparing teacher candidates for diverse classrooms. the role of teacher preparation programs’. doi: 10.4018/978-1-5225-0897-7.ch003. pp 52-57. francois j. (2016). the impact of teacher prompting and questioning on third-grade students' comprehension. honors program thesis 216. the university of northern iowa. gambushe, w. (2015). implementation of multilingualism in south african higher education: exploring the use of isixhosa in teaching and learning at rhodes university. ma thesis. rhodes university. garcía, o., & kano, n. (2014). translanguaging as process and pedagogy: developing the english writing of japanese students in the us. in j. conteh & g. meier (eds.), the multilingual turn in languages education: opportunities and challenges, (pp. 258–277). bristol: multilingual matters. gikandi, j. w., & morrow, d. (2016). ‘designing and implementing peer formative feedback in online learning environments. technology, pedagogy and education’ 25(2):153-170. https://doi.org/10.1080/1475939x.2015.1058853 heller, m. (2007). bilingualism: a social approach. london: palgrave macmillan. hwang, g. j., hung, c. m., & chen, n. s. (2014). ‘improving learning achievements, motivations and problem-solving skills through peer assessment-based game development approach’. educational technology research and development 62(2):129-145. https://doi.org/10.1007/s11423-013-9320-7 kablan, z. (2014). ‘comparison of individual answers and group answers with and without structured peer assessment’. research in science & technological education 32(3):251-262. https://doi.org/10.1080/02635143.2014.931840 https://doi.org/10.1080/1475939x.2015.1058853 https://doi.org/10.1007/s11423-013-9320-7 https://doi.org/10.1080/02635143.2014.931840 zano promoting peer assessment ‘learner ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 569 mcarthur, tb and mcarthur , f. 1992. the oxford companion to the english language. oxford: oxford university press. mophosho, m., khoza-shangase, k., & sebole, l.l. (2019). the reading comprehension of grade 5 setswana-speaking learners in rural schools in south africa: does home language matter? per linguam, 35(3):59-73 http://dx.doi.org/10.5785/35-3-844 national education policy investigation. (1992). language. cape town: oxford university press/necc. nicol, d., thomson, a., & breslin, c. (2014). ‘rethinking feedback practices in higher education: a peer review perspective’. assessment & evaluation in higher education 39(1): 102-122. https://doi.org/10.1080/02602938.2013.795518 nishanthi, r. (2020). understanding of the importance of mother tongue learning" published in international journal of trend in scientific research and development (ijtsrd), issn: 24566470, volume-5(1): 77-80. philibane, s. (2014). multilingualism, linguistic landscaping and translation of isixhosa signage at three western cape universities. university of the western cape ma thesis. south africa. piccinin, s. j. (2003). feedback: key to learning. halifax, ns: society for teaching and learning in higher education. sathiaseelan, a. (2013). mother tongue medium of instruction at junior secondary education in jaffna advantages and limitations. proceedings of the third international symposium, seusl: 6-7 july 2013, oluvil, sri lanka. sato, m., & lyster, r. (2012). ‘peer interaction and corrective feedback for accuracy and fluency development: monitoring, practice, and proceduralization’. studies in second language acquisition, 34(4):591–626. topping, k. j. (2017). ‘peer assessment: learning by judging and discussing the work of other learners’. interdisciplinary education and psychology, 1(1):1-17. https://doi.org/10.31532/interdiscipeducpsychol.1.1.007 williams, q. e. (2015). ‘youth multilingualism in south africa’s hip-hop culture: a metapragmatic analysis’. sociolinguistic studies, 10(1/2):109-133. zano k. (2020). high school english foreign language teachers’ perceptions related to multilingualism in a classroom: a case study. ponte journal, vol. 76, 5/1 | 116-131 doi: 10.21506/j.ponte.2020.5.9. http://dx.doi.org/10.5785/35-3-844 https://doi.org/10.1080/02602938.2013.795518 https://doi.org/10.31532/interdiscipeducpsychol.1.1.007 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6692 january 2023. vol.11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 39-49 jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 39 the effect of mind mapping technique on students' writing skills 1*jusmin hj wahid, 1sari sudirman 1faculty of education, muhammadiyah university of north maluku, indonesia *corresponding author email: wahidjusmin2022@gmail.com article info abstract article history received: october 2022 revised: december 2022 published: january 2023 writing is the process to bring concentration to the real situation, how the students focus on the ideas and elaborate in the real context. writing is not only arranging words into good sentences, but also knowing the function, meaning, and components of each word. this technique can help students develop their knowledge, think critically, and create ideas in the sentences. students need a technique to improve their writing skills. following this, the mind mapping technique is used to help students to improve their writing skills. the quasiexperimental research method involved two groups, namely the experimental and the control class. both classes were given a pre-test at the beginning. then, the experimental group was taught using mind mapping techniques while the control group was taught without mind mapping techniques. then, this research gave the instrument in the last session of this study, both groups were given a post-test. then for data collection, researchers used a written test and data analysis using a t-test. it proves that there was a significant score on the t-test and the mean score of the experimental class and control class. in the experimental class score is 3.0 and the mean is 28.25. while in the control class, the t-test score is 3.0 and the mean score is 25.00. it proves that mind mapping techniques are an effective way to help students to overcome problems such as nervousness and not being confident to improve their writing skills, it also helps the students to organize systematic ideas and make them easy meaning to understand. keywords writing skills; mind mapping technique; how to cite: wahid, j.h.j., & sudirman., s. (2022) the effect of mind mapping technique on students' writing skills, jollt journal of languages and language teaching, 11(1), pp. 39-49. doi: https://doi.org/10.33394/jollt.v%vi%i.6692 introduction teaching writing skills is challenging for english teachers because this skill is one of the language skills considered the most difficult skills. it needs not only linguistic knowledge but also cognitive, cultural, or intercultural skills, and metacognitive competencies (kazemian et al., 2021; haerazi & kazemian, 2021; xianwie et al., 2016). nation (2009) states writing is activities that can be usefully prepared by working on the other skills of listening, speaking, and reading. this preparation can make it possible for language use such as english words that they have been used receptively to into productive use (hidayatullah et al., 2022). for example, in the english for academic purposes program, learners can be involved in keeping issue logs which are a kind of project work. at the beginning of the program, each learner chooses a topic or issue that they follow through the rest of the program. in writing learning, writing activities involve starting, progressing, and finishing a complicated and challenging combination of writing tasks (fatiani et al., 2021; lating, 2022). it requires you to activate lots of different stages and phases in the writing process. it is in line with haerazi et al. (2020) who argue writing is an extremely difficult task if they are trying to grapple in their language with new ideas and new ways of looking at them. sitting down to write can be an agonizing experience, which does not necessarily get easier with the passage of time and the accumulation of experiences. bukhari (2016) added english learners need to https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:wahidjusmin2022@gmail.com wahid & sudirman the effect of mind mapping … … jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 40 make effective language devices and techniques to excellently depict ideas in writing because it's growing as important skill in different professions and academics (elola & oskoz, 2016; haerazi & irawan, 2019; haerazi et al., 2021). writing requires consistent effort and regular practice to develop a certain proficiency level to give way to one's thoughts and ideas in alogical order. writing involves messages and ideas that should be delivered to the written text, which is given the information to the readers. in writing, learners start to elaborate ideas into good sentences so that the meaning of the text in order to be easy to understand. bukhari (2016) argues writing process needs linguistics to block out ideas. however, the learners need to get the blocks into shape where the learners' cognitive abilities work to support and develop ideas conveniently in a flow (rostamian et al., 2018; fernandez-dobao, 2020; ismiati & fitria, 2021). according to the cognitive approach, writing itself is a source that directs learners to assess their own structures and writing is not a linguistic process only; rather it is beyond that scope (storch, 2011; bonilla-lopez et al., 2018; hadi et al., 2021a). the deductive approach of writing is all about the organization of ideas and it is far beyond the inductive approach where writing was seen as a practice in language usage. writing is one of the most difficult skills faced by students, the students think that to elaborate ideas become good sentences. it should need a certain technique in implementing in writing activity (haerazi & kazemian, 2021; hadi et al., 2021b). one of the learning techniques used in writing activities is mind mapping. zheng et al. (2020) argue mind mapping is a primary technique used for stimulating thought that shows ideas that are generated around a central theme and how they are interlinked. mind mapping technique helps students to organize ideas and improve their creativity in organizing information (batdi, 2015; chang et al., 2018; lin, 2019). the mind mapping technique is used in writing activities because it will improve students' critical thinking, students' vocabulary, and students’ confidence (polat & aydin, 2020; de rycker, 2014; baiq-sumarni et al., 2022). it is in accordance with choudhari et al. (2021) who state mind mapping is a great technique to help students to face day-to-day problems with the organization of their ideas and points of view. in learning activities, mind maps are an excellent way to help learners organize knowledge (wu & chen, 2018; stokhof et al., 2020), to empower themselves to better comprehend key concepts and principles in courses (davies, 2011), and language skills (alzyoud et al., 2017). mind mapping is the easiest way to develop information in a human mind and take information out of the brain. it is a creative and effective way that map our ideas. mind maps can work as a tool to facilitate the learners to plan ideas in the pre-writing process. learners can be provided with examples to prepare a step vise pattern in a hierarchy that would help them retain ideas till the whole of the essay is written. mind mapping techniques are good to be applied in the pre-writing stage to explore ideas and generate thoughts on the topic for writing. mind mapping allows gathering concepts in relation to the main theme. mind mapping can work as a tool to facilitate the learners to plan ideas in the pre-writing process. learners can be provided with examples to prepare a step vise pattern in the hierarchy that would help them retain ideas till the whole of the essay is written. mind-mapping techniques are good to be applied in the pre-writing stage to explore ideas and generate thoughts on the topic for writing the mind-mapping technique was effective to help students in writing descriptive texts. mind mapping could help students to improve their writing skills in writing descriptive text in terms of enriching vocabulary, increasing creativity, arranging sentences, and organizing ideas (nurlaila, 2013; alzyoud et al., 2017). as a result, the mind mapping technique would seem to be particularly suited to help students in planning their writing as the approach wahid & sudirman the effect of mind mapping … … jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 41 encourages students to reach for and adapt to a deeper level of understanding of the writing topics. in writing activity students not only give the information to all readers, but students should focus on lexical meaning, focus on ideas, and focus on the meaning of the text that is given to the readers so the text is easy to understand by the readers. then another problem faced by the students is that students also feel difficulty in constructing the ideas into text. it because of students is a lack of lexical competence and a lack of constructing ideas into good sentences. therefore, this study aims to find out the effect of the mind mapping technique on students' writing skills at secondary schools in north maluku, indonesia. research method research design this study uses quasi-experimental research. it adopts the two groups of quasiexperimental design. the study attempts to identify the use of the mind-mapping technique in writing skills. the collected quantitative data is acquired from the pre-test and post-test to measure the differences in performance of samples for both tests according to the total of the writing test. the population in this research was class xi ipa students at sma negeri 4 halmahera utara north maluku in the academic year 2021/2022. where ipa a consists of 24 students and ipa b consists of 27 students. so, the total population was consisting of 51 students. the researcher used random sampling as a sampling technique which was given the same opportunity to be selected as sample members. the researchers received 26 students as a sample of the experimental class and 25 students as a control class. in any scientific research, the instrument for collecting data was absolutely important. the accuracy of the result of the research mostly depends on how accurate the use of the instrument (miles et al., 2016). before research is carried out, the instrument for the data collection should be well prepared. related to the research problems, the researchers used a writing test as an instrument. the test used must be appropriate in terms of the object. in this case, the researchers gave the students a writing test through the mind mapping technique. data analysis the data were analyzed using spss-21, which included means, percentages, and ttests to summarize the students' responses on writing skills through the mind mapping technique. the data of quantitative such as students’ writing scores are analyzed in descriptive statistics and t-test analysis aims to find out the significant differences in the effect of the mind-mapping technique on students’ writing skills. the indicators of writing skills are measured based on the writing raters coming from english teachers and colleagues. the writing aspects assessed covered contents, organization, grammar, vocabulary use, and mechanics. all of the relevant data were then categorized under different themes, such as very good, good, fairly good, fair, and poor. research findings and discussion research findings data collected from the pre and post-test were transformed into tables. a total of 36 samples from the control and experimental groups took part in these tests. this study attempted to prove that the research has a positive impact on students’ performances in the post-test as compared to their performances in the pre-test. the marks can significantly be proved that the marks were different and the score showed that the marks on the post-test were greater than the pre-test, then there was a piece of significant evidence that the mind mapping technique had increased the students’ writing skills. wahid & sudirman the effect of mind mapping … … jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 42 table 1 the grammar score of pre-test and post-test in the experimental class grammar scores in pre-test no interval frequency % category 1. 65 2 9.5 fair 2. 60 13 61.9 fair 3. 55 4 19.0 poor total 19 100. the grammar score of post-test no interval frequency % category 1. 80 8 38.1 very good 2. 75 6 28.6 good 3. 70 4 19.0 fairly good 4. 65 1 4.8 fair total 19 100 table 1 showed that before implementing the mind mapping technique in teaching writing to the students. of the students who make mistakes in the grammar category 2 students got a fair category with a score of 65 or (9.5%), 13 students got a score of 60 or (61.9%), and 4 students in the poor category or (19.0%). the data showed that the students in the average category and they have lack writing skills. in grammar scores of the posttest, the data showed that after implementing the mind mapping technique in the teaching writing process to the students. the researchers found that students' grammar category 8 students got a very good category with a score of 80 or (38.1%), 6 students got score good category with a score of 75 or (28.6%), 4 students got a fairly good category with a score of 70 or (19.0%), and 1 student got fairly with the score 65 or (4.8%). the data showed and proved that the students are in a good category and they have mastered their grammar writing skills through mind mapping. table 2 the vocabulary score of pre-test and post-test in the experimental class vocabulary score of pre-test no interval frequency % category 1. 65 52 10.5 fair 2. 60 12 63.2 fair 3. 55 5 26.3 poor total 19 100 vocabulary score of post-test no interval frequency % category 1. 80 7 36.8 very good 2. 75 4 21.1 good 3. 70 5 26.3 fairly good 4. 65 2 10.5 fair 5. 60 1 5.3 fair total 19 100 the table above showed that before implementing the mind mapping technique in teaching writing to the students. of the students who make mistakes in the vocabulary category 5 students got the poor category with a score of 55 to or (26.3%), 12 students got a wahid & sudirman the effect of mind mapping … … jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 43 score of 60 or (63.2%), and 2 students in the fair category or (10.5%). the data showed that the students in the average category and they have lack writing skills. dealing with vocabulary scores of post-test, the data showed that after implementing the mind mapping technique in teaching the writing process to the students. the researchers found that 7 students' got a very good category with a score of 80 or (36.8), 4 students got a good category with a score of 75 or (21.1%), and 5 students got a fairly good category with a score 70 or (26.3%), and 2 students got fair category with the score 65 or (10.5%), and 1 student got fair category with the score 60 or (5.3%). the data showed and proved that the students are in the good category and have mastered their vocabulary writing skills through mind mapping. table 3 the punctuation scores of pre-test in the experimental class punctuation scores of pre-test no interval frequency % category 1. 60 11 57.9 fair 2. 55 8 42.1 poor total 19 100 punctuation score of post-test no interval frequency % category 1. 80 4 21.1 very good 2. 75 3 15.8 good 3. 70 4 21.1 fairly good 4. 65 3 15.8 fair 5. 60 5 26.3 fair total 19 100 the table above showed that before implementing the mind mapping technique in teaching writing to the students. of the students who make mistakes in the punctuation, category 11 students got the fair category with a score of 60 to or (57.9%) and 8 students got a score of 55 or (42.1%). the data showed that the students are in the poor category and they lacked punctuation writing skills. dealing with students’ punctuation scores of post-test, the data showed that after implementing the mind mapping technique in the teaching writing process to the students. the researchers found that 4 students' got a very good category with a score of 80 or (21.1%), 3 students got a good category with a score of 75 or (15.8%), 4 students got a fairly good category with a score of 70 or (15.8%), 3 students got fair category with the score 65 or (15.8%), and 5 students got fair category with the score 60 or (26.3%). the data showed and proved that the students in the average category have mastered their punctuation writing skills through mind mapping. table 4 the grammar score of pre-test and post-test in the controll class grammar scores of pre-test no interval frequency % category 1. 65 4 23.5 fair 2. 60 10 58.8 fair 3. 55 3 17.6 poor total 17 100 grammar score of post-test no interval frequency % category wahid & sudirman the effect of mind mapping … … jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 44 1. 80 5 29.4 very good 2. 75 3 17.6 good 3. 70 4 23.5 fairly good 4. 65 4 23.5 fair 5. 60 1 5.9 fair total 17 100 the table above showed that the score in the grammar category that there are 4 students got the fair category with a score of 65 or (23.5%), 10 students in got fair category with a score of 60 or (58.8%), and 3 students got the poor category with a score 55 or (17.6%). the data showed that the students are in the poor category and they lack grammar writing skills. meanwhile, the data of grammar scores of post-test showed that 5 students' got the very good category with a score of 80 or (29.4%), 3 students got the good category with a score of 75 or (17.6%), 4 students got the fairly good category with a score 70 or (23.5%), 4 students got fair category with the score 65 or (23.5%), and 1 student got fair category with the score 60 or (5.9%). the data showed and proved that the students were in the average category. table 5 the vocabulary score of pre-test and post-test in the control class vocabulary score of pre-test no interval frequency % category 1. 65 2 11.8 fair 2. 60 11 64.7 fair 3. 55 4 23.5 poor total 17 100 vocabulary score of post-test no interval frequency % category 1. 75 2 11.8 good 2. 70 3 17.6 fairly good 3. 65 8 47.1 fairly good 4. 60 4 23.5 fair total 17 100 the table above shows that the score in the vocabulary category that there are 2 students got fair category with a score of 65 or (11.8%), 11 students in got fair category with a score of 60 or (64.7%), and 2 students get a poor category with a score of 55 or (23.5%). the data showed that the students are in the poor category and they lack grammar writing skills. dealing with students’ vocabulary scores of post-test, the data showed that 2 students' got a good category with a score of 75 or (11.8%), 3 students got a fairly good category with a score of 70 or (17.6%), 8 students got a fairly good category with a score 65 or (47.1%), 4 students got fair category with the score 60 or (23.5%). the data showed and proved that the students were in the average category. table 6 the punctuation scores of pre-test and post-test in the control class punctuation scores of pre-test no interval frequency % category 1. 65 1 5.9 fair 2. 60 11 64.7 fair wahid & sudirman the effect of mind mapping … … jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 45 3. 55 5 29.4 poor total 17 100 punctuation scores of post-test no interval frequency % category 1. 75 2 11.8 good 2. 70 3 17.6 fairly good 3. 65 6 35.3 fairly good 4. 60 6 23.3 fair total 17 100 the table above showed that the score in the punctuation category there is 1 student who got fair category with a score of 65 or (5.9%), 11 students got a fair category with a score of 60 or (64.7%), and 5 students got a poor category with a score of 55 or (29.4%). the data showed that the students are in the poor category and they lacked punctuation writing skills. dealing with students’ punctuation of post-test, the data showed that 2 students' got a good category with a score of 75 or (11.8%), 3 students got a fairly good category with a score of 70 or (17.6%), 6 students got a fairly good category with a score 65 or (35.3%), 6 students got fair category with the score 60 or (23.3%). the data showed and proved that the students were in the poor category. table 7 the result of t-test calculation in experimental and control classes no t md sig category 1. 2.9 28.25 .05 grammar 2. 3.0 26.25 .05 vocabulary 3. 3.0 21.00 .05 punctuation 4. 3.0 25.00 .05 grammar 5. 3.0 18.33 .04 vocabulary 6. 3.0 17.22 .04 punctuation it can be seen in the table above that the student's scores in experimental and control classes were accepted. it proves on a significant score that the mind mapping technique implemented in the class makes students attractive and effective in improving students' writing skills. discussion when writing, students frequently have more time to think than they do in oral activities. they can go through what they know in their minds, and even dictionaries, grammar books, or other reference material to help them. writing is frequently useful as preparation for some other activity, in particular when students write sentences as a preamble to discuss activities. writing can also be used as an integral part of a larger activity where the focus is on something else such as language practice, acting out, or speaking. cook (2005), writing system has two distinct meanings, one attached to general ideas of writing, one to specific languages. the experimental data above stated that the mean score of grammar is 28.25, vocabulary score is 26.25, and punctuation score is 21.00. its significances are different in the control class where the score is under 25.00. it means that the mind mapping technique is effective in implementing in teaching writing in the class and can improve students' writing skills. tee (2014) argues mind maps help students remember information, as they hold it in a format that wahid & sudirman the effect of mind mapping … … jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 46 the mind finds easy to recall and quick to review. it also helps the students to improve their innovative and creative thinking (shi et al., 2022; scoppio & luyt, 2017). furthermore, mind maps can be effective to create learning environments in which students feel desirous to learn and used in different stages of the learning process. then, fiktorius (2013), the mind-mapping technique seems to be particularly suited to help students in planning their writing as the approach; encourages students to reach ideas and adopt a deeper level of understanding of the writing topics. in this study, students are involved in arranging simple descriptive texts with utilizing some stages of mind maps. therefore, the technique of mind mapping impact on students' abilities to plan and organize their ideas for writing tasks under exam conditions. this finding is in line with stokhof et al. (2020) mind mapping is also most valuable to develop a comprehensive understanding of all the key concepts involved in a subject area and improving creativity, organization, productivity, and memory. in applying the mind mapping technique, the treatment phase was followed by a posttest where the learners attempted a post-test of writing. the results were analyzed and gave a clear picture of the learners’ performance before and after the treatment phase. it is in accordance with al-zyoud et al. (2017) who argue mind mapping can facilitate students in composing ideas into complete paragraphs. in this study, the findings showed that there was a significant difference in the grades of the learners who were taught through the mind mapping techniques from those learners (controlled section) who were taught writing through the application of some usual techniques. it became apparent that the mind-mapping techniques enhanced the writing abilities of the learners of the experimental group more than the learners who were taught through the usual teaching techniques. mind mapping techniques can improve the student's writing skills in the teaching writing process and could improve students' attraction and focus on the teaching-learning process because they can achieve their learning goal. so, it could be concluded that students’ writing skills in the experimental class was improved than in the control class. conclusion the differences between the two classes proved that the significance of the experimental class is 3.0 and the mean score is 28.25. it means that mind mapping is effective in implementing it in the classroom to improve students' writing skills. while in the control class, the t-test score is 3.0 and the mean score is 25. 00. it proved that the score of the two classes give significantly different. then, the mind mapping technique is also effective in implementing in teaching writing in the classroom, it emphasizes students’ critical thinking and creativity to organize ideas into real sentences. mind mapping techniques is an effective way to help students to overcome problems such as nervousness and not being confident to improve their writing skills, it also helps the students to organize systematic ideas and make it easy meaning to understand. acknowledgement this writing would not be finished without any help from the others. therefore, the researchers wish to give their appreciation and thanks to all colleagues who have supported and given comments on any part of this writing. criticisms or suggestions from the readers are very much expected to perfect this writing. furthermore, researchers hope this research can help readers to add scientific specialties. wahid & sudirman the effect of mind mapping … … jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 47 references akinwamide, t. k. 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(2023). building students' communication skills in learning english through lesson study at senior high schools, jollt journal of languages and language teaching, 11(1), pp. 72-82. doi: https://doi.org/10.33394/jollt.v11i1.6540 introduction education in 21st-century nowadays pushes the stakeholders, academics, and teachers to adapt the education system include teaching practice in classroom (cajkler & wood, 2016; lamb & ko, 2016). learning in 21st-century should develop four core skills to prepare students in facing the competition in digital era right now. the four skills are critical thinking, collaboration, creativity, and communication (irawan et al., 2022; haerazi & nunez, 2022; kazemian et al., 2021). those skills are needed by all students in each level of education start from elementary students up to university level. learning in 21st-century has moved from conceptual paradigm to practical (haerazi & kazemian, 2021). it mean that students need to teach how to develop their skills in order to solve the problems in their daily life activities, not memorise the concept over all. in principle learning, teaching materials is applied to https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:adifadelmahmud@gmail.com mahmud et al. building students’ communication skills ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 73 encourage students to develop critical thinking, collaboration, creativity, and communication (karya et al., 2022; habibi et al., 2022). according to the research results from the oecd obtained three dimensions of learning, namely information, communication, ethics, and social influence (ananiadou & claro, 2009). the us-based partnership for 21st-century skills (2015) identified that the competencies needed in learning are communication, collaboration, critical thinking, and creativity. from four core skills communication skills are one of the most basic skills in 21st-century learning. indah et al. (2018), communication skills are one of the most fundamental and vital things in social processes and human life. it encourages students to interact with others to share information, trust, exchange ideas, and feelings, make plans, and solve problems (hybel & weaver 2004). these skills can express new thoughts, ideas, knowledge, or information in writing (nea, 2012). from these opinions, it can be concluded that mastering communication skills will help students communicate with other people, and mastering good communication skills will encourage students to understand, create, manage, and communicate effectively in various forms, both verbal non-verbal. however, the learning practices carried out in schools today still tend to be conventional not exception at senior high school. learning does not develop communication skills as part of 21st-century skills. according to adam & ali (2022), teachers dominate learning more than students. learning still emphasizes the process of memorizing information and is informative. it limits students from developing their potential, including communication skills. opportunities to develop communication skills through learning practices become undeveloped and even fake. zubaida (2018) stated that learning practices by conveying information and transferring factual knowledge using unsuitable textbooks can still be found. this causes students to easily get information but not have the opportunity to apply their knowledge in new contexts, communicate it in various ways, and use it to solve problems or develop creativity. schleicher (2012) conveyed that the learning model through information delivery is ineffective for 21st-century learning because students' skills will not develop explicitly. from the various problems above, a solution is needed to complete these conventional learning practices. one of the right solutions applied is through learning by applying lesson study. winarto (2018) states that lesson study is one of the effective solutions for developing quality learning to improve english at the high school level. perry & lewis (2009) explained that implementing lesson study activities is a way to solve learning problems because it allows teachers to use any method. lesson study activities are considered appropriate for overcoming learning problems (burrowa & borowczak, 2019; schipper et al., 2018; sharma & pang, 2015). at the planning stage, the teachers jointly design learning. after the plan is completed, it is continued with the implementation of activities in learning as observers. during the learning process, other teachers observe how students before proceeding to the reflection activities (lamb & king, 2021; bjuland & helgevold, 2018). these activities focus on the findings of observers who follow the learning process in class. the reflection results related to the weaknesses of learning process are corrected and followed up in the activity. research on learning through lesson study activities have previously been conducted in several countries (laoli et al., 2022, dewi et al., 2021, y. remzi et al., 2019, özgehan et al., 2019, goh & fang, 2017). however, previous studies have not been explicit on developing communication skills as one of 21st-century learning developed in schools. therefore, this study explicitly develops students' communication in senior high school as one of the core skills in 21st-century learning. the parameters are indicators of communication skills developed by the ministry of education and culture, research and technology. the communication skills indicator consists of 6 indicators, namely (1) understanding, managing, and creating effective communication in various forms and contents in writing and multimedia in the learning process, (2) using the ability to express ideas, both during https://www.emerald.com/insight/search?q=rachel%20goh https://www.emerald.com/insight/search?q=yanping%20fang mahmud et al. building students’ communication skills ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 74 discussions, in class, or writing, (3) using spoken language appropriate to the content and context of the conversation with the other person, (4) oral communication with an attitude of listening, and respecting the opinions of others, in addition to knowledge regarding content and context discussion, (5) using a logical flow of thought, structured according to the rules applied in the learning process, (6) communication is not limited to only one language, but the possibility of multi-language. moreover, this research is limited to three main problems namely; how to build students' communication skills in learning english at senior high school through lesson study, what is the impact of lesson study toward students’ communication skills in learning english at senior high school? and what extent students’ communication skill develop through lesson study? research method this research applied qualitative approach with descriptive qualitative design. the research was conducted at senior high school 10 ternate, north maluku province, west indonesia, with 100 students as subjects. research subjects were selected through a purposive sampling technique in the third grade. data were collected using direct observation of the learning process in class. the learning process is carried out by applying the lesson study activity cycle, which begins with lesson planning, implementing learning, reflecting on learning, and redesigning. direct observation was done with the lesson study cycle carried out four meetings in four classes who involved four english teachers. the observations focused on students’ communication skills appeared in teaching learning process in the classroom by using the parameters of six indicators of communication skills developed by the ministry of education, culture, research, and technology through the ministry of education and culture's directorate of learning (2017) as an instrument. observational data from the six indicators that appear in the learning process are analyzed using a likert scale with the highest score of 5 to the lowest 1. it was analyzed using the frequency formula with microsoft excel to find the achieved score per indicator and maximum score and the overall percentage of the six indicators of communication skills in the four learning cycles. research findings and discussion research findings cycle 1 learning in cycle i found that students' communication skills varied. the communication skills indicator in point 1 is not found in the learning process. the dominant indicators in the cycle i are communication skills at points 2, 3, 4, 5, and 6. these results can be seen in table 1 below. table 1 students score of communication skills in cycle 1 no observed communication skills indicators total score max. score percent (%) 1 understanding, managing, and creating effective communication in various forms and contents orally, in writing, and multimedia (ict literacy). 13 30 43.33%. 2 using the ability to express their ideas during discussions, class, or writing. 3 use spoken language appropriate to the content and context of the conversation with the other person or with whom you are invited to communicate during the learning process. 4 oral communication requires an attitude to listen to, and respect the opinions of others, in addition to knowledge regarding the content and context of the conversation in the mahmud et al. building students’ communication skills ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 75 no observed communication skills indicators total score max. score percent (%) learning process. 5 using a logical flow of thought structured according to the rules in the learning process. 6 communication is not limited to just one language but multi-language possibilities. the data in table 1 shows that learning in cycle i has not been effective in developing students' communication skills. of the six indicators observed, total and maximum scores of 13 and 30 were obtained, with the overall percentage of the six indicators in cycle i is 43.33%. these results indicate that learning in cycle i has not significantly impacted the development of the communication skills of class 3a students science department. cycle ii learning outcomes in cycle i has not been effective in developing students' communication skills are used as stuffs for reflection to redesign learning and apply to cycle ii. redesign focuses on improving teaching methods, students’ activities in class, and teaching media. the results of redesign were applied to cycle ii by the hs teacher in class 3a social department. the results found that the communication skills indicator at point 1 did not appear the same as in cycle i. however, the indicators at points 2, 4, and 6 increased to 4 scores, while 5 increased to 3. these results were clearer and can be seen in table 2 as follows. table 2 students’ score of communication skills in cycle ii no observed communication skills indicators total score max. score percent (%) 1 understanding, managing, and creating effective communication in various forms and contents orally, in writing, and multimedia (ict literacy) 19 30 63.33% 2 using the ability to express their ideas during discussions, class, or writing. 3 use spoken language appropriate to the content and context of the conversation with the other person or with whom you are invited to communicate during the learning process 4 oral communication requires an attitude to listen to, and respect the opinions of others, in addition to knowledge regarding the content and context of the conversation 5 using a logical flow of thought structured according to the rules in communicating 6 communication is not limited to just one language but multi-language possibilities. the findings in cycle ii have a positive impact on the development of students’ communication. this can be proven by achieving the total score obtained from the six indicators to 19 and the maximum score of 30. the overall percentage that appears in cycle ii increases to 63.33%. however, communication skills still have not emerged in cycles i and ii. mahmud et al. building students’ communication skills ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 76 the development also has not appeared significantly. these include communication skills on indicators 1, 3, and 5. cycle iii the learning in cycle ii showed students communication skills in some indicators have not appeared such 1, 2, and 5. the group of educators pondered on the redesign of learning in cycle ii and then implemented it in cycle iii. the redesign focuses on improving learning methods, teaching media, students’ activities, and classroom management. the sn teacher implemented the results of this redesign in class 3b students in science department. learning in cycle iii found that communication skills on indicator 1 had begun to develop even though it was only on scale 2. however, 5 communication skills on indicators 2-6 showed significant development by achieving scale values of 4 and 5. these findings can be seen in table 3 as follows. table 3 students’ score of communication skills in cycle iii no observed communication skills indicators total score max. score percent (%) 1 understanding, managing, and creating effective communication in various forms and contents orally, in writing, and multimedia (ict literacy). 22 30 76.66% 2 using the ability to express their ideas during discussions, class, or writing. 3 use spoken language appropriate to the content and context of the conversation with the other person or with whom you are invited to communicate during the learning process. 4 oral communication requires an attitude to listen to, and respect the opinions of others, in addition to knowledge regarding the content and context of the conversation. 5 using a logical flow of thought structured according to the rules in communicating. 6 communication is not limited to just one language but multi-language possibilities. the findings in the cycle iii of learning shown in table 3 above indicate that the student's communication skills developed significantly. this is evidenced by the scale values obtained from indicators 2-6, reaching 4 and 5. the communication skills in indicator 1 begin to appear in cycle iii. other evidence can be seen in the average percentage value of the six indicators which reached 76.66%. cycle iv the learning outcomes in cycle iii illustrate that students' communication skills have developed significantly. however, the development in indicator 1 is not significant, while 2-6 have not yet reached the highest scale. therefore, the teacher group redesigned the lesson and applied it to learn in cycle iv by the srf teacher in class 3b students social department. the restain results based on reflection on learning cycle iii significantly impact student communication skills development. the findings are addressed in table 4 as follows. mahmud et al. building students’ communication skills ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 77 table 4 students’ score of communication skills in cycle iv no observed communication skills indicators total score max. score percent (%) 1 understanding, managing, and creating effective communication in various forms and contents orally, in writing, and multimedia (ict literacy). 28 30 93.33% 2 using the ability to express their ideas during discussions, class, or writing. 3 use spoken language appropriate to the content and context of the conversation with the other person or with whom you are invited to communicate during the learning process. 4 oral communication requires an attitude to listen to, and respect the opinions of others, in addition to knowledge regarding the content and context of the conversation. 5 using a logical flow of thought structured according to the rules in communicating. 6 communication is not limited to just one language but multi-language possibilities. from the above finding, the development of communication skills in cycle iv experienced a significant increase. although, the development in indicator 1 is still the same as learning in cycle iii. the communication skills in indicators 2 to 6 reach the highest scale (5), and the average percentage results are 93.33%. therefore, the impact of redesigning and implementing learning in cycle iv is significant for developing communication skills. the findings of learning through lesson study activities in english subjects carried out in 4 cycles positively impacted the gradual development of communication skills, which experienced a positive increase. the development from learning in cycles i to iv experienced a linear trend. these findings can be seen in graph of figure 1 as follows. figure 1. percentage of the development of student's communication skills cycles i-iv data on the development of student's communication skills in figure 1 above indicates that the percentage from each cycle increases positively. the percentage in the first cycle was 43.33% developing to 66.33%. there is a development from cycle i to ii increased by 23%. 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% cycle i cycle ii cycle iii cycle iv 43.33% 63.33% 76.66% 93.33% mahmud et al. building students’ communication skills ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 78 meanwhile, cycles ii to iii at 63.33% increased to 76.66%. there is a 33% increase in students' communication skills development in learning cycle iii to iv. the trends in learning from cycles iii to iv increased by 16.67%. these results show that the development in cycles i to iv increased above 10% and some even more than 20%. discussion learning in schools today tends to be conventional. many teachers still apply rote learning of concepts and ignore the development of students’ language skills. therefore, this research try to overcome three main problems are (1) how to build students' communication skills in learning english at senior high schools through lesson study, (2) what the impact of lesson study is on students’ communication skills in learning english at senior high schools, and (3) what extent students’ communication skill developments are through lesson study. based on the research findings, it can be stated that learning english aims to build students’ communication skills using lesson studies. lesson study shows teachers’ professional development which provides proper context for noticing information to communicate. in this study, english teachers are directing students to get communicative activities. it is in line with ming-cheung and yee (2014) who argues the teachers’ skills to design lesson study will be able to involve students in various learning activities through lesson plans. in learning english, teachers tried to investigate language teaching problems. based on these results of identifying learning problems, teachers plan and design their lessons (bocala, 2015; asyari et al., 2016; rappleye & komatsu, 2017). therefore, the impact of learning activities which are initiated through lesson plans on students’ communication skills was very strong. also, the students’ communication skills by carrying out a group of english teachers through lesson activities have significantly impacted the development of the communicative skills of students at senior high schools. in this study, the development of student skills occurs gradually and linearly. this can be proven in the learning carried out by a group of english teachers who applied lesson study for four cycles. learning in cycle i found that the students' communication skills had not developed optimally. it means that the impact of learning applied by the teacher is not maximized, so that the development of students' communication skills have not reached above 50% (see table 1 and graph 1). learning in cycle i found the teacher faced some problems which cause in the learning process, namely the teacher's instructions to carry out classroom activities are unclear. it is the same finding with willems and van den bossche (2019) who inform that lesson plans which are not designed and prepared well are uneasy to carry out and it has no effect of students’ learning achievement. therefore, some students are confused about learning activities. thus, teachers cannot use it-based learning media and it causes the learning activities cannot be assisted with various online media (hervas, 2021; coenders & verhoef, 2019; cajkler et al., 2014; myers, 2012). in top of that, the class management is not going well, and the teacher has not implemented lesson plans yet according to the scenarios prepared with the group. learning problems found in cycle i, then the teacher group redesigned the lesson by improving several components such as; prepare simple questions, students observing material through videos, group discussions, and presentations of work results. the results of the learning redesign were implemented in cycle ii by the teacher positively impact the development of students' communication skills. progress from cycles i to ii reached 23% (table 2). however, the development of students' communication skills has not yet reached above 70%. several variables were not running effectively, some learning activities have not run optimally in cycle ii. the teacher has not implemented time management for student activities and instructions well. moreover, the learning activities found to be not optimal were then redesigned for cycle iii. mahmud et al. building students’ communication skills ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 79 planning on learning in cycle iii focuses on time management and strengthening students ‘learning activity instructions to explore communication skills in class. the results implemented by the sn teacher had a positive impact, and the development in cycle iii reached above 75%, (table 3 and graph 1). but, there are still some weaknesses found in cycle iii learning. some students are not confident in presenting assignments orally in class, and others do not follow the instructions correctly. furthermore, the learning redesign activities by the teacher group were carried out based on the findings in cycle iii and implemented in cycle iv. implementation of learning in cycle iv positively impacted students' communication skills by achieving percentages above 90%. the results prove that lesson study activities successfully impacted the building communication skills. these justify that the implementation of activities is one of the solutions to completing classroom learning. these findings align with winarto (2018) and lamb (2015) who stated that lesson study is an alternative solution to developing effective learning quality to improve the quality of english learning at the secondary school level. furthermore, in lesson study activities, teachers are involved and share their pedagogical and professional experiences (verhoef et al., 2015), focus on the quality of students’ learning (angelini & alvarez, 2018), and collaborate on designing learning according to student needs (slingerland et al., 2021). this result is also supported by perry & lewis (2009) that implementing this activity is one of the solutions to solving problems. this is because lesson study activities allow teachers to use any method. fikri, (2014) conveyed a similar statement that lesson study is an activity that encourages the formation of a continuous, systematic teacher-learning community, individual self-improvement, and management. additionally, learning through these activities promotes more innovative learning and involves students, hence conventional learning needs to be abandoned. in line with zubaida's (2018) learning practices, incorporating only textbooks is inappropriate in conveying information and transferring factual knowledge from teacher to student. this causes students to easily obtain information but not have the opportunity to apply their knowledge in new contexts, communicate in various ways, and develop creativity. additionally, schleicher (2012) confirmed that the learning model through the delivery of information is ineffective for 21st century because students' skills will not develop explicitly. conclusion the findings and discussion above show that learning english through lesson study makes a positive contribution to the development of students' communication skills. it means that the implementation of lesson study in learning english encourages the development of students' skills to build gradually and linearly from each learning cycle, and in the end it has a significant impact on the development of student communication at sma negeri 10 kota ternate. therefore, this research can be concluded as follows, (1) lesson study activities in learning english are an alternative solution to building students' communication skills, (2) learning english through the implementation of lesson study has a positive impact on the development of communication skills, and (3) students' communication skills through lesson study develop gradually and linearly and convey significant development. acknowledgement the authors are grateful to (1) the directorate of resources of the ministry of education, culture, research, and technology of the republic of indonesia for giving trust to the researcher in the school lecturer partnership program (kds), (2) the republic of indonesia's educational fund management institution for funds provided during the kds 2022 program, (3) head of senior high school 10 kota ternate partner teachers, and all teachers and staff for their collaboration in the kds 2022 program. mahmud et al. building students’ communication skills ……….. jollt journal of 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(2018). get to know 4c: learning and innovation skills to face the industrial revolution era 4.01. paper presented at the "2nd science education national conference" seminar at trunojoyo university, madura, 13 october 2018. https://doi.org/10.1177/1745499917740656 http://dx.doi.org/10.1787/9789264xxxxxx-en https://doi.org/10.1016/j.ijer.2018.01.011 https://doi.org/10.1177/2381336915617577 https://doi.org/10.1177/1356336x21997858 https://doi.org/10.1080/19415257.2014.886285 https://doi.org/10.1108/ijlls-04-2019-0031 http://journal.unublitar.ac.id/pendidikan/index.php/riset_konseptua%20vol.%202no.%204%20oktober2018 http://journal.unublitar.ac.id/pendidikan/index.php/riset_konseptua%20vol.%202no.%204%20oktober2018 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6133 october 2022. vol.10, no.4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 519-529 jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 519 the contributions of cognitive individual differences on efl productive skills through online instruction 1mohsen salimian, 1hooshang yazdani 1english language and literature, arak university, iran corresponding author email: yazdani@araku.ac.ir article info abstract article history received: september 2022 revised: october 2022 published: october 2022 although there is adequate research about learning style and motivation in faceto-face classes, there is still a scarceness of available studies exploring such individual differences in efl online settings and to the best knowledge of the researcher, no previous studies even try to address their impacts on efl learners' productive skill in online efl classroom settings. to this end, this study which is one of the newest in this field aimed at increasing our understanding of the contribution of such cognitive individual differences on efl productive skills through online instruction using concurrent triangulation design. the results demonstrated that out of the two cognitive individual differences, the strongest association was observed between the motivation variable and efl productive skills. nevertheless, unlike other studies the relation between learning style use and efl productive skills proficiency was not significant. the implications of the study will instill new insights for efl researchers and language learners to consider the recent pandemic as a blessing in disguise, acting as a foundation stone towards online efl instruction advancement in the iran. also, since motivation impact language achievement significantly, building a learnerfriendly and encouraging atmosphere in online settings is therefore vital. keywords cognitive differences; productive skills; online instruction; how to cite: salimian, m., & yazdani, h. (2022). the contributions of cognitive individual differences on efl productive skills through online instruction, jollt journal of languages and language teaching, 10(4), pp. 519-529. doi: https://doi.org/10.33394/jollt.v%vi%i.6133 introduction during the last four decades, rising recognition of the relationship between language learning and individual differences has led to notable cognizance that personal cognitive capabilities such as intelligence, aptitude as well as learning strategies, learning styles, emotion, and motivation, in many aspects play a part in second language achievement. for the purpose of an in-depth analysis of such differences, two of the cognitive individual differences were chosen in the current study, and a detailed review of the studies conducted concerning such individual differences follows: based on studies learning styles can contribute to efl achievement. as stated by naning and hayati (2011), learning style simply shows how students determine suitable and effective methods for comprehending, identifying and storing what they are going to acquire. learning styles refer to what learners regularly do and how they desire to distinguish, handle and recall new information (rezaeinejad, azizifar & gowhary, 2015). in fact, language learning styles imply cognitive variations in second language acquisition. it is about a person's desired method of processing, to be exact, of noticing, conceptualizing, organizing, and remembering information connected to learning a language. by knowing the different learning styles of learners, educators will be better able to help them improve their academic capability efficiently (saadi, 2012). they offer a systematic vision of how learners perceive and get involved with their learning situation (wulandari, harahap & hati, 2019). even though extensive academic studies have investigated language learning https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& salimian & yazdani the contribution of cognitive ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 520 styles, yet, very little research has examined their role in specific language skills and there is also a gap in the literature on learning styles use among iranian online efl learners. in addition, according to gardner (2010), motivation is a complicated concept that does not have a simple definition. however, according to him, a motivated individual is somebody who sets a goal and persists to accomplish it. without motivation, there can barely be a successful foreign language learning process and it plays a major role in the success and rate of second language acquisition, especially in classroom language learning (malliki, 2017). even though the motivation to learn a foreign language is a complicated process (fandiño et al., 2019) it is widely accepted as a crucial component in l2 performance, and studies with regard to motivation have risen in number recently (meşe & sevilen, 2021; ucar & kumtepe, 2020; boo et al., 2015). moreover, among the four language skills, speaking is the most productive and the most problematic skill for most learners (alaraj, 2017). moreover, good writing skills may increase learners' likelihood of success (alviana, 2019; alexander, 2008). furthermore, ahmadi (2017) stated that the method that instructors use in their classes to facilitate the language learning process is one of the vital elements for learning. according to researchers (bećirović, et al. 2021), technology offers infinite resources to language learners and has become an essential issue in the language learning process. similarly, tomlison (2011) and gençlter (2015) say that online-based activities provide learners with rapid information, appropriate materials and motivation to learn more. at the same time, it is obvious that future of education is online. in fact, through teaching online, numerous authentic materials can be provided to learners which can motivate them in learning the language and online instruction has the huge potential to change the current language teaching methods (bećirović, et al. 2021; pourhosein, 2013; solanki & shyamleel, 2012). besides, online learning features more equal participation than face-to-face discussion (zhao, 2013). actually, due to the covid-19 pandemic, most learning all over the world has been shifted online. all in-attendance classes are substituted with online classes and all face-to-face language course activities are turned into online activities (martin et al., 2019; cong-lem, 2018). as such, the current research has particular significance because online education has become an inevitable part of the education systems around the world and the key to a successful implementation of online teaching and learning is taking student characteristics into account. in fact, although there is adequate research about learning style and motivation in face-to-face classes, there is still a scarceness of accessible and available written materials exploring the status of such individual differences in online settings and to the best knowledge of the researcher, no previous studies even try to address their impacts on efl learners productive skill achievement in an online efl classroom setting and this study is one of the newest. in fact, despite the large numbers registered in online language courses, especially after covid 19 pandemic, very little is known about students' motivation and learning style used in these learning environments, and the way they may affect online learning outcomes.to this end, the current study used a concurrent triangulation mixed method design which can be described as a methodology for conducting research that consist of gathering, analyzing and mixing qualitative and quantitative research. the aim of this design is to get various but supplementary data on a topic to realize the research problem better and more deeply and to enhance the credibility and validity of research (noble & heale, 2019; morse, 1991). the findings are crucial for helping efl teachers to become sensitive to the cognitive individual differences in online classrooms. thus, aiming at addressing this problem, the present study examined the contributions of such cognitive individual differences on iranian efl students' productive skill achievement via online instruction. specifically, the study sought to address the following issues: 1is there any statistically significant relationship https://sfleducation.springeropen.com/articles/10.1186/s40862-021-00126-1#ref-cr2 https://www.ncbi.nlm.nih.gov/pmc/articles/pmc8980331/#bib26 salimian & yazdani the contribution of cognitive ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 521 between learning style variable and efl learners' productive skills achievement taught online? 2is there any statistically significant relationship between motivation variable and efl learners' productive skills achievement taught online? research method participants were selected based on the result of the opt. after conducting pilot testing, they were given some instructions on how to fill the questionnaires and take the ielts speaking and writing tests. in the beginning of the experiment pretests of ielts speaking and writing test were administered to both groups. later, the new lessons were taught online by their teacher and also by means of synchronous and also asynchronous tools including animations and videos. the materials of the study were american english file series which is for young adults and adults. based on an evaluation and a comprehensive and detailed analysis, its instructional advantages and positive qualities far out-weighed its deficiencies (haghverdi & ghasemi, 2013). since participants were at b1 level, american file 2 was taught to them and every session 2 pages of it were taught to students in both of the classes. after 12 weeks of instruction and having three sessions every week, post-tests of ielts speaking and writing were taken from the students again and the questionnaires were distributed among the participants. the aim of the post-tests was to realize if the learners show any change in their english speaking and writing skills. as the final step, the data were arranged, coded for more analysis and discussion. ielts speaking and writing tests were scored by the researcher and two other phd holders. finally, the researcher rated the questionnaires. it should be mentioned that to make sure of the scoring procedure accuracy, a statistician was asked to help in scoring the questionnaires and analyzing the data. research design the current study used a concurrent triangulation mixed method design. indeed, this study is quantitative since some data were collected from the attitude questionnaire and speaking and writing tests. it is qualitative since some data were collected from the semistructured interviews. this allowed for a more in-depth investigation of the role of attitude in the development of efl. with regard to a brief description of variables of the study, learning style and motivation are the independent variables and writing skills, speaking skills are dependent variables. population and sample a sample of 158 iranian male and female efl were randomly chosen from two language institutes in isfahan, iran. then, the researcher held a placement test to ensure about the participants' proficiency level and only 60 pre intermediate level learners were allowed to proceed in the study. the participants’ age range were 16–40 years and all the participants’ national language was persian and none of them had the experience of living abroad. they were all from middle class families. female participants’ number was 30, while 30 others were male. instruments oxford placement test (opt) by means of oxford placement test, efl students can be placed rapidly and efficiently into different english language levels (allen, 1992). it contains 100 questions in the listening part consisting of 100 items uttered in english and 100 additional questions in the grammar part. it took about ten minutes for doing the listening part. participants were supposed to choose the right word they heard in short sentences. the grammar part involved 100 items in multiple-choice format and the total time for its completion was fifty minutes. for the purpose of the study only pre-intermediate students scoring between 130 to 140 were salimian & yazdani the contribution of cognitive ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 522 chosen. for the actual study, the measure of reliability of the opt was examined and was quite high with cronbach’s alpha of 0.93. the learning style survey constructed by cohen et al. (2001) it evaluates eleven various aspects of the participant’s learning style and the answers range on a scale from 0 (never) to 4 (always) (cohen, oxford, & chi ,2001). some of the most related areas addressed by this survey include reception and processing of new information; committing material to memory; dealing with language rules, various inputs and reply time. such survey has been one of the most available and reliable tools for exploring various aspects of the participant’s learning style. it is a self-report test with 110 items and 23 subscales. motivation battery questionnaire by gardner (2004) it comprises of 104 items, coded on a 6-point likert scale. the answer range from 1 (strongly disagree) to 6 (strongly agree). test-retest reliability of the test and the internal consistency reliability were reported to be 0.79 and 0.91 respectively (gardner, 2005). research has demonstrated high reliability and validity for such instrument (gardner, 1985). in addition, two phd holders' professional judgment provided reassurance about the validity of the instrument in the present research setting. also, the reliability of the test, as measured through cronbach alpha in the present study, was very high (0.95). mertens (1998) states that if the learners' mother tongue is different from the instrument language then a back translation is required. in this respect, both questionnaires were translated to persian and checked by two other phd holders in tesol. the reliability of the test, as measured through cronbach alpha in the present study, was found to be high (0.84) reliability. interviews with the students the aim of the data attained from the interviews was to triangulate the result gained via attitude questionnaire. in the present study, semi-structured interviews comprising 5 questions was used, which was motivated by the fact that in such kinds of interviews not all the questions are formulated in advance and this in turn allows both the interviewer and the participants being interviewed the flexibility to investigate for more details or discuss unanticipated matters (dörnyei, 2007). to ensure the validity of the interview items and to find out whether they are relevant and suitable for the study, two phd holders in tesol reviewed the interview items. each participant was only interviewed once, immediately after the end of the course, with the aim of attaining information regarding their views and attitudes toward the type of teaching they received. the interviews were conducted in persian and was piloted with 10 male and female efl learners at the same level of proficiency. ielts speaking ielts test is designed to cover the full range of capabilities from non-user to expert user. the ielts speaking test was used to assess participants speaking ability. the ielts speaking test involved a face-to-face interview by the researcher consisting of three parts and lasted up to 11-14 minutes. participants were awarded a band score between 19. the ielts speaking test is generally reliable and valid (li, 2019). ielts writing task 2 topic the participants of the study were required to write an essay on a broad and general topic which were not cultured bound or discriminatory . ielts test aims at covering the full range of abilities from non-user to expert user. both speaking and writing tests were administered to the participants in two points in time, at the beginning and at the end of the course. the internal consistency between ratings was calculated by means of the statistical tool of cronbach’s α (0.89) that indicated a desirable interrater reliability. salimian & yazdani the contribution of cognitive ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 523 data analysis data analysis of the study was done at descriptive and inferential levels using spss 21. descriptive statistics were done in terms of means, standard deviations, and frequencies. descriptive statistics were run for the attitude questionnaire data and the ielts speaking and writing tests. null hypotheses were tested by a series of parametric tests of inferential statistics including t-test and pearson product moment correlation. they were employed to examine the relationship between the variables and analyze the differences among group means and find out if they are significant or not. regarding outlying values and missing data, they were replaced with the net mean of the data. also, the interviews were analyzed qualitatively, which consisted in finding the frequent themes. such thematic analysis was carried out based on braun and clarke (2006). the detailed analysis of learners’ interview replies led to the discovery of the themes which were representative of the learners’ ideas about efl online instruction. research findings and discussion research findings there is no statistically significant relationship between learning style variable and efl learners' productive skills achievement taught online. the results of the descriptive statistics for the learning style questionnaire are illustrated in figure 1, where the 110 items of the lss are divided into 11 main areas and composed of 23 learning style types. figure 1. descriptive statistics for the learning style questionnaire 0 20 40 60 80 auditory tactile visual & auditory visual & tactile extraverted & introverted concrete-sequential random-intuitive & concrete-sequential closure-oriented & open global particular synthesizing leveler sharpener & leveler deductive & deductive field-independent field-independent & field-dependent reflective metaphoric percenages of different learning styles use by the participants percent https://www.frontiersin.org/articles/10.3389/fpsyg.2022.869599/full#b3 salimian & yazdani the contribution of cognitive ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 524 the result of figure 1, shows that online efl students have multiple learning styles or a combination of different learning styles. the dominant learning styles are visual style with percentage of 68.3% meaning that they mostly depend on on the sense of sight and they learn best via visual means for instance books, video, charts and pictures. the next commonly used learning style by the participants is closure-oriented with percentage of 58.3% which may refer to the fact that they perhaps concentrate carefully on most or all learning tasks, attempt to do tasks within the time limit, plan in advance for home works, and need clear instructions. sharpener & leveler and reflective style with the same percentage of 48.3% are among the next most commonly used styles used by the participants suggesting that they may have a tendency to pay attention to differences as they memorize material. meanwhile, the least commonly used learning styles are combination of auditory & tactile and visual & auditory & tactile and very few students engage with such learning style meaning that they may favor speaking and listening tasks and may be projects oriented and benefit from working with objects and moving around. the correlation can be seen in table 1. table 1 the pearson correlation between efl learners’ learning styles and achievement of productive skills part1 part2 part3 part4 part5 part6 part7 part8 part9 part10 part11 pro duct ive skil ls scor es pearson correlati on 0.01 0.08 0.1 0.05 0.03 -0.02 0.2 -0.01 0.22 0.19 0.137 sig. (2tailed) 0.93 0.53 0.46 0.68 0.83 0.87 0.12 0.95 0.09 0.145 0.296 n 60 60 60 60 60 60 60 60 60 60 60 **. correlation is significant at the 0.01 level (2-tailed). the results showed that considering p-value (sig. (2-tailed)) in all subsections of the learning style questionnaire which are bigger than 0.05, there is no significant correlation between efl learners’ learning styles and their efl achievement of productive skills. therefore, we can claim that the two variables are not related to each other. thus, the research null hypothesis that there is no significant relationship between online efl participants’ learning styles and their efl achievement of productive skills is not rejected. there is no statistically significant relationship between motivation variable and efl learners' productive skills achievement taught online. table 2 descriptive analysis of motivation questionnaire n minimum maximum mean std. deviation motivation scores 60 380 609 492.68 53.75824 valid n (listwise) 60 according to table 2, the descriptive results have demonstrated that the student received a relatively high mean score on the motivational attributes (492). meanwhile, the highest score of motivation questionnaire was 609 while the lowest score was 380. salimian & yazdani the contribution of cognitive ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 525 table 3 correlation between efl online learners’ motivation and efl achievement of productive skills the results showed that there was a significant correlation between efl learners’ motivation and their efl achievement of productive skills (r=0.853) (p < .05). therefore, we can claim that the two variables are strongly related to each other. thus, the research null hypothesis that there is no significant relationship between efl learners’ motivation and their efl achievement of productive skills is rejected. figure 2. correlation between efl online learners’ motivation and their efl achievement of productive skills. according to figure 2, as the scores of the motivation questionnaire increases, the scores of productive skills also increase. interview results based on the results of thematic analysis of interviews it was revealed that 78.33% of the interviewees agreed that because of the present era demand, for most of the countries english is a common language and they acknowledged that they were motivated to learn english predominantly for increasing their skills so as to make themselves ready for future. besides, 71.67% of the learners expressed their positive attitudes toward learning english. it is based on the results of interview activities. it can be seen in table 4. productive skills motivation scores productive skills pearson correlation 1 .853** sig. (2-tailed) .000 n 60 60 motivation scores pearson correlation .853** 1 sig. (2-tailed) .000 n 60 60 ** correlation is significant at the 0.01 level (2-tailed). salimian & yazdani the contribution of cognitive ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 526 table 4 the percentages and frequencies of the responses given to the interview questions on motivation proficiency theme f % preintermediate english is an international language and therefore its essential to learn it 47 78.33 positive attitudes toward learning english 43 71.67 interested to learn english language as well as the cultures of english native countries 35 58.33 learn english to get better job 35 58.33 learning english helps them to get more profits in occupations internationally 38 63.33 encouraged by parents 28 46.67 look forward to spend time in online english class 35 58.33 the data from the interviews also indicated that in the learners’ efl learning process both instrumental and integrative motivation play important role. this is in line with tahaineh & daana’s (2013) belief that in language learning both instrumental and integrative kinds of motivation has their crucial place. interestingly, nearly all of the students acknowledged that learning english was essential and prerequisite to pass the exam. besides, 58.33% of the students also reasoned that they were eager to learn english as they assumed that it would empower them for having better occupations in the future. they also indicated that learning english is vital since majority of the businesses demand their staffs to be professional english users. in addition, 63.33% of the learners also reasoned that by developing english proficiency they can get more profits in international careers. discussion concerning the first research question that is there any significant correlation between online efl learners’ learning styles use and their achievement of efl productive skills, the results are not in harmony with another study (salma, 2020) that determined that there is a significant relationship between the efl student learning style and their efl achievement level. furthermore, the findings are not consistent with other studies which agree that multiple learning styles can significantly enhance academic achievement. in addition, the finding doesn’t support the idea that the learning styles variable, contribute to language success (oxford, 2003; littlemore, 2001; carrell et al, 1996; ehrman & oxford, 1990). in addition, the findings are not in agreement with abidin, rezaee, abdullah, & singh (2011) who revealed that, in general, there is a significant relationship between learning styles use and language achievement. nevertheless, the findings didn’t confirm chermahini, ghanbari, & talab (2013) who indicated that there was a significant relationship between learning styles and students' performance in studying english. with regard to the second research question that is there any significant correlation between efl learners’ motivation and their efl achievement of productive skills, the results are in line with another study which suggests that most of the motivational factors had a significant impact in the language achievement of efl learners (wang et al.,2021). the findings also support another study that found motivation in language learning is the single most prominent factor in learning a new language. (gardner, 1985). likewise, the findings are consistent with al-otaibi (2004) study according to which motivated efl learners can learn language more effectively than unmotivated ones. in fact, in second language learning, individuals’ motivation is one of the factors that influence their success in acquiring the second language (tuan, 2012). the current finding is supported by zafar & meenakshi (2012), who claimed that the biggest single factor impacting second language achievement is motivation. also, based on al-hazemi (2000), salimian & yazdani the contribution of cognitive ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 527 students with strong aspiration to learn a language can attain high levels of competence in the target language. this finding is also consistent with other studies such as vaezi (2008) which claimed that iranian students had very high motivation and positive attitudes towards learning english. actually, students’ motivational factors will become more important if we accept that motivation is of considerable importance in efl contexts where close contact with native speakers of the target language does not often exist. the above results are significant in the context of iran where very few native english speakers can teach efl courses due to social and political constraints. yet, despite limited opportunities to benefit from close contact with native speakers of english, the iranian online efl learners attending private language institutes, showed a high level of motivation towards learning english and it had a significant impact on their efl achievements. concerning the interviews data, the findings comply with the previous study carried out by yu (2010) and al-tamimi & shuib (2009) based on which for the learners an encouraging reason to learn english is for the purpose of getting a good job in the future. besides, the findings are also similar to ametova’s research (2020) according to which students usually learn english with the intention of meeting academic requirements and instrumental motivation is found to have a greater effect on learners' ultimate language achievements. since the participants of the current study were at pre-intermediate level, such findings are also in harmony with bagheri nevisi & farhani (2022) study according to which it was concluded that english language learners at elementary and intermediate had a tendency to learn english more based on instrumental motivation while advanced learners were inclined to learn english more based on integrative motivation. moreover, this finding is supported by al-munawwarah (2018) study based on which efl students demonstrated instrumental motivation as their major goal of learning english. in addition, 59% of students admitted that they were interested to learn english language as well as the cultures of english countries. in other words, the students acknowledged that they were enthusiastic to know about the cultures to some extent. this is in accordance with the statement proposed by reid (2010) that acquiring a second language to some degree involves learning its culture, even though you never visit the country where the language is spoken. regarding the limitations of the study, bearing in mind that the study is limited, future studies utilizing a larger population and longer time span, as well as a wider scope of instructional focus and taking into consideration more individual differences are required to compliment these findings that covered a limited area of individual differences in efl learning context. in addition, as regards to the implications of the study, based on the findings, a number of implications are put forward for pertinent stakeholders. the implications of the study will instill new insights for researchers and language learners to consider the recent pandemic as a blessing in disguise, acting as a foundation stone towards online efl instruction advancement in the iran. another implication of the study is that since motivation impact language achievement significantly, building a learner-friendly and encouraging atmosphere in online settings is therefore vital. also, investigating the role of cognitive individual differences in the productive skills performance of online efl learners is an under-researched area and consequently the present study can provide some valuable insights about this issue. conclusion since online instruction has become an inevitable part of the education systems around the world and there is still a scarceness of available studies exploring cognitive variables including learning style and motivation in efl online settings, this study aimed at increasing our understanding of the effect of such cognitive variables on efl productive skills through online instruction. it was found that there was a significant relationship between efl online https://www.researchgate.net/profile/oyshajon-ametova salimian & yazdani the contribution of cognitive ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 528 learners' level of motivation and foreign language productive skills achievement in a way that having high levels of motivation aided learners to have successful foreign language productive skills achievement. the findings supported those of many other studies as zafar & meenakshi (2012) stated the biggest single factor impacting second language achievement is motivation. in fact, as findings revealed it is an important factor in online foreign language learning and online efl teachers and materials should promote learners' motivation. based on the interviews results it was discovered that both instrumental and integrative motivation played a crucial role in the students’ efl learning achievement within online context. nevertheless, it was revealed that the instrumental motivation had a predominant role in online efl learning. yet, concerning learning style use the findings differ from those of many previous studies and no significant relationship was found between efl online learners' learning styles use and foreign language productive skills. based on the study's findings and discussion, it can be concluded that visual and closure-oriented learning styles are very promising for online efl learners. nonetheless, the fact that learning style use didn’t have a significant impact on participants' productive skills attainment is in agreement with briggs (2022) who stated that despite the popularity of the learning styles theory over the past few decades, the scientific community has criticized it and the general consensus is that it is not founded on concrete evidence. put it differently, there are no indication that individuals' declared learning style enhance their ultimate achievement and as a result we must proceed cautiously. actually, over the past few years, teachers have been recommended to match their teaching to the hypothetical ‘learning styles’ of learners but according to recent analysis ineffective ‘learning styles’ theory continues in education around the world. for instance, a learner who is regarded as as an ‘auditory learner’ might come to the conclusion that it is useless to pursue studies or an occupation in visual or written subjects and as a result would become discouraged. according to scholars like daniel, )as cited in patti, 2011) learning styles theories are unsupported and we might just be thinking about learning styles in the wrong way. in his opinion, the approach to learning must rely on the task the learner is doing, not the learner him/herself. put it differently, learners might not have innate learning styles, but instead the task the learner is doing might be best fit to an auditory, visual or kinesthetic approach. such scholars severely criticized theories of learning styles and called them taskdependent learning styles. moreover, unlike the traditional face to face efl classes, in online efl classes students will become responsible for their own learning and educators can give learners the chance to learn at their own speed. besides, as iranian efl learners do not have any interaction outside of the classes, online instruction can provide them with plenty of chances for using and communicating through the second language. the current research can pave the way for paying more attention to online efl instruction and consequently help shy and introverted learners who are intolerably influenced by embarrassment in face-to-face efl classes. furthermore, the findings of this study can encourage iranian online material developers to seriously consider cognitive individual differences during planning and adopting efl syllabus as still only mainly traditional instructions and materials are used. acknowledgement i would like to thank my advisor asst. prof. dr. houshang yazdani for his counseling and contributions throughout my study. i would also like to thank all my professors including dr.amerian, dr.ahmadian and dr.dolatabadi for their contributions through my education. finally, i would like to express my gratitude to my parents for their priceless support and love. https://en.wikipedia.org/wiki/learning_styles https://en.wikipedia.org/wiki/learning_styles https://en.wikipedia.org/wiki/learning_styles salimian & yazdani the contribution of cognitive ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 529 references patti, n (2011). think you're an auditory or visual learner? scientists say it's unlikely. national public radio. retrieved 2012-07-16. pourhosein gilakjani, a. 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(2013). recent developments in technology and language learning: literature review and meta-analysis. calico journal, 21(1), 7-27.https://eric.ed.gov/?id=ej674877 https://www.npr.org/blogs/health/2011/08/29/139973743/think-youre-an-auditory-or-visual-learner-scientists-say-its-unlikely https://en.wikipedia.org/wiki/national_public_radio https://www.researchgate.net/profile/eva-reid-3 https://doi.org/10.1016/j.sbspro.%2020.15.07.509 https://eric.ed.gov/?id=ej674877 patti, n (2011). think you're an auditory or visual learner? scientists say it's unlikely. national public radio. retrieved 2012-07-16. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2752 july 2020. vol. 8, no, 3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 276-286 jollt journal of languages and language teaching, july 2020. vol.8, no.3 | 276 cooperative learning on efl proficiency; the best practice at islamic high school students andriyono english teacher, man 2 praya, indonesia corresponding author email: andriyono@gmail.com article info abstract article history received: june 2020 revised: june 2020 published: july 2020 the study was aimed at finding out the effectiveness of cooperative language learning on students' english proficiency as measured by their abilities in grammar, reading comprehension, vocabulary, and listening comprehension. the study also sought to measure students’ attitudes towards cooperative learning and motivation to learn english. this study was a comparative research design in the form of a non-equivalent control group design. the experiment lasted for twelve weeks in which two intact groups from two class of man 2 praya were chosen as the study groups. subjects of this study consist of 44 students who attended classes. the control group includes 53 students. this study tested the effectiveness to examine the method; two quantitative tools for data collection were used to compile the findings of the study. for starters, a preand post-test were administered to measure english proficiency before and after the treatment. afterward, a questionnaire was set to measure students’ attitudes towards cooperative learning and motivation to study english in a new high school system. after analyzing the data, the results indicated that cooperative learning in the new system positively affect some aspects of the participants’ english proficiency and they had a positive attitude towards cooperative learning in the new system and a higher motivation to learn english. keywords cooperative learning; english proficiencies; english language teaching; how to cite: adriyono. (2020). cooperative learning on efl proficiency; the best practice at islamic high school students. jollt journal of languages and language teaching. 8(3), 276-286, doi: https://doi.org/10.33394/jollt.v%vi%i.2752 introduction english as a foreign language is taught in indonesian schools and other learning institutions. it is a language used for international communication hence those who master and speak it well; reap many academic, social, and professional benefits (efrizal, 2012). in a school setup, proficiency in english will make the learning of other subjects much easier. bashir, azeem, and dogar (2011) have proposed ways of enhancing learners’ speaking skills with the help of different methods of teaching, the use of appropriate exercises and a learnercentered approach to teaching and learning. by use of the teacher-centered approach to teaching and learning, teachers seem to do most of the talking and act as the only source of knowledge to students while students are treated as passive recipients in the learning process (ning, 2011). these types of methods according to gomleksiz (2007) have negatively affected students and produced incompetent users of the english language who are unable to improve their speaking skills. on the other hand, in the learner-centered approaches, students are given the opportunity to express themselves in speaking the language. english classes are mainly taught using teacher-centered methods (murray & christison, 2010). the available communication and interaction in the classroom insufficient to enhance learners’ speaking skills which should be developed along with other skills such as listening, reading, and writing (haerazi, vikasari, & prayati, 2019). this is because the integration of the skills will enhance the students’ ability to communicate. http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& andriyono cooperative learning on efl…….. jollt journal of languages and language teaching, july 2020. vol.8, no.3 | 277 the education system plays an important role in society. the indonesian government has decided to focus its education efforts on preparing students to enter the modern life of the twenty-first century. therefore, the ninth development plan focused on improving the educational environment to meet the quantitative and qualitative needs of the next stage, developing advanced curricula to ensure comprehensive. also, the development of students to enable them to contribute to building the community and enhancing the qualitative efficiency of educational staff to enable them to comprehend the objectives of modern educational curricula. (report of the ninth developmental plan, 2010). according to several studies (e.g., alhamed, 1999; basamh, 2002; merebah, 1987), the traditional state of the nature of classroom instruction in indonesia depends heavily on lecturing and memorization. most of man 2 lombok tengah teachers adopted the traditional didactic methods. the teacher delivers a lecture and students receive it. students usually do not participate in exploring information; rather, they passively get information and they seldom express themselves. students’ participation is limited by teachers and textbook questions which usually are at the lower levels of bloom’s taxonomy (ministry of education, 2003). instruction in indonesian schools is based on teacher presentation regardless of the subject matter. it is informed by sianipar et al. (2020) that english teacher starts the lesson by presenting information, while the students listen. it is called teacher-centered learning (marwan, 2017). also, teachers also ask some questions to clarify unclear points. these questions are often directed to volunteer students. the last part of class time is given to independent work, and students engage in individual work and compete to get teacher rewards in verbal or pointing ways (silalahi, 2020). during independent work, some teachers circulate to help students with their individual work. because of the limit of class time and a large number of students the teacher does see not all students. also, teachers do not come back to students who still do not understand the materials. teachers do not allow students to cooperate to help each other because most teachers believe that demonstrating and teaching is the teacher’s job. the ministry of education in indonesia has worked hard to shift the curriculum and its teaching methods to the use of new teaching strategies, including discussion, discovery, scientific, cooperative learning, and so on. cooperative learning is a generic term for various small group interactive instructional procedures. students work together on academic tasks in small groups to help themselves and their teammates learn together. it can be an effective method to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making skills. david jaques (2000) suggests that "learning in groups, rather than informal lectures or training sessions, allows students to have greater scope to negotiate to mean and to express themselves within the language of the subject. it can also play a central part in developing key professional skills, such as listening, presenting ideas, persuasion, self-direction, selfmonitoring, and team working" ( jaques, 2000 p.4). abrami (et al.) (1995), jacobs & hall (2002), and jacobs & small (2003) indicate that using cooperative learning improves cognitive processes in students because they elaborate and organize information in their minds, as they work together to comprehend a passage. cooperative group members can use their own as well as their teammates’ background knowledge to comprehend the task by relating an event or events in the passage to their own experience. cooperative learning is not a new strategy; it has existed for many years, and there is a huge body of research to support cooperative learning in the classroom. it operates with three principles: group goal, individual accountability, and equal opportunity for success. the teacher’s role in implementing cooperative learning includes instruction and monitoring students, and active involvement in helping students to get the advantages of collaborative andriyono cooperative learning on efl…….. jollt journal of languages and language teaching, july 2020. vol.8, no.3 | 278 learning. as a result, through cooperative learning, we may be able to improve student achievement in man 2 lombok tengah. the new high school project (developed high school) is a modern method in teaching and presenting materials to high school students. it has new subjects, curricula, and systems that facilitate learning and prepare students for the coming phase of their educational journey, which is the university. in this system, new subjects are introduced like business management, vocational education, life skills, and statistical mathematics. the project applies the hour's system for attendance. students in the first year should attend 8 hours a day for 48 weeks. as they develop and go to another year these hours decrease. in man 2 praya, the methods were applied in five times in class a, and 6 times in class b. this study, the islamic secondary public high school or man 2 praya was chosen to practice and implement the new way of teaching method which mainly depends on communicative classrooms, based on cooperative learning and group work. research method research design this study is of a comparison design known as the non-equivalent control group design. in this design, the researcher presents one approach in the spectrum of scientific research methods and in some ways is a "hybrid of other methods", drawing on aspects of both experimental science and descriptive research. similar to experimentation, comparison seeks to decipher the relationship between two or more variables by documenting observed differences and similarities between two or more subjects or groups (carpi & egger 2008). in contrast to experimentation, the comparative researcher does not subject one of those groups to treatment, but rather observes a group that either by choice or circumstance has been subject to treatment. moreover, comparative research is similar to experimentation in that it involves comparing treatment group to control, but it differs in that the treatment is observed rather than being consciously imposed due to ethical concerns, or because it is not possible. thus comparison involves observation in a more “natural” setting, not subject to experimental confines, and in this way evokes similarities with description. comparison is used to determine and quantify relationships between two or more variables by observing different groups that either by choice or circumstance are exposed to different treatments. this kind of research design was significantly strengthened in the late 19th to the early 20th century with the invention and popularization of modern statistical methods (carpi, egger 2008). in this study, the researcher did not compose the cooperative learning experiment; it was already developed with no interference from him. population and sample the population of the study is the first year of high school students at man 2 lombok tengah. the schools represent the two teaching systems used in man 2 lombok tengah. the first school uses the "newly developed high school program" and the other one uses the traditional way of teaching. the subjects’ age varies between 15 & 16 years old. the students in the first school were exposed to cooperative teaching methods from the first day and through all their classes. group work is focused on and emphasized in all subjects. instruments the researcher used two quantitative tools for data collection in this study: a pre and post-test and a 5 point likert-type scale questionnaire. the pre and post-tests were given to both groups while the questionnaire was given only to the students in the developed highschool. the questionnaire aimed at measuring students’ attitudes towards cooperative learning in english classrooms and their motivation towards using the target language in the new system. http://www.visionlearning.com/library/pop_glossary_term.php?oid=5314&amp;l http://www.visionlearning.com/library/pop_glossary_term.php?oid=3797&amp;l http://www.visionlearning.com/library/pop_glossary_term.php?oid=3799&amp;l andriyono cooperative learning on efl…….. jollt journal of languages and language teaching, july 2020. vol.8, no.3 | 279 data analysis to analyze the obtained data, the researcher used descriptive statistics to describe the basic features of the collected data. descriptive statistics are necessary to show the distribution, the central tendency (mean, median, and mode), and the dispersion (standard deviation) of data. inferential statistics such as the independent samples t-tests, the pairedsamples t-tests, and the pearson product-moment correlation coefficient were used to compare the mean scores of both groups, to measure student progress in each group, and to compare student performance on one post-test with that of another. research findings and discussion research findings the first research question: is cooperative learning effective when it comes to learning english as a foreign language for islamic high school students in praya? and the second question: do students develop linguistic features while being involved in cooperative structures? to answer these two questions, one needs to compare the performance of students in both groups before and after the treatment. the pre-test was crucial in determining the initial equivalence between the cooperative learning group and the control (traditional) group. table 1 the score of t-test of english proficiency between the two groups group n mean std. deviation t-value sig. (2-tailed) cooperative learning group 44 97.95 10.32 0.236 0.814 control group 53 97.94 9.74 to ensure the equality of both groups, the researcher used the independent-samples ttest. results of the english proficiency pre-test (see table 4-1) showed that there was no significant difference between the two groups. the mean score of the cooperative learning group (n = 44) was (97.95) with a standard deviation (sd) of (10.32), whereas the control group (n = 53) scored (97.47) with an sd of (9.74). as shown in table 1, the sig. (2-tailed) was t(95)= 0.236, p= 0.814 and it is greater than (0.05); hence one can conclude that there was no significant difference in the mean scores for each of the two groups before experimenting. the results do not reveal significant differences between the mean scores of the two groups before the starting of the study. to investigate the gains the cooperative learning group made in their english proficiency test after undergoing the treatment, a t-test was applied to the scores of the group’s english proficiency pre and post-test. table 2 the score of t-test of the english proficiency pre and post-test of in the cll group no test mean n std. deviation paired differences t-value sig. (2tailed) mean std. deviation 1 pre 97.55 44 10.32 104.79 13.76 3.265 0.002 2 post 104.79 44 13.76 the results indicated in table 2 (4-2) showed that the cooperative learning group’s pre-test mean score was (97.55) with sd of (10.32) while the post-test was (104.79) with sd andriyono cooperative learning on efl…….. jollt journal of languages and language teaching, july 2020. vol.8, no.3 | 280 of (13.76), and the t-value was (3.265). the variation between the two mean scores indicates that the cooperative learning group improved significantly after undergoing the treatment. the analysis, as shown in table (4-2), indicates a significant difference, favoring the post-test in the cooperative learning group. both means of measurement revealed that the sig (2-tailed) is less than (.01), therefore, the difference in english proficiency between the two tests is statistically significant. to have more investigation of the gains the cll group made in their english proficiency after undergoing the treatment, a t-test was applied to the scores of the two groups post-test. table 3 the score of t-test of the english proficiency post-test between the two groups group n mean std. t-value sig. deviation (2-tailed) cooperative learning group 44 104.79 13.76 1.795 0.076 control group 53 99.66 14.24 the analysis, as shown in table 3 indicates a significant difference, favoring the cooperative learning group. both means of measurement revealed that the sig (2-tailed) is less than (.01); therefore, the difference in english proficiency between the two groups is statistically significant. based on this result, the english classes in the new english teaching method of islamic high education used man 2 lombok tengah with the use of cooperative learning is effective when it comes to teaching and learning english. to have a more detailed look at each part of the exam can be seen in table 4. table 4 illustrates the results exam part m control group n m cooperative learning group n sd sd 5.62 2.31 53 7.47 2.92 44 english grammar ii 6.11 2.46 53 7.95 2.72 44 english vocabulary 2.96 1.56 53 2.63 1.64 44 english comprehension 2.33 1.90 53 3.52 2.75 44 listening 81.62 8.45 53 83.20 10.10 44 table 4 shows that the result of student english grammar, vocabulary, and listening examination varieties describe that (1) there is no significant difference in the english grammar i test scores between the post-test of the control group (m= 5.62 , sd= 2.31) and the post-test of the cooperative learning group (m= 7.47 , sd=2.92 ); tvalue (95)= 1.608,p= 0.111; (2) there is a significant difference in the results of english grammar ii test between the post-test of the control group (m= 6.11 , sd=2.46) and the post-test of the cooperative learning group (m= 7.95, sd=2.72); t (95) = 3.491, p= 0.001for the post test of the cooperative learning group; (3) there is no significant difference in the english vocabulary test scores between the post-test of the control group (m= 2.96, sd= 1.56) and the post-test of the cooperative learning group (m= 2.63, sd= 1.64); t (95) = 0.997, p= 0.321; (4) there is a significant difference in the results of the english reading andriyono cooperative learning on efl…….. jollt journal of languages and language teaching, july 2020. vol.8, no.3 | 281 comprehension test between the post-test of the control group (m= 2.33 , sd= 1.90) and the post-test of thecooperative learning group (m= 3.52 , sd= 2.57); t (95) = 2.529, p= 0.013. for the cooperative learning group; (5) there is no significant difference in the results of the listening test between the post-test of the control group (m= 81.62, sd= 12.45) and the post-test of the cooperative learning group (m= 83.20, sd= 10.10); t(95)= 0.677, p= 0.500. the third and the fourth research questions ask: does it motivate students and encourage them to develop their language skills? do the students have a positive attitude toward the use of cooperative learning? to answer this question, the researcher used the five-point likert questionnaire shown in (appendix b) to gather data. the 20-item questionnaire was administered to the participants of the cooperative learning group at the end of the semester to explore their attitudes towards cooperative learning used in the new high school system. the questionnaire was divided into two subscales exploring the belief that cooperative learning in english classes was helpful to student learning, and the acceptance of the new high school developed system. the range was calculated for the scale where the range = 5-1=4. by dividing the range by the number of categories (5), the result would be 4/5= 0.80 which represented the length of each category of the five scales. then the length of the category was added to the lowest grade of the scale which is the number (1). so the first category was (1+.80= 1.08) (dörnyei, 2003, p 96). this process was applied to the rest of the categories. the questionnaire contains 20 items set to check subjects’ level of motivation to learn english using cooperative learning in the new system of high school and their attitude towards this new system. by doing so, it can be seen that 70% of the subjects agreed that they were motivated to use group work in english classrooms in the new high school developed system. the analysis of subjects’ responses indicated that items 1, 5, 6, 7, 8, 9, 10,12,13, 16, 17, 18, and 20 all scored above (3.40) which means that the subjects were motivated. 30% of subjects’ responses were undecided for the items mean scores were > (2.60) to (3.40). in addition, though the majority of the responses showed positive attitude the grand mean score as stated in the table above was (3.192) which when compared to the scale measures supports that the subjects were neutral toward the cooperative learning process in the newly developed high school system. discussion the first finding in the study revealed that the experimental group outperformed the traditional group in their english grammar test. this difference in students’ performance can be justified because the experimental group carried out cooperative work activities. this technique (i.e., cl) seems to have improved subjects’ grammar level in the target language. these findings are supported by multiple studies. as liao (2005) points out on her paper that cooperative learning was found to have large positive effects on motivation and strategy use, and medium-to-large positive effects on grammar achievement. overall, the findings indicated a consistent pattern in favor of cooperative learning over whole-class instruction in teaching the taiwanese learners english grammar. the results of the exploratory questions indicated that cooperative learning improved motivation and strategy use of learners across all subgroups, but more so with those performing at higher and lower levels. grammar achievement of learners at higher and lower levels was affected positively. additional analyses also indicated cooperative learning positively affected learning at higher cognitive levels. also, according to olsen and kagan (1985), cooperative learning provides english students, more opportunities for language development than traditional language classes do. they argued that, quantitatively, cooperative learning amplifies active use of language when andriyono cooperative learning on efl…….. jollt journal of languages and language teaching, july 2020. vol.8, no.3 | 282 l2 students try to comprehend or produce the language within their cooperative groups. liang (2002), in a discussion on how cooperative learning could have positively affected the language competence of her experimental learners, emphasized three factors: the increase in student talk for academic and social purposes, the incentive structure of positive interdependence, and the supportive and communicative learning environment. survey studies conducted by ghaith (2002, 2003b) indicated that the cooperative learners felt more academic and personal support from their peers and teachers, more class cohesion and fairness of grading, and less school alienation. another survey study (ghaith, 2001) suggested a clear cooperative structure and lucid guidance as to the possible reasons for positive cooperative learning effects. the findings of the present study suggest that these factors may also have played a role in enhancing the experimental learners’ grammar achievement. other possible reasons can be explained in light of the following motivational theories, social cognitive theories, and cognitive elaboration theories. first, according to locke and latham’s (1990) goal-setting theory, human behaviors, which, of course, include learning behaviors, are regulated by goals. factors influencing the level of learners’ goal setting and goal commitment include whether group goals, encouragement, and feedback exist in the learning situation. having group goals on top of personal goals leads to stronger goal commitment to personal goals than having merely personal goals; giving encouragement and performance feedback enhances the level of goalsetting. all these three factors group goals, encouragement, and performance feedback were essential parts of the experimental curriculum. like all other cooperative learning methods, the starting point of the experimental program was having group goals, which would motivate learners to offer both academic and psychological support, including encouragement and feedback, to each other. in the cooperative learning group, the feedback was rendered not only through peer assessment and correction but also through the routine calculation of individual improvement points and group average improvement points. as for vocabulary acquisition, the results showed that both groups: cooperative learning and traditional, have no significant improvement in their post-tests. the post-measure of vocabulary acquisition between the two groups showed that the subjects of both groups have no statistically significant difference. previous studies show that learning vocabulary is an ongoing process that takes time and practice. nakata (2006) acknowledged that vocabulary acquisition requires continual repetition for effective vocabulary learning to take place (p. 19). vocabulary acquisition is not something a student can spend time learning or memorizing, like grammar, and be successful. maiguashca (1993) stated that teaching or studying grammar is based on a set of rules with a coherent structure that students follow or remember, but the same is not true of vocabulary (p. 91). the acquisition requires the learner to be disciplined, spending time each day working on words he/she does not know for learners to remember high-frequency words and put them into their long term memory, nation and waring (1997) stated that learners need to encounter the word multiple times in authentic speaking, reading, and writing context at the student’s appropriate level. gu (2003) pointed out that vocabulary acquisition is a very learner-centered activity with the effectiveness of the learner’s strategies depending on his/her attitude and motivation towards new vocabulary acquisition (p.2). that kind of learner center may not be highly focused on cooperative learning. also, shaaban (2006) investigated the effects of cll on reading comprehension, vocabulary acquisition, and motivation to read. subjects of that study were grade five efl learners. the researcher reported that the results showed no significant difference between the control and the experimental group on the dependent variables of reading comprehension and vocabulary acquisition. regarding the dependent variable of motivation to read, the results came quite significant in favor of the experimental group. andriyono cooperative learning on efl…….. jollt journal of languages and language teaching, july 2020. vol.8, no.3 | 283 that finding leads to the third finding of this study, this study showed that there is a significant difference in favor subjects in the cooperative learning group regarding reading comprehension. in recalling the findings of previous studies we can see that cooperative learning plays an important role in developing students' reading comprehension skills. thornton (1999) used a method that combined traditional instruction with cll in her reading class. she assigned her students to a group of eight and asked them to work together. the aim of cll as thornton mentioned was to allow all students to participate and to ensure comprehension. regarding the effectiveness of cll on reading, the researcher said, “using a combination of traditional instructional methods and cooperative learning groups was an effective way to help students understand and analyze challenging texts” (p. 10). also, chen (2005) did research in which she compared cooperative learning approach to grammartranslation method and examined whether cll promotes motivation and how motivation affects listening, speaking, and reading performance. chen stated in the research that there was no direct evidence between motivation and language skills improvement. therefore, the researcher assumed that learners’ high scores in listening, speaking, and reading are related to the “cooperative learning approach…, which fosters english language skills. in this study, students in the cooperative learning group used to have a reading passage out of 250-350 words once a week that they read and discussed together as a group. this kind of activity was not provided in the traditional group. as for listening comprehension, the study shows that there is no significant difference in the results of the post-tests of both groups. that may be due to the lack of listening practice in both schools. the researcher noticed that there were no language labs in either school. therefore, teachers used to skip listening exercises in text books. all in all, since cooperative language learning in the newly developed high school system affected some areas in english language proficiency positively, it is possible to say that the use of such a positive technique in english classrooms in man 2 lombok tengah would yield the same positive influence if not greater, which is proved in this study findings. the analysis of the attitude questionnaire indicated that subjects of the cooperative learning group had a positive attitude towards cooperative learning in the new high school system. students seem to agree that learning english in this new system with their group members helped them improve their english skills performance. based on this, it is apparent that students do respond positively to cooperative learning in the islamic high school praya. in relation to previous studies, alhaidar (2006) reported in his work that subjects who carried out reading tasks cooperatively showed a positive attitude towards this technique. also, atsuta (2003) carried out a study to improve unsuccessful learners’ motivation where he incorporated cooperative learning as one of the many motivational strategies employed to achieve the intended goal. the findings of atsuta showed the many advantages of cll. these include making students more responsible for their learning, achieving a high level of motivation, and allowing students in a mix-ability environment to help one another and thus promoting the learning process. based on what is stated above, it is obvious that learners’ responded positively to cooperative language learning in the new highly developed system in man 2 lombok tengah. in response to the fourth and fifth questions, the study revealed that subjects undergoing the treatment of cooperative learning in the new system were motivated to learn the target language. the implementation of cooperative learning in this new high school system seems to have motivated the participants to practice the english language. results reported by shaban (2006), chen (2005), and jacobs (2000) showed that cooperative language learning increased subjects' motivation to read in english. the same positive finding regarding the new high school system was stated by alkatheri (2005); his study found that students have a positive attitude toward the new system and that they are motivated to learn andriyono cooperative learning on efl…….. jollt journal of languages and language teaching, july 2020. vol.8, no.3 | 284 under its umbrella. also in 2009, a study done by al-shamek, al-fereh, and abdulkareem showed positive application experience of the new secondary education system and courses. one can easily conclude that cooperative language learning in the new highly developed system leads to the same positive effect: motivation to use and learn the target language, and this was discovered in the findings of this study. in summary, the results obtained from this study and the findings of other studies in relation to the topic all came in favor of cooperative language learning in the new highly developed high school system. it seems to have improved students’ english performance. this approach to learning also appears to be generally accepted by learners. additionally, this method has enhanced the subjects’ motivation to use the target language. thus, cooperative language learning in the new developed high school system has a positive impact on subjects’ english performance and their attitude and motivation to learn it. conclusion the general purpose of this study was to determine whether the use of cooperative language learning in the newly developed high school system will have a positive effect on students' english proficiency. the new high school system in man 2 praya comes with many potential changes to the traditional way of teaching. one of them is using cooperative learning as a basic method in the classroom. the female high school students in man 2 lombok tengah in two different schools were the subject of this study. the study aimed to find if cooperative language learning in the newly developed high school system would enhance their english proficiency as measured by their abilities in grammar, reading comprehension, vocabulary, and listening comprehension. the study also sought to measure students’ attitudes towards cooperative learning and motivation to learn english in the new high school system. the results obtained from the pre-test measures showed that the two groups were equivalent prior to the treatment. however, post-test measures revealed a statistically significant difference between the two groups’ performance in their grammar and reading comprehension in favor of the cooperative learning group. additionally based on these findings, it was clear that cooperative learning did have a positive effect on the subjects who had undergone the treatment. as for the third and fourth questions, a questionnaire about motivation to learn and use english in the new high school system and their attitude toward that was given to subjects of the cooperative learning group after undergoing the treatment. results based on the frequency distribution of subjects’ responses showed that 57% of the experimental group students agreed that they became motivated to learn english using cooperative learning methods. ooperative learning did motivate subjects involved in the treatment to learn and practice english. findings further showed that 58% of the experimental group students had a positive attitude towards the usage of cooperative learning in the new high school system. students accepted cooperative language learning as a means of learning and improving english proficiency. moreover, the findings of the present study show that, while cooperative learning enhances learning motivation and it promotes higher grammar achievement. acknowledgement the researcher realizes that this study cannot complete without any helps from others. thus, the researcher wishes to express the special gratitude to those who contribute in any part of this manuscript. all of the lecturers and official teams are delivered many thanks for accomplishing this study. thanks for giving the service and time during this study. in addition, i also thank the headmaster and english teacher of man 2 praya for permitting practice and apply this model. andriyono cooperative learning on efl…….. jollt journal of languages and language teaching, july 2020. vol.8, no.3 | 285 references abrami, p. c., chambers, b., poulsen, c., de simone, c., d’apollonia, s., & howden, j. 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(2020). an analysis of recount text in english textbooks used by tenth grade students. journal of languages and language teaching, 8(2), 120-127. doi: https://doi.org/10.33394/jollt.v8i2.2280 silalahi, d. (2020). english lesson plan implementation by teachers candidate in micro teaching course at fkip of hkbp nommensen university. journal of languages and language teaching, 8(2), 193-201. doi:https://doi.org/10.33394/jollt.v8i2.2542 https://doi.org/10.18326/rgt.v12i2.157-180 https://doi.org/10.25134/erjee.v8i1.2011 https://doi.org/https:/doi.org/10.24167/celt.v17i1 https://doi.org/10.33394/jollt.v8i2.2280 https://doi.org/10.33394/jollt.v8i2.2542 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5186 july 2022. vol.10, no,3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 392-402 jollt journal of languages and language teaching, july 2022. vol.10, no.3 |392 reflective teaching of efl instructors at shambu college of teacher education moti alemayehu dheressa english language education, shambu college of teacher education, ethiopia corresponding author email: motialemayehu4@gmail.com article info abstract article history received: may 2022 revised: june 2022 published: july 2022 being reflective is one of the most paramount capabilities that instructors need to be ready with post-method technology for their professional growth and development. the present study aimed to discover reflective teaching from extraordinary views in phrases of a) determinants that simulate instructors to reflect, b) outcomes that instructors revel in due to their reflective teaching, and c) boundaries that can get up and prevent instructors from reflective teaching. a qualitative data approach was hired to accumulate records from 10 efl instructors triangulating semi-structured interviews, diaries, journals, and observations. data analysis through thematic analysis is used for this to take a study. the results revealed that tinstructors not only reflect to respond to a problem, but additionally they reflect on diminishing some negative elements like strain or tension on the part of each trainees and themselves in addition to improving, enhancing, or mending something in teaching or studying. the codes of determinants have been additionally conceptualized into three large categories of reflection-in-action, reflection-on-action, and reflection-for-action, with the reflection-for-action, used more regularly by using the instructors. in the case of effects, the codes were labeled into classes of inner and outside outcomes. it was also concluded that some of the results reinforce the reflective teaching and play the role of determinants motivating instructors to reflect again. regarding the boundaries, after categorizing the codes into external and internal boundaries, it was observed that external factors are more robust. keywords efl instructors; reflection; reflective teaching; how to cite: moti, a. d. (2022). reflective teaching of efl instructors at shambu college of teacher education, jollt journal of languages and language teaching, 10(3), pp. 392-402. doi: https://doi.org/10.33394/jollt.v%vi%i.5186 introduction according to isola (2019), teaching is an interactive, complicated and personal process and becoming a professional instructor is a complex process. therefore, to become an instructor is not the end but the starting point of a developmental process. this developmental process requires novice teachers to take actions in order to be able to continue and be successful in their profession.consequently, there may be a long path between being a novice trainer and turning into a professional one. the manner of becoming expert in teaching is so disturbing and difficult that now not each trainer can live to tell the tale from (farrell, 2016). english as a foreign language (efl) instructors are continuously worried in diffusion of issues regarding inter-lingual and intercultural components of language teaching. during the critical preliminary years of their profession, they want to struggle for survival. as richards and richards and lockhart (1994) counseled, they progressively make their repertoire of their teaching techniques as they benefit revel in and those techniques incorporate their teaching styles. in addition they need to examine from each second of their teaching and promote their attention of the way they educate. this could be performed via the concept of reflection that instructors require to hire to help them approach being professional of their career, to allow and result in changes in present practices (marcos, sanchez, & https://e-journal.undikma.ac.id/index.php/jollt/index mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& moti reflective teaching of efl instructors … …. jollt journal of languages and language teaching, july 2022. vol.10, no.3 |393 tillema, 2011), and to put off exercises. they should constantly mirror, examine, study, and therefore exchange on the way to take away the danger of being disregarded by the principals. they need to always analyze by way of trial and blunders and benefit from this enjoy in making plans and guidance for the destiny situations. the continuation of this technique leads them towards becoming expert and success instructors. according to schon (1987) and farrell (2012) distinguishe reflection-in-action and reflection-on-action: therefore, it takes place when instructor retrospectively considers and analyzes his/her teaching ability. during reflection -on-action, the practitioner evaluates his/her preceding teaching and unearths any alternative to collect better results within the destiny similar situation. in the realm of efl teaching, reflective teachings gained its importance from post method technology which transmitted price and obligation from method to instructors. post method technique instructors who're self sustaining and confidant and are not the slaves of the techniques and theories are the maximum essential factors of the academic systems (marcos, et al., 2011). they’re valued people who are in price of everything in their lessons. they are cognizant of their own troubles, and reduce their dependence on out of doors (external) expert knowledge (cousin, 2000). they “theorize what they practice and practice what they theorize” (kumaravadivelu, 1994, p. 30). all the above mentioned post method techniques instructors are executed by way of careful reflection and attention that lead instructors to present powerful teaching and be successful in their career. according to kumaravadivelu ( 2006) reflective practice is worthy sufficient to come into the teaching training courses. trainers in teaching training courses and pre-service packages are taught how to reflect-in-action and on action via writing diaries, logs or journals, videotaping their classes, and organization discussions with colleagues or supervisors. from the first time that the reflection belief became delivered with the aid of dewey (1933) so far, it has been hired in extraordinary fields of professions as a key to expert development. inside the subject of training, reflection is described as “the key to a hit mastering for instructors, and for trainees” (scales, 2008, p.8), and respectively in language teaching context as it's far a compass to look backward, forward and do not forget how they are able to create more getting to know possibilities for them (farrell, 2012). seeing that its emergence in post technique pedagogy, reflection has been one of the maximum noteworthy ideas in language trainer education and improvement packages; has been the focal point of a plethora of research from special perspectives and dimensions (akbari, 2007; farrell, 2012; farrell, 2016; marcos, sanchez, & tillema, 2011). reflective teaching refers to a method to teaching and to trainer education that is primarily based on the postulation that instructors can enhance their perception of teaching and the satisfactory in their personal teaching through the vital reflection on their overall performance. in teacher education programs, activities add a reflective approach to teaching try to improve the abilities of thoughtful and analytical appraisal of the teaching procedure as a way of paving the manner for powerful mastering. this could involve the use of: “1. journals wherein scholar instructors or practicing instructors write about and describe lecture room reports and use their descriptions as a foundation for review and reflection; 2. audio and video taping of a teacher’s lesson through the teacher, for purposes of later evaluate and reflection; 3. institution dialogue with friends or a supervisor as a way to explore troubles that come out of classroom revel in” (richard & schmidt, 2002, p.451). one of the maximum-broadly used conceptualizations of reflective teaching became proposed by way of schon (1996). in schon’s view, reflective teaching is a tool that beginners to the teaching career can use to recognize how lots their personal exercise is regular with that of a success practitioner (akbari, 2005). in this exercise new instructors do not forget their exercise in using expertise cautiously as they're being supervised by using moti reflective teaching of efl instructors … …. jollt journal of languages and language teaching, july 2022. vol.10, no.3 |394 expert instructors (ferraro, 2000). schon (1996) recommend three aspects of reflective teaching, reflection-foraction, reflection-in-action, and reflection-on-action. instructors use reflection-for-action to the issues or scenario that they predict will show up in their future teaching (burhan-horasanli, and ortaçtepe, (2016). reflecting-inaction refers to "reflecting whilst you’re doing it. while turning in the mastering you have got so carefully planned and prepared, you want to be constantly aware and monitoring the session as it develops. this focus allows you to make adjustments as the scenario demands be able to think on his ft" (scales, 2008, p. 11). reflection-on-action is certainly reflecting after you have achieved it. when the consultation is entire, you could replicate on, examine, and evaluate the studying and teaching. this post-method reflection; then informs your next planning and practice leading to a cycle of persevering with" (scales, 2008, p. eleven). the rise of post method of technique circumstance in elt inspired studies on reflective teaching from various dimensions (e.g., akbari, 2005; burhan-horasanli, & ortaçtepe, 2016). however the reality that position of reflective teaching in extraordinary elements of efl instructors’ functioning has been studied in previous research, little attention has been paid to the multidimensional examination of the construct exploring the antecedents that push instructors to reflect on their practice, results which are felt or perceived through the instructor in addition to the elements that can characteristic as boundaries and obstruct reflective action. as soon as determinants, outcomes, and limitations are investigated and identified, it is able to supply useful statistics and better understanding of the idea in an effort to beautify the high-quality and importance of reflection the various instructors. consequently, the greater reflective the instructors end up the more effective the teaching involves be and as end result the gaining knowledge improves. the study about reflective teaching has been conducted, and the findings of the study showed that reflective teaching of teachers currently in practice have positive impact on students academic achievement and observable academic competencies (kaung, 2020). considering the importance of teachers’ reflective teaching as stated above, the researcher decided in order to conduct the study about reflective teaching of efl instructors in terms of determinants that stimulate efl instructors to reflect, outcomes that instructors revel in due to their reflective teaching and boundaries that can get up and prevent instructors from reflective teaching. reseach method this research employed a qualitative approach, phenomenological design which explains the common meaning for several individuals of their lived experiences of a concept or a phenomenon (creswell, 2013). in this study, the researcher provided a description of reflective teaching of efl instructors at shambu college of teacher education. in schon’s view, reflective teaching is a tool that instructors to the teaching profession can use to recognize how much their own practice is consistent with that of successful practitioners (schon, 1996, as cited in akbari, 2005). there were 10 efl instructors as the subjects of this research as participants of the study. participants the participants of the present study comprised 10 efl instructors. they were selected in line with convenience sampling. their average age is of 39. their years of teaching experience are 16. they have been teaching at different standards. all the instructors acquired master of art (ma) holders in english teaching where all of them were men. the study was conducted in shambu college of teacher education. it is worth noting that the same participants participated in interviews, diaries, and observations. the participants' names were coded in order to remain anonymous. moti reflective teaching of efl instructors … …. jollt journal of languages and language teaching, july 2022. vol.10, no.3 |395 data collection technique interview a semi-structured interview approach becomes hired as the first technique of data collection. first, the purpose of the study was explained to the participants and they were additionally informed on how their contribution may want to assist the have a study to be conducted. they have been also ensured that their names might stay anonymous and all the data collected would be personal in order that they might feel relaxed sharing their perspectives. after their agreement to participate inside the research, they had been invited to attend in a one to at least one interview. to have extra dependable and relevant outcomes from interviews, all contributors had been given a brief definition of the idea of reflection as well as the questions they have been going to answer face to face. to study consistency of the procedure, the richard and schmidt’s (2002) said above alongside schons’ (1996) three dimensional conceptualization was provided to the individuals. all interviews had been audio recorded with the participants' permissions. every interview lasted approximately for 15 minutes. all of the audio files were first transcribed and documented to be analyzed later. the interview focused on 5 preplanned questions: 1) how do you examine the concept of reflection in teaching and the way has it helped you to improve your activity? 2) how has your reflection exercise changed since you started your activity to this point? 3) what factors or situations make you reflect on? 4) what results do you study due to your reflection? 5) are there any limitations at the manner of your reflection? if sure, what are they? the data gathered from interviews were used to address all three dimensions of the study that are determinants, outcomes, and boundaries of efl instructors' reflective teaching. the information from interviews was used to triangulate with the data collected from dairies, journals, and observation to strengthen the data. diary and journal to give weight to the study, event-contingent diary was applied to get detailed information regarding the events in which instructors reflect. this type of diary requires participants to provide a self-report each time a specific event takes place. in this study, the event implies whenever the instructor applied one of the three types of reflection, i.e. reflection-for-action, reflection-in-action, and reflectionon-action. participants were asked to voluntarily keep a diary elaborating the situations in which they felt they are required to reflect. to make it easy and encourage them to participate in this section, they were given the chance of reporting the situations to the researcher in person by writing. three male participants took part in this section, and totally, 8 pieces of events were accumulated. the data collected from diary and journal was used to identify the determinants and outcomes of efl instructors' reflective teaching. observation to observe the effect of being reflective in teaching performance, three instructors who identified as highly reflective during interview sessions were selected. as most instructors feel uncomfortable when a colleague participates in their classes for observation, to persuade them to accept to be observed, they were ensured that the data would just be used for the study purposes and their teaching wouldn't be judged by the researcher. after they permitted to be observed, each of them was observed for one whole session that was about one hour. during the observation, it was tried to perceive the consequence of reflection in instructors' performance. all the information related to outcomes of reflection was written down by the researcher and was employed to analyze the data associated with the outcomes of reflective teaching dimension. the three indicators of reflective teaching stated moti reflective teaching of efl instructors … …. jollt journal of languages and language teaching, july 2022. vol.10, no.3 |396 earlier (richard & schmidt, 2002) informed the basis of observation: keeping journals or diaries, audio or video taping of lessons, and group discussion with peers or supervisor. data analysis in order to scrutinize the qualitative data in the study, the data that were gathered by interviews, dairies, journals, and observation first were carefully studied by the researcher. then, they were divided into 3 sections each of which covered one dimension of the study that are determinants, outcomes and boundaries of the efl instructors' reflective teaching. thematic analysis was used to analyze the collected data. research results and discussion research results the result of the research about the reflective teaching of efl instructors is discussed in the following description. it covers three main points; investigating instructors’ reflection determinants, outcomes perceived by instructors and boundaries that impede reflection. determinants of efl instructors' reflective teaching the data of determinants of efl instructors' reflective teaching were coded according to the information gathered by interviews, diaries, and journal. in coding the information, data collected from observations were not taken into account as they didn’t show any relevant information regarding determinants for reflective teaching. all data were carefully studied and classified into three basic categories of 1) educational setting, 2) learner, and 3) instructor, each of which is classified into different subcategories. after analysis of the data based on the codes, then ten frequent codes are ordered accordingly from the highest to the lowest. they are as trainees needs/wants and level, instructors job related factors/performance, ineffective learning of learner/performance, instructors personal factors, learners feedback and motivation and perception, confusion of learners perception, instructors job related factors in effective learning, new books as educational setting and instructors evaluation factors, learners satisfaction in case of their perception/attitude and workshop factors some the determinants to be discussed below. according to the frequency list, learner’ needs/wants and level came in the first place as it had the greatest frequency amongst other factors. meeting trainees’ needs, goals, and preferences as well as adapting to trainees’ knowledge and lever are of high priority for instructors. this factor makes instructors reflect in order to look for potential approaches or strategies to respond to them and satisfy their trainees. almost all participants cited this factor. for example, participant b in his interview said: “learner’s feedback, their interest and preferences make me think to find ways to adapt myself to them.” the same factor was also mentioned in his diary where he wrote: today, my trainees told me that they didn’t want to take that extra oral test and they preferred to have just the written one. i thought about it and decided to change my mind in order to satisfy my students’ desire. the second most frequent factor is instructor’s performance goal of better or different performance. to have more effective or different performance is another reason that pushes instructors toward reflective teaching. participants mentioned this important factor in both interviews and diaries. for instance, participant c in his interview said: i particularly do reflection before my classes, i devote time to design my lesson plan and think about what different thing i can do in my class, especially for advanced levels, because advanced trainees have seen lots of instructors’ performance and have higher expectations. on the other hand, the researcher that is coded as participant d in his journal wrote: moti reflective teaching of efl instructors … …. jollt journal of languages and language teaching, july 2022. vol.10, no.3 |397 i thought that i didn’t provide enough examples; i wasn’t well prepared to teach well and facilitate learning. so, to make up for my inefficacy and to teach more effectively, i studied those cases in detail after class and provided more examples to support my explanation. coming to the third frequent determinant, learner’s ineffective learning is considered as another remarkable cause. observing that students have learned the subject matter well is so essential for instructors that any signals from students showing that the desired learning has not attained force them to reflect. participant e stated in his interview that: i reflect to change my way especially when i don’t see the effect of my teaching, for example when i teach grammar and then realize that trainees can’t use the structure or haven’t learned it well. so i conclude that i need to change my method. the forth frequent factor goes for instructor’s personality. different participants mentioned in their interviews that being reflective is not just associated with teaching, but it is a personality trait that leads them to reflect on actions. participant b in his interview mentioned this factor: “because it is a personality characteristic, if i had any other jobs, i would also reflect. if i were a bus driver, i would still reflect because my customer feedback was important to me.” participant c referred to this factor for several times in his interview: “regarding my personality, it’s not easy for me to change my way or be flexible. ….. being reflective is much in my personality. …..i am not the kind of person who has been constantly changing and developing.” learner’s feedback and learner’s motivation together take the fifth place in the list. instructors directly reflect on what they receive as feedbacks from their trainees; no matter it is positive or negative. participant d said: “sometimes the feedback that i receive from my trainees in class whether orally or even from their facial expression or the way they look, make me reflect on the spot and change something in my teaching approach.” participant b in the following statement cited both learner’s feedback and instructor’s better/different performance. he said: i change myself in two ways when i see something does not work or students do not like it even if that is a right thing. therefore, trainees’ feedback plays role. another one is when i observe positive feedback from trainees. it makes me to perform better and present a new method. so both positive and negative feedback are reasons for my reflection. on the other hand, motivation can be a cause for instructors’ reflection in two ways. one is trainees’ lack of motivation and the other is trainees with high level of motivation. for the first one, instructors do reflection in order to promote motivation in trainees and for the second one motivation plays a reciprocal role. high motivation in trainees is transferred to the instructor and works as a determinant for reflective teaching. participant e in her diary wrote: some of them are great trainees. the majority of them are good but i’ve got problematic trainees that are not that motivated although, they are very energetic and lively…. i thought a lot about it and decided to talk to my manager about those trainees and he provided me with a very good and tempting suggestion. outcomes of efl instructors' reflective teaching the information collected by all sources from interviews, diaries, journals and observation were studied and used to codify the outcomes of efl instructors' reflective teaching. the codes were classified into two main categories of learner and instructor. the six most frequent factors that efl instructors observe as the outcomes of their reflective teaching respectively are successful instructors’ performance, satisfaction of learners’ perceptions, effective learning of learners, joyfulness of learners perception, self awareness of instructors in their performance/effective teaching and instructors self efficacy and perceptions as outcomes responses given which are discussed in detail as follows. moti reflective teaching of efl instructors … …. jollt journal of languages and language teaching, july 2022. vol.10, no.3 |398 the most frequent factor observed by instructors as a consequence of reflective practice is promoted/ successful performance. after reflection, instructors see that their performance is successful or has enhanced in comparison with the similar previous situations. considering this factor, participant e in his interview said: when i teach a level for the first time, i do a lot of reflection and when i teach that level for the second time i see my teaching has changed a lot in comparison with the first time. and i observe that i have been more successful. in observing participant c’s performance, it was observed that he had reflected on the way of presenting the lesson before class because he had a lesson plan. his performance was satisfactory and successful. the second frequent factor is learner’s satisfaction. it is obvious that the more instructors reflect, the better they teach and as a result the more satisfied and pleased students are. regarding this consequence, the researcher wrote in his journal: after half of the term, in the middle of semester, i thought that the procedures and strategies i use may become routine or boring for trainees. therefore, i decided to change some procedures in my class….. this way they learned some new words and expressions. they said that they were pleased, liked the new way and learned some extra new words. boundaries of efl instructors' reflective teaching to codify the boundaries of efl instructors' reflective teaching, only the data that were gathered by interviews were used, as the other sources of data didn't show any pieces of information regarding the boundaries of reflective teaching. the information was first studied, then was coded and classified into three main categories of 1) educational setting, 2) trainees and 3) instructor. the four most frequent factors were listed respectively as follows are instructors’ low payment, instructors’ low motivation, supervisors neglecting educational setting and indifference of trainees and load of work on instructors. according to the list, the most frequent hindering factor is low payment. therefore, low payment can be regarded as a critical obstacle that instructors encounter in the way of reflection. in this respect, participant c said: “when you work hard and do your best but get not enough money, you will not be reflective enough." participant b viewed this factor from a different perspective as he said: “when your job is just a source of income for you.” instructor’s lack of motivation takes the second place in the list. lack of motivation has been mentioned by participants as a result of another factor that in most cases, it is the result of low payment. participant a in this regard said: “when you are motivated you take more care for your teaching. financial factors are also at work. low payment reduces the level of motivation.” the third position in the list goes for supervisor negligence together with trainees’ indifference. instructors' reflection is negatively affected when instructors do not receive the attention they deserve for all their hard work from people in authority. in this respect, participant b said: “my reflection decreases, when i see that supervisor doesn’t notice all effort i put in my teaching.” participant d also said: “i grow despondent about reflection when i spend a lot of time to reflect and do my best, but supervisor doesn’t even pay attention.” discussion this study is intended to conduct about reflective teaching of efl instructors’ in terms of determinants that stimulate efl instructors to reflect, outcomes that instructors revel in due to their reflective teaching and boundaries that can get up and prevent instructors from reflective teaching at shambu college of teacher education in 2022. the descriptions of the data are presented as follows: based on the collected data and the data analysis regarding the determinants of reflective teaching, it was revealed that instructors reflect on the problems they face in the moti reflective teaching of efl instructors … …. jollt journal of languages and language teaching, july 2022. vol.10, no.3 |399 course of teaching. this is in accordance with what dewey (1933) mentioned as doubt or perplexity that is the starting point of reflection and can be considered as a key element for learning; according to dewey (1933), reflective action involves a way of facing and responding to problems by applying solutions after thinking about them. schon (1983) also considers a state of puzzle as a starting point of reflection. however, this state of puzzle or doubt is so general that needs to be specified through the findings of this study. this state of puzzle for instructors as a determinant of reflection can be uncertainty about what to do regarding the trainees, such as: when the trainees comment about something; their immediate feedback; their boredom or confusion; and their needs, wants, and levels. regarding the last item, farrell (2012) has asserted: “i do not teach “classes,” i teach students, and there is no routine for me; it all depends how each student reacts or does not react” (p. 10). and dewey (1933) suggests that instructors should be on guard against blindly following routine, because if we do that, we will certainly be teaching classes rather than students. this to farrell is a form of reflective thinking. it can also be related to the educational setting when instructors: question the usefulness of methods and procedures they apply in their classes after attending a workshop; learn something new about teaching by studying; face immediate events in class; and encounter unfamiliar or new situations. therefore, instructors reflect in order to solve a problem or come up with some ways to respond a state of uncertainty. on the other hand, encountering a problem or disequilibrium is just one side of the coin of reflective practice; there are many other determinants at work. instructors also reflect to decrease some negative factors like stress or anxiety on the part of trainees and themselves as well as improving, enhancing, or repairing something in teaching or learning. the other finding of the study showed that instructors also reflect to bring about change in their class as a reaction to routines, as richard (1995) suggests, by reflective teaching, instructors “move beyond the level of automatic or reutilized responses to classroom situations and achieve a higher level of awareness of how they teach, of the kinds of decisions they make as they teach, and of the value and outcomes of particular instructional decisions” (p.59). based on the findings, instructors also reflect to selfassess or monitor their performance as pacheco (2005) contended that “through reflection esl/efl professionals can react, examine and evaluate their teaching to make decisions on necessary changes to improve attitudes, beliefs and teaching practices.” (p. 2). this was also mentioned by the respondents in valdez1, navera, and esteron’s (2018) study who believed that instructors’ reflection is done in order to evaluate themselves and their effectiveness in facilitating learning in the classroom. having another look at the findings of the determinants of efl instructors’ reflective teaching, it could be concluded that the determinants lead instructors to reflect-inaction (sshon, 1983), reflect-on-action (sshon, 1983) or reflectfor-action (van manen,1991, as cited in burhanhorasanl, & ortaçtepe, 2016). accordingly, the obtained factors for determinants of efl instructors’ reflective teaching can be conceptualized into three broad categories of: reflection-in-action, (in); reflection-on-action, (on); and reflection-for-action, (for). the classification is presented as it was found that most determinants are for action which clearly demonstrates instructors in the present study were more inclined to employ reflective practices for future actions to improve or change their practices. contemplating upon the outcomes of efl instructors’ reflective teaching, we can obviously see that some of the findings are in accordance with previous research studies. according to the findings, reflective teaching for instructors can bring about: self-awareness of their teaching and moti reflective teaching of efl instructors … …. jollt journal of languages and language teaching, july 2022. vol.10, no.3 |400 educational setting. according to richards and lockhart (1994), reflection-driven exploration of teaching can have many merits. it can facilitate the process of gaining better insights into teaching from both a theoretical and a practical perspective. satisfaction, reflective practice can act as a springboard for self-appraisal and consequently is extremely crucial when it comes to professional development. richards and lockhart (1994). akbari (2007) also argues that reflection can bring about an increase in instructor job satisfaction. self-efficacy, reflective teaching makes instructors more confident in addressing learning/ teaching difficulties they experience while teaching (ferraro, 2000). successful/ promoted performance which can enrich teaching and learning processes (richards & lockhart,1994). in addition, the study of valdez, navera, and esteron (2018) revealed that reflective teaching is viewed by the participants as synonymous to improving teaching and learning. problem-solving, in this regard, fat’hi, golestani, and parsa (2015) believe that reflective instructors observe their teaching, evaluate the results, identify problems, find solutions, and try new techniques. rethinking about the outcomes of efl instructors’ reflective teaching, it becomes obvious that the outcomes can be seen as: internal (i) and external (e). the outcomes of efl instructors’ reflective teaching in terms of its locus (internal vs. external) can be found. it was demonstrated that most outcomes are external in nature. comparing the identified codes of determinants and outcomes, it was also emerged that when the outcomes are observed by the instructors as the result of reflective teaching, they play the role of determinants motivating instructors to reflect again. therefore, it can be concluded that there is a reciprocal relation between some factors of the determinants and outcomes in reflective teaching. regarding the boundaries of efl instructors’ reflective teaching, valdez, navera, and esteron (2018) attempting to find some deterrents of reflective teaching reveled three challenges of administrative constraints, demand of load work, and challenges in classroom. all three boundaries were confirmed in this study. similar to observations of valdez, navera, and esteron (2018), the findings showed that instructors are often constrained by the tremendous workload they face in their daily professional lives. specifically, the number of classes taught is a deterrent for instructors in seeking opportunities for reflection. regarding the administrative constraints in the study of valdez, navera, and esteron (2018), instructors claimed that reflective teaching sometimes seems difficult as different stakeholders (specifically administrators) appear to be unwilling to create favorable conditions for reflection. this is in line with the following identified codes in this study. concerning the challenges in classroom, instructors in the investigation of valdez, navera, and esteron (2018) had difficulty in reflecting on their practice due to problems brought about by trainees one of which is lack of cooperation. this is consistent with the findings of this study in the following codes: attitudes/ de-motivation/ performance/ ineffective learning / performance/ indifference. like the outcomes of the efl instructors’ reflective teaching, the boundaries can be categorized into: external, (e) and internal, (i). the categorization represented indicated that most (10 out of 16) of the boundaries are related to the external factors. hence, it can be inferred that external factors have stronger influence on preventing instructors from reflective practice. therefore, since external factors are more likely to be controlled whether by instructors or administrators, by taking the external factors under control, we can influence instructors’ reflective practice positively. the present study, was, nevertheless, limited in some ways. the major limitation is the issue of self-report which is prone to social desirability bias, the researchers’ idiosyncrasies, and hawthorne effect. another limitation concerns sample size and generalizability; although in this study, various methods for data collection were utilized, the number of participants was restricted. pedagogical implications moti reflective teaching of efl instructors … …. jollt journal of languages and language teaching, july 2022. vol.10, no.3 |401 based on the findings of the present study, a number of recommendations can be put forward for english institutes’ instructors, administrators, managers, and supervisors. being aware of the fact that efl instructors’ reflective teaching is largely deterred by the educational setting can help the administrators to provide instructors with such conditions that minimize the effect of the boundaries on instructors’ reflective teaching and as a result benefit from more reflective instructors. what administrators can take into account is as follows: o they should make sure that they pay instructors sufficiently and raise their payment regularly in accordance with their effective performance. this encourages and motivates instructors’ reflective teaching as well as preventing them from asking for or taking more classes for earning more money which itself is considered as another obstacle for reflective teaching. o supervisors should have regular observations and comments on instructors’ classes so that instructors feel that their effort is being seen and appreciated. therefore, instructors would put more effort to apply reflective teaching in order to satisfy the supervisor. o instructors should not be forced to teach a large number of classes that would result in not having enough time and concentration for reflection. o instructors should not be given repetitive classes. variety in classes as it demands for more reflection is of high importance in reflective teaching. the findings can be informative for the instructors too. knowing what factors can simulate them to reflect gives them the awareness of their strengths and weaknesses. therefore, for being more reflective and consequently more successful instructors, they can reinforce or modify at least the factors that are on part of themselves so that they are more likely to reflect. regarding the outcomes, the findings can make instructors cognizant of all benefits and awards that reflective teaching can bring about for them. this motivates and offers more reasons and incentives to them to apply reflective teaching so that they can have a better experience of teaching encompassing all those positive outcomes. it is also plausible to presume instructors who are more reflective are more likely to cultivate their students’ reflectivity. accordingly, mentoring trainees to become critical and reflective thinkers tends 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(1933/1993). how we think: a re-statement of the relation of reflectivethinking to the education process. washington dc: heath, & co, boston. farrell, t. s. (2012). reflecting on reflective practice: (re) visiting dewey and schön. tesol journal, 3(1), 7-16. farrell, t. s. (2016). tesol, a profession that eats its young! the importance of reflective practice in language instructor education. iranian journal of language teaching research, 4(3), 97-107. farrell, t. s. (2016). surviving the transition shock in the first year of teaching through reflective practice. system, 61, 12-19. rajagopalan, i. (2019). “concept of teaching.” shanlax. international journal of education, v7(2) 5-8. kaung, p. p. (2020). a study of teachers’ reflective teaching practices on students’ academic achievement in myanmar. ma thesis. kumaravadivelu, b. (1994). the postmethod condition: (e) merging strategies for second/foreign language teaching. tesol quarterly, 28(1), 27-48. kumaravadivelu, b. (2006). undertsanding language teaching: from method to post method. new jursey: lawrenceeerlbaum associates. marcos, j. m., sanchez, e., & tillema, h. h. (2011). promoting instructor reflection: what is said to be done. journal of education for teaching, 37(1), 21-36. richards, j. c., & lockhart, c. (1994). reflective teaching in second language classrooms. cambridge: cambridge university press. richard, j. c., & schmidt, r. (2002). dictionary of longman teaching and applied linguistics, (3rd ed.). london, england: pearson education. scales, p. (2008). teaching in the lifelong learning sector. berkshire, england: open university press. schon, d.a. (1983). the reflective practitioner: how professionals think in action. basic books inc., new york valdez, p. n., jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6903 january 2023. vol.11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 104-113 jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 104 circ learning model for reading comprehension of french language aisyiah al adawiyah french lecturer, faculty of languages and arts, universitas negeri semarang, indonesia corresponding author email: aisyiahaladawiyah@mail.unnes.ac.id article info abstract article history received: december 2022 revised: january 2023 published: january 2023 reading comprehension is a third language skill that must be mastered after speaking. what is expected of this skill is that learners can apply their understanding of the language to obtain information from reading. however, the reality found in the class shows that many learners complain about the difficulty of understanding sentences in a text, especially in the french language. this study aims to determine whether the circ model improves students' french reading comprehension before and after learning using the circ model. the use of the circ model for reading comprehension aims to improve the quality of students’ comprehension in obtaining french textual information. its application to french reading comprehension is based on previous similar studies which state that this model is appropriate to be applied to improve reading comprehension skills. the research method of this study is a qualitative study with a classroom action research design. there were two cycles in this study, cycle 1 was a research procedure before the circ model was applied and cycle 2 was after the model was applied. direct observations were made in the classroom during the rc learning process. four learning steps that maximize individual abilities in group learning such as (1) the planning phase, (2) the implementation phase, (3) the observation phase, and (4) the reflection phase, produce a 5% increase in the value of the learning process. it is a certainty to apply this model for french reading comprehension to help learners understand a text well. keywords reading comprehension; circ model; french language; how to cite: al adawiyah, a. (2023). circ learning model for reading comprehension of french language, jollt journal of languages and language teaching, 11(1), pp. 104-113. doi: https://doi.org/10.33394/jollt.v%vi%i.6903 introduction speaking should be the most difficult language skill compared to the other three skills such as listening, reading, and writing in mastering a foreign language. this is demonstrated by the many ways to improve the ability to speak or to create comfort when speaking, especially in public. dzurotul ilmi & anwar (2022) stated in the results of their research on the ability to speak english that problems commonly faced by students in speaking are students are not accustomed to using english because the environment they live in does not use english as the language of everyday communication. likewise, hadi and junor (2022) found that teachers must provide a lot of practice so that students get used to speaking english, one of which is by utilizing ict-based media in order that students can practice speaking easily through their devices. however, not only speaking, but other skills also hinder language acquisition by language learners, it is a skill that requires learners to be able to understand the essence of reading, particularly in foreign languages. reading comprehension is a third language skill that must be mastered after speaking. it is the ability to understand, use, and analyze written texts to achieve learners’ goals, develop learners’ knowledge and potential, and play an active role in society (ocdé, 2000). reading comprehension means reading to understand the content of the reading which is a representation of the author's thoughts, ideas, ideas, and opinions (rahmi & manola, 2020; https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& al adawiyah circ learning model for ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 105 alquraishy et al., 2020). reading comprehension learning is the easiest learning to implement, both conventionally and modern using technological media (arndt & woore, 2018; anwar & sailudin, 2022). in general, the activities of reading comprehension learning will go through stages such as giving material in text form to students, then they will have to read aloud, and a few minutes later they draw the information presented by the author from the text, and finally, they answer questions related to the text. these processes are an effort to justify the students’ understanding of the text being studied. what is expected of this skill is that learners can apply their understanding of the language to obtain information from reading and become accustomed to understanding the content of the interlocutor’s message in oral production (firdaus & mayasari, 2022; haerazi et al., 2021). the success of students participating in learning and increasing their knowledge is strongly influenced by their reading ability. however, the reality found in the reading comprehension class shows that many learners complain about the difficulty of understanding sentences in a text. retrieving information, developing interpretation, and reflecting on the text are the three types of reading processes or objectives that are defined by designers to assess this skill (soussi & nidegger, 2002). more specifically, liane (2014) found at least six causes of students’ low mastery of reading comprehension consist of (1) the use of discourse language that is too complicated, (2) discourse topics that do not match the characteristics of students, (3) discourse texts that are too long, (4) evaluation questions that are not by discourse or not related to discourse, (5) low ability teachers in giving feedback to students so that there is a misunderstanding of meaning, (6) presentation of learning that only emphasizes the concept of reading than answering questions. despite that, many variables on text types (such as narrative, informative, descriptive, explanatory, and argumentative), contexts, reading processes, and forms of questions to be answered are given to students to help them understand the information in a text, but this does not work well. although reading is not just voicing the sounds of language or difficult words in a text but involves understanding what is read, what is meant, and what are the implications. vocabulary deficiencies are a common cause of language acquisition (baiq-sumarni et al., 2022; dolba et al., 2022; firman et al., 2021). in reading comprehension, ignorance of vocabulary can make it difficult for learners to understand reading, especially to obtain information from it. khattala & bouali (2019) revealed in their research that comprehension of written messages remains the purpose of reading and that it is a complex skill that calls on at least two fundamental skills: word identification and listening comprehension. this problem was also expressed by morais & robillart (1988) that young adults with reading difficulties have insufficient ability to identify words [...], it is therefore important that special attention be paid to ensuring that all pupils learn to identify words effectively by combining speed and accuracy. at this point, we can claim that reading in a foreign language makes it less artificial and that they are closer than possible to reading in a mother tongue (mehrabi et al., 2016; habibi et al., 2022). understanding the text, especially in the french language, is still a difficult activity to carry out since the french language is not the learners’ mother tongue. students need to develop their ability to build inferences to get explicit information from texts. the inference needed is cohesion inference, inferences needed to establish text coherence at the local level, by linking textual information together, whether sequential or not (potocki et al., 2014; hidayatullah et al., 2022). but still, they take longer to understand what the author of the text is conveying, thus, it is not uncommon for learners to have access to translation tools to be able to understand the text. the difficulty that is often found in reading comprehension learning is the student’s comprehension of texts, especially french texts. this happens because students are used to translating readings using google translate, so they don’t have the development of al adawiyah circ learning model for ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 106 vocabulary mastery as a result of instant translation. the low ability to read and understand french students cannot be separated from the traditional delivery of material, such as lectures and reading in general. delivery of material traditionally tends to be centered on teachers and makes students less active, causing students to get bored quickly and pay less attention to lessons (fitriani & hasmawati, 2018). besides, the time allocation provided for learning is still very minimal. as a result, the training provided by the teacher for students’ reading training is not optimal. for that reason, teachers need to present learning activities with various methods and approaches to increase students’ motivation in understanding a text. in the advanced written french or français écrit avancé class, students are expected to be able to understand and create various complex texts which include arguments, and hypotheses, evaluate the quality of things, adapt to certain linguistic situations, understand instructions, create questionnaires, comment on blogs, describe events and statistical data. this subject is given in the fifth semester as an advanced subject of the previous level of reading ability. the learning outcome expected from this subject is that students are proficient in the french language, especially in writing language in general, everyday, academic, and professional contexts. in the class, the situation occurs in that students have not been able to understand the text simply by only reading it. they are used to using online translation, such as google translate, to translate the entire text instantly after the teacher asks them to explain the text studied. the cooperative approach that has been implemented does not make students faster and more accurate in their reading comprehension. learning that involves the concept of team-based learning (tbl) in this class is carried out using a grouping system where each group has a text to discuss and then conclude the contents of the text, but it rather makes them dependent on a smarter group member to take on the responsibility in conveying text information. to prevent this dependence from happening again, the cooperative we use then is to work together simultaneously throughout the class to determine in advance the vocabulary that is difficult to understand in order to understand the content of the reading. this is the cooperative integrated reading and compotion (circ) model, which is a cooperative learning model that integrates a thorough reading and then composes it into important parts (nurhidayah et al., 2017). to develop reading skills, teachers must innovate and be creative in using learning approaches so that learning activities for reading skills take place optimally. oktafiani et al. (2018) mentioned that the circ learning model is a learning model that emphasizes group work in mastering the ability to understand the reading. the circ model is defined as a cooperative learning model to assist teachers in improving reading practice (ariawan et al., 2018). circ is a familiar model to be applied in reading classes, mainly for the indonesian language. according to huda (2011), the circ learning model was developed to accommodate various levels of student abilities, both heterogeneous and homogeneous groupings. students are placed in small groups and then they follow a series of teacher instructions on reading and writing skills, then practice, then pre-assessment, and quizzes. students who are placed in cooperative groups cannot simply give and receive instant assistance to one another, they are trained to provide constructive assistance to their group mates. the use of cooperative learning model was chosen because there are many advantages compared to the conventional model (student-oriented learning), while the cooperative learning model prioritizes cooperation and reduces feelings of inferiority in slow students, and can train communication. it is based on the idea or thought that students work together in learning, and are responsible for their group learning activities as they are for themselves. the selection of this model was based on the results of previous research that applied the circ model to high school students’ reading comprehension skills in the german language. in their research, fitriani & hasmawati (2018) indicate that the application of the al adawiyah circ learning model for ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 107 circ learning model is effective in improving the reading comprehension skills of class xi man 1 makassar students in the german language. rahmi & manola (2020) in their study also concluded the same thing that reading comprehension learning using a cooperative approach of the circ model can improve students’ ability to understand the contents of the reading in the indonesian language. these two studies became the basis for the writer’s interest in applying the circ model to french reading comprehension learning. its application to help students understand french texts is based on the idea or thought that students work together in learning and are responsible for their learning activities. the application and effectiveness of this model in the reading comprehension classroom are the issues that can be posed in the writing of this article. the associated goals are to describe the application and explain the effectiveness of the circ model to help students better understand the french text in french reading comprehension learning. research method research design this study used a qualitative research method with a classroom action research design based on arikunto et al., (2015). we use a qualitative method because it can decipher the data obtained. qualitative is a research model whose procedures and methodology are very specific, researchers are more focused on interpreting phenomena or events (rosyada, 2020). in simple terms, sidiq et al., (2019) say that the purpose of qualitative research is to find answers to a phenomenon or question through the systematic application of scientific procedures using a qualitative method. in line with the objectives of the qualitative method, classroom action research is implemented to improve the quality and productivity of the learning process where the researcher is the first instrument in data collection. the effort to obtain useful information in improving the quality of something interesting and important (arikunto et al., 2015) is part of the definition of classroom action research which is the reference for the research design in this article. classroom action research is research that refers to actions that can be performed directly to improve the learning process (fauziah et al., 2021). it is linked to reading comprehension, which helps students to understand the french text well without depending on google translate. the use of the circ model for reading skills aims to improve the quality of students’ comprehension in obtaining french textual information, which takes a lot of time during learning activities to determine the meaning of the difficult vocabulary encountered. this parameter is in line with the opinion of kurniawan (2017) who also stated that classroom action research is research conducted by educators in their classrooms through self-reflection to improve the quality of the classroom learning process so that students’ learning outcomes can be improved. the data collection techniques used are observation, interviews, and tests. the observation technique is a collection of data by conducting direct observation of a subject or research object. through the observation, we immediately went into the field to observe the behavior and activities of the subjects at the research location regarding the application of the circ model to improve french reading comprehension. furthermore, the interview is a question-and-answer activity carried out to obtain more in-depth information. we used unstructured interviews to collect research data by asking various open-ended questions orally. and the last is tests that are used to measure student learning outcomes after learning activities, which were carried out in the middle before the application of the circ model and at the end of learning after the application of the model. each occurs in one cycle. subject of the study the circ model is applied in the class of français écrit avancé, at the french pedagogy section, faculty of languages and arts, universitas negeri semarang. we do the research as the lecturer in class a for the français écrit avancé subjects with the number of al adawiyah circ learning model for ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 108 students as many as 28 students as the subject of this research. they are students in the fifth semester that participated from the beginning to the end of the semester. classroom action research is an important part of the qualitative research paradigm with a natural setting, which provides an important role for researchers where teachers or lecturers are the main instruments facing changing situations, such as situations and conditions of the learning process in the classroom (iskandar, 2012). as the main instrument, we perform data processing in the form of analysis. data analysis we perform data analysis by enriching the information and through comparative analysis as long as it does not eliminate the original data. we can find out the problems in the classroom and be described descriptively accompanied by words that reinforce the existing findings. the results of observations, interviews, and tests were then analyzed through data reduction, data presentation, and conclusion. we reduce the data by simplifying the data that emerges from the observations, interviews, and tests so that the data is organized and easy to understand to then conclude. conclusions are drawn to reflect on the actions that have been taken so that further actions can be planned or summed up on the overall research results (sugiyono, 2015). research findings and discussion research findings in language didactics, reading is appropriating the meaning of a message. for this, the reader must justify both knowledge (represented by all his linguistic and extralinguistic knowledge) and know-how (consisting of strategies allowing the realization of the three fundamental operations of the reading act: anticipate, identify, verify) (robert, 2002). these three basic operations are a common process when someone wants to understand reading, but this does not happen in a reading classroom, even though teachers use different types of text to make it easier for students to understand. there were two cycles in this study, cycle 1 was a research procedure before the circ model was applied and cycle 2 was after the model was applied. direct observations were made in the classroom during the rc learning process with the results in the following table. table 1 comparison of student learning outcomes succes cycle 1 cycle 2 process value average 71 process value average 83 evaluation value average 76.96 evaluation value average 82.10 from the table above, we can see that reading comprehension has improved. in cycle 1, students have a process value average as much 71 while in cycle 2 they achieve an increase of process value average as much 83. then for the evaluation value average, after we give them the tests, they have 76.96 as an average score in cycle 1, and 82.10 in cycle 2. if we look at the achievement of completeness in learning outcomes, reading comprehension skills achieve an almost perfect increase. the increase of 5% between those scores shows the success of the circ model application in improving the student’s understanding of french text. discussion in the français écrit avancé class, to avoid the boredom of students in learning activities, the texts studied are given variably. the textbook used is le nouveau taxi 3 méthode de français which presents thematic learning with a set of varied texts to learn as al adawiyah circ learning model for ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 109 well as questions of deepening reading. this book is adapted to the learning level of students, namely b1 (threshold level) where they can understand the essential points when clear and standard language is used and whether it is about familiar things in work, school, leisure, etc. (de l’europe, 2020). unfortunately, most students still have difficulty understanding b1-level texts. the results of this study indicate that students’ reading comprehension skills can be categorized literally and inferentially. literal understanding is related to understanding information explicitly in the text, while inferential understanding is related to the general information in the text. both have not been developed by students in cycle 1 because the level of understanding of students has not been maximized. students still need guidance in the process of reading comprehension because they are not used to reading regularly so their reading ability has not indicated maximum improvement. the effectiveness of the circ learning model can be seen from the difference in scores between cycle 1 and cycle 2. learning outcomes in cycle 2 have increased compared to the previous cycle before the circ model steps were implemented. this happens because the circ learning model prioritizes collaboration and expects smart students to be able to help less intelligent students so that each student can understand the learning materials through interaction and discussion. it is in line with llinares (2021) who argues discussion and interaction can facilitate students to train their thinking to generate their ideas. each student works on material appropriate to their level of reading ability. teachers can direct students who tend to be quiet or passive and students who are aggressive to be able to work together in learning so that students who are weak both in terms of academic intelligence and social intelligence can adjust through their collaboration so they can be motivated to learn. this received a positive response from students in the form of student’s enthusiasm for the teaching and learning process so that there was a spirit of competition between students to get high points in text discussions. discussion of cycle 1 the results of research in cycle i is that learning activities are not going well because the learning steps that are applied do not involve the application of the circ model. in this cycle, we involve team-based learning based on the curriculum set by the university. teambased learning is an active learning and small-group instructional strategy that provides students with opportunities to apply conceptual knowledge through a sequence of activities that includes individual work, teamwork, and immediate feedback (parmelee et al., 2012). it is used with large classes (>100 students) or smaller ones (<25 students), incorporating multiple small groups of 5–7 students each, in a single classroom. specifically, these steps were carried out cooperatively. students are divided into five groups with several members in each group of about 5 people. in groups, they are confronted with a paragraph of the same text for a class. then students have about 10 minutes for reading exercises with proper pronunciation, and each member reads it aloud afterward. after this activity, they discussed again for a few minutes to understand the textual information and convey their understanding in front of the class through the group representatives. for the other members to be involved in the understanding of the text, they answer orally the questions related to the text contained in the book. based on observations made during several meetings almost a semester in cycle 1, students take more than 10 minutes to be able to conclude their understanding of text paragraphs, with the help of google translate. the resulting understanding is not yet correct according to the content of the text. some groups are even seen hanging the result of their hard work from only one of the members who is considered the smartest. the resulting process value in this cycle is about 76.96, which is almost the standard passing value of 80. al adawiyah circ learning model for ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 110 therefore, this stage of cycle 1 cannot last any longer because, in addition to values, the resulting cooperative activities are not good. discussion of cycle 2 to be a good reader, we must be able to detect our difficulties and remedy them; this implies the implementation of reading comprehension strategies (cornaire, 1999). the learners are supposed to have a reading strategy in a familiar language, and then they can apply it as a reading strategy either in a foreign language or in a second language. this means that the strategy will act as a crutch when the reader encounters difficulties in understanding foreign language texts. circ is a specific learning model for language subjects to read and find the main idea, main thought, or theme of a speech (shoimin, 2014). in more detail, sudiarni & sumantri (2019) explained that this learning model occurs when students seriously read a reading or story and can understand and retell the content of the reading. before the learning activities begin, we make a learning design through the stages of the circ model for reading comprehension based on rahmi & manola (2020) as follows: (1) the planning phase, (2) the implementation phase, (3) the observation phase, and (4) the reflection phase. these steps help describe the use of the circ model in the reading classroom so that the flow of learning activities is visible for later application by other teachers. almost the same as the learning stages of cycle 1, the learning stages using the circ model are also cooperative. not in groups, but students work simultaneously in a class. as a first step, namely (1) the planning stage, the teacher always gives the same material in the form of text contained in the textbook taxi 3. they practice reading skills with appropriate pronunciation without grouping. even if it happens independently, students still have discussions with their friends to make sure they are reading the words correctly. after 10 minutes, the teacher asks them in the order of the benches to read aloud with the arrangement of a student for one sentence. this also happens in step two (2) the implementation stage, discussions between friends continue to take place when teachers first ask them to find difficult vocabulary in the text. the teacher gives them 10 minutes to find the meaning of this difficult vocabulary in the printed dictionary. this effort aims to eliminate the habit of relying on digital dictionaries and add to vocabulary mastery. once the meaning of the difficult words is found, the teacher randomly asks them to deduce the content of each paragraph of the text. this activity will prevent them from being dependent on smarter friends. in the third step (3) the observation stage, the teacher observes the learning process that takes place in steps 1 and 2. at both stages, students seem to be working more actively to find difficult vocabulary, find their meaning, and draw their conclusions about the paragraphs of the text studied compared to before. in addition, observation also occurs when they correctly answer questions related to the text contained in the book. the last step is (4) the reflection stage, the teacher asks the students to conclude the text together as a reflection process on the acquisition of the reading comprehension of the text that has been passed in stages 1 and 2. they complement and prohibit each other by expressing their opinions on the information of the text studied. the resulting value of this activity is 82.10, an increase of approximately 5% over the value of cycle 1. this value proves that reading comprehension learning is successfully achieved using the circ model because the grades have exceeded passing standards. conclusion if we give attention, the learning activities that take place in cycle 1 and cycle 2 are likely to have been applied to reading courses. because indeed, cooperative learning is the right solution to bring student interactivity into the classroom. it’s just that the teacher didn’t make many observations in his classroom as part of the analysis of students’ needs to get an understanding of the material. the use of the cooperative approach to the circ model in al adawiyah circ learning model for ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 111 teaching reading comprehension which is proven to be effective can improve learning outcomes because learning is carried out by the design, implementation, and evaluation. based on the observations and actions taken, it appears that students in classes taught with the circ cooperative learning model work together and help each other between one student and another during the learning process, compared to ordinary team-based learning which makes students dependent on their group mates who most active and smart to convey the results of the discussion. the 5% increase in the value of the learning process to read french texts among students in the unnes french pedagogy section is a certainty to apply the circ model to rc class to help learners understand a text well. in addition to the familiar steps when applied in the classroom, the intensity of applying this model can train students to create their strategies when faced with reading texts in french. by beginning to know the meaning of a difficult vocabulary in advance to deduce textual information based on the meaning of difficult words that have been found before, making them independent of digital translation, and of course, adding to the mastery of vocabulary. finally, from the results of the students’ vocabulary improvement, it was concluded that by applying the circ model the students’ french reading comprehension improves. this research can be used as additional knowledge in improving students’ reading comprehension through the circ cooperative model, especially in foreign language. references alquraishy, s. w., sagban, a. a., & adnan, h. 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(2015). metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. https://doi.org/10.3406/airdf.2002.1518 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5314 july 2022. vol.10, no,3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 356-367 jollt journal of languages and language teaching, july 2022. vol.10, no.3 |356 trainees'perceptions towards the practice of competency based assessment for learning in oromia colleges: in particular to shambu, nakamte and d/dollo cte *1moti alemayehu dheressa, 2tamiru olana, 2ebisa bekele 1english teacher, shambu college of teachers’ education, wollega oromia, ethiopia 2efl instructor, wollega university, ethiopia *corresponding author email: motialemayehu4@gmail.com article info abstract article history received: june 2022 revised: june 2022 published: july 2022 this study investigated trainees' perceptions towards the practice of competency-based assessment for learning in shambu, nakamte and d/dollo college of teachers education in oromia region to realize their perception and factors affecting the implementation of cbafl by using descriptive design. a close-ended and open-ended questionnaire items with five-point likert scale was administered to 32 traine & interview with 4 trainees were also held. the quantitative data was analyzed to determine the status of trainees perception towards the practice of cbafl. the qualitative data which was collected using interview was described qualitatively using narrative analysis. results of the study revealed that trainees have unfavorable perceptions towards the practice of cbafl. they perceived that the practice of cbafl in the faculty was more of theoretical and most of them assumed that they need practical training to perform to the standard in the actual job situations. the findings also indicated that there was no more difference between the trainees in their perceptions towards the practice of cbafl regarding the factors that affect the practice of assessment, almost all the participants believed that heavy influence of the earlier approach to methods of teaching and assessment (behaviorist) which instructors usually practice, instructors give more attention to grading instead of enabling trainees to be competent through the careful engagement of practical assessment tool, trainees are not responsible for their own learning, they give priority to passing exams rather than developing competence; lack of clarity on competence-based assessment among trainee and instructors. large numbers of respondents held the view that the practice of cbafl was not in line with future job requirements of the graduates. keywords competency-based assessment; perception; assessment for learning; how to cite: moti, a. d., olana, t., & bekele, e. (2022). trainees' perceptions towards the practice of competency-based assessment for learning in oromia colleges: in particular to shambu, nakamte and d/dollo cte. jollt journal of languages and language teaching, 10(3) pp. 356-367. doi: https://doi.org/10.33394/jollt.v%vi%i.5314 introduction according to guskey (2005) competency-based education (cbe) emerged in the 1970s in the us. it referred to an educational movement that advocated defining educational goals in terms of precise measurable descriptions of the knowledge, skills, and behaviors students should possess at the end of a course of study. cbt is a teaching approach that focuses on the outcomes of learning. it emphasizes what learners are expected to achieve with the target objectives of the lesson. in other words, the approach sees outputs very important rather than the learning process. this means starting with a clear picture of what is important for students to be able to do, then organizing curriculum, instruction, and assessment to make sure this learning ultimately happens. https://e-journal.undikma.ac.id/index.php/jollt/index mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& moti, olana, & bekele trainees perceptions of competency … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 |357 the keys to having a competency-based system include developing a clear set of learning outcomes around which all of the system's components can be focused and establishing the conditions and opportunities within the system that enable and encourage all trainees to achieve those essential outcomes. recent studies mostly emphasized on researching how cbe relates to curriculum planning and assessment (baartman et al, 2006). cbt is based on a functional perspective on teaching and its framework is often tailored to meet learners'needs and the skills they need can be fairly accurately predicted or determined. it also has a notion that the lesson form can be inferred from the lesson function. that is, course designers should accurately predict the objectives that are possibleto be encountered in that particular situation and they can be organized into teaching and learning units. learners are expected to meet standards framed around goals which are explicated by descriptors, sample progress indicators, and classroom vignettes with discussions. definitions of a series of short-term goals are clearly given and each builds upon the one before so that learners advance in knowledge and skill. according to docking (1994) cbt is designed around the notion of competency by focus on what trainees know about the lesson to what they can do with it and criterion-based assessment procedures are used in which learners are assessed according to how well they can perform on specific learning tasks. the positive consequence of implementing cbt is that it serves as an agent of change and it improves teaching and learning (docking, 1994). since competency-based approaches to teaching and assessment offer instructors, an opportunity to revitalize their education and training programs, the quality of an assessment can be improved, and the quality of teaching and trainees learning will be enhanced by the clear specification of expected outcomes and the continuous feedback that competency-based assessment can offer. the characteristics of cbe were described by schneck (1978), "competency-based education has much in common with such approaches to learning as performance-based and is adaptive to the changing needs of students, teachers and the community… (p.vi)"that is, what trainees learn depends on the needs of the stakeholders. however, who are the "stakeholders"? whose needs are these?in this paper, the researcher intends to evaluate the perception of trainees towards practicing cbt. if learners are clear that the lesson is a potent element leading to career prospect and advancement, they have no objection to learning and improving competency. through practicing competency-based approach, the researcher hopes to investigate trainees'perception towards cba. according to (craddock, & mathias, 2009 & (deibinger, et al. 2005) assessment is the most important strategy one can do to help his/her trainees learn. it is argued that, to be part of the learning process, assessment should be learner-centered and should reflect a learnercentered curriculum according to(craddock, & mathias, 2009).the type of assessment used can also have a powerful influence on the learning behavior of students. in an earlier study, (deibinger, et al. 2005) also stated that if tests do not measure important and meaningful content, skills, and knowledge, then precious time and resources are wasted. this implies that assessment instruments should be designed in such a way that they can measure the required competences of trainees which enables them to compete in the labor market. in doing so, getting a variety of assessment methods is often recommended as good practice. but, there should be alesser concentration on traditional written assessments, particularly time constrained unseen exams, and a greater emphasis on assessment instruments that measure not just recall of facts, but the trainees'abilities to use the material they have learned in live situations competence and performance assessment. this conceptualization is further supported by previous studies according to (allais, 2010). moti, olana, & bekele trainees perceptions of competency … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 |358 it is known that in the contemporary world of work and context of globalization which is characterized by rapid and dramatic changes, the attainment of competence has become an integral component of individual, organizational and national strategies according to (mahmood, 2004). likewise, brown (2004:82) explained that: "if we want our students to demonstrate employability when they graduate, our assessments need to be designed to be practice-orientated"means competence-based. the ethiopian education and training policy (fdre, 1994,15) sub article 3.3.4 declared: "higher education at diploma, first degree and graduate levels, will be research oriented, enabling students become problem-solver, professional leaders in their fields of study and in overall societal needs"furthermore, ethiopian higher education proclamation no. 650/2009:4979 article 4 sub article 1, that one of the objectives of higher education was to "prepare knowledgeable, skilled, and attitudinally mature graduates in numbers with demandbased proportional balance of fields and disciplines so that the country should become internationally competitive" to achieve the above mentioned objectives, higher education institutions (heis) in ethiopia had embarked on major reforms since the last decade. for the reforms to take effect, the institutions had practiced business process reengineering (bpr) as a tool. in the reengineering of the teaching-learning core process, modularization was proposed as the best way to implement curricula and produce competent global graduates. there were a number of reasons why heis had chosen modularization; the existing curricula are disciplinebased and the courses are fragmented. they were not organized around competencies. as a result, the curricula did not enable heis to produce competent trainees. hence, in 2012, the ethiopian higher education institutions started implementing modularized curriculum to produce competent and well-equipped graduates. this was done all over the nation, in oromo colleges too by taking competence-based education theory as a ground. following this theoretical background, changes in the curriculum were made from fragmented courses to modular based, where courses are organized in line with major competencies. an alignment with earlier proclamations like article 41 (higher education proclamation no. 650/2009:5005-5006) which provides modes of students'assessment in heis was also made. specifically, sub-article 41.4 offers details of assessment strategies including fairness in assessment and competency-based assessment for learning aligned with mlc (minimum learning competency of the lesson). all these details are similar to the constructive alignment theory of proponents like (boud & falchikov 2006) who recommended to reform assessment in line with curriculum change. however, it was observed that the assessment strategies in oromo colleges ,especially shambu,nakamte and d/dollo colleges as one of the heis of oromo colleges are remain unchanged. the society at the work place of the graduates is complaining about the type of assessments given to them across colleges theoretically. they say that the competency of this day trainee is not which is aligned with the objective of the curriculum. nevertheless, researchers like (allais, 2010) argued that educational assessments should correspond to what is expected from students in the world of work. accordingly, therefore, this study was aimed at exploring the perceptions of trainees towards the practice of competency based assessment for learning in oromo colleges. though the problem is may be across the colleges of all oromo college, these colleges are selected since they have staffs with long-years of experiences to theories of learning, assessment and instruction. however, the researcher having the use of cbafl and the goal of the country in mind, he is in doubt by himself about the competency of the trainer is aligned with objective of the lesson. the researcher himself is not believed about the competency of the graduates at their work place. moti, olana, & bekele trainees perceptions of competency … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 |359 therefore, the researcher feeling that the problem was not addressed well in relation to competency based assessment for learning. this had given him the desire to conduct a research to identify trainees'perceptions towards the practice of competency based assessment for learning in oromia colleges: in particular to shambu,nakamte and d/dollocte to assess the perception of traineess towards the practice of cb assessment for learning and to identify the factors that affect the practice of cbafl in the colleges. the information obtained from the research would help the trainees, instructors and other concerned bodies by giving special attention to competence-based learning and assessment. research design and methodology research design the study was a descriptive design and used both qualitative and quantitative approaches for data collection and analysis to seek out and describe the trainees'perceptions regarding cba practices because it was difficult to fully explore the concept of cba solely through one research method (creswell, 2009). the use of the qualitative approach enabled the researcher to develop an understanding of individuals and events in their natural settings, taking into account the relevant context. this study aimed at establishing trainees'perceptions towards cba in the government colleges oromia zone. therefore, the respondents would be asked to describe their everyday experiences relating to cba (creswell, 2009; creswell, 2008; creswell and plano, 2011). quantitative designs, on the other hand, were well suited for identifying general trends in populations (creswell, 2009). this study used quantitative method to get some reviews on trainees'perspective on the current practices of cba at their colleges and finally to draw a valid conclusion. in this study primary sources of data would be used. the primary sources of data would be trainees involved in the government colleges through interview and questionnaire. samples and sampling techniques the determination of the target population and sample colleges had been undertaken. as noted before; there are 12 government oromia colleges. out of these, three colleges which represent (25%) were selected using a purposive sampling technique. these colleges were shambu, nakamte, and d/dollo, the rationale behind the use of a purposive sampling technique is that, the researcher noticed, after collecting a lot of information, that some colleges are not easily accessible in terms of transportation and/or for some other things. in short, the proximity and the accessibility to the colleges had been taken as the main criteria for selecting those three colleges. the selected collegeswere found to be representative because they had a combination of large, medium and small size range and characteristics of both urban and rural settings. the samples of the study who had purposively taken are 50trainees. data collection instruments in this research, data would be mainly collected through the use of questionnaire and interview methods, which were commonly employed in educational research, and typically inquire about the feelings, motivations, attitudes, accomplishments, and experiences of individuals (creswell, 2009literature study also provided theories on the research topic and clarifies some of the educational implications of the topic. questionnaire as noted before in quantitative researches, data collection is normally done through the use of survey instruments. in this study, a survey questionnaire instrument was employed in collecting quantitative data. the survey instrument would be consisted of 31questions administered to the samples to elicit their perceptions. section one had focused on moti, olana, & bekele trainees perceptions of competency … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 |360 trainees'perceptions. in this section, respondents would be requested to indicate their perceptions of the actual (real) and ideal frequency of the use of the approaches. the respondents were asked to respond to questions on a five-point likert scale to indicate their level of agreement with each response. the opportunity for written responses was provided at the end of each section of the survey, requesting the respondents to share any other comments with the researcher. comments would be used to enhance the presentation of data and to complement the discussion of the findings interview in order to improve the trustworthiness of data, researchers suggest use of multiple datacollection methods or what is called "triangulation"process (creswell, 2009). the triangulation process helps researchers increase the credibility and validity of their study and eliminate biases that may result from relying exclusively on any one data-collection method, source, analyst or theory. to this end, this study employed interview as a second method to supplement or clarify issues raised in the questionnaire responses. individual interviews were administered to a sample 4 of traineeswho were drawn from the survey questionnaire participants by using purposive sampling technique. still, to ensure fair representation, 2 teachers are selected from two of the 3 selected colleges. according to creswell, 2009), interview is qualitative approach and it mainly focuses on the participants' perspectives of the topic under study. in essence, it seeks the insight of the topic under study rather than generalization. for this, the sample size was usually small, purposefully selected based on the participants' knowledge of the topic (creswell, 2009). the qualitative data had beenobtained through the use of semi-structured interviews that incorporated with open-ended questions to acquire specific answers to questions referring to trainees'perceptions of cba practices. because semi-structured interview is flexible method (creswell, 2009) and it doesn't only help the researcher to explore into areas on which participants are able to expand their ideas but also allowed the participants freedom to express their ideas about a variety of issues relating to teacher practice, not raised or limited in the survey. procedures of data collection subsequently, formal discussion on access to samples for collection of primary data would be sought. after getting permission, the researcher would develop interview schedules and questionnaire instruments, compile, pilot tested and review them. the researcher then would administer the questionnaire and conduct interviews with the respondents. next, the data would be collected through the researcher himself. then, data analyses would be carried out. finally, writing of the project report would be undertaken and submitted to the college. methods of data analysis the data collection techniques presuppose specific data analysis for qualitative and quantitative methods. qualitative data analysis requires reading, describing, classifying and interpreting the collected data. quantitative data analysis involves descriptive statistics. (creswell, 2009) noted that descriptive statistics as a mathematical technique for organizing, summarizing and displaying a set of numerical data. in this research, the researcher would collect both quantitative and qualitative data from the respondents. the responses from each area covered would be coded to facilitate processing, checking and cross-referencing. percentages would be applied to summarize items in the survey. data collected through open-ended questionnaire and interviews would be analyzed qualitatively. the researcher employed thematic and narrative qualitative techniques to analysis trainees'additional comments found at the end of the survey in order to identify notable themes or ideas (creswell, 2009). the data were presented according to the research moti, olana, & bekele trainees perceptions of competency … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 |361 questions of the study. for each question, quantitative data are first described in the form of table, then, presentations of qualitative data are followed. research findings and discussion traineers'perceptions of competency-based assessment for learning thirty one questionnaire items with five-point likert scale were designed and presented to the trainees to identify their perception towards competency-based assessment table 1 identification ofcompetencies no activities total population negative responses positive responses a identification of competencies m f t 100% m f t 100% m f t 100% 1 you think that competencies to be achieved by the trainees are derived from occupational standards. 30 2 32 100 28 2 30 93.75 2 2 6.25 2 competencies to be achieved are specific, precise and stated in a written form. 30 2 32 100 30 1 31 96.88 1 1 3.12 as shown in table 1 above, in item no 1 competences to be achieved by trainees are not derived from occupational standards 30(93.75%) of the respondents were responded negatively ,whereas the remaining 2(6.25%) were answered positively. this shows that the modules don’t contain competencies (knowledge, skill, a bilities) to be demonstrated by the trainees that are derived from occupational standards. however, competencies to be achieved by the trainees need to be publicized in advance for effective implementation of competency-based curriculum. this idea is consistent with nctvet (2006), which has indicated that, in competency-based instruction, trainees are informed about the criteria and attitudes that are important to the occupation. therefore, if competencies to be achieved by the trainees are derived from occupational standards, the trainees are at their level of quality and competent enough in their occupation. as the qualitative data indicated from interview, 4 of the respondents responded negatively , to show competences to be achieved by trainees are not derived from occupational standards knowledge, skill and attitude. furthermore, 31(96.88%) of the respondents replied negatively which indicates that, competencies to be achieved are not specific, precise and stated in written form but, the rest perceived positively. again, this idea corresponds with the work of brown (1994), one of the characteristics of competency based instruction is that whatever trainees learn is based on specific, precisely stated outcomes that have been recently identified as being essential for successful employment in occupation for which the trainees is being trained. these competencies are made available to all concerned exactly with what the trainees will be able to do upon completion of their training. table 2 teachinglearning (presentation) no activities total population negative responses positive responses b teaching-learning presentation m f t 100% m f t 100% m f t 100 % 1 the role of instructors are as facilitator of learning 30 2 32 100 28 2 30 87.5 2 2 6.25 2 is integrated with knowledge, skill and 30 2 32 100 28 2 30 93.75 2 2 6.25 moti, olana, & bekele trainees perceptions of competency … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 |362 no activities total population negative responses positive responses attitude 3 are interactive during cba 30 2 32 100 29 2 31 96.88 1 1 3.12 4 it makes trainees learn at their own pace. 30 2 32 100 26 2 28 87.5 4 4 -12.5 5 it makes trainees demonstrate their competencies during learning 30 2 32 100 28 2 30 93.75 2 2 6.25 6 is modular based 30 2 32 100 30 2 32 100 7 it enables as learning is field centered using realistic work situation. 30 2 32 100 30 2 32 100 8 immediate feedback is provided by the trainers on performance after each practice. 30 2 32 100 30 2 32 100 as shown in the table 2 above, item no 1 about the role of instructors are as facilitator of learning 30(93.75%) of the respondents perceive negatively, but 2(6.25%) of the respondents are positivelyperceived. according to piagetian theory, humans cannot be 'given'information which they immediately understand and use; they must 'construct'their own knowledge through experience. to this end, they need to have interactions with other people and social factors. in the vedic teaching method, instructors deliver lectures on a topic standing at the front where trainees are considered as passive listeners. but as the time passed, people developed different concepts regarding teaching learning theories. now it is believed, "there is no lesson which can be done without an interaction in the classroom."an old chinese proverb resonate the importance of interaction: if you listen you forget; if you see, you remember; and if you do, you learn. hence the modern academic world has introduced constructivism inquiry based-learning which believes in the learner-centeredness in education. with the assumption, students or learners have become a prime focus of all the teaching learning activities in the classroom. the qualitative data also revealed the same negativeresponse as given for the questionnaires. the response from the interview from 4 trainees indicate the same response as that of the questionnaire that during competency-based assessment trainees aren’t active participants and they don’t play the role of active participant in the teaching learning process and trainers should conduct classes based on experiment and practice using simulation, roleplay, dramatization, strip story, group work, pair work, elicitation and project work, instead of simply giving speeches (subedi, 2005). therefore, instructors should be popularly known as facilitators, managers, and inspirers rather than a mere classroom teacher. therefore, it is true that if teaching is meant for imparting knowledge or skill to learners through instruction or to provide content of a subject, learning or to learn is meant for acquiring knowledge. in this sense, instructors and facilitators have different concepts. instructors'impart knowledge or skill through instruction, while facilitators create an environment where students acquire knowledge by doing activities themselves. as given in the table above, in item no 2 about the integrity of knowledge, skill and attitude 30(93.75%) of the respondents perceived negatively but 2(6.25%) of the respondents perceived. this implies that competency based assessment is integrated with knowledge, skill and attitude in teaching learning activities, it was believed that the trainee's are competent enough. similarly this reveals that if knowledge, skill and attitude are integrated during training the less likely the trainees to be incompetent in assessment. therefore, it is important moti, olana, & bekele trainees perceptions of competency … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 |363 to integrate knowledge, skill and attitude during competency based training and assessment to enhance the competence of trainees. as the qualitative data showed similar response that trainees aren’t competent he/she doesn’t develop the skill, knowledge and attitude and don’t performs an expected standard. however; the integration of skills, knowledge and attitudes enables one to effectively perform the activities of a given expected standards and competent person so that a trainee who can apply all domains (knowledge, skill and attitude) and perform something in a real world context. concerning the teachinglearning activities are interactive during cba 31(96.88%) of the respondents perceivednegatively, but 1(3.12%) of the respondents perceivedpositively. this shows that interactive teaching and learning activities (also called "student engagement techniques") can provide opportunities for trainees to engage with content in the classroom. these techniques can provide instructors with immediate feedback about trainees'learning, helping identify student misconceptions, confusions, etc. they can also be used as practice exercises that help prepare trainees for formal assessments such as homework assignments, exams, etc. one of the respondents of the interviewee said: "i didn’t learn through the participation in the attainment of knowledge by gathering information and processing it by solving problems and didn’t articulat what i have discovered. " for item no 4 above, the teaching learning process in competency based learning didn’t make the trainees learn at their pace is perceived by 28(87.5%) of the respondents, but 4(12.5%) of the respondents perceivepositively. though implementation of competencybased curriculum, is one of the basic characteristics that trainees are trained at their own pace. the idea of self paced instruction was supported by the work of watson (1991), who stated that competency based instruction is characterized by self-paced learning. self-paced instruction is characterized by allowance being made for trainees to move through a course at different rates. this implies that competency-based instruction normally allows students to acquire the specific competencies more or less at their own pace of learning through variety of self-paced learning strategies and materials and frequent feedback. self-paced learning is more flexible and self-satisfying. it develops habits of self-reliance and independence, thereby helping the trainees in gaining and holding employment, which is the core principle of competency based instruction. it allows open entry and open exit practices to be followed by institutions so that trainees will have the opportunity to quit and return based on their need. this idea complements the view of nizam's et el. (2009), which states that the self-paced nature of the approach allows opportunities for higher ability trainees to undertake extension work. from the table 2 above, item no 5 30(9193.75%) of them perceived negatively, but 2(6.25%) of the respondents perceived positively. this reveals that demonstration of learning is not practiced typically both a learning experience in itself and a means of evaluating academic progress and achievement. although assessment that is based on actual demonstration of competencies during training; also contributes to the achievement of competence of trainees. this implies that, the more training is based on actual demonstration of competencies, the less likely the trainees to be incompetent in assessment.therefore, training should be based on actual demonstration of competencies to strengthen trainees'competence. as shown in table 2, item no 6 above 32(100%) of the respondents perceived positively, which shows if the learning is modular based it is advantageous in competency based assessment for learning (kogan-page, 1999) describing some of the advantages of using a modular structure. there are several advantages to a modular presentation. the most moti, olana, & bekele trainees perceptions of competency … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 |364 important one is that it allows for better evaluation and more focused revision and improvement. modifying a module is easier and more cost effective than revising a course or one large module. another advantage to a modular approach is that parts of the course can be used and reused elsewhere in other courses. courses that are already in a modular format are ultimately more flexible and easier to convert for delivery in other formats. furthermore, if training is modular based, the assessments aligned with the objectives of the module so that the trainees achieve their competency. as indicated in the table above, most of the respondents perceive that in competency based instruction, attention is not given to incorrect practices which need to be corrected immediately during presentation of the subject matter or during conducting practices competency may be achieved. similarly, 'learning activity is reinforced until competency is achieved .this implies that each trainee should be provided with reasonable and enough time to fully master one task before being allowed to move to the next and immediate feedback should be provided during each task. this perspective coincides with the view of brown (1994), who stated that the integral part of competency based instruction is periodic feedback throughout the learning process with opportunities for trainees to correct their performance as they do. table 3 assessment no activities total population negative responses positive responses d assessment m f t 100% m f t 100% m f t 100% 1 the assessment engages trainees in applying knowledge in the same way as they are used in the real world outside ofschool. 30 2 32 100 30 2 32 100 2 the assessment engages trainees in applying skills in the sameway as they are used in the real world outside of school. 30 2 32 100 30 2 32 100 3 the assessment is continuous 30 2 32 100 30 2 32 100 4 the assessment isn’t based on actual demonstration of competency. 30 2 32 100 30 2 32 100 5 the trainees aware that assessment is based on occupational standards. 30 2 32 100 30 2 32 100 6 trainees aware of how and when competencies will be evaluated. 30 2 32 100 30 2 32 100 7 the assessment enables trainees to show what they know by using actual tools that reflect actual work area. 30 2 32 100 30 2 32 100 8 trainees are assessed against predetermined standards 30 2 32 100 30 2 32 100 as shown in table 3 above in item no 1, all of the respondents answer negatively. this indicates that trainees aren’t engaged in competency-based assessment in their knowledge, similarly they weren’t used it in the real world of work outside of school. according to the principle of competency based training, however, trainees should practice the knowledge that they need in the real world of work. engaging trainees during assessment in applying skills in the same way as the real world outside school also contributes to competence of trainees in assessment. all of the respondents perceived negatively. this reveals that, the assessment in the classroom didn’t engage trainees in applying skills in the same way as the real world of work. moti, olana, & bekele trainees perceptions of competency … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 |365 however; according to capper (1996), the following purpose of assessment were suggested improving instructional materials, regarding how effective teaching procedures, activities, the text book, and other materials are in teaching, improving trainees learning. both instructors and trainees need to know how tyey are doing. first, of course, they should know that the goal is towards which the learners are studying what they eventually need to know or to be able to do. if through assessment instructors and trainees get feedback as to what they already know have learned or do not know get, then instructors can direct students study appropriately to learn the remaining material, teaching assessment activities, if appropriately planned and used, can be powerful learning activities. on the other hand, plessis et al, (2003:9) has identified reasons for using ca as: to improve teaching, to lead the overall evaluation, to find out what trainees know and can do, to promote learning for understanding, to let parents know how their children are progressing, to gain confidence in what we say our trainees know and to provide all children with opportunities to show what they know, to let trainees know how well they are in their our learning, to determine what kind of remediation and enrichment activities to provide, and to identify which of them need help. in general the purpose of assessment circles around improving teaching-learning activity, addressing trainees'interest in the course of learning and creates an opportunity for both instructors and instructors to work for the same purpose-improving trainees"learning. so, in order to make assessment activity fruitful, prior to the implementation teachers are expected to suit their assessment activity to serve the above listed purpose. one of the most important reasons for conducting assessment continuously is to inform trainers about their trainees progress areas where they are lagging. when trainers understand how their trainees are performing, they have the information they need to adjust their teaching and recommended supplementary materials for remediation and enrichment. occupational standards define the competencies of a worker according to the requirements in the labour market. furthermore, occupational standards comprehensively describe the competence a person has to achieve in order to be considered qualified in a certain field. competence includes the entire range of skills, knowledge and attitude necessary to perform a specific job (moe, 2008). occupational standards are used to describe a job role or occupation. it specifies the standards of performance that the trainees are expected to achieve in their work, and knowledge and skills they need to perform effectively. an occupational standard is seen as a benchmark against which the actual performance of individuals can be compared and assessed as competent or not (mahmood, 2004). it is like the study statement in a position or job description. these statements describe what a person in particular job is required to achieve and specify the standard to which the job should be done (brown, 1994). standards have a great contribution to human lives. without standards it is impossible to compare, judge and use many of the products and services over the world. occupational standards describe the skills, knowledge and attitude needed to perform competently in the work place (mahmood, 2004). as indicated in table 3 above in item no 6 20(83.3%) of the respondents perceivednegatively, but 4(17%) of the respondents perceivepositively. this reveals that trainees aren’t awared of when and how competencies will be assessed. this idea is however; consistent with the view of denbinger (2005), who stated that assessment procedures should be made accessible to trainees so that they can proceed readily from one competence standard to the other. also, trainees shouldn’t be assessed against certain predetermined standards so that they can prepare themselves for the real world of work. though trainees should be provided with the above mentioned training assessment principles, the respondents replied that if these activities were not well practiced during their assessments, consequently this would have an impact on the success of trainees during assessment. moti, olana, & bekele trainees perceptions of competency … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 |366 table 4 record keeping no activities total population negative responses posetive responses e record keeping m f t 100 % m f t 100% m f t 10 0% 1 there is a record of trainee's competency during instructional process 30 2 32 100 30 2 32 100 2 scores of studentsare continuously recorded. 30 2 32 100 30 2 32 100 as indicated in the tables 4 above all of respondents perceivenegatively this shows that maintaining an accurate set of records for competency based instruction system is not necessary performedfor program effective. however; the score of trainees plus a wide variety of other information should be recorded continuously in order to make the competency record a useful set of data for the instructor. there are several specific reasons why the instructor must have an efficient record keeping system. one of the most important reasons is that, an effective method of tracing an individual trainees'progress can reduce the instructor's heavy management load. a good set of competency records allow the instructor to assess the relative performance of each trainees at a glance. appropriate learning activities can be selected on which the trainees can work as a result of competency recording (perry and william, 1994). according to perry and william, effective record keeping in competency based training helps to report trainees'progress accurately, assess their performance instantly, provide a detailed transcript for use by employers and supply documented evidence for program accountability. also, it serves as a basis for evaluating program effectiveness and it is a base for evaluating trainee performance. trainers aren’t used various methods of keeping track of 'trainee's’ progress on assessments. the assessments need not to be graded, but they may be marked it in different ways so that the trainer can follow trainee's progress over time. in continuous assessment, the recording of marks is timely, consistent and low maintenance so that instructors have an accurate picture of their trainee's performance of at all times. recording results from observation or rubric development and recording accordingly and etc. finally, using progress record chart during training contributes to the competence of trainees in assessment. this indicates that the more progress record chart is used during training, the less likely will the trainees be incompetent. assessment is designed so that trainees understand their progress towards course goals and modify their behavior in order to meet those goals. in order to do that, cbafl should be on going. in other words, classes that use one or two exams a term are not using assessment as effectively as it could be used. in order for trainees to gain a true representation of their understanding, frequent assessment is critical, and it should be accompanied with feedback. assessment is really only as good as the feedback that accompanies it. feedback is the instructors'response to trainees'work. in order to make assessment as effective as possible, instructors should provide their feedback. it is important that trainees understand why a particular question was incorrect. challenges during the implementations of cbafl the major challenges are large class size, lack of understanding of cba, staffing teaching and learning resource and instructors'networking are major challenges in implementing cb assessment. in addition, sarwar (2011) cited in muluken,a.(2006).also identified the problems that teachers raised in relation to large class size. this include : teachers feel self conscious, nervous and uncomfortable under eyes of many students, problems in evaluating moti, olana, & bekele trainees perceptions of competency … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 |367 oral and written work, shortage of time to help individual students, discipline and classroom problems. conclusion as it is already indicated by researchers in the field of competency theory, competencebased curricula should be contextualized practice (authentic environment), multiple assessors, integration of instruction and assessment, collaborative culture, increased trainees’ responsibility for learning, transparency of assessment, provision of appropriate and timely feedback to trainees, and changing role of instructors from lecturers to facilitators, among many others. unfortunately, these cba principles were found not properly practiced. though the government of federal democratic republic of ethiopia declared; particularly, in its proclamations that heis should follow competence-based approach and introduced business process reengineering to foster the reform, instructors were still practicing the behaviorist paradigm. this paradigm, in its turn, is accused of fragmentation of learning. therefore, competency-based education and competence-based assessment though formalized in legal documents; it is concluded, are still practiced as the resemblance of behaviorist approach. references allais s. (2010). the implementation and impact of national qualification framework: report of a study in 16countries. geneva: international labour office. baartman, l., bastiaens, t., kirschner, p., & van der vleuten, c. (2007). evaluating assessment quality in competence-based education: a qualitative comparison of two frameworks. educational research review,2(2), 114-129. boud, d., & falchikov, n. (2006). aligning assessment with long‐term learning. assessment & evaluation in higher education, 31(4), 399-413. brown, s. (2004). assessment for learning. learning and teaching in higher education, 1(1), 81-89. brown, m. (1994). a collection of readings related to competency based training. victoria: deakam university. craddock, d., & mathias, h. (2009).assessment options in higher education. assessment & evaluation in higher education, 34(2), 127-140. creswell, w. (2009). research design: qualitative, quantitative, and mixed approach. third edition. london: sage. deibinger, et al. (2005). structures and functions of competence-based education and training (cebt): a comparative perspective. mannhiem: inwent. fdre higher education proclamation: proclamation no. 650/2009. federal negarit gazeta, pp. 4976-5044. fdre. (1994.) education and training policy. addis ababa: st. george printing press. moe. (2008). ethiopian occupational standards development guideline. addis ababa: mahmood, t. (2004). occupational standards quality assurance and accreditation performance criteria. retrieved on 1/4/2012 from htt:www.apacc4hrd.org/conf workshop/apacc04/tp/05. nctvet. (2006). a coordinators guide to implementing competency based education. jamaica: nctvet. nctvet. (2006). assessment in competency based education. jamaica: nctvet sadler, d. r. formative assessment and the design of instructional systems. instructional science, 18(2), 119-144. 1989. frere, c. (2010). developing a competency based curriculum. virginia: west verginia university. new jersey: pearson. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2929 october 2020. vol. 8, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 348-359 jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 348 the effectiveness of google classroom in teaching writing of recount text for senior high schools 1ela nur laili, 2tatik muflihah 1student, english department, universitas nahdlatul ulama surabaya, indonesia 2english lecturer, english department, universitas nahdlatul ulama surabaya, indonesia corresponding author email: elalaili23@gmail.com; miraicha@unusa.ac.id article info abstract article history received: september 2020 revised: september 2020 published: october 2020 this research aimed to find out google classroom effectiveness, which was used to enhance students’ writing recount text for senior high school and recognize students' writing performance. this research used a pre-experimental research design. the subject of this study is the tenth grade of senior high school at western surabaya. it involved 30 students as a sample of this study. in the process of data collection, the researcher used a pre-test, post-test, and questionnaire. the researcher analyzed the data using wilcoxon ranks test to test the hypothesis. this study found the value of significance (2-tailed) was lower than the significance level (0.022 < 0.05), then the ha was accepted. it means there was a significant value on students’ achievement of the writing performance of recount text by using google classroom. in addition, the result of the questionnaire indicates that the students’ responses are neutral; it means that the students do not feel difficult in the use of google classroom. however, it can be concluded that google classroom significantly affects students’ writing performance and helps them finish and collect the assignment without any bound by time and space. further, based on the data obtained, which analyzed through brown's theory, the students' writing performance is imitative and intensive. it means they are still positioning in the primary category. keywords google classroom; writing; recount text; how to cite: laili, e. n. & muflihah, t. (2020). the effectiveness of google classroom in teaching writing of recount text for senior high school. jollt journal of languages and language teaching. 8(4), 348-359, doi: https://doi.org/10.33394/jollt.v%vi%i.2929 introduction nowadays, the development of technology influences all human life to do anything in their daily activities. the world today has been getting into the new era called industry 4.0, in which all things are conducted by people using digital technology (kerzik et al., 2018). the digital industry's development has empowered all people to think globally and act locally, which must be able and ready to be part of it. this embodiment can impact the transformation in any fields or sectors of human life, including education. there are many embodiments of technology that can be applied in the education sector, such as google classroom, zoom cloud meeting, and duo lingo (genova, 2019). those are online applications that help teachers and students in learning. google classroom is an online application promoted by google for schools intended to facilitate teachers in assorting, creating, and valuing the task in a paperless way (negara, 2018). zoom cloud meeting is a perfect tool for those who are on the way and still need to have a meeting. it has a special group service of massages in the real-time and secure recording sessions (archibald, ambagtsheer, casey, & lawless, 2019). duo lingo is a useful language application that gives learners the systematic and practical steps to know a new language independently. the use of google classroom is the point of the discussion in the education issues. it is an online device generated to help teachers and students in conducting the teaching and learning process. the initial release of google classroom is on august 12, 2014. negara http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:elalaili23@gmail.com mailto:miraicha@unusa.ac.id laili and muflihah the effectiveness of google classroom ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 349 (2018) explains that google classroom is an application to help teachers or lecturers create, share, collect paperless assignments, and assess student assignments complemented by automatic document storage. it can also be utilized as a medium of interaction between students and teachers, organizing classes while in distance class or paperless tasks can be held without being bound by space and field. the learning and teaching process is organized and conducted through the google platform, which is integrated with an email. each student is demanded to possess one email account to participate in online learning. the existence of google classroom as an instructional medium is a new thing in the education sector, which is expected to make the learning and teaching process easier, especially in teaching recount text. the use of google classroom is oriented to make students comfortable learning and teaching processes without any inserted assignment during the class. writing defines one of the productive skills that is also known as the most difficult skill among other skills (haerazi et al., 2020). this is caused by complex writing activities such as; organize the ideas or information, avoiding ambiguity, making grammatical use, and choosing an appropriate vocabulary. this is in line with what was explained mclean (2011) that effective writing involves the organization in developing ideas, argumentation, and information, a great exactness to keep away from ambiguity, an intricacy of grammatical use, and selecting an appropriate vocabulary. based on the pre-observation in senior high school x, the writer found that problems commonly face students' writing as following; they feel hard to obtain an idea to write because they dislike reading. another thing that may contribute to the difficulty is to compose writing because of a lack of vocabulary. next, they frequently get confused about constructing sentences with correct grammar. the last, the teacher used a monotonous method. as a result, students quickly get bored. dealing with the emergence of problems, the researcher prefers to include google classroom as the instructional medium in teaching writing recount text used outside of the classroom. it is intended to make students feel free and make them acquire critical thinking skills and fresh ideas. in addition, it can provide them with much more inspiration to finish their assignments. the insertion is the involvement of information and communication (ict) development in the teaching and learning process among students and the teachers without any bound by time and space. therefore, this study aims to open up a broad knowledge of the google classroom that affects teaching writing in the efl classroom. in the light of the theoretical background, the following statement of the problems leads the current research are: what is the effectiveness of google classroom in teaching writing recount text? what is the writing performance achieved by students? this study was underpinned by some theoretical bases in using online learning and learning tools. writing writing is a productive skill that focuses on how to produce language than receive it. harmer (2012) found that writing is a continuing activity that comes from the writer’s mind about what they want to say and how to say it. the writer should read and correct their writing after finished writing the text. therefore, writing needs one step, but it needs several steps: planning, drafting, editing, and final version (harmer, 2012). however, good writing commonly attracts a reader to pay attention to the text. so the students need to use correct grammatical rules, choose suitable vocabularies, and consider the coherent and cohesion, then it will afford good sentences with exact meaning (wijaya, 2014). the teacher should understand how to teach four skills in the english language, especially in teaching writing. kurotun (2015) explained that there are many reasons to teach writing to students, such as; 1) reinforcement is the process of acquiring language by students in a purely oral/aural way. 2) language development is the process of how students laili and muflihah the effectiveness of google classroom ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 350 arrange their writing. when they are writing, they create the text to be an explorer with the language. 3) learning style is possible to discover an easier way to acquire language by looking and listening. writing is appropriate for students because it makes them think things slowly in producing speech. 4) writing is a skill. it is crucial as other skills. students need to understand how to write emails, letters, and reports. recount text a recount text is a text that retells something happen in past events; usually, the writer retells their experiences or events that happen in the past. a recount text is similar to a narrative text. it has not any complication part, whereas narrative text. this is in line with what was assumed by wisdhawan and kumalarini (2014) that recount text is a text which retells everything happens in the past events. it can be conducted with experiences and activities that happened in the past. it has three types; the first, personal recount the example, diary, and personal letters/email. the second is factual retelling such as scientific research and newspaper report; the third is an imaginative recount. google classroom google classroom is considered one of google's web's best features for improving teachers’ and students’ performance in teaching and learning activities. it is included as a set of useful features to make it an ideal device that can be used by the scholar. it can save many times and still keep the class is on. iftakhar (2016) explained that google classroom is the best feature provided by the google platform that can be used by the scholar to get information about the class material with the use of many times saved. it can be accessed by everyone on their smartphone, tablet, laptop, and personal computer. it is available for every electronic with google application for education, free installation of productivity devices, including gmail, drive, and documents. google classroom is completely simple to be used. here are all available features integrated and correlated between one and others. the teachers facilitated to keep all files in google drive. using this device, they can give rank and level, attach pdf, photo, video, voice note, document, or any links for instructional purposes. from google classroom, the teacher can send the assignment to all learners’ at the same time (iftakhar, 2016). the other things that may contribute to the advantage of google classroom are spending time more saved. next, the teachers can give the class instructions and share the paperless assignment, comment, and scoring of students’ work simultaneously. then it can minimize wasting time when the class is on. furthermore, the teachers were more focused on explaining the material during the class (iftakhar, 2016). google classroom has many advantages, but it also has disadvantages even if it is equipped with good features. the disadvantages include limited integrated options to google calendar, which may help handle assignment deadlines and material by the time decided. when google classroom is integrated into google calendar, the students currently get notifications of every assignment equipped with their phones' alarm. (pappas, 2015). previous studies: google classroom in efl in the previous study, negara (2018) conducted her research used quantitative with a descriptive approach, and it was carried out in the english literature study program, stba pontianak. the subject was seventh-semester students of stba pontianak. the data collection was using a questionnaire by distributing a set of written statements to the respondents to be answered. the questionnaire consists of statements using the assessment criteria in the shape of a scale shared into a scale of 1 to 4, such as; strongly agree, disagree, agree, strongly agree. the indicators of the effectiveness of google classroom as teaching laili and muflihah the effectiveness of google classroom ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 351 media include usefulness, ease of use, and satisfaction. the findings were described using descriptive statistics. the average students showed a positive response. the result of the usefulness indicator showed that the highest score was (88.51%), the middle score was (80.37%), and the lowest score was (70%). the result of google classroom about ease of use indicator showed that the highest score was (91.85%), the middle score was (91.48%), and the lowest score was (77.4%). the result of satisfaction indicated that the highest score was (92.60%), the middle score was (91.11%), and the lowest score was (87.40%). it can be inferred that respondents strongly agree that google classroom is very worthwhile in learning activities. alim conducted the research that focuses on the same field their research used descriptive qualitative through interview segments with students from the faculty of teacher training and education at the islamic state institute of kendari (iain kendari). the interview was carried out with the students’ focus. the results of this study depict that the use of google classroom is effective. however, there were limitations seen during its implementation. for example, some students do not obtain an account because they do not have a mobile phone. in addition, the accessible wi-fi in the college is limited, and the students do not have enough network data during the online conference, and even some students turned in their duty using their friends’ accounts. the next researcher who conducts in the same field was harjanto and sumarni (2019), which reveals the teacher’s perspective on the use of google classroom as a learning media. this study was qualitative research through the interview method. it was involved seven high school teachers who have actively implemented google classroom in their teaching at least 1 year. this study showed that the teachers apply it as a facilitation tool for organizing students' tasks, managing the classroom, and facilitating student interaction. it was also very helpful to carry out their virtual learning. research method this study was a quantitative research with a specific design, namely pre-experimental research. the researcher is concerned with one case that currently exists in the field of education. the design of this study used a one-group pretest-posttest. this research conducted one experimental group without any control group. it was the weakness of pre-experimental research because of the lack of a comparative group to control for incompatible variables that might contaminate the result of the study (latief, 2015). here are the steps of the research. first, the researcher prepared the instrument. then the researcher used teachers’ journals as a pre-test to measure students’ writing knowledge. secondly, she was given treatment to determine the effectiveness of using google classroom in writing recount text performance. after giving the treatment, she was providing the posttest that related to the recount-text. this was conducted to know the students’ achievement after the group is treated. the last step was giving a questionnaire to the learners’ to collect the data in-depth about the effectiveness of using google classroom to support the data collection. population and sample this study's population was tenth-grade students of sma in the west surabaya, in the academic year of 2019-2020 that consists of 5 classes such as x ipa 1, x ipa 2, x ipa 3, x ips 1, and x ips 2. every class consists of 30 students except ips 2 that consists of 28 students. then, the total population is about 148 students. however, they have the same chance to be the object of this study. laili and muflihah the effectiveness of google classroom ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 352 the researcher's obtained result bases the researcher to choose one class that undertook difficulties in writing. they need some treatments in the learning process, namely xips 1 that consists of 30 students. the total sample of this study was 30 students. instrument in this study, the data collection techniques were test and questionnaire. the purpose of the test was to obtain the data of students’ writing performance in teaching writing recount text with google classroom as the instructional medium which is distributed to them after giving the treatment. the purpose of the questionnaire was to obtain the data in-depth about the use of google classroom as the instructional medium in teaching writing recount text. it consist of 10 questions with a closed answer. the questionnaire which was given to students is related to the platform's performance during the implementation of the teaching and learning process. it aims to figure out the students’ respond with the use of google classroom. the researcher handed over the students with a post-test after giving treatment. here was the treatment; firstly, the researcher introduced google classroom to the students and asked them to join the classroom created by the researcher, then the researcher conducted brainstorming about students understanding of recount text. after that, the researcher explained the recount text and gave them an example of it. next, she gave some questions related to the example given to guide students in writing recount text, and she asked them to construct a recount text by using their real experiences orally. by the end of the session, the researcher asked students to make a conclusion together according to the topic. finally, she asked students to pay attention to google classroom because the assignment and the material were delivered through it. dealing with the spreading of pandemic covid-19, the government policy demands all the human activity, including education field to be conducted through online classroom (long distance learning). the researcher then replaced the pre-test distribution with the teacher’s journal in term of students’ writing score. the post-test given to the students was in the form of an essay. it was delivered in google classroom by the following instruction; write one of the following topics such as; historical event, folk tale, a legend, or personal experience which consist at least three paragraph and 200 words by notes or word application then resend it to the teacher through google classroom. after finishing the post-test, students were requested to fulfill the questionnaire to support data of the research. data analysis this study used paired-sample t-test as a data analysis technique, and the data was analyzed using ibm spss statistics 23. this test aimed to determine whether there are differences between the result of pre-test and post-test of students’ scores. validity and reliability in this study, the researcher tested the validity of students’ essays of recount text and a questionnaire was chosen as the instrument's validity. it was a test with a score in the form of a continuum. djaali and muljono (2014) explained that if the item score is a continuum, then to test the validity of the item test by calculating the product-moment correlation coefficient between the item score and the total score. jonhson and christensen (2016) explained that reliability shows the stability or consistency of the test scores. in this study, the researcher preferred to use alpha cronbach method. it is a reliability test continuum with a range score of 0-10 or 0-100. laili and muflihah the effectiveness of google classroom ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 353 normality test ananda and fadhli (2018) explained that the normality test is purposed to point out whether the data distribution is normal or not. this was important to be recognized, dealing with the provision of parametric statistical test selection requiring data to be normally distributed. the researcher used spss to measure the normality test of pre-test and post-test of students’ scores, namely one sample kolmogorov-smirnov test and shapiro-wilk. the basic formula is if the significance value is higher than 0.05 then the data have a normal distribution. on the contrary, if the significance value is less than 0.05 then the data is not normal. research findings and discussion the following section points out the research findings and discussion. some data are presented for research findings such as data description, validity, reliability, data analysis, hypothesis testing, and discussion. research findings data description the data description is presented three kinds of data; the score of pre-test, post-test, and the result of the questionnaire. the test was analyzed using a writing scoring rubric. table 1 pre-test and post-test scores statistics pre-test posttest n valid 30 30 missing 0 0 mean 77.77 51.63 median 79.00 75.00 std. deviation 15.199 40.355 minimum 0 0 maximum 90 92 table 1 displayed the students’ pre-test with the highest score was 90, and the lowest was 0. while the students’ post-test with the highest score was 92, and the lowest was 0. after gained the students’ scores, the data were analyzed using ibm spss statistic 23. table 2 presents the result frequency score in the pre-test. table 2 frequency score in the pre-test frequency percent valid percent cumulative percent valid 0 1 3.3 3.3 3.3 76 4 13.3 13.3 16.7 77 1 3.3 3.3 20.0 78 9 30.0 30.0 50.0 80 6 20.0 20.0 70.0 82 2 6.7 6.7 76.7 84 2 6.7 6.7 83.3 86 2 6.7 6.7 90.0 88 2 6.7 6.7 96.7 90 1 3.3 3.3 100.0 total 30 100.0 100.0 laili and muflihah the effectiveness of google classroom ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 354 from table 2, it can be seen that one student has a score 0; four students have a score 76, which indicates that several students experienced an obstacle in the process of writing performance. they are difficult to construct sentences into paragraphs, caused by the lack of concepts or ideas. in addition, 25 students received scores of 77, 78, 80, 82, 84, 86, 88, and 90 that indicates that they did not get any serious problem in writing performance. table 3 presents the result statistic and frequency score in the post-test. table 3 frequency of score in post-test posttest frequency percent valid percent cumulative percent valid 0 11 36.7 36.7 36.7 67 1 3.3 3.3 40.0 75 6 20.0 20.0 60.0 83 8 26.7 26.7 86.7 92 4 13.3 13.3 100.0 total 30 100.0 100.0 from the table above, 1 student has score 67, 6 students have score 75, and 8 students have score 83, and 4 students have score 92. this can be seen that 11 students did not collect their assignment as a result the researcher gave them 0 score. figure 1. questionnaire result based on the findings in the preceding chart, it showed students’ responses about the implementation of google classroom as a teaching and learning medium. the researcher counted the number of students’ responses is positioning average, which means they respond neutral. on the other hand, several students did not turn in their questionnaire, but it did not affect the whole data. then the total response of this questionnaire data is 24 students. it can be inferred that students behave fairly balanced in responding to the implementation of google classroom. it means they did not experience any difficulties in using google classroom as a medium in teaching recount text. validity and reliability to analyze the students’ essay writing recount text's validity, the researcher applied the validity test of product moment through ibm spss statistics 23. if the significance value (2tailed) < 0.05 and pearson correlation has a positive value, it indicates the question is valid. whereas, if the significance value (2-tailed) > 0.05 and pearson correlation has a negative value, it indicates the question is not valid. the result can be seen in table 4 below: 37 34 3737 50 38 33343435 45 30 4038 22 4038 30 3837 3032 35 44 0 0 0 0 0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 questionnaire result laili and muflihah the effectiveness of google classroom ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 355 table 4 validity result correlations item_1 item_2 item_3 skor_total item_1 pearson correlation 1 .955** .938** .981** sig. (2-tailed) .000 .000 .000 n 30 30 30 30 item_2 pearson correlation .955** 1 .974** .991** sig. (2-tailed) .000 .000 .000 n 30 30 30 30 item_3 pearson correlation .938** .974** 1 .984** sig. (2-tailed) .000 .000 .000 n 30 30 30 30 skor_total pearson correlation .981** .991** .984** 1 sig. (2-tailed) .000 .000 .000 n 30 30 30 30 **. correlation is significant at the 0.01 level (2-tailed). from the preceding table, n = 30 means there are 30 samples of the research. the total score of significance (2-tailed) for item 1, 2, and 3 was 0.000. it indicates that the questions are valid. in accordance to the formula, if the significance value < 0.05 it means the question is valid whereas, if the significance value > 0.05, it indicates the question is not valid. to analyze the test's reliability, the researcher used the reliability test of alpha cronbach method through ibm spss statistics 23. the basis for decisions in alpha cronbach reliability testing is: if the value of alpha cronbach > 0.60 it indicates the question or questionnaire is reliable. whereas, if the value of alpha cronbach < 0.60 it indicates the question or questionnaire is not reliable. the result of reliability test can be seen in table 5. table 5 reliability of test reliability statistics cronbach's alpha n of items .983 30 the table above shows that the total score of the reliability test was 0.983 > 0.60, indicating that the test was reliable. to analyze the questionnaire's validity, the researcher applied the product moment using ibm spss statistics 23. if the significance value (2-tailed) < 0.05 and pearson correlation has a positive value, it indicates the questionnaire is valid. whereas, if the significance value (2-tailed) > 0.05 and pearson correlation has a negative value, it indicates the questionnaire is not valid. the result can be seen in table 6. case processing summary n % cases valid 30 100.0 excludeda 0 .0 total 30 100.0 a. listwise deletion based on all variables in the procedure. laili and muflihah the effectiveness of google classroom ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 356 table 6 the validity of questionnaire result from the preceding table, the total score of significance (2-tailed) from q1 up to q10 is (0.000), and the pearson correlation has a positive value because the score was higher than 0.361 it indicates that the questions are valid. alpha cronbach method through ibm spss statistics 23 was used to analyze the reliability of the questionnaire. the basis for decisions in alpha cronbach reliability testing is: if the value of alpha cronbach > 0.60 indicates the question or questionnaire is reliable. whereas, if the value of alpha cronbach < 0.60 it indicates the question or questionnaire is not reliable. based on the result of the analysis, the score can be summarized that the reliability questionnaire's total score was 0.978, which was higher than 0.60. it indicates that the questionnaire was reliable. normality test the researcher used ibm spss statistics 23 to measure the normality test, namely one-sample kolmogorov-smirnov test and shapiro-wilk. spss has a criterion in the normality test. if the significance value is higher than 0.05, it indicates the data has a normal distribution. conversely, if the significance value is less than 0.05, it means the data is not normal. the table above indicates the significance (2-tailed) of kolmogorov-smirnov was 0.000 < 0.05, which means that the data is not normally distributed, and the significance (2tailed) of shapiro-wilk was 0.000 < 0.05, which mean that the data is not normally distributed. from the table above, it can be concluded that the data is not normally distributed, and the paired-sample t-test cannot be applied in the data analysis technique. combined with the previous sentence, one of the requirements to apply it, the data must be normally distributed. as an alternative, the researcher used non-parametric statistics to analyze the data, namely the wilcoxon signed ranks test, by using ibm spss statistics 23 to find out the hypothesis data, whether any differences between the result of students’ pre-test and post-test score. data analysis the result of the pre-test and post-test are analyzed by using the wilcoxon signed ranks test. the result of the questionnaire by using testing validity and reliability in ibm spss statistics 23 to measure the effectiveness of google classroom to enhance students’ writing performance. based on the computational data, the values obtained showed negative ranks. it was (18), which indicates 18 students’ value decreased from pre-test to post-test, (11) positive ranks that indicate 11 students’ value increase from pre-test to post-test. the mean rank was (10.14), whereas the sum of ranks was 111.50, and the ties were (1). this indicates that none of the students get the same value in the score of pre-test and post-test. hypothesis testing this research applied two kinds of hypotheses: (1) null hypothesis (ho) mentions that there is no significant value of students’ achievement on the writing recount text by using question 𝒓𝒙𝒚 sig. (2-tailed) 𝒓𝒕𝒂𝒃𝒆𝒍 status q1 0.893 0.000 0.361 valid q2 0.951 0.000 0.361 valid q3 0.917 0.000 0.361 valid q4 0.851 0.000 0.361 valid q5 0.930 0.000 0.361 valid q6 0.931 0.000 0.361 valid q7 0.930 0.000 0.361 valid q8 0.923 0.000 0.361 valid q9 0.926 0.000 0.361 valid q10 0.911 0.000 0.361 valid laili and muflihah the effectiveness of google classroom ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 357 google classroom. (2) the alternative hypothesis (ha) mentions that there is a significant value of students’ achievement on the writing recount text by using google classroom. from the previous table, it can be seen that the data of significance (2-tailed) was 0.022. it indicates that the significance level lower than 0.05 (0.022<0.05). it means that the alternative hypothesis (ha) was accepted, and the null hypothesis (ho) was rejected. this can be explained that there was a significant value of students' achievement on the writing recount text by using google classroom for tenth-grade students of senior high school x in surabaya. it showed that the use of google classroom was effective in teaching writing. the data obtained from the questionnaire showed that the students’ response is neutral. it means they respond to behave fairly balance in the use of google classroom. they did not feel any difficulties in the implementation of google classroom as the instructional medium in the teaching and learning process. discussion effectiveness of google classroom based on this study's results in the previous section, the table of wilcoxon signed ranks test statistics showed the significance level was 0.022. as a hypothesis requirements, when the significance level smaller than significance (0.05), which indicates that the null hypothesis (ho) is rejected and the alternative hypothesis (ha) is accepted. in contrast, if the significance value is higher than (0.05), it indicates that the null hypothesis (ho) is accepted, and the alternative hypothesis (ha) is rejected. based on the statement above, it can be inferred that the alternative hypothesis (ha) was accepted, while the null hypothesis (ho) was rejected based on the result of the significant value 0.022 < 0.05. this study's result was in line with negara (2018) that google classroom is an online medium generated to help teachers or lecturers create a task, share teaching material, collect paperless assignments, assess student duty, and be attributed by automatic document storage. it can also be utilized as a media of interaction between students and teachers, arranging classes either in distance class or paperless tasks that can be held without being bound by space and time. on the other hand, google classroom did not affect the student’s writing product with various limitations because this case was not a scope of google classroom to grow with, in terms of psychological area, to make them disciplined in every activity related to the academic assignment. in terms of discipline, many students were late in submitting the assignment, and eventually, they ignored the duty though it was attributed by notification of due date and time. as a result, there were several assignments given by the teacher not handed in. factors, internal or external, might cause this. the internal factors are caused by the lack of awareness from the students themselves. they did not care about that and get a lack of motivation to accomplish their assignment, while the researcher has warned to every single student through google classroom and whatsapp group. it is in line with haerazi and irawan (2019) who argue that motivation to learn affects students’ writing exercises. in this study, various learning tools are used as a communication medium to facilitate communication with students. then it is more accessible and closer to their daily lives. on the other hand, the students experienced difficulties and felt hard to buy internet data with an unlimited network because they did not have enough money while it was expensive for them. in addition, sometimes, they got an internet error to explore this occurrence caused by signal error or power failure. in conclusion, the implementation of google classroom as a medium in teaching writing recount text has a significant effect on the students’ writing product. in other words, google classroom also assists teachers and students in communicating the material and assignment between them. furthermore, it might need more time, more effort, and more spirit for teachers and additional techniques to enhance students’ writing ability. laili and muflihah the effectiveness of google classroom ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 358 to investigate the students writing performance, the researcher used brown (2003) writing performance theory. brown (2003) explained that written performance is divided into four categories: imitative, intensive, responsive, and extensive. based on the analysis, it was found that there 9 students got an imitative category. this means that their writing performance was in the basic category, which includes appropriate words, punctuation, and very brief sentences. another finding that can be explained that there were ten students who got an intensive category. this indicates that the students' writing has produced an appropriate vocabulary, arranging the sentences into good paragraphs and correct grammatical features, and there were 11 students who did not submit assignments, so the researcher let their scores blank. this study found there were none of the students who got a responsive and extensive category. based on the curriculum 13 (k13) kemendikbud (2013), the tenth-grade students’ writing performance should achieve the responsive level because the learners should show at the limited discourse level and arrange the sentence into a paragraph, and make a logically connected sequence of two paragraphs. conclusion based on the results and discussion of the study, it can be summarized that there was a significant value on students writing recount text by using google classroom for tenth grade students of senior high school x in surabaya. learning outcomes of students score that shown by the result of wilcoxon signed ranks test the value of significance (2-tailed) was lower than the significant level (0.022 < 0.05), then the ha was accepted. furthermore, based on the result of a questionnaire, the students behave fairly balanced in responding to the implementation of google classroom. it means that the students did not have any difficulty in using google classroom. however, in this study, the students did not adapt well to the use of google classroom because they were usually late in submitting the assignment and ignoring it. it contributed to a few students who missed it. this can be recognized from the record of the post-test and several assignments delivered during the research. from this issue, it can be inferred that google classroom is effective as an instructional medium in the teaching of writing recount texts because it facilitates students to finish and collect the assignment without any bound by time and space. references alim, n., linda, w., gunawan, f., & saad, m. s. m. 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(2014). using diary to help students of eighth grade to write a recount text retain, vol 2, no 3. , 4. http://doi.org/10.11591/ijere.v9i1.20395 https://doi.org/10.20368/1971-8829/1440 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5534 july 2022. vol.10, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 403-413 jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 403 improving the academic english achievement through developing students’ self-efficacy of verbal persuasions; a classroom action research komilie situmorang english lecturer, faculty of nursing, universitas pelita harapan, indonesia corresponding author email: komilie.situmorang@uph.edu article info abstract article history received: june 2022 revised: july 2022 published: july 2022 self-efficacy is a drive within students that affects their thinking, feeling, motivation, and learning activities to achieve what they need. it is said to be one of the predictors of academic success leading to its urgency put into research. the study is classroom action research aiming to improve the nursing students' scores in academic english class by raising the students’ self-efficacy through giving verbal persuasions. this action research was designed following kemmis and mctaggarts’ model, including planning, action, observation, and reflection. 42 participants were also active students in the class of academic english. after completing the sessions, the students were given pre-and posttest and asked to reflect on their achievements. the findings indicate that the average scores increased by 25 points between pre-and-posttest, 83.33% of participants had increased self-confidence, and 90.47% were satisfied with their test results. further, the study shows score improvement through review, restudy, and re-try, pointing out the emergence of self-efficacy, which is not instant. it is a result of consistency and belief through the verbal persuasion given by the teacher. keywords academic english; self-efficacy; verbal persuasion; how to cite: situmorang, k. (2022). improving the academic english achievement through developing students’ self-efficacy of verbal persuasions; a classroom action research. jollt journal of languages and language teaching. 10(3), pp. 403-413. doi: https://doi.org/10.33394/jollt.v%vi%i.5534 introduction globalisation has promoted english use worldwide. besides being nominated as the language of science, technology, engineering, and mathematics (stem), english is also called as the language of international medicine. the evidence is shown by the increasing numbers of medicine and healthcare literature written in english. as a consequence, several studies have suggested that english is of paramount importance for medical students including nurses not only to pass the course but also to equip themselves for career needs (chan et al., 2022; wahyuni, 2021). specifically, the english skills mentioned is related to the communications among the healthcare profession and ultimately the patients. the nursing profession is the frontline of healthcare in the hospital. they act as a caregiver and an advocator who need technical english and academic english during their studies. studies show that nursing students believe that they need academic english for their academic career (nurakhir, n.d.; oducado et al., 2020; riyani, 2016) although nursing students believe that having english proficiency is beneficial for their career, they lack of motivation to improve their skill (ching et al., 2020). nursing students perceive that speaking english is not similar to being proficient in ae. besides, most nursing schools do not put importance on academic skills but more on technical skills. therefore, the nursing students lost their selfefficacy to study academic english. self-efficacy is first introduced by bandura (1994), as a drive within people that affects their thinking, feeling, motivation, and behavior. the level of self-efficacy in a person will https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:komilie.situmorang@uph.edu situmorang improving the academic english ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 404 determine how hard he will invest his time and energy. the higher one’s self-efficacy, the more he will put effort into it. it is an area believed to play important role in academic success. selfefficacy affects how someone approaches tasks and challenges. in relation to this, the author of the study finds that the student in her class has a low level of self-efficacy. as a result, this study explores to see whether exercising students’ self-efficacy would help raise the students’ academic english scores. previous research on nursing students in indonesia rarely touches the areas of teaching and learning ae in the nursing context. most, however, have presented different challenges in the areas of teaching difficulties (daar, 2016; handoyowati, 2010; noviana et al., 2019; riwasanti et al., 2021; rochmawati, 2020)and material development (burhan & putra, 2021; fadliah & sugirin, 2019; wahyudi, 2016)in english for nursing as esp. however, some of the teaching difficulties reported include students' motivation, interest, self-confidence, and very basic english skills (daar, 2016). in addition, noviana et al. (2019) agree that nursing students' language proficiency is the biggest challenge in learning english. therefore, the effort has been centered on improving speaking mastery (fadliah & sugirin, 2019). interestingly, the findings of the studies conducted on nursing students have been contrasted. the study by wahyudi (2016) finds that students only want to learn english related to the hospital, nursing care, and patient care. this finding is in line with most studies on teaching english to nursing students. however, these findings contradict the finding that highlights the students' interest in learning ae skills. through interviews with nursing students, burhan & putra (2021) found that the respondents wish to study reading, grammar, and vocabulary, which are parts of the ae. this study stands with research that highlights the importance of ae for nursing students. the reasons include internationalization that promotes mobilization and professional transfer. internationalization is a growing trend that provides nursing students with challenges and opportunities (tight, 2022). this trend can be seen clearly in how universities and nursing schools are trying to internationalize themselves to catch up with the ongoing trend. a study by muller (2011) even highlights the importance of academic predictor tests of academic english performance for international nurses. with this said, english is not only studied as esp, focusing on speaking mastery but english is used as the medium of instruction. therefore, this study calls for the teaching of ae to nursing students in preparation for internationalization. in the nursing school where the researcher works, however, ae has been one of the main requirements for students to pass the degree because the institution has been aiming for an international nursing education standard. however, the students have not fully grasped this ambition and perceive that ae is less important than english for nursing. the finding through class observation shows that students are actively participating in the class of english for nursing but have less interest in ae class. this finding is supported by the percentage of midterm and final term scores which are always lower than english for nursing. based on the observation done in the online classroom in the past two years, the students are lacked in self-efficacy to study ae. self-efficacy drives the students' motivation to reflect their confidence, which allows the students to advocate what they need. it is one of the main factors in students' academic success. the students’ self-efficacy is found to significantly influence the students' academic performance in english (meera & jumana, 2015). bandura (1994, p.2) defines self-efficacy as “people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives.” self-efficacy drives how one thinks, feels, motivates, and behaves, which are processed through four main important stages, including cognitive, motivational, affective, and selection processes. as a result, once a student has a high self-efficacy to succeed in a particular thing, he will likely invest his time and energy. situmorang improving the academic english ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 405 in an academic situation, self-efficacy drives the student to achieve the academic assignments and learning goals at the set standard. students are also able to complete their tasks successfully. the higher the level of self-efficacy, the more likely the students are to succeed despite difficulties and limited time given. meanwhile, the lower the level of self-efficacy, the more likely the students are to fail, regardless of the complexity and time. basith et al. (2020) argue that self-efficacy predicts students' academic achievement. there are four models of self-efficacy sources (bandura, 1994): mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states (van der bijl & shortridge-baggett, 2001). artino (2012) describes the terms as follows. mastery experiences create a sense of resilience in one’s self-efficacy. if one experiences success at one event, he will persevere and believe that he will pass a similar situation and come back stronger from adversities faced. vicarious experience is through model people who succeed in doing the same assignment. certain people inspire them to succeed, and others’ similar failures will build their self-efficacy. the more the similarity, the more the model people persuade them to do the same. a study of lee et al., (2021) proves that role-modelling gives positive effect on the ability of the flow state. verbal persuasion is strengthening one’s belief that one can succeed. they are convinced that they can face anything if they willingly mobilize efforts. koopman-van den berg & van der bijl (2001) indicate that verbal persuasion is the most used among other types in the self-efficacy enhancing method. the last one, psychological and affective states, are the beliefs on physical performance and stamina. when one feels that he is in the mood, he believes that he will likely succeed, and on the other hand, if they feel that they are physically weak, they believe that they will likely fail. previous studies have looked into many dimensions of self-efficacy in language learning. gan (2019) scrutinised self-efficacy influencing time management and strategy use and chen (2020) found that that students with high self-efficacy have higher english scores. similarly, nguyen et al., (2022) also found the positive correlation between achievement in english performance and self-efficacy. though several studies have looked into the english scores and self-efficacy, none has examined the self-efficacy through the lens of action research through the use of verbal persuasions. this study utilizes verbal persuasion during this study because the researcher believes that students can succeed in the ae if they give their all to the assignment. the students are capable and can have a high level of self-efficacy. although it is criticized for working the same way with giving discouragement that is any of the words given will create their behavioral validation, the researcher considers that this is the most relevant type of self-efficacy that can be harbored in the current online situation. verbal persuasion was given to students during the action research (ar) period to examine whether it promoted differences in students' academic performance. this study was begun with a question from the researcher about challenges and issues faced in the class in the last two years. the researcher found that the students had less interest in studying ae and the scores decreased exponentially compared to the students from years before. therefore, as a subject teacher, the researcher intended to examine the aspects of the teaching and learning of how the scores could be improved. the researcher’s wish to improve the class resonates with the definition defined by burns & kurtoglu-hooton (2016, p.10) that action research is conducted by the teachers who wish to “explore various in-depth aspects of teaching and learning in the class." ar has now been advocated to gain more significant insights by practitioners aiming to create fresh breath in their teaching approaches and accommodate the changes in teaching methodologies. through the close engagement between students and teachers, ar enables continuous investigation, questions and answers, and support. the proximity and real support given by the teacher enhanced the students’ achievement. borg (2013) states that ar can create class engagement and improve the conduct of theories of practices in the classroom over a longsitumorang improving the academic english ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 406 term period. to sum up, it is safe to say that the time and effort given through ar lead to improving the teaching and learning in the classroom. it is a safe investment teacher can make in their classroom. ar is an inquiry process that is democratic, equitable, liberating, and life enhancing (stringer, 2007). it is both finding new approaches and solving problems at the same time. after the consideration mentioned above, the researcher decided to adopt ar in her classroom to investigate the cause of students' disinterest in ae and invent a new way to initiate engagement in ae class. this research, however, was designed as individual action research (iar) (burhan & putra, 2021; stringer, 2007) because the classroom teacher conducted the research. in addition, the choice was based on the purpose of the research to analyze the decrease in the ae in the researcher’s class. this ar followed kemmis and mctaggart’s (kemmis & mc. taggart, 1988)action research model due to its feasibility. this ar consists of four stages encompassing plan, act, observe, and reflect. the stages are as follows: 1) developing a plan which is critically doable to solve what has happened already, 2) acting to execute the plan; 3) observing the effect of the act implemented critically; and 4) reflecting on the effects critically for replanning and repetition if the stages have not succeeded. summing up, this research sought to answer whether self-efficacy improves nursing students' academic english grades. the answer to the questions was provided by looking at the comparison of pre-and-posttest and through students' reflection. the self-efficacy in this research was specifically verbal persuasion which its extent was not measured because the design of this was action research. research method the study was conducted through half of the term/semester of learning academic english (ae) in a faculty of nursing in a private university. this research followed the action research design as the author is eager to facilitate the students and at the same time improve the students’ scores in academic english. the participants recruited were the students in a class of an ongoing term. the participants of this study were 42 nursing students who were studying academic english. they were chosen as the participants because there was a surge decrease in students’ achievement in the ae mid-test. research design this research is designed as action research where the researcher acting both as the teacher, conducted individual action research to seek the solution and approaches that might help in the future. the phases following kemmis and mctaggart’s model (kemmis & mc. taggart, 1988) of conducting the research were explained below. in the first step, planning, the teacher compiled the final test at the beginning of the second half term. the final test was compiled based on the materials taught from meeting nine to meeting 15. the test was designed as a 22-multiple choices test which was given in meeting nine as a pre-test and in meeting 16 as a posttest. the verbal persuasions that were going to be used in the class and how they were to be used were also planned. the students were persuaded to have higher self-efficacy by believing in themselves. the teacher-researcher also emphasized using ae in their future career, including the topic learned – academic writing. besides, the students would also give their reflections at the end of the class to examine whether they found their scores were satisfying. in the second step, action, the teacher gave the pre-test at the beginning of the second half term, at meeting nine. the score was recorded and was shown to each of the students privately. the students got to know their achievements and were given verbal persuasion along with the eight meetings on how the students were able to exceed the expectation at the end of the class. the teacher also told the students the availability of help if they needed one. during situmorang improving the academic english ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 407 meeting nine to fifteen, the teacher-researcher delivered the materials through synchronous and asynchronous class and was always present to answer inquiries. the teacher-researchers provided explanations, quizzes, and games by presenting the materials. the students were made aware that the test tested at the beginning of the second half term was the same test that would be tested at the final test and that they could surely pass it if they gave effort. finally, the test was tested again as their final test at the end of the class. the observation was done as the third step, where the teacher-researcher paid close attention to the students’ responses to the materials and the verbal persuasion given to them. the teacher-researchers took anecdotal notes about the classroom implementation, including what was heard and seen related to answering how to improve the academic english score. the teacher-researcher input the scores collected from the pre-and-posttest and made a table to categorize the data analysis. finally, the last step, reflection, was done. the extent of the pre-and-posttest was gained and discovered whether the strategy of giving verbal persuasion had worked. during this step, the teacher-researcher could decide whether to repeat the processes for the second cycle. the new findings would be disseminated to other teachers who wished to solve the same problem. on the other hand, the students also gave their reflections on their scores, and this reflection would be analyzed as qualitative data to support the claims made by the researcher. instruments there were several instruments used in the study to help achieve the data. first, the final test quiz was compiled and tested on the students at the beginning and at the end of the term to see the improvement in their scores. second, the student’s reflection notes at the end of the term to gather the written reflection regarding the students’ perspective on their achievement and their self-efficacy. reflection is said to increase self-efficacy and is a valuable tool for the research (guleker, 2015). third, is the teacher’s observation sheet where the teacher evaluated the class performance during the teaching and learning. data analysis the data collected were classified to qualitative and quantitative data. the quantitative data was the students’ academic english score during pre-and-posttest which were tabulated and compared its average. the students’ satisfaction level was also presented in the table. at the other hand, the qualitative data was coined from the students’ written reflection. the pool of data was categorized and some excerpts are quoted to support the explanation. the data of qualitative data were analyzed in qualitative ways which are condensation processes, data display, and drawing conclusion (miles, huberman, & sadana, 2014). in the phase of condensation, the researcher selects the data of students’ satisfaction relating to learning activities of continues verbal persuasion. the collected data were abstracted in the form of sentences. then, the data were displayed in line with the students’ satisfaction. these data were organized assembly of information that allows the researcher to take conclusion action. finally, the researcher interprets each collected data into a conclusion of what activities showing students’ satisfaction in facilitating them to develop their self-efficacy and academic english achievement. research findings and discussion research findings the findings reported in this session included the data from the pre-and-posttest and the reflection from the students. from the data pre-and-posttest, there is a significant improvement in the scores, around 25% between pre-and-posttest. the passing grade for the ae set by the faculty is 70%, indicating that in the pre-test there were around 40% of students passed the test. meanwhile, after the given verbal situation during the class situation, almost 96% of the students passed the examination, thus improving their scores. situmorang improving the academic english ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 408 figure 1. mean score between pre-and-posttest from the data shown in the graphic, it is concluded that verbal persuasion is effective in raising students’ self-efficacy in learning ae. meanwhile, the data reflection was presented in two categories: confidence in answering the test and satisfaction with their effort. table 1. students’ reflection, n=42 th categories confident unconfident confidence in answering the test 35 (83.33%) 7 (16.66%) satisfied unsatisfied satisfaction with the test result 38 (90.47%) 4 (9.52%) from the data in the table, students exercise their self-efficacy during the second half term of the lesson. the students have had high self-efficacy (83.33%) and feel confident in answering the test. as a result, 90.47% of students are satisfied with the test result. in addition, the qualitative data shows how the students exercise their self-efficacy during the study process through verbal persuasion by the classroom teacher-researcher. in general, the students were able to tackle the difficulties faced during the study session by repeatedly studying the material given and trying to solve the questions until they got the correct answers. the students are found to believe that if they keep trying, they will be able to get higher scores on the final test. below are some excerpts from the students' reflections, (1) “i repeatedly tried and reviewed the material so i can answer the questions correctly.” (2) “i reviewed the quiz and paid more attention to my mistakes, then i tried answering the questions carefully.” (3) “i reviewed the material given so i can better understand the material and know which area i need improvement." (4) “i keep trying and do not give up focusing on the answers i still doubt." (5) “i keep repeating the questions from each meeting carefully and avoid making mistakes.” (6) i repeated the materials several times by using the internet to help me find the correct answer and using google translate to help me interpret some words i don't understand." 65.29 86.19 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00 1 2 average score situmorang improving the academic english ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 409 in fact, the data reflection highlights three major keywords, “repeated,” “review,” and "trying." these words appear almost in every student’s sentence proving that students actively self-motivate themselves to self-study the materials given in the classroom. the intentional verbal persuasion in the class meets the objective of this research; improved academic english scores at the end of the term. discussion this research is action research aiming to seek the solution to why the students' academic english (ae) scores decrease significantly in the first half term of the semester. aiming to raise the students' self-efficacy in learning ae, the teachers gave verbal persuasion to the students actively through each class session. the teacher acting as a researcher then decided to conduct this research during the class session, and thus, this research served in two ways; seeking solutions and aiming for new insights. the ar was then implemented in the second half term of the semester. eventually, the study's findings appeared to a positive finding where students were found to increase their ae scores and were satisfied. the finding from the pre-and-posttest shows an increase in the average score between the two tests, where the pre-test score average was 65.29, and the posttest was 86.19, respectively. the score increase indicates the students’ emergence of self-efficacy during the research. thus, it shows that the students positively accept the verbal persuasion given by the teachers to use them to motivate themselves to achieve higher scores. the students surpass the minimum passing criterion (70) that the faculty set. self-efficacy built-in themselves through the verbal persuasion treatment given by the teachers drives their beliefs on their capability. as a result, they believe that they can change how they think and feel about themselves in relation to the ae. in the end, they motivate themselves and behave toward their set goals – passing the ae. in this study, the students prove the theory that says once students have high self-efficacy, they will dedicate their time and energy to achieving their goals (bandura, 1994). in fact, this finding is not entirely new. a previous study has shown that self-efficacy significantly influences the score of ae of 520 secondary school students in india. in terms of action research, the study succeeded its primary goal by finding the solution and insights to the teaching of ae in nursing classes. the research sheds light on the area of teaching and learning that ae is always worth trying when the teachers find problems with the students' scores and motivation in the class. more insights and improvements to the class could be promoted (burns & kurtoglu-hooton, 2016). in addition to the improvement in the test scores, self-efficacy is also seen in students' reflections, where students have increased confidence in answering their tests. around 83.33% of students have increased self-confidence, while around 16.66% are still unconfident. meanwhile, around 90, 47% of the students feel satisfied with their test results, meaning that around 7% of the students were not confident at first but found to be satisfied with their test results. although only four students were not satisfied with the test results, it remains unknown whether they come from the confident or unconfident categories. the finding of the research point to the awareness that confidence is also influenced when students have high efficacy. this finding is in accordance with cramer, neal, & brodsky (2009), which show the difference between self-efficacy and self-confidence, but both terms confirm each other. students whose belief has been set to achieve certain scores will, at the same time, have strengthened confidence. the students in this study were led to believe that they can if they want, so they invest their time beyond class time. the encouragement given by the teacher and validation given through verbal persuasion works effectively within the students. this research shows that the emergence of self-efficacy simultaneously fuels confidence. therefore, self-efficacy can be said to be the predictor of success in students' scores (ahmed et al., 2011; basith et al., 2020). situmorang improving the academic english ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 410 using the verbal persuasion model of self-efficacy, the students are led to exercise their focus into believing that they can achieve higher scores if they set their mind to it. teachers’ support as a facilitator undoubtedly plays an important role here. through the teacher’s continuous support, the students invest their time and energy in studying academic english. the finding of the research is in line with the findings from previous research where self-efficacy is found to have a positive relationship with english performance achievement (chen, 2020; ching et al., 2020; gan, 2019; nguyen et al., 2022) further, the qualitative data findings are very appealing in a way that students do not gain their self-efficacy freely and easily. the keywords found in the reflection are, “try, review, and repeat.” through consistency and persistence, they get to improve their test scores. students in this study reveal that there are many repeated studies, reviews, and trials through the process of improving the elt scores. the students also indicate a lengthened self-study beyond the class they invest in getting the set goals or scores they wish. the students receive the materials and an intentional addition of verbal persuasions in the class, which awaken their self-efficacy. as a result, they go beyond studying in class because of the encouragement the teachers provide to them. it may not be new to the area of teaching and learning, yet it is mostly forgotten by most teachers that they need to tell their students that they believe in them. in other language skills, the results showed the same results (mahalinggappa et al., 2018; sumarsono et al., 2020; cave et al., 2018; choi & lee, 2018), in which self-efficacy can foster students in developing their learning achievements. guleker (2015) reminds teachers to strive in providing a fostered environment to support the students' persistence and performance. this research offers a new perspective on the improvement of scores through action research. as many of studies have usually examined self-efficacy through experimental studies (chen, 2020; ching et al., 2020; guleker, 2015; nguyen et al., 2022), this study gives fresh breath from the dimension of the action research. through action research with various learning activities, teachers have the access to scaffold the students through their day-to-day learning by providing them with the support needed. students’ self-efficacy is crutial aspect that affect students’ elt achievements (mak & wong, 2018; ruegg, 2018; zilka et al., 2019). the result of the study shows that score improvement is at the heart of the teaching practices each day namely verbal persuasions. ultimately, the students, beyond any of the sophisticated teaching tools and strategies, need sentences that encourage them and believe in them. the findings of this research may focus on the teaching of ae; however, the same verbal persuasion can be given to students studying other subjects. at the same time, class action research is also paramount to be implemented in the classroom. through its implementation teachers can evaluate how the teaching and learning have been done, what needs improvement, what insights can be taken to enhance the current teaching and learning situations, and what technologies be used in the class. the continued reflection from teachers through ar is indispensable to future improvement. conclusion this research is action research that seeks self-efficacy in increasing 42 nursing students' academic english scores. the self-efficacy referred in this study is verbal persuasion given to the students during the implementation of the research. the finding reveals that the students increase their scores between pre-and-post-test by around 26 points. the average on the pretest was 65.29, while in the posttest, becoming 86.19. in addition, it is found that students are mostly confident doing their tests and at the same time feel satisfied with their test results. finally, the data reflection findings indicate that the students ’self-efficacy does not emerge as a one-time process but through repeated commitment through review, restudy, and re-trying. these findings remind the teachers that verbal persuasion can enhance students’ engagement and involvement in the class, thus increasing their academic performance. this research calls situmorang improving the academic english ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 411 for similar classroom action research examining the self-efficacy from the other three aspects to complete the gap within this research and give more dimensions to the study of self-efficacy. acknowledgement the researcher addresses the utmost gratitude to the lppm of universitas pelita harapan and the rctc of the faculty of nursing for the invaluable support given to the lecturer-researcher. also, the researcher addresses the greatest appreciation for all of my colleagues of their encouragement and support in accomplishing this study. references ahmed, i., qazi, t. f., & jabeen, s. 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(2019). sense of challenge, threat, self-efficacy, and motivation of students learning in virtual and blended courses. american journal of distance education, 33(1), 2–15. https://doi.org/10.1080/08923647.2019.1554990 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6000 october 2022. vol.10, no.4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 508-518 jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 508 the use of squid game simulation for challenging students' vocabulary mastery 1irannia uma chonnia, 1lidiyatul izzah 1faculty of education, muhammadiyah university of jakarta, jakarta corresponding author email: iranniaumachonnia@gmail.com article info abstract article history received: august 2022 revised: september 2022 published: october 2022 keywords vocabulary mastery; game simulation; squid game; how to cite: chonnia, i.u., & izzah, l. (2022). the use of squid game simulation for challenging students' vocabulary mastery, jollt journal of languages and language teaching, 10(4), pp. 508-518. doi: https://doi.org/10.33394/jollt.v%vi%i.6000 introduction this article aims to solve students' problems in vocabulary mastery. this is to improve students' vocabulary mastery by simulating the squid game in terms of memorizing and interpreting. squid game simulation is very important so that students are more active because it can help students improve speaking and memorization skills that they know and express when they ask questions in the game (gaudart, 1999; tuan & doan, 2010; hadi & larasati, 2021). this game is inspired by one of the popular netflix drama movies which are modified into a vocabulary question and answer lesson and packaged into a game where there must be a penalty for every loser in the game. by some studies, drama movies are feffective media to develop students’ language skills (sari & aminatun, 2021; hoinbala, 2022). of the seven levels of squid games, only two are used, namely the “ddakji” game and the “green light red light” game. the simulation game needs to be utilized as teaching media because young language learners still love to play. therefore, learners can learn while playing the game. when learners decide to study english thoroughly, there have a lot of teaching materials that they can achieve and master. however, for most learners, these materials are easily forgotten in a short time. obstacles that often occur, such as understanding the words learners hear often but quickly disappear (putri, 2022). the problem that arises is actually not entirely the learners’ fault. however, because of the selection and use of learning methods that are less attractive or the method learners choose is too monotonous and boring so they don't get the real essence of learning english (kinasih & olivia, 2022; anabel & simanjuntak, 2022). therefore, learners need the most effective learning method. as for applying squid game simulation is one of the effective techniques for english teachers who want to allow their students practice in the target language. this game allows students not only to practice english forms that they already acquired, but also allow them to improve new vocabularies and english structures. therefore, this study aims to determine the improvement of students' vocabulary mastery skills in english lessons using a squid game simulation, namely ddakji game simulation, and green light red light game simulation. the game simulation is designed to enhance students’ vocabulary mastery at elementary schools. the subject of this research is a second grader at sdn pondok benda 01 at the academic year 2021/2022 consisting of 30 students. the method used in this study is a qualitative method with classroom practice. the results of this study indicate that there is an increase in students' vocabulary mastery skills. the achievements in the practice class are effective, students feel happy and feel challenged to want to learn more english. the squid game simulation improves the vocabulary mastery of students in second grade at sdn pondok benda 01. https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:iranniaumachonnia@gmail.com chonnia & izzah the use of squad game ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 509 strategy games that are no less interesting to try in learning english vocabulary, namely the simulation of the squid game. netflix drama series squid game is filled with deadly variations of childhood games. an original survival series created by hwang dong hyuk. the korean drama series (drakor) squid game has become a viral show lately. apart from indonesia, the squid game drama series is also selling well in many other countries. squid game was released worldwide on the 7th of september 2021. netflix arranged for it to be advertised on their platform’s top banner across multiple national zones. netflix licensed the release of four trailers to advertise the series, all of which helped to generate excitement for the premiere episode, particularly through youtube as well as netflix's own preview service. it was decided that the squid game should be officially classed in four different genres: action, thriller, survival and drama. the horror genre was also considered but ultimately it was concluded that the series didn’t intend to be overtly scary. by the end of today’s english lesson, learners have learned how to talk about squid game in english. learners also have learned lots of useful vocabulary to improve their english speaking and english fluency (putri, 2022; hadi, zaitun, & suni, 2021; ardiansyah, 2020). based on the background above, this very popular game became one of the strategies for learning english. it was simulated differently but still fun and easy to remember. based on the background of this study, researchers identify several problems faced by students. those are some students who are afraid of being wrong if they define a word, they only know the words without knowing the meaning, they lack vocabulary knowledge, they often hear the vocabulary but easily forget it, and their teachers are not creative in applying effective and interesting strategies in teaching. from the identification of the problems above, researchers limit this study to squid game simulation to improve students’ vocabulary mastery. the students are sitting in the second grade of elementary school of the seven levels of squid game. researchers choose only two levels of the game simulation to be a strategy for understanding vocabulary. this research is expected to contribute to the development of communication science, especially in language vocabulary. the theories in this study are expected to be able to describe the ideological problems that arise in students' understanding of vocabulary, as well as conceptualize the emerging ideologies related to the problem of understanding vocabulary. this study focuses on squid game simulation as a strategy that plays an important role in challenging students to explore vocabulary that they do not understand. literature review vocabulary learning is an essential part of foreign language learning as the meanings of new words are very often emphasized, whether in books or in classrooms (hadi, izaah, & larasati, 2021). it is also central to language teaching and is of paramount importance to a language learner. recent research indicates that teaching vocabulary may be problematic because many teachers are not confident about best practices in vocabulary teaching and at times don’t know where to begin to form an instructional emphasis on word learning. vocabulary should be designed in interesting teaching for all languages kills (khazaie & jalilifar, 2015). in language learning and teaching vocabulary, it is important to know what vocabulary is and the meaning of vocabulary (armawa & trianasari, 2019). it has already been interpreted in many different ways by experts to have a clear understanding. squid games are inspired by childhood or traditional korean games. this game is more or less like a combination of engklek and galasin or gobak sodor, a traditional indonesian game. the depiction of the 'squid game' in the series is quite accurate, although netflix added some deadly scenes in it. however, one difference that exists between the original 'squid game' and the version in the series is the team members. simulation is a chonnia & izzah the use of squad game ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 510 training method that demonstrates something in the form of an imitation that is similar to the real situation or the depiction of a system or process with the demonstration in the form of a statistical model or characterization. game is the teacher’s responsibility to seek an interesting way to motivate students in learning, especially in learning vocabulary. it is also stated in the new curriculum that students should be more active in the learning process. therefore, games can be applied in vocabulary teaching, especially for students in elementary school and junior high school. gibbs defined game as “activities carried out by cooperating or competing, decision makes seeking to achieve, within a set or rules, their objectives”. in the word power dictionary, a game is defined as an activity that is engaged in for amusement, played according to rules. from the definition above, it seems that game is an activity to get fun and relaxation, which is carried out by cooperating or competing with a set of rules. the difference is in the squid games film, all of these games are packaged in a challenging and life-threatening way. ddakji although this game is not part of the squid game tournament, it is a game that guides the players to play the squid game. players will be approached by a mysterious salesman who offers to pay 100,000 won for each round of ddakji games. ddakji is a traditional korean game that uses paper media. players and salespeople take turns using folded pieces of paper to hit each other's paper, and the first one to turn the paper upside down, wins. however, the player failed in this game, thus indebted to the sales for having no money. instead, the player allows himself to be slapped. there is no danger in this game other than being physically humiliated in public (armawa & trianasari, 2019). after the game is over, players are given a phone card if they are interested in participating in the squid game. red light green light the rules of the game are players stand at the end of the court behind the starting line and when the game starts, players must cross to the opposite side of the court. players can move only when the person on the opposite side i.e., the very large doll says “green light” and stops when they say “red light.” if someone is seen moving after the red light is summoned, they are eliminated from the game. the players only have five minutes to cross the field to the finish line. the song red light, green light is the perfect tuner for the horrors that competitors will soon experience. squid game doll song/chant lyrics is mugunghwa kkoci pieot seumnida! ppopgi or dalgona dalgona is a traditional korean candy made of melted sugar and baking soda which is pressed into a unique shape by a cookie cutter. unexpectedly, this uniquely shaped sweet candy becomes a game in squid games which is quite challenging. the rules of this game are quite simple. each player is given a can of candy that is stamped with one of four shapes they choose at random before the game starts, namely a circle, triangle, star, or umbrella shape. in order to survive, each player must remove a candy can with a complete shape from a candy can within 10 minutes. if a player cannot meet any of these requirements, they are shot on the spot. tug of war not only in korea, tug-of-war games of course exist in indonesia and are usually played during the 17 august competition. this game requires compact team coordination in order to win the game. one team of players holds one of the large braided ropes while the other team holds the opposite side of the rope. the object of the game is to defeat the opposing team by pulling the rope at the same time, dragging them across the dividing line chonnia & izzah the use of squad game ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 511 drawn in the middle between the two. competition organizers at squid game increase the difficulty by having participants chained to the rope and standing several hundred feet above a very high ravine. if a team is defeated and loses, they are dragged over the abyss and cut the rope in half, sending them plummeting to their imminent death. the kind of game that emphasized a “kill or be killed” attitude that they had to do if they had any hope of surviving the tournament and claiming the 45.6 billion won prize. marbles game for kids, marbles is a fun game to spend an afternoon outdoors with friends. in the squid game, marbles will threaten the lives of the players. in this tier, the player needs to play any game that makes a pair of games using 20 marbles, and whoever has all the marbles at the end of this round is the winner. this game is quite difficult for squid game players to go through, because most of their friends playing marbles are people who are quite close to them and are forced to fall in this marbles level. glass footing or glass bridge at the start of the game, each of the remaining sixteen players stands at the end of a fairly tall giant room. between the entrance and exit of the room are two “bridges” of adjoining panes of glass, each with 18 transverse panels. players must cross the bridge to the other side of the room within 16 minutes. each of the windows between the two bridges is made of one of two types of glass: tempered glass, which can withstand the weight of at least two players, and ordinary glass, which will shatter on impact and knock players to their deaths. glass bridge is the most terrifying game, and difficult in the squid game game because the challenges are very stressful and quite a lot of casualties. ojingeo nori or squid game ojingeo nori or squid game is the final challenge in this game that determines the main winner who can pocket 45.6 billion won. this game is a childhood game commonly played by children in korea. in this level, one of the players battles his childhood friend in an attempt to win the match but is packed with knife fights. the squid game is played on a field drawn in the sand, separating players into opposing teams of attackers and defenders. the attacker's goal is to cross the center of the field on one foot before trying to reach the drawn "home" box on the opposite side of the field, while the defender's goal is to stop them at all costs, one of which is using a knife. the game is played by two teams, each of which is tasked with attacking and defending. the attacking team must step on a small area known as the squid's head. attackers are also allowed to use only one leg, unless they manage to cut the squid's waist. while the defending team guarded each squid line to see if the attacker made a mistake. they can also push attackers out of line and die. this game is more or less like a combination of engklek and galasin or gobak sodor, a traditional indonesian game. the depiction of the 'squid game' in the series is quite accurate, although netflix added some deadly scenes in it. however, one difference that exists between the original 'squid game' and the version in the series is the team members. with the squid game simulation, we can challenge students’ vocabulary mastery. by simulating two of the seven games from the drama series squid game. the first game ddakji. this game requires 2 players. which if player a and player b take turns using folded pieces of paper to hit each other's paper, and the first one to turn the paper upside down, wins. then the winner gives five questions for who didn’t win, for example: what is the english for animals, numbers, colors, objects, fruits and greetings? if the one who didn’t win couldn’t answer the meaning of the word being asked, then he had to jump at how many times he couldn’t answer. for example, he can’t answer three times. then he had to jump three times. chonnia & izzah the use of squad game ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 512 similar case, to help drive active students in the class, teachers need games to involve in the teaching-learning process. games in the school are sometimes viewed as an activity in which students can only get fun or amusement without anything they can learn from it but games can also be used as one of the educational aids in teaching. in the teaching and learning process, the important thing is not only how much or how less teaching and learning are done in the classroom, but also how the students are active and fun in their learning process. it has formed the philosophy of learner-centered method that is divided into two focuses; the language process and the language content. nowadays, students need to know the ways to find the meaning of difficult words. in the teaching-learning process, for example, the students are influenced by motivation. the students need something fun and easy to memorize the vocabulary. by using suitable material, the lessons become more interesting, efficient, and effective. that is why he takes the puzzle game that can be used to reinforce students’ vocabulary because puzzles can give an easier way for students to find out the word without looking up the dictionary. similar case, more ways of teaching english can make learning english more interesting and make students easier to learn vocabulary. according to akdogan, in developing students’ vocabulary mastery, the teacher should give learning that makes the students see pictures or action, like using games and some materials. therefore, a teacher should use an appropriate strategy in learning vocabulary. many strategies can be used for teaching language. one type of strategy is the scattergories game. scattergories game is a game that is played by uniquely naming objects within a set of categories, given an initial letter, within a time limit. through these games, the teacher wants to find out how much students can get vocabulary in a short time, and try to describe what they have written in english. research method research design the way this research use is qualitative method. qualitative research is a decisive study that uses analysis and a more impressive process of meaning. the purpose of this qualitative method is a deep and broad understanding of a problem in a problem that is being studied or reviewed. the result of qualitative research is not seeking generalizations but looking for an understanding of a case by collecting and analyzing the data. the researcher used a qualitative method which means after collecting, then clarifying the issue, analyzing, then interpreting the data to get the final result. the data are analyzed based on the theories about vocabulary mastery. this study employed the qualitative method with a case study approach. this research was conducted in elementary schools. this research is located in pamulang 2, south tangerang. researchers chose second-grade students from sdn pondok benda 01. instruments this study employs research instruments, i.e., observation sheets, interview guidelines, and questionnaires. through observation, researchers can understand the actual situation of students in vocabulary. through this observation, researchers need to obtain information by providing two different simulations for each student, namely the dakji game simulation and the red light, green light game. then give a test to what extent the students know the vocabulary equivalent to their lessons at school. the interview is a data collection technique by interviewing individuals selected by researchers as respondents. the goal is to get a reliable and valid measure in the form of a respondent's verbal response. during the interview, the researcher interrupted correspondence explanations if needed to clarify or obtain more information. it aims to find out how deep the students' difficulties in listening comprehension are. so a week after the observation, the chonnia & izzah the use of squad game ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 513 researchers had questions to find out which memory was better, and which english vocabulary improved. questionnaires are used to get lots of questions from respondents about their personalities or the things they face. the preparation of the questionnaire includes several aspects. the aspects that the researcher uses to understand the identity and direction, and see the problems of elementary school students in learning full english. data analysis in general, data analysis is the process of checking, grouping and sorting after collecting the data. in this study, researchers use two techniques to collect data. the flow model is the first, and the second one is tabulating. data analysis is a process that organizes data into certain categories, selects the most important topics to be studied, and systematically finds out and organizes data obtained from completed interviews, documents and field records from interviews. it is an understandable conclusion for readers or anyone else. to build a flow model for analyzing data contains some components; data reduction, data display, and conclusion drawing and verification. according to miles and huberman (2016), data reduction refers to the process of selecting, concentrating, and transforming data. in reducing data, the author must choose which aspect of the data appears in the interview transcript. in the step of conclusion drawing and verification, researchers include taking a step back to consider what the analyzed data means and assessing their impact on the research question. at this phase, researchers extract meaning from the data in the display. the second technique in this research is tabulation. tabulation is the process of placing data in the form of a table by making the table contain data based on analysis. the resulting table should be able to summarize all the data to be analyzed. the separation of tables causes difficulties for researchers in the process of analyzing data. the process that includes tabulation data is scoring and tabulation. the scoring process is to give a certain score in the questionnaire statement item, which is used to analyze the data from the query field or grade from 1 to 5. the researcher derives the meaning of each of the following choices: o strongly agree, it shows the highest score. the score given under this condition is 5. o agree, it shows a lower grade compared to adding the word "strong". in this case, the full score is 4 points. o neutral, it shows a lower ratio compared to consent. then it gave 3 points. o disagree, it shows a lower ratio than neutrality. then it gave 2 fraction. o strongly disagree, it shows the lowest score. in this case, the score given is 1. the next process of tabulating data is tabulating. it means that the answers to the data are placed in a table, and the table will be based on frequency and percentage. then all collected data are selected and sorted. in this case, all the data collected by the researchers are quantitative data and have been converted to qualitative data to draw conclusions. research findings and discussion research findings the observation process observed elementary school students in second grade. each observation has approximately 60 minutes. this observation contains of two step: students perform different simulations, namely the “ddakji game simulation” and the green light red light game. then, students are given a test on the extent to which students know the vocabulary equivalent to their lessons at school. through these two games, researchers know who and how many children do not know vocabulary and vice versa. if there are children who really can't answer or don't understand english from certain vocabulary, researchers use indonesian so that they understand and answer with the vocabulary that has been told. total of 30 respondents received a questionnaire with ten questions. they should answer according to their own honesty. by using the likert scale, they will answer with a chonnia & izzah the use of squad game ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 514 statement, usually written in stages, namely 5. an example is a positive statement which will be given a value, namely: strongly agree = 5, agree = 4, neutral = 3, disagree = 2, and strongly disagree = 1. according to the respondents’ responses to the questionnaire, the researcher found the following result: table 1 result data of the questionnaire no statement alternative answer total sa a n da sda 1 students like to learn while playing. 30 30 2 students like to study english by using squid game simulation. 24 4 2 30 3 students become more motivated to learn by using squid game simulation. 25 5 0 0 0 30 4 students become more challenged to improve their vocabulary by using squid game simulation. 30 30 5 students have willingness to improve their english vocabulary by using squid game simulation. 25 5 30 6 students feel happy to improve their english vocabulary by using squid game simulation. 30 30 7 students feel facilitated to improve their english vocabulary by using squid game simulation. 21 9 30 8 students have a strong motivation to improve their new english vocabulary by using squid game simulation. 20 10 9 students feel close to each other by applying squid game simulation. 30 10 students feel happy to learn english vocabulary by using squid game simulation. 30 note: sa : strongly agree a : agree n : neutral da : disagree sda: strongly disagree discussion the table above proves that the percentage of students' response frequency. it can be said that the first point shows (100%) of students stated with strongly agree that they like to learn by playing, and there was no student show agree, neutral, disagree, and also strongly disagree with the first statement. in addition, the second point shows (80%) of students state with strongly agree that they like to learn english with the simulation game "squid game", (20%) of students state agree, and there was no student showing neutral, disagree, and also strongly disagree with the second statement. therefore, it can be concluded that if they strongly agree to learn by playing squid game simulation. the third point proves that (83,3%) of students admit they strongly agree to which by learning english through the simulation "squid game" and they become enthusiastic about learning, (16,7%) of students stated agree, and there was no student show neutral, disagree, and also strongly disagree with the third statement. that means, that mostly of the students chonnia & izzah the use of squad game ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 515 become enthusiastic about learning english. learning activities by using games facilitate students to practice what vocabulary they already get during the acquisition process (khazaie & jalilifar, 2015; deni & fahiany, 2020). the fourth point shows the percentage of students (100%) strongly agree that by learning english through the simulation "squid game" they feel challenged to add new vocabulary, and no one states agree, neutral, disagree, also strongly disagree (0%). it indicates that they feel challenged to know new english vocabulary. at the same time, the fifth statement shows that almost one hundred percent of students (83,3%) said that in their opinion, by learning english through the simulation of "squid game" they feel they have added new vocabulary. (16,7%) of the students agreed, and no one expressed neutral, disagree or strong disagreement (0%). therefore, it can be concluded that they agree to learn by simulation “squid game” can add new vocabulary. meanwhile, the sixth point indicates (100%) percentage of students stated with strongly agree with which by learning english through the simulation "squid game" they feel happy learning in class, and there was no student showed agree, neutral, disagree, and also strongly disagree with the first statement. therefore, it can be concluded if they happy to learn english by squid game simulation. in acquiring vocabulary, students are asked to play various games inserting language activities (armawa & trianasri, 2019). it helps students practice what they are learning. then, the seventh point stated that there was still more than fifty percent of students (70%) state with strongly agreed and said that they found it helpful to learn english vocabulary through the "squid game" simulation. (30%) of student’s state agree, and there was no student showing neutral, disagree, and also strongly disagree with the seventh statement. that means, they find it helpful to learn english vocabulary through the simulation "squid game". in addition, statement number eight shows that there is still more than fifty percent of students (66.7%) who strongly agree with learning english through the squid game simulation want to add new vocabulary. (33,3%) of the students agreed, and no one expressed neutral, disagree or strong disagreement (0%). the data shows that they basically agree with learning english through the squid game simulation so they feel like adding new vocabulary. students at elementary schools are easy to lead them with various learning games (chementi & lins, 2016; armawa & trianasari, 2019). then, point nine proves that (100%) students strongly agree with learning english through the squid game simulation because they feel closer to their classmates, and there was no student show agree, neutral, disagree, and also strongly disagree with the ninth statement. therefore, it can be concluded that if they enjoy and are happy to learn by playing. in the last statement, it shows (that 100%) of students stated with strongly agree that by learning english through a squid game simulation, they will enjoy learning english even more, and there was no student show agree, neutral, disagree, and also strongly disagree with the tenth statement. students feel that learning in english of course has a good impact, and makes learning english fun. this interview is used to support answers to the questionnaires answered by students to find out information from students about their abilities and interests in learning full english, and whether their vocabulary increases when learning while playing what they are interested in or not. the interview consists of five questions. the majority of the thirty students have a positive perception of learning english with squid game simulation. they consider that learning english with squid game simulation in learning can help them understand, memorize and practice vocabulary mastery with pleasure and get closer to other friends, can also make the class interesting because they are curious, not boring, and fun. their expressed their interest like, “saya senang belajar sama miss ira karena saya diajak main sambil belajar, saya juga deg-degan untuk menjawab pertanyaannya.” another student also said, “miss saya sangat senang bisa belajar bahasa inggris begini, lucu melihat chonnia & izzah the use of squad game ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 516 teman saya tidak tahu kosakata dari kata yang menurut saya mudah.” other data respondents, namely a minority of thirty students perceived which turned out to be as positive as those who answered strongly agree, because they also felt happy in learning english through a squid game simulation. however, because they are still children they only want to answer agree or strongly agree. two of them said “miss saya maunya jawab setuju aja boleh? saya suka belajar bahasa inggris, saya senang miss!” and “miss saya suka main squid game yang ddakji, seru!” they also think that learning english makes them happy and not bored. the positive statements of students above indicate that learning english is more interesting if it is packaged with trending learning strategies. so that the students being taught have more interest or basic skills in english. based on the table of analysis results above, there are 10 components will be discussed, the researcher compares this study with previous findings, it turns out that the findings obtained are the same result from cameron (2010) states that “building up a useful vocabulary is central to the learning a foreign language at primary level”. it means that to be able to master english language, students must build knowledge about vocabulary from an early age in order to make it easier to use english to communicate. same result from fauziah, n (2019). a similar case, more ways of teaching english can make learning english more interesting and make students easier to learn vocabulary. according to akdogan, in developing students’ vocabulary mastery, the teacher should give learning that makes the students see pictures or actions, like using games and some materials. therefore, a teacher should use an appropriate strategy in learning vocabulary. many strategies can be used for teaching language. one type of strategy is the scattergories game. a scattergories game is a game that is played by uniquely naming objects within a set of categories, given an initial letter, within a time limit. through these games, the teacher wants to find out how much students can get vocabulary in a short time, and try to describe what they have written in english. in this study, vocabulary mastery is the main topic. based on the research above, the researcher extends to modify the research previously carried out for similar research. the study focused on observing students' abilities in english vocabulary mastery elementary school students. data obtained from observations and questionnaires with 30 elementary school students from second grade, the researcher found several strategies that can be used by teachers in improving students' vocabulary mastery using squid game simulation. initially, it must be challenging because students lack vocabulary, but with the game that supports it, visual and gesture support makes it easier for students to understand, if it's like that, students will find it easier to remember words and meanings in english. conclusion based on research conducted on 30 elementary school students from second grade, it can be concluded that learning using squid game simulation is effective in improving students' vocabulary mastery. however, even with only one to two meetings, students can see significant changes, because researchers are used to being invited to learn while playing in class. there were two meetings conducted to get the results, the first was the observation about 30 minutes of each students, then a week after that was the questionnaire. the results from the data analysis can be summarized as below: students feel happy that learning english with game simulation, for example using squid game simulation accompanied by the teacher reading the text, makes learning more exciting and easier to remember vocabulary and meanings in english. many students do not hesitate but are very enthusiastic about learning with squid game simulation, even though they don't know the vocabulary, they are still happy and excited. because they feel challenged to remember and so try to guess what the meaning of the vocabulary mentioned or asked by their friends. most of them already know basics chonnia & izzah the use of squad game ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 517 english vocabulary, so they have no trouble guessing the meaning of the vocabulary or easy to understand. most of them have the same opinion to strongly agree with the statement that learning using squid game simulation will improve their mastery vocabulary, knowledge, and scores. even those who do not have basic vocabulary knowledge get used to hearing their friends who can and want to be able to master vocabulary too. the implications of these actions are explained as follows: the use of squid game simulation in learning english helps them to improve their basics english vocabulary, especially vocabulary mastery which is the topic of this research. the use of squid game simulation in english learning has a good influence on students' interest and enthusiasm, especially with the “ddakji” and green light red light games. the use of squid game simulation in learning english makes teachers and students more aware that they are able to make learning english fun, they just need to get used to it. acknowledgement the writer realizes that this thesis is still far from perfect. thus, comments and suggestions are welcome to the improvement of this thesis. hopefully, the presence of this thesis can be useful for the readers. references alqahtani, m. 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(2013). listening: an important skill and its various aspects. the criterion an international journal in english. 12, 1-8. https://doi.org/10.33394/jollt.v9i2.3534 https://doi.org/10.33394/jollt.v9i2.3546 https://doi.org/10.33394/jollt.v10i3.5435 https://doi.org/10.22132/tel.2015.53732 https://doi.org/10.33394/jollt.v10i2.4783 https://doi.org/10.24235/eltecho.v7i1.10739 https://doi.org/10.33394/jollt.v10i2.4935 https://doi.org/10.33394/jollt.v9i2.3531 http://dx.doi.org/10.3968/n jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi,org/10.33394/jollt.v%vi%i.4783 april 2022. vol. 10, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp.134-147 jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 134 developing a preliminary checklist for vocabulary task evaluation manal laaribi doctoral candidate, faculty of letters and human sciences in rabat, um5, morocco corresponding author email: laaribi_manal@um5.ac.ma article info abstract article history received: february 2022 revised: march 2022 published: april 2022 language teachers are usually provided with textbook material that contains several tasks and activities. although these activities are meant to facilitate the learning and teaching processes, it is important to approach the provided material critically, make the necessary adjustments to its components, and contextualize its themes. the use of a checklist may render this process of adopting and adapting material feasible and effective since a checklist provides a practical systematic approach to analysis. this paper provides the reader with a preliminary design of a checklist for vocabulary task evaluation that includes a 5-point likert scale and contains eight main items and twenty-two sub-items that represent some of the main principles of vocabulary learning. these principles have been incorporated into the checklist on the basis of relevant literature and perspectives of different researchers, experienced teachers, and teacher trainers. this paper also provides readers with a demonstration of the use of this checklist through the analysis of a unit’s vocabulary section of the book “gateway to english 2.”the results of the analysis showed that the tasks foster different vocabulary principles and that an overall evaluation of tasks is needed to benefit from a complementary and comprehensive nature of the material. this evaluation includes the analysis of the pre-task and post-task material, and the selection, adjustment, and placement of the components of the tasks. keywords task evaluation; vocabulary learning; language teaching; how to cite: laaribi, m. (2022). developing a preliminary checklist for vocabulary task evaluation. jollt journal of language and language teaching, 10(2), pp. 134-147. doi: https://doi,org/10.33394/jollt.v%vi%i.4783 introduction students do not possess a photographic memory that captures everything it encounters. in reality, even those who are said to have an eidetic memory cannot remember everything they experience (hudmon, 2006). as a result, memory tends to be selective. stimuli are encountered and experienced on a daily basis, but only some are remembered and the others are presumably forgotten. this brings one the realization that certain factors must explain the selection of certain stimuli over others. this article will attempt to have a general overview of the main principles of recall from the perspective of vocabulary acquisition. in his book, “how to teach vocabulary”, thornbury (2002) discusses several principles of vocabulary acquisition. the next sections will tackle these principles and analyze them through empirical studies and literature. repetition, spacing and retrieval are three of the main principles of vocabulary acquisition. repetition tends to be one of the most popular strategies to memorize stimuli, as students attempt to process new material by constantly repeating it while it is still in the working memory. however, thornbury continues to explain that repetition, on its own, is not sufficient for long term recall. therefore, repetition must be paired with spacing. in other terms, “it is better to distribute memory work across a period of time than to mass it all together in a single block” (p. 24). lotfolahi and salehi (2016) conducted a study that tests the effect of spacing on vocabulary acquisition. efl learners were taught english–farsi word pairs using massed (fiveword pairs in session one and five-other word pairs one week later) and spaced (10-word pairs https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:laaribi_manal@um5.ac.ma laaribi developing a preliminary checklist … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 135 in session one and restudied them one week later) schedules. to amplify the benefits of spacing, tests and corrective feedback were incorporated into different schedules of spacing. after conducting the post-assessment, the results showed that spaced practice produced better longterm retention than massed practice. the two factors of recall, repetition and spacing seem to be related to the third principle of vocabulary acquisition: retrieval. the simple act of retrieving information from one’s memory enhances the chances of its later recall (marin-garcia, mattfeld, & gabrieli, 2021). thornbury described this act of retrieval as a way to “oil the path” (p. 24) for future recall. the three factors of repetition, spacing, and retrieval seem to complement each other; they do so in the sense that in order for a stimulus to be recalled, it must be repeated, specifically within spaced periods of time. in addition, each time this spaced repetition occurs, the stimulus is retrieved from memory which increases its recall possibility. the application of the notions of repetition, spacing, and retrieval in second language acquisition suggests that the target linguistic items must be frequently presented over spaced periods of time. in other words, the faster an item is desired to be acquired, the more frequent and spaced it must be presented. additional factors that arguably enhance recall are attention, motivation, and personal organization. when it comes to attention, research into memory has supported the claim that some degree of conscious attention is required for effective recall (chun and turk-brown 2007, dudukovic and al 2009). thornbury gives the example of language learners not being able to remember new vocabulary items by simply listening to a tape while sleeping. this example broadens the use of the term attention. in other words, attention may not only refer to the state of being completely aware of the stimulus recall process but also refer to at least having a slight degree of selective attention towards it. in addition, when an individual is not fully focused on a certain piece of information, due to multitasking, its later recall will be weaker and more challenging. this is due to the reason that information may not have been well encoded in the brain. several studies have investigated the positive effect of motivation on learning (tohidi and jabbari 2012, tokan and imakulata 2019, steinmayr, r., weidinger, a. f., schwinger, m., & spinath, b.2019) and emphasized its role in language learning and education in general. thornbury attributes the positive effect of motivation to the additional time and effort that accompanies it. on the other hand, murty and dickerson (2016) approach motivation from a neurological perspective as they were able to find that the neural systems that underlie motivation positively interact with and facilitate activity within systems that underlie episodic memory. one may also claim that attention and motivation may be related to each other, in the sense that one’s motivation may enhance his/her attention. in turn, this may enhance his/her memory performance. however, motivation will not be included in the checklist due to its abstract nature. in other words, it differs from one student to another; some students may be motivated by the vocabulary tasks and lessons themselves, while others may need other incentives. other than this, personal organization is another principle of vocabulary learning as personal judgments about the organization of stimuli may enhance recall. in specific, thornbury addresses this principle from the perspective of personalization as he claims that students who personalize their learning material may have an advantage over those who do not. on a related note, mandler (1976) conducted an experiment where participants were given different words and asked to sort them into different categories. he found that memory performance was higher among participants who used more categories to organize their words. his claim was that those who used more categories imposed more organization. therefore, he concluded that organization is “necessary” for recall. although mandler’s use of the word “necessary” may be extreme, but one may claim that personal organization plays an important role in recall. laaribi developing a preliminary checklist … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 136 imaging is a well-known principle of vocabulary learning as well. in this context, imaging refers to the visualization of mental pictures for the purpose of creating strong associations with the newly-processed information. when conducting a quasi-experimental study that investigates the effect of mental imagery, zahedi and abdi (2012) compared the scores of an experimental group and a control one in terms of their vocabulary proficiency. the results indicated that the experimental group of students, who were required to create mental imageries, outperformed the control group of students who learned items through direct translation. similar to thornbury, congos (2005) also suggests that associating new words to mental images can enhance their chances of later recall. although they both agree that imaging is important for memory performance, they disagree on the nature of the images. thornbury believes that it does not matter if the image is not highly imaginative or vivid, as any image will positively impact recall as long as it is self-generated. on the other hand, congos believes that the sillier the image, the more effective it is in terms recall. this last point, by congos, may be related to another factor that presumably affects memory performance: mnemonics. thornbury defines mnemonics as “tricks” that help retrieve stimuli that are not, usually, “automatically retrievable” (p.26). the use of the notions “tricks” and “automatic retrieval” suggests the explicit use of mnemonics as a vocabulary learning strategy to deal with stimuli that is difficult to recall. in other words, mnemonics may be used to help students deal with stimuli that require some sort of “trick” to be retrieved, as opposed to being retrieved automatically. in terms of language, thornbury claims that non-native speakers do not strictly use mnemonics. for example, native speakers of english rely on mnemonics such as “i before e except after c” to help them remember some spelling rules. congos (2005) also believes that mnemonics are effective when it comes to memory performance. in addition, he claims that there are several types of mnemonics such as rhyme, word, connection, and image mnemonics. the last type of mnemonics seems to be related to a factor discussed earlier, which is “imaging” since image mnemonics are tackled as a strategy one uses to create images and associations to promote later recall. image mnemonics may be related to the imaging factor in the sense that subjects explicitly use image mnemonics to create vivid images in their mind so that they can promote the retrieval of their associated stimuli. overall, there have been several studies that tested the effect of mnemonics on vocabulary recall and that yielded positive results (fasih, izadpanah, shahnavaz 2018. whitescarver, 2018). finally, cognitive and affective depths are two principles that may affect recall (pérez. & alvira, 2017). in specific, perez and alvira state that certain vocabulary strategies employ cognitive and affective factors that can positively affect students’ attitude and motivation towards vocabulary tasks. thornbury (2002) explains that cognitive depth involves making deep, cognitively demanding, judgments about stimuli. on the other hand, affective depth involves making personal, emotional, judgments about stimuli. the claim is that both these types of depth can help in the later retrieval of the stimulus. in addition, cognitive information about stimuli is stored along with its affective information, and that both these types can play an equally important role in the storage and recall of stimuli. when it comes to the recall of words, cognitive depth may include questioning which part of speech the target word belongs to and whether it belongs in certain sentences or not. as for affective depth, it may include questioning whether the sound, look, or representation of the target words is pleasant, or whether the word evokes any emotions or associations. the principle of cognitive depth that thornbury discussed seems to be related to the levels of processing framework (1972) that claims that the durability of memory trace is a direct byproduct of depth of processing. the basic premises of the lop framework are known for their robust and influential nature in the field of psychology. one of these premises is that depth refers, specifically, to semantic involvement, as it is claimed that deeper, semantic, levels of processing result in a better recall of the stimuli than the shallow, sensory, levels of processing. laaribi developing a preliminary checklist … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 137 alipour, sheybani, and akhondy (2012) investigated the effect of depth of processing on explicit and implicit memory. their study opted for an experimental design, as eighty university students participated in individual experiments. in addition, they divided participants into four main groups, where they were assigned different learning situations. three groups were assigned incidental learning through either structural, phonemic, or semantic processing, while one group was assigned deliberate learning. the findings of the study demonstrated that retrieval, in explicit memory, is better achieved in deep processing than superficial processing. furthermore, there is no significant difference between structural and phonemic processing in terms of memory performance, as they are both weak in comparison to semantic processing. in addition, alipour and al attribute this positive effect on explicit memory to mental associations since the deeper the processing, the more associations form in the mind facilitating the following recall. another important finding of this study is that depth of processing does not have a significant role on the implicit memory as opposed to the explicit one. the two depths discussed so far can be illustrated in the following example: an english language learner encounters a new vocabulary item “ocean”. first, he makes cognitive decisions about the word. for example, the learner may decide that “ocean” is a noun. he may also discover that one of its collocations is “pacific ocean”, and he may integrate the target word with other words with similar meanings. then, the learner may proceed to make affective decisions about the word as well. he may decide that “ocean” holds a beautiful meaning and that he likes what it stands for and what it is associated with. this particular learner may have more chances of recalling the word “ocean” than another learner who has not made any cognitive or affective decisions about the target words. the vocabulary task evaluation checklist: the following checklist can be used to evaluate vocabulary tasks. it can be applicable across different types of material. however, it should be noted that one checklist cannot be universal as it has to be accommodated on the basis of the context of learning and on the needs and interests of learners. in addition, this is a preliminary design that can be further adjusted and adapted after being piloted on different materials. that being said, this checklist contains eight items that represent the principles of vocabulary learning. these principles are repetition and spacing, attention, personal organization, imaging, mnemonics, distinctiveness, cognitive and affective depth. the principle of motivation is omitted since it is heavily controlled by the psychological and physical state of the learner rather than the textbook material. task evaluation repetition and spacing strongly agree agree neutral disagree strongly disagree • the task recycles the current target vocabulary items. • the task recycles the past target vocabulary items (previous lesson, units, themes…) personal organization • the task encourages the use of students’ decision making skills. laaribi developing a preliminary checklist … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 138 • the task allows the production of original stimuli by students. • the task allows diverse possibilities of students’ produced stimuli. attention • the task brings direct attention to the target vocabulary items. • the task brings indirect attention to the target vocabulary items. imaging • the task is accompanied with visuals (e.g. pictures, graphs, tables...) distinctiveness • the task fosters distinctive themes. • the task contains distinctive images. • the task contains distinctive sentences. mnemonics • the task uses imaging mnemonics. • the task uses acronym mnemonics. • the task uses rhyme mnemonics. cognitive depth • the task contains meaningful stimuli. • the task includes the vocabulary items’ word associations. • the task includes the vocabulary items’ connotations. • the task includes the vocabulary items’ collocations. • the task includes the register of the target vocabulary items. • the material allows the student to create meaningful productions. laaribi developing a preliminary checklist … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 139 affective depth • the task includes themes and topics that students can relate to. • the task allows the students to create personal productions. demonstration of the checklist as a demonstration of this checklist, a textbook unit from the book “gateway to english 2” will be analyzed; it is one of the main textbooks used to teach secondyear baccalaureate students in morocco. in specific, the vocabulary section will be analyzed on the basis of the general principles of recall and vocabulary acquisition. it is important to remember that this analysis will not test the effectiveness of the material as that will require experimental studies. however, this checklist can help teachers recognize the present and missing vocabulary acquisition principles in their used material and make positive changes accordingly. the textbook contains “formal, informal and non-informal education” unit. this unit includes nine sections in total which are: introduction to the theme of the unit, vocabulary work, listening and speaking, communication, reading, grammar, writing, and learner training. as a demonstration of the use of the checklist to analyze material, the vocabulary work section will be evaluated on the basis of the main items of the checklist. findings: task analysis and discussion task a: figure 1: task a (hassim and al, 2007, p.11) laaribi developing a preliminary checklist … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 140 figure 2: comparative example in task a (hassim and al, 2007, p.12) the first task (figure 1) is mainly devoted to collocations; students are required to find three collocates to four target words “educational”, “school”, “private”, and “equal”. an example of the collocation “physical education” was given prior to the task. in addition, a comparative example (figure 2) between “school subject” and “subject school” was given after the task to demonstrate the necessity of structural order. although this task may appear simple on the surface, it is able to implement several principles of vocabulary acquisition, the most obvious one being the use of collocations. this task allows students to have the opportunity to work on twelve different collocations and take two common ones as examples to help them with the task and enrich their linguistic knowledge. the other strongly implemented principles in task a are repetition and spacing as all the task’s vocabulary items have been repeated across the unit titled “formal, informal, and nonformal education” that contains the task. specifically, before introducing the task, the target words educational and education were mentioned nineteen times, the word school was mentioned three times, while the words private and equal were not mentioned. this analysis of repetition indicates that some items were disregarded in the pre-task material which may cause some difficulties for students working on task a. for example, they may be unfamiliar with certain words. as a solution, the teacher can make the necessary adjustments to compensate for this. for instance, the instructor can pre-teach some of the target items or direct the class discussions towards them. it is important to incorporate vocabulary recycling into the class material since it positively affects learning and vocabulary acquisition (varela, 2020). when it comes to personal organization, this task allows students to employ their decision-making skills to a certain extent in that they choose the collocates that go together. however, their personal organization is not original since they do not produce their own stimuli, as they work with pre-determined and pre-organized material. once again, the teacher can interfere by adapting the task to allow students to produce original language. for example, the students can employ the collocations in meaningful sentences or dialogues. not only will this activity help students use language, but it may also help them work on the task critically, as they will see the extent to which their assembled collocates are logical and meaningful. this means that students can work on their productions while they are working on the task. however, an alternative would simply be holding a quick discussion session after working on task a where students can use the target collocates in sentences. results from kregiel’s (2014) study that tested the production effect showed that when reading a mixed list (some words aloud, others silently), recall improved significantly for the words read aloud. task a does not directly implement the principle of imaging, as it does not provide students with any pictures. however, the pre-task material in the unit contains several images. in specific, the material has fifteen images in total that are associated with the target collocates in task a. for example, the second task under the section labeled, “introduction to the theme of the unit”, asks students to match nine pictures to three types of education: formal education, non-formal education, and informal education. all nine pictures are labeled which can help students understand the basic meanings of the items by associating the pictures with the labels. on the surface, this task seems to focus on the introduction of the theme of education. however, laaribi developing a preliminary checklist … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 141 it can help students in several ways when it comes to vocabulary work. for example, students can learn new vocabulary items by associating the images with their labels. in addition, students can familiarize themselves with education-related vocabulary which can help them later produce meaningful stimuli using the newly acquired knowledge. furthermore, the teacher can refer to these pictures when working on task a or other vocabulary tasks to facilitate understanding. besides comprehension, visual aids may foster motivation as multiple studies (almekhlafy and alqahtani 2020, and montoya and jhoan 2017) have investigated the positive attitudes of language learners towards the use of imagery in the classroom. the third principle that is noticeably present in task a is attention since the task directly brings attention to all the target vocabulary items. in order to form collocations, students will have to actively look for the meaning of the collocates through peer-feedback, teacherfeedback, or activation of the prior background. in this context, the teacher can make the decision of the type of learning method that can aid students to understand the meanings of the items; it is important to note that it does not have to be one method or the other as there can always be a combination of strategies. for example, before working on task a, a teacher decides to present students with several pictures and discuss them with the students focusing on the upcoming vocabulary items. in addition, the teacher can assign the task in pairs so that feedback and background knowledge are exchanged between students. similar to the principle of imaging, distinctiveness is not directly employed in task a. however, the pre-task material discusses education from an informal standpoint. usually, education is associated with formal academic settings, but the unit focuses on non-academic aspects as well. in other words, it discusses learning that directly results from everyday life activities and discussions with people. this employs the principle of distinctiveness to a certain extent since it helps students think outside the box that limits education to academia. therefore, students might keep this idea in mind when working on task a, hence enforcing distinctiveness. for example, when faced with the vocabulary items “lessons”, “opportunity”, and “background”, they may reflect on the different types of education to contextualize these items. task a does not make use of mnemonics. however, it must be noted that mnemonics are essentially memory tools (amiryousefi, 2011, whitescraver, 2018). this means that their main purpose is to retain vocabulary items that are not automatically retrieved from memory, and that requires additional effort. several items in task a were not introduced in the pre-task material. this suggests that one of the main objectives of the task is the gradual use of language for the purpose of long-term recall, not immediate recall. therefore, the non-usage of mnemonics is justified. however, some students might find it challenging to recall a certain vocabulary item in the task for later use. therefore, students need to be equipped with strategies that can help them with recall and learning. according to this, the teacher can devote a portion of their class time to discuss some vocabulary recall strategies with students. besides this, it would help if the textbook itself has sections that introduce students to learning strategies to enhance their metacognitive skills. the concept of cognitive depth is a broad complex one; it cannot be limited to a few items in a checklist. however, the items can at least provide teachers with general ideas they can attend to when working on vocabulary tasks. still, it must be noted that depth is a spectrum so one task cannot be simply deemed as “deep” or “superficial”. instead, it must be analyzed on the basis of different aspects. for example, task a contains meaningful collocates that are associated with one another but does not include register or connotations. in addition, this task focuses primarily on production in terms of matching pre-determined stimuli rather than working on original stimuli. according to what has been discussed so far, instead of labeling this task as deep or superficial, it would be more efficient to focus on pushing it up the depth spectrum. for instance, students can be introduced to the different associations, register, and connotations of the target vocabulary items and be encouraged to produce their own language laaribi developing a preliminary checklist … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 142 using the newly acquired collocates. in addition, the teacher may encourage students to produce language that is personal to them to encourage affective depth. similar to cognitive depth, affective depth is a complex spectrum. it can be challenging to label task a as a deep or shallow activity on the basis of affective depth. the reason behind this is that it heavily differs from one student to another; the same word that may be skimmed over by a student might deeply affect another one by triggering a channel of memories and experiences. however, this task contains one major affective connection which is education. in a context where second-year high school students are working on a task that contains vocabulary items surrounding education, it is only natural that the items may invoke a background of feelings, experiences and thoughts. analysis of task b: figure 3: task b (hassim and al, 2007, p. 12) the second task (figure 3) requires students to match the words (column a) to their appropriate collocates (column b). column a has ten words which are: higher, university, free, learning, gender, mixed, cultural, adult, rural, and basic. on the other hand, column b has ten words which are: graduate, classes, degree, access, background, illiteracy, poverty, discrimination, education, and needs. the students are also informed that some collocates have different possibilities. this task is quite similar in structure to task a; therefore, it will be analyzed similarly on the basis of the checklist items. repetition can be approached from two perspectives when analyzing task b. the repetition of the target vocabulary items can be analyzed by comparing task a with task b and comparing task b with the pre-task material. first, the comparison between the two tasks shows that there is no repetition of vocabulary items as they contain different collocates. however, this arrangement seems to be logical since task b is sub-sequential to task a; the main goal behind this might be to introduce students to different collocates through the two tasks. this approach is not applicable to the comparison between task b and the pre-task material as it is important for students to have preliminary ideas of the vocabulary items before learning about their collocations. it seems that several items were not introduced in the pre-task material which may cause some difficulties for students working on the task. therefore, the teacher can make the necessary adjustments to compensate for the unfamiliarity of the target items. as it has been suggested before, the instructor can pre-teach some of the target items or revolve the class discussions around them. laaribi developing a preliminary checklist … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 143 the principle of attention is noticeably present in task b as it directly brings attention to all the target vocabulary items. in order to form collocations, students will have to actively look for the meaning of collocates. however, the main goal of this task is the appropriate matching of the pre-determined collocates; this suggests that decision-making skills are employed but limited to the production of unoriginal language. therefore, although this task brings attention to the target items, it lacks their personal organization to a certain extent. the absence of this principle can be compensated through an adaptation of the task in a way that allows students to produce original language, or by encouraging them to hold meaningful conversations and discussions using the newly learned items. it is important to direct students’ attention towards the target vocabulary items since attention positively affects recall (chun and turk-brown 2007, dudukovic and al 2009) similar to task a, task b does not provide students with any visuals, so it does not directly employ the principle of imaging. however, the pre-task material contains fifteen images that are associated with the target collocates in task b. it is true that these images can be helpful for students in terms of the visualization and contextualization of the items, but it is important to remember that these two processes are not limited to physical imaging. in other words, it can be efficient for students to visualize and contextualize the items through mental imaging to personalize the acquisition process, especially since the task itself does not have any images on its own. however, it is evident that the students have the most control over this process as teachers can only encourage it and stimulate it through personalized pictures, videos or stories. in fact, a portion of class time can be devoted to discussing efficient vocabulary learning and acquisition strategies such as visualization and imaging mnemonics. the principle of distinctiveness is not directly employed in task b. however, as had been discussed earlier, the pre-task material may help students think outside the box that limits education to academia. this is because it discusses education from an informal standpoint and from learning that results from everyday life activities and discussions with people. therefore, students can look back on these ideas when working on task b, hence enforcing distinctiveness. for example, the item “restaurant” is not usually associated with education but is introduced in the pre-task material as one type of informal education; students might keep this distinctive association in mind when working on items such as “learning”, “cultural”, “background” and “education” ... in task b. as it has been discussed before, one cannot simply deem a certain task as cognitively or affectively deep since cognitive and affective depths involve a spectrum that must be analyzed on the basis of different elements. in fact, the different elements of depth themselves are complex and multilayered on their own. for example, when analyzing task b in terms of meaning, a notorious aspect of depth, one can simply describe it as meaningful. however, the term “meaningful” in general is not sufficient, as any stimuli can be meaningful depending on the context and situation. instead, one may focus on meaning from specific aspects. for example, task b contains meaningful collocates that are associated with one another. in this context, the meaning refers to appropriate language, context, association, and collocations. on the other hand, this task does not touch upon other aspects of cognitive depth such as register, connotation, and original production. as for affective depth, the theme of education itself can act as an affective stimulator for students. since this book is designated for second-year baccalaureate students, it is only natural that the target items may stimulate an emotional background for students. laaribi developing a preliminary checklist … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 144 analysis of task c: figure 4: task c (hassim and al, 2007, p.12) the final task of the vocabulary work section requires students to fill in each blank with a suitable collocation from the second activity, task b. in particular, students are required to find five appropriate collocations to the missing gaps to have meaningful sentences. it is clear that one of the main foci of this task is the principle of repetition. right from the start, students are asked to refer back to task b and to use the newly learned collocations in meaningful sentences. however, this principle is not limited to the two tasks alone as it can be noticed that the pre-task material has some of the target vocabulary items repeated across the unit. similar to tasks a and b, the principle of attention is noticeably present in task c since it brings attention to the target vocabulary items. one may argue that the attention in task c is divided rather than selective, as opposed to the two other tasks, since the presence of other vocabulary items besides the target collocates may diverge the attention from the target items and mislead it. however, this is not necessarily the case. in fact, this task may even increase the selective attention span, as students must focus on the meaning of the collocates and their contextualization in order to place them properly. in other words, students must study the words up close and test their meaning against other meanings. the task can be approached in two ways. the first approach is that the students work on task b and proceed to work on task c without being provided with the correct collocations; this means that students may not be entirely sure of their answers yet. the second approach is that the teacher can provide students with the correct collocations before proceeding to work on task c. since there are two possible cases, some of the implied principles may differ in their degree depending on the taken approach. for example, the principle of personal organization may be more present in the first approach as students will employ their decision-making skills in finding suitable collocates within different meanings; some students may end up changing their initial answers after testing their collocations within appropriate contexts. this brings one to another principle that, once again, can be strongly employed within the first approach which is attention. in specific, when students are still figuring out the appropriate collocations while simultaneously contextualizing them, it may be more challenging for them. thus, students may strongly direct their attention and concentration towards finding suitable collocates and meanings. this analysis demonstrates that this checklist does not only serve to analyze individual tasks but can also be used to evaluate the full picture of the material in hand. in other words, teachers can refer back to these items when making decisions on the selection, placement, and the taken approach of the vocabulary tasks. when it comes to cognitive depth, this task fosters it to a certain extent since it encourages students to use the collocations of the target vocabulary items in contextualized meanings. by contextualizing the items, students can have a preliminary idea of their connotation, register, and association. however, similar to the two other tasks, this one involves limited production of language, since students will simply fill in the gaps using pre-determined language. the teacher can compensate for the limited production by holding discussions or working on tasks where students get the chance to produce their own language. as an example, an activity can have the following steps: the teacher can provide the students with the three main themes of the unit which are formal, informal, and non-formal education. after that, the students can be instructed to produce sentences that relate to the three themes using the collocations from task laaribi developing a preliminary checklist … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 145 a and b. this activity can foster vocabulary learning in several ways. first, it employs the principle of spaced repetition since students recycle the newly learned collocates. second, the activity encourages the production of meaningful language and the recall of background information. third, this activity focuses on the general theme of the unit which will ultimately lead to the discussion of discourse and associations surrounding the target items. finally, students may resort to their personal experiences, feelings, and ideas to produce meaningful language which may foster affective depth. figure 4: task c (hassim and al, p.12) as it has been discussed before, affective depth differs from one student to another depending on memories and experiences, the same word that may be skimmed over by a student can deeply affect another and channel affective background stimuli for him/her. that being said, this task contains several themes that may be closely related to students. for example, the two first sentences touch upon the themes of illiteracy and unemployment among university graduates (figure 3). it is true that these two topics that do not directly affect the students since this book is targeted towards second-year baccalaureate students in morocco. however, these topics may still be personal, and even sensitive to many students. for example, one student may have an unemployed close family member who recently graduated from university; another student may have parents who have never gotten formal education. these situations may channel a range of emotions, discussions, and experiences that can directly affect the student. therefore, the two target concepts may invoke a substantial amount of affective depth towards the items. in general, affective depth involves the affective background of students and the affective decisions they make about the target items. although the items may not necessarily activate affective channels for some students, they may at least activate their affective judgments. the reason behind this is that humans are emotional beings with thoughts and feelings, and are bound to have affective judgments of stimuli, therefore, to say that some items completely lack affective depth may be a baseless statement. all things considered, task c has other topics that may directly affect students. in particular, the task contains sentences (figure 4) that tackle the need for proper education and free access to the school library, which are rights that must be acknowledged and discussed by students. conclusion the main purpose of this checklist is to critically analyze vocabulary tasks on the basis of the general principles of vocabulary learning. however, it is important to note that it is not necessary for one task to cater to all these principles. as it has been demonstrated using the “gateway to english 2” example, this checklist must be used to evaluate the material at hand from a comprehensive perspective. after analyzing each task's present and missing items, the necessary adjustments can be made by selecting the appropriate material, adapting it, and critically placing its components. in addition, a thorough analysis of a task requires the evaluation of the pre-task and post-task material to ensure a logical and practical flow of learning. it is true that a checklist for task evaluation cannot be universal because the context of learning, and needs and interests of learners must all be taken into consideration. however, a checklist can help teachers approach the class material critically and evaluate its present and laaribi developing a preliminary checklist … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 146 missing vocabulary learning principles. this checklist can serve as a basic preliminary design that teachers can adapt and contextualize on the basis of their learning and teaching environment. references alipour, a., 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(2012). effects of handedness and depth of processing on the explicit and implicit memory. procedia social and behavioral sciences. almekhlafy, s. s. a., & alqahtani, a. a. j. (2020). the visual memory development technique: a remedial and pre-reading activity to enhance efl learners’ motivation. in heliyon (vol. 6, issue 3, p. e03627). elsevier bv. amiryousefi, m., & ketabi, s. (2011). mnemonic instruction: a way to boost vocabulary learning and recall. in journal of language teaching and research (vol. 2, issue 1). academy publication. chun, m. m., & turk-browne, n. b. (2007). interactions between attention and memory. current opinion in neurobiology, 17(2), 177–184. congos, d. (2005). 9 types of mnemonics for better memory. craik, f. and lockhart, r. (1972). levels of processing: a framework for memory research. journal of verbal learning and verbal behavior, 11(6), pp.671-684. dudukovic, n. m., dubrow, s., & wagner, a. d. 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(2012). the impact of imagery strategy on efl learners’ vocabulary learning. in procedia social and behavioral sciences (vol. 69, pp. 2264–2272). elsevier bv. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2797 october 2020. vol. 8, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 336-347 jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 336 effect of using web-blog on writing instruction for english language learners 1taufik arochman, 1rolisda yosintha 1english lecturer, faculty of education and teachers training, universitas tidar, indonesia corresponding author email: taufik_arochman@untidar.ac.id article info abstract. article history received: august 2020 revised: august 2020 published: october 2020 this study was aimed to find out the effectiveness of an intervention using a web blog to enhance the academic writing of english language learners. it tries to reveal whether there is any effect in the writing ability of the students taught using web blog (online) and that of those taught without using it (offline). this study was classified as quasi-experimental research. the sample of this research was 64 students of x unggulan classes (xu1 and xu2) at the secondary school level in central java. class xu2 was chosen as the experimental group taught using web blog media as the treatment employed, whereas class xu1 as the control group, which was given another treatment (employed paper-based media). between the beginning and the end of the study, they were given three months of treatment. the results showed that there were important effects in the writing ability of the students taught using web blog and that of those taught without using it. it can be seen in the result of the hypothesis testing that the tobserved (2.028) is higher than the t-table (1.671). keywords web-blog; writing instruction; english learners; how to cite: arochman, t & yosintha, r (2020). effect of using web-blog on writing instruction for english language learners. jollt journal of languages and language teaching, 8(4), 336-347, doi: https://doi.org/10.33394/jollt.v%vi%i.2797 introduction nowadays, english is widely used for sharing information in many countries in the world (clyne & sharifian, 2008). mastering english becomes more critical as there are no more constraints between people in the world. the ability of the students in any english language skill will be very beneficial to expand their knowledge related to the subject they are learning. there are some essential skills in learning english. writing is one of the crucial skills that must be mastered by students (haerazi & irawan, 2019; indriani, 2019). one of the reasons is that nowadays, more people need to write something in english for specific purposes such as industrial or academic purposes. it can support the students to develop their career after they graduate from their school or college. a well-written resume and application letter with good content and no grammatical errors can add more credibility for them when applying for a job. the skill in writing is crucial for success in college and advance a career (ranaut, 2018). hence, students must have excellent capabilities to write well. writing is a form of communication by which one can express ideas, opinions, feelings, and so on. through writing, one can record and depicture the past for the future. it means that it can save one's knowledge on paper over the years and finally make a contribution to others or the writer himself. besides, it can improve the writer's communication skills. it broadens one's mind and widens imagination. therefore, the ability to write effectively becomes increasingly essential in the global community. in indonesia, writing becomes a requisite skill that should be developed from elementary school up to the university level. based on the curriculum, it is a sub-skill of english that must be mastered by the students. they should go through writing because it brings some aspects that are useful in the english learning process. those aspects are http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:taufik_arochman@untidar.ac.id arochman & yosintha effect of using web-blog ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 337 grammar, punctuation, vocabulary, structure, and cohesive devices. the skill of writing among students in indonesia is not satisfied yet. this ability is the most challenging skill among the four skills (abas & abd aziz, 2018). surveying 150 freshmen representing high schools in central java, it concludes that writing is considered the most challenging subject to be learned by the majority of the students. they are barely exposed to the practice of writing. therefore, students who join in college do not have excellent english writing ability. the teaching of writing in indonesia is modelled on the product-oriented approaches. students have been expected to create a well-written product. the classroom activities used in this approach often involve imitating or copying and changing words from a model text to produce a new paragraph (jones & freeman, 2003). in the product-focused teaching, the english teachers generally pay less attention to other aspects such as the purpose and the processes of composing the text itself. as a result, students are not able to apply the knowledge to produce another varied writing. as the requirements for effective teaching and learning are not adequately met, the result of teaching writing in schools is not yet satisfactory. the students' writing ability is still low because they face many difficulties in writing. the students who have been taught the material for an extended time (from junior high school to senior high school) cannot even make a simple english sentence yet, and they cannot use english actively (mart, 2013). meanwhile, the empirical data from quin's research shows that the graduated students from the secondary school in indonesia just master approximately 1000 words. it could hamper the students' choice of words in their writing. these difficulties cause the students to lack their writing performance. another problem that makes writing quite demanding for indonesian students is that english is considered as a foreign language. english is used in specific fields of life or knowledge for certain purposes. it is not used as the daily communication language yet for the indonesian setting, which mostly does not provide an authentic learning environment. the number of speakers of english in indonesia is also small. thus, it is not easy for indonesian to learn english, which is connected to the "real world." besides, many researchers state that writing is the most challenging ability for l2 learners. the difficulties lie in developing and constructing ideas, and also in transforming the concepts into an understandable passage. some factors can affect the achievement of the process of teaching and learning of writing. based on the beginning observation at sma n 1 cawas, these factors can be categorized into five aspects. they are materials, methods and techniques, media, teachers, and students. all of the aspects contribute to achieving learning. one of these factors is the media. media are vital components in the teaching-learning process. as we know that the teaching and learning process can not run well without media. they are the resources and equipment available to use in the classroom. also, the resource can be brought into the classroom. engaging media can help the students find inspiration for their writing. they will more understand what teachers teach if the teacher provides them with the appropriate media to explain the material. thus, the aims of teaching could be achieved. the uses of media are expected to support the teaching and learning of english writing. however, a few educators do not use the media effectively to support the teaching of writing yet. the media used by the teachers in teaching writing were only the original equipment such as boards, chalk, erasers, markers, chairs, and tables. there was no supportive equipment that might promote the students to write. thus, it is needed an attractive media to support the students learning process. the use of engaging media in learning should fulfil several characteristics, such as accessibility, costs, teaching functions, and interactivity (manny-ikan et al., 2011; sakat et al., 2012). the media of learning contribute to the process of instructing and learning. it can stimulate learners to build up their idea. nowadays, the utilization of learning media is often arochman & yosintha effect of using web-blog ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 338 related to multimedia, such as a computer and the internet. some schools have computer laboratories that can be utilized in the learning procedure. however, the use of this media is not maximized yet. the internet connection available in the school is hardly ever used in the writing class. there are some supporting media in learning writing, but the teachers do not use those media since they cannot use them well. meanwhile, the style in instructing is mainly lecturing, which is not intriguing for the learners. they feel exhausted and not inspired in english, particularly for writing. thus, the students' motivation in writing english becomes low. therefore, the learning media are implemented to cope with the problem in sma n 1 cawas. the researcher applied the web blog as an attractive media that are likely to enhance the ability of the students in writing. it is for the reason that web blogs can support the students to investigate and create thoughts as well as substance to write. it can inspire students to develop their ideas in the form of text. furthermore, the objectives of the study can be defined as follows: to predict whether there is any effect in the writing skill between the students taught using web-blog (online) and those educated without using it (offline). as we know, many kinds of technology are used by the people to share media. the capacity of innovation in schools is to improve the process of instructing and learning. technology is able to enhance the association among the instruction, evaluation strategies, and curriculum. a web blog is a genuinely new instrument for composed correspondence and cooperation and shows up in numerous diverse dialects (hong, 2008). it becomes a new application today. web blog gives a space in putting away information. it tends to be utilized as a media in the learning procedure. it is intuitive since it permits learners to convey rapidly and effectively with their cohorts, their instructor, and even with local speakers of the objective language. web blog offers several advantages (hao & gao, 2017; hossain & quinn, 2012). it is modest and straightforward to post materials, and ready to peruse in all over the place. it is not difficult to track down in the search machine on the subject, creator, or the two. web blogs likewise give a device that can be utilized to interface other's web. it makes it easier to join with another side of the world. besides, web blog links to others have access to people everywhere. considering the process of instructing and learning of writing skills, including the picking up creative cycle in sma n i cawas, which still uses monotonous media to teach writing, can be enhanced by utilizing powerful, appealing, and fitting learning media. a web blog is recognized to be one of those media and is additionally accepted to investigate the intensity of students in writing correctly appropriately. research method research design this study is categorized as quantitative research. it belongs to a quasi-experimental design. the primary feature of experimental is that researchers manipulate the independent variables. this study involves two variables, the independent variable, and the dependent variable. the principle is that two identical groups are selected: one is as the experimental group that is given special treatment, and the other as the control group that is not given the special treatment. students of unggulan 2 implemented web-blog in the learning process. both groups were given different treatments after the pre-test. then, the comparison of any differences between the two groups at the end of the experimental period may attribute to the difference in treatment. treatment is the independent variable that the researcher manipulates to determine its effect on the outcome. in the type of research, both groups were formed randomly. it uses two whole groups that are selected in the groups that have already been created. the dependent variable is the writing ability, which can be seen from the score of the writing test at the end of the learning. arochman & yosintha effect of using web-blog ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 339 in this study, some steps were dealing with data collection and processing. in collecting the data, the researcher used a pre-test, treatment, post-test, and scoring. in the pre-test, the researcher wanted to know the writing of the students before they were given any treatments. the tests consisted of two writing essays in which each of the essays should be written down by the students consisting of around 200 words. between pre-test and post-test, the students were given treatments. treatment is the independent variable that the researcher manipulates to determine its effect on the outcome. in this research, the treatment was done twice a week for a month. the special treatment was given to the students of unggulan class 2. in every meeting, each class was taught for 90 minutes. the researcher did the treatment for the experimental class by implementing a web blog in teaching english writing. at the beginning of the lesson, each student had to think about an experience/story that he/she remembered. from planning, the students were given a chance to write their ideas. they typed their experiences using a computer. then, they made a draft and posted their writing on a web blog that was designed by the teacher. all the students and the teacher can see their selection. after that, the teacher discussed with the students about the mistakes and errors that they made. the teacher gave them feedback and asked them to revise their writing. here, they were asked to correct their own mistakes and errors by assistance. meanwhile, another treatment was given to the control group. they employed paperbased media. thus, the students of unggulan class 1 were treated as usual by the english teacher using the conventional teaching technique that was the paragraph writing technique. the paragraph writing technique is a prewriting technique in which a person writes continuously for a set period without regard to spelling, grammar, or style (wibowo, 2019). at the end of the learning, the groups also were given a post-test. in the post-test, the researcher also measure the writing quality of the students. it was done after they employed the treatments. after both groups were given treatments, the posttest was conducted. the test consisted of two writing essays, which were the same as those used in the pre-test. both experimental and control groups were given this test. after finishing the post-test, the researcher did the scoring of students' writing test as the first rater and the teacher as the second-rater. meanwhile, aspects of writing scores are content, organization, discourse, syntax, vocabulary, and mechanics. population and sample the population in this study was 10th grade students at senior high school 1 cawas, klaten. it consisted of 310 students. meanwhile, the sample of the study was two groups of the tenth-grade students of unggulan 1 and unggulan 2 of sma n 1 cawas. one group was the control group and the other one was the experimental group. in the type of research, both groups were formed randomly. since it is random, the researcher did not decide the groups by himself. here, unggulan 1 was the control class; meanwhile, unggulan 2 was the experimental class. in the beginning, both groups were given a pre-test. both groups had the same number of students, which were 32 students each. instruments the researcher used a writing test to develop examination instruments. these tests were used to find out the scores of students' writing ability. the tools were used both in pre-test and post-test. the instruments were also written based on the syllabus and english lesson in the school. the test covered the materials of writing ability about curriculum of senior high school year x in the 1st semester of english subject. the researcher used content and constructs validity to measure the validity of the research instruments. in this study, the validity of instruments was achieved by ensuring that the content of the test fairly samples the class or subject matter in question. it could be seen arochman & yosintha effect of using web-blog ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 340 that the test was developed about the curriculum of senior high school year x in the 1st semester of english subject. meanwhile, the construct validity was also implemented in this instrument. the writing ability test in this research employed construct validity since it measures the skill of writing. moreover, the reliability of instruments in this study was measured by using inter-rater reliability. it was established when the results of the writing test are assessed using subjective judgment. there are two assessors were applied to make the data of the writing score given are reliable. the first assessor was the researcher and the second assessor was a senior high school english teacher. data analysis there is two data analysis of this study: descriptive analysis and inferential analysis. in the descriptive analysis, there were mean, standard deviation, and frequency distribution. meanwhile, in inferential analysis, the researcher did a test of normality, an inspection of homogeneity, and hypothesis testing. first, the chi-square test was employed to find out that the data was normal. it was gained from the scores of pre-test and post-test. next, levene's test was applied to measure the sample variance was similiar. in this study, all the data were in a normal distribution, and the data variance was homogeneous. the last, to reveal the hypothesis which says 'there is a significant difference in the writing ability of the students taught using web blog and those taught using paper-based media,' the t-test was done in both groups. all the data were proceeded by using the spss program. research findings and discussion research findings in this part, the researcher compares the pre-test scores of both classes between the experimental class and control class. from the pre-test results, it can be seen that the mean score of the experimental group is 66.97. on the other hand, the mean score of the control group 67.47. it can be concluded that the mean score of the control group is higher than the mean score of the experimental group. however, it is not quite significant since both classes are classified into an average category. moreover, both classes are categorized at the same level of writing ability. the result of t-test of pre-test, it shows that t-observed < t-table, i.e. 0.303 < 1.666 with, also p > α, i.e. 0.763 > 0.05. it can be concluded that both classes have no significant difference in the students' writing skill before given web-blog treatment. therefore, both classes are appropriate to be researched. more explanations are stated as follows. descriptive analysis the pre-test data consisted of the pre-test scores and the comparison result of the pretest scores of the students' writing ability of the experimental and that of the control groups. table 1 gives data about the frequency distribution of the students' writing skills based on the results of the pre-test scores of the experimental class. table 1 frequency distribution of the pre-test scores of the experimental group no interval frequency percentage category 1 > 82.49 1 3.13 very good 2 67.5 – 82.49 12 37.50 good 3 52.5 – 67.49 19 59.37 average 4 37.5 – 52.49 0 0 poor 5 < 37.5 0 0 very poor total 32 100% table 1 shows that 1 student (3,13 %) was categorized into a very good category, 12 students (37.50 %) were categorized into a good category, and 19 students (59.37 %) were arochman & yosintha effect of using web-blog ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 341 categorized into an average category. moreover, no students were categorized into poor and very poor categories. therefore, more than half of the students were in an average category of writing ability. for further information regarding the pre-test score of the experimental group can be seen in table 2. table 2 the descriptive analysis of the pre-test scores of the experimental group mean sd median mode highest score lowest score range items 66.97 6.86 66 60 84 56 28 6 table 2 shows that the mean score of the pre-test of the experimental group was 66.97. based on the to the table categorization of scores, the students' writing skill of the experimental group was in an average category. it was categorized into the average category because it lies between the scores of 52.6 67.5. a pre-test was also implemented to know the students' writing ability in the control group. table 3 gives data about the frequency distribution of the students' writing ability based on the results of the pre-test scores of the control group. table 3: frequency distribution of the pre-test scores of the control group no interval frequency percentage category 1 > 82.49 1 3.13 very good 2 67.5 – 82.49 14 43.75 good 3 52.5 – 67.49 17 53.12 average 4 37.5 – 52.49 0 0 poor 5 < 37.5 0 0 very poor total 32 100% table 3 shows that 1 student (3.13 %) was categorized into a very good category, 14 students (43.75 %) were categorized into a good category, and 17 students (53.12 %) were categorized into an average category. furthermore, no students were categorized in poor and very poor categories. therefore, the majority of the students were in an average category of writing ability. for further information regarding the pre-test score of the control group can be seen in table 4. table 4 the descriptive analysis of the pre-test scores of the control group mean sd median mode highest score lowest score range items 67.47 6.33 67 64 83 55 28 6 table 4 shows that the mean score of the pre-test of the control class was 67.47. based on the table categorization of scores, it was categorized into an average category because it lies between scores of 52.6 and 67.5. it means that the students' writing ability of the control class was in an average category. table 5 presents the comparison between the pre-test scores of the students' writing ability of the experimental and that of the control groups. table 5 writing pre-test scores comparison between the experimental and control groups group data number of cases sum of scores mean sd experimental group pre-test scores 32 2143 66.97 6.86 control group pre-test scores 32 2159 67.47 6.33 table 5, the mean scores of the pre-test of the experimental and the control groups were categorized into an average category. it is seen as both lie between 52.6 to 67.5. it means that the students' writing ability, both the experimental and control groups were categorized into arochman & yosintha effect of using web-blog ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 342 an average category. then, based on the categorization of the students' writing ability in the pre-test, the majority of the students, both the experimental and control groups, were in an average category. after conducting the pre-test and treatments, there were continued by giving the posttest. the post-test data consisted of the post-test scores and the comparison result of the posttest scores of the students' writing ability of the experimental and that of the control group. a post-test was implemented to know the students' writing ability after the treatment was applied. table 6 gives data about the frequency distribution of the students' writing ability based on the results of the post-test scores of the experimental group. table 6 frequency distribution of the post-test scores of the experimental group no interval frequency percentage category 1 > 82.49 4 12.50 very good 2 67.5 – 82.49 23 71.88 good 3 52.5 – 67.49 5 15.62 average 4 37.5 – 52.49 0 0 poor 5 < 37.5 0 0 very poor total 32 100% table 6 shows that 4 students (12.50 %) were categorized into a very good category, 23 students (71.88 %) were categorized into a good category, and 5 students (15.62 %) were categorized into an average category. moreover, no students were in poor and very poor categories. therefore, more than half of the students were in a good category of writing ability. for further information regarding the post-test score of the experimental group can be seen in table 7. table 7 the descriptive analysis of the post-test scores of the experimental group mean sd median mode highest score lowest score range items 74.63 6.44 74 74 87 62 25 6 table 7 shows that the mean score of the post-test of the experimental class was 74.63. according to the table categorization of scores, it was categorized in a good category. it is because it lies between scores of 67.6 and 82.5. it means that the students' writing ability of the experimental group was improved. a post-test was also implemented to know the students writing ability in the control group. table 8 gives data about the frequency distribution of students' writing ability based on the results of the post-test scores of the control group. table 8 frequency distribution of the post-test scores of the control group no interval f percentage category 1 > 82.49 1 3.13 very good 2 67.5 – 82.49 21 65.62 good 3 52.5 – 67.49 10 31.25 average 4 37.5 – 52.49 0 0 poor 5 < 37.5 0 0 very poor total 32 100% table 8 shows that 1 student (3.13 %) was categorized into a very good category, 21 students (65.62 %) were categorized into a good category, and 10 students (31.25 %) were categorized into an average category. moreover, no students were in the poor and very poor category. therefore, more than half of the students were in an average category of writing ability. meanwhile, the descriptive analysis of the post-test scores of the control group can be seen in table 9. arochman & yosintha effect of using web-blog ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 343 table 9 the descriptive analysis of the post-test scores of the control group mean sd median mode highest score lowest score range items 71.41 6.25 71 70 84 60 24 6 table 9 shows that the mean score of the post-test of the control group was 71.41. based on the table categorization of scores, it was categorized into a good category because it lies between scores of 67.6 to 82.5. it means that the students' writing ability of the control group was in a good category. table 10 presents the comparison between the post-test scores of the students' writing ability of the experimental and that of the control group. table 10 writing post-test scores comparison between the experimental and control groups group data number of cases sum of scores mean sd experimental group post-test scores 32 2388 74.63 6.44 control group post-test scores 32 2285 71.41 6.25 table 10, the mean scores of the post-test on the writing ability of the experimental and control group, lies between 67.6 and 82.5. it means that the students' writing ability, both of the experimental and control groups, were categorized into a good category. there was an increase of the mean as many as 7.66 points in the experimental group. besides, an increase of the mean as many as 3.94 points happened in the control group. in other words, the rise of the mean score of the experimental group was higher than that of the control group. based on the post-test data, the majority of the students of the experimental and the control groups were in a good category. inferential analysis there were two points in inferential analysis: pre-analysis and hypothesis testing. to know the normality and homogeneity of the data, the researcher needs to implement a preanalysis in this study. moreover, to find out whether web blog can increase the students' writing ability or not, the t-test formula was applied in hypothesis testing. to know whether the data was standard or not, the researcher tested the data using the chi-square formula. the distribution is considered normal if the value of chi-square obtained (x2 o) is lower than the value of critical formed in the table (x2 t) with the significance level of 5% or if the probability value (p-value) is higher than 0.05. the result of the chi-square analysis of the pre-test is shown in table 11. table 11 results of the normality test of the pre-test data df x 2 o x 2 t interpretation pre-test of the experimental group 13 8.25 22.362 normal pre-test of the control group 21 7.875 32.671 normal table 11 shows that the x2 observed score of the pre-test of the experimental and control group was lower than the x2 table with the significance level 0.05. thus, the distribution was normal. meanwhile, the result of a chi-square analysis of the post-test is shown in table 12. table 12 results of the normality test of the post-test data df x 2 o x 2 t interpretation post-test of the experimental group 13 9.125 22.362 normal post-test of the control group 14 12.062 23.685 normal arochman & yosintha effect of using web-blog ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 344 table 12 shows that the x2 observed (x2 o) score of the post-test of the experimental and control group was lower than the x2 table (x2 t) with significance level 0.05. therefore, the distribution was normal. to know whether or not the samples have the homogeneous variance and to show whether or not there is any significant difference in the samples, the researcher did the homogeneity test in this study. thus, levene's test was employed. if the value of f-observed (fo) is lower than f-table (ft) or if the significant probability level is higher than 0.05, the sample is classified to be homogeneous. the results of the levene's test of the pre-test is presented in table 13. table 13 result of the homogeneity test of the pre-test data df1 df2 fo ft p-value α interpretation pre-test 1 62 0.459 3.99 0.501 0.05 homogeneous table 13 shows that the score of fo was lower than ft with the significance level 0.05. moreover, the p-value of the pre-test was higher than the significance level of 0.05. therefore, it can be interpreted that the relationship was homogeneous. meanwhile, the result of levene's test of the post-test is shown in table 14. table 14 result of the homogeneity test of the post-test data df1 df2 fo ft p-value α interpretation post-test 1 62 0.15 3.99 0.904 0.05 homogeneous table 14 shows that the score of fo was lower than ft with significance level 0.05. in addition, the p-value of the post-test was no lower than the significance level 0.05. therefore, it can be interpreted that the relationship was homogeneous. next, the researcher conducted hypothesis testing to determine whether the hypothesis was acceptable or not. the hypothesis alternative (ha) in this study says, "there is a significant difference in writing ability between the grade x senior high school students taught using web blog and those taught without using this media." to know the level of difference and significance, the researcher used a t-test formula in this analysis. however, the hypothesis must be changed to the null hypothesis (ho) before the hypothesis is rejected or accepted. the ho states that "there is no significant difference in the writing ability between the grade x senior high school students taught using web blog and those taught without using it." after obtaining the pre-test and post-test scores, the researcher measures the mean difference between the post-test mean scores of the experimental group and that of the control group. t-test was implemented after the mean difference was calculated. this test was aiming at to know whether the difference was significant or not. from the post-test, it was found that t-observed (to) was 2.028 while t-table (tt)was 1.66. in the meantime, the t-test shows that the p-value was 0.047, the significance level was 5%, and the degree of freedom was 62. statistically, if t-observed is higher than the value of t-table, the ho is rejected, and the ha is accepted. in other words, there is a significant difference. however, if t-observed is lower than the value of t-table, the ho is approved, and the ha is rejected. in other words, there is no significant difference. based on the calculation using spss, it was found that t-observed (2.028) was higher than the t-table (1.66). it means that the ho was rejected, and the ha was accepted. thus, there was a significant difference between the results of the post-test of the experimental and the control group. the t-test result of the post-test is illustrated in table 15. arochman & yosintha effect of using web-blog ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 345 table 15 result of the t-test of the experimental and control group in the post-test data to tt df p-value interpretation post-test 2.028 1.66 62 0.047 hypothesis accepted with regard to table 15, it is clear that the p-value was 0.047. statistically, if the p-value is higher than the significance level, the ho is accepted, and the ha is rejected. thus, there is no significant difference. however, if the p-value is lower than the significance level, ho is rejected, and the ha is accepted. thus, there is a significant difference. in this research, it is found that the p-value (0.047) was lower than the significance level (0.05). it means that the ho was rejected, and the ha was accepted. after conducting the post-test, there was an increase (7.66) of the score of mean on the experimental class (74.63). meanwhile, there was an increase (3.94) of the score of mean on the control class (71.41). based on the increasing data, we can see that improvement of the score of mean on the experimental class is greater than that of the control class. the use of a web blog might influence the improvement of the students writing skills. also, it can be concluded that the improvement of the experimental class is greater than that of the control class, i.e., 7.66 > 3.94. moreover, t-test result of the post-test shows that t-observed > t-table, i.e. 2.028 > 1.666 with, also p-value < α, i.e. 0.047 < 0.05. therefore the ho is rejected properly. in other words, the use of a web blog shows a significant difference in the ability of students' writing based on the results of the post-test after controlling students' post-test scores. it can be concluded that the writing ability of the students both in the control and experimental groups in the post-test had a significant difference. in other words, there was a significant difference in the writing ability between the grade x senior high school students taught using web blog media and those educated without using this media. thus, the proposed hypothesis, which states, "there is a significant difference in writing ability between the grade x senior high school students who are taught using web blog media and those who are not taught by using it" was accepted. discussion based on the study at sma n 1 cawas, it is found that there was a significant difference in writing ability between the grade x senior high school students taught using web blog media and those taught without using paper-based media. the writing skill of the students taught using the web blog and those who were not trained using this media before the treatment was the same. it is founded on the result of mean score in the pre-test for both the experimental and control groups. from the pre-test, it was found that the mean score of the control group (xu1) was 67.47, and the mean score of the experimental group (xu2) was 66.97. the result of the normality test shows that both the experimental and control groups had a normal distribution. then, founded on the analysis of homogeneity, the result shows that both the experimental and control group was homogenous. the t-observed (0.303) was lower than the t-table (1.66). it means that there was no significant difference between the results of the pre-test of the experimental and control group. the t-test result can also be shown from the p-value. it is found that the p-value (0.763) was higher than the significance level (0.05). the writing ability of the students, both in the control and experimental group in the pre-test, had no significant difference. in other words, as a control and experimental group, they were homogeneous. thus, the homogeneity of the pre-test is an excellent start to get the valid and reliable results of the experiment. meanwhile, the result of the post-test reveals an increase in the score of means for both of the x unggulan 1 (control class) and x unggulan 2 (experimental class). however, the arochman & yosintha effect of using web-blog ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 346 improvement of the mean score of the experimental group was greater than that of the control group. the improvement of the score of the mean of the experimental group was 7.66, while the control group was 3.94. according to the normality test, both the experimental and control groups had a normal distribution. based on the homogeneity test, both the experimental and control group was homogenous. moreover, t-observed (2.028) was higher than the t-table (1.66). thus, the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. in other words, there is a significant difference between the results of the post-test of experimental and control groups. the t-test result can also be shown from the p-value. it is found that the p-value (0.047) was lower than the significance level (0.05). the writing ability of the students both in the control and experimental groups in the post-test had a significant difference. it proves that the proposed hypothesis, "there is a significant difference between the students taught using web blog media and those taught without using this media," was accepted. based on the results of the research, the use of web blog media in teaching writing is able to improve the students' writing ability. there are some general reasons for this improvement. the purpose of the web blog offers several advantages (fattah, 2016). first, the students could generate their ideas to write freely. it is because the opinions of their writing were about their own life. then, the routines of producing writing text each meeting could improve the students' language use. they would be accustomed to writing in english with correct grammar, appropriate vocabularies, and the right punctuation. besides, the teacher could monitor the students' works in every meeting. he might discuss the mistakes and errors that students made. then, he gave corrections on them and made any suggestions needed. the teacher gave feedback to their writing and asked the students to revise their essays. in the next meeting, the students were asked to make editing based on the feedback given. as a consequence, it was easy for the students to get a good improvement because they had outstanding media in which they could develop their writing. they also had more opportunities to interact freely with the teacher by the written dialogue, which might occur in the class. it is like harmer states that the process of writing consists of four stages, namely planning, drafting, editing, and revising (harmer, 2004). at last, it can be concluded that the use of web blog media in the experimental group could enhance the ability of students in writing more than the media used in the control group. therefore, the use of the web blog media in teaching writing is able to be an additional solution to overcome the students' difficulties in generating ideas and using the appropriate grammar, vocabulary, and punctuation. conclusion based on the result of the t-test of the experimental and control group in the post-test, t-observed (2.028) was higher than the t-table (1.66). besides, according to the t-test result, it is found that the p-value (0.047) was lower than the significance level (0.05). therefore, the hypothesis: "there is a significant difference in the writing ability of the students taught using web blog and those taught using paper-based media" is accepted. the use of web blog is able to be alternative media to support the student's practice writings. the researcher suggests that all teachers use the appropriate media in teaching writing. it is also expected that the other researchers are able to develop this study with consideration of the different cultures and linguistic content to improve students' writing skills. arochman & yosintha effect of using web-blog ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 347 acknowledgement the authors realized that the accomplishment of this article would not run well without any help from the 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(2019). the effectiveness of guided reciprocal peer questioning (grpq) in teaching writing viewed from creativity. metathesis: journal of english language, literature, and teaching, 3(1), 12–25. https://doi.org/10.31002/metathesis.v3i1.1190 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2734 july 2020. vol. 8, no, 3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 222-236 jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 222 improving students’ speaking skills trhough the use of video-based scientific approach ardiansyah english teacher, sman 9 mataram, indonesia corresponding author email: ardiansyahmtr80@gmail.com article info abstract article history received: june 2020 revised: june 2020 published: july 2020 the objective of this classroom action research (car) was to improve the students’ speaking skills through video based scientific approach at class xi mipa 1 sman 9 mataram in the academic year of 2019/2020. the car was conducted in two cycles. each cycle consisted of three meetings. the steps were reconnaissance, planning, action and observation, and reflection. the researcher worked collaboratively with the english teacher and the students. the data collected were in the forms of qualitative. the qualitative data were gained through observing, interviewing the english teacher and students, and taking photographs. the data were in the forms of vignettes, interview transcripts, and photographs. in addition, this research implemented five criteria of validity namely democratic validity, dialogic validity, outcome validity, process validity, and catalytic validity. to get the trustworthiness, the researcher used some triangulation principles such as time triangulation and investigator triangulation. the results of this research showed that using videos based on scientific approach in the teaching and learning of speaking was proved to improve the students’ speaking skills in five aspects: vocabulary, pronunciation, grammar, fluency, and comprehension. the students were more enthusiastic in learning speaking. they could actively involve in the speaking learning process. moreover, the students were more confident and fluent in speaking practices. keywords writing instructions; elt learning; communicative learning; how to cite: ardianyah. (2020). improving students’ speaking skills trhough the use of video-based scientific approach. jollt journal of languages and language teaching, 8(3), 222-236, doi: https://doi.org/10.33394/jollt.v%vi%i.2734 introduction in our country, the goals of english language teaching in the senior high school are to set the learners to get ready for communication in both spoken and written english and to make the students to achieve informational level of communication (rachmawati, 2020; haerazi, et al., 2018). it means that through english, the students are able to access knowledge and they are ready to move to the higher education level. in fact, there are many students who are not aware of the benefit of mastering both spoken and written english (iman, 2020). through both skills, they can communicate with native speakers and those who speak using english around the world. furthermore, the students’ speaking skill still have difficulties and low confident to speak english in front of the class. it is in line with some studies that informed the same challenges and difficulties (mali, 2017; firdaud & amaniarsih, 2018; haryadi & aprianoto, 2020; suadiyatno et al., 2020; and salim et al., 2020) teaching speaking is not an easy job for teachers at the level of senior high schools. speaking is categorized as a productive skill. it used speeched to express meaning to other interlocutors (syafii et al., 2019). as a matter of fact, the students have some problems dealing with language skills, especially in speaking skills. the lack of practice both inside and outside the speaking classes is the dominant factor for students failed in acquiring speaking skills (alghaberi, 2019). in addition, according to buhari (2019), there are some features that make speaking difficult. those include clustering, redundancy, reduced forms, performance http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& ardiansyah improving students’ speaking skills ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 223 variables, colloquial language, rate of delivery, stress, rhythm, intonation and interaction (hidayati, 2019). the researcher was interested in holding an interview with the students and observed the english teaching and learning process in sman 9 mataram. based on the observation, he found that from four basic skills, speaking was the most difficult skill. he also found that there were some problems that influenced students’ development in learning speaking. those problems were the students’ confidence and participation, the lack use of facilities and media, monotonous materials, and uninteresting techniques and activities. related to those condition, students can learn best when they are physically, emotionally, and cognitively stimulated and involved in the teaching learning process. so, the researcher should make the teaching learning process more communicative, contextual, attractive, and then the last improving the students’ english speaking skill. in fact, the teaching learning process cannot run well without any teaching media to support. in other word, media has an important role in the teaching learning process. one of the media that can be used is video. teaching speaking through videos can be very useful for the effective and joyful learning. videos may give positive effects on the students’ interest and motivation in studying english as well as to increase their speaking skill. the students may obtain meaningful contexts for language that is being learned through videos. based on the problem, the researcher assumed that the students needed not only the media of teaching but also a teaching approach which could make them easier to understand the material. they also needed more practice than listening to the teacher’s explanation only. the researcher was sure that the scientific approach of curriculum 2013 would be good for teaching speaking. the 2013 curriculum provides a new approach in teaching process as a demand in 21st century. it provides scientific approach to develop the students’ skill, knowledge and attitude. moreover, the scientific approach in 2013 curriculum focuses on the productive, creative, innovative and affective students through integrated skills, attitudes, and knowledge. this goals can be achieved by designing the effective and meaningful instruction to the students. hence, the teacher was supposed to use scientific approach in teaching and learning process (zaim, 2016). for those reasons, the researcher decided to conduct an action research to improve the students’ english speaking skill in class xi mipa 1 through video based on scientific approach. to identify and overcome the existing problems, the researcher worked collaboratively with the english teacher and the students of class xi mipa. finally, as the problems were solved, the students were expected to be able to improve their english speaking skill. research method based on research objective, this research was categorized into action research. action research is related to the ideas of reflective teaching and the teacher as a researcher. burn (2010:2) states that action research involves taking a self-reflective, critical, and systematic approach to exploring teachers’ own teaching context. burns also stated that the aim of action research is to identify problematic situation that the participants consider worth looking into more deeply and systematically. research design henning, stone, and kelly (2009) point out that action research is conducted in local setting and undertaken for the purpose of improving by introducing more effective teaching strategies. actually, there are some different models of action research proposed by some experts but this research would use the action research model proposed by kemmis and mctaggart (1988) which was the most suitable one for the research conducted by the ardiansyah improving students’ speaking skills ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 224 researcher. here are the schema of the cycle of action research that was proposed by kemmis and mctaggart population and sample the researcher conducted a research in sman 9 mataram located on jl. jendral sudirman. the research was conducted in class xi science where there were about 30 students in the classroom. the researcher observed some aspects and problems related to the teaching and learning process in this school in observation before conducting the research. the condition of building and facilities of the school was quite good. it was tidy, and the facility was also supporting the teaching and learning process. there was no language laboratory, but the school had a multimedia laboratory. the multimedia laboratory was supported with an lcd and sound systems. the researcher used multimedia laboratory to conduct the research. instruments in this research, the researcher took a part as an observer to collect the data and also the one who implemented the action. the collaborators are the english teachers. while the researcher implemented the action, the collaborators act out as the observer to observe the researcher action. meanwhile, in order to gain the qualified data, the data were collected by using observation checklist, interview guidelines, and a speaking rubric. observation checklist was used to record behaviors during sessions of the research quickly, and accurately. interview guidelines consisted of some questions or issues to be explored during the interview. it helped the researcher to conduct the interview systematically. speaking rubric was used to assess and collected the data about students’ speaking ability. the rubric focused on five aspects of speaking such as: fluency, accuracy, vocabulary, pronunciation, and comprehension. data analysis the data of the research were qualitative and also quantitative. the qualitative data were obtained through observation, interview, and documentation related to teaching and learning process of speaking classroom. the data gained are in the form of qualitative data. the data in the form of qualitative were analyzed by using some stages, such as: (1) assembling the data, (2) coding the data, (3) comparing the data, (4) building interpretation, and (5) reporting the outcomes. research findings and discussion this part of the article presents the research finding and discussions which provide evidence for answering the research questions of the study. as proposed in chapter 1, the research question is how can the use of video-based scientific approach improve students’ speaking skills? this chapter is divided into two parts. part a is related to the reconnaissance which includes the identification of the field problems, selecting the field problems, determining the action to solve the feasible problems part b is related to the implementation of the action. reconnaissance in this stage, some problems in the field were identified in some steps. the first step was to conduct a preliminary observation of the english teaching and learning process, especially on teaching the skills of class xi science of sman 9 mataram. the next step was to hold some interviews with the students of class xi mipa 1 as the research participants. before going further on identifying the problems of the field, the researcher, and also as the teacher, showed the facts of the teaching and learning process of speaking class in xi mipa 1. ardiansyah improving students’ speaking skills ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 225 there were some problems in the teaching and learning process of english especially in teaching the speaking skills in xi mipa 1 class of sman 9 mataram. some problems found in the field were the students’ low motivation in learning english, the teacher’s inability to encourage the students’ motivation to learn, and the teacher’s inability to motivate the students to try to speak in english. after conducting a preliminary observation, the researcher gained the data to find the information related to the teaching and learning process of speaking in class xi mipa 1 of sman 9 mataram. the data was also done to support the identification of the problems. the researcher found some problems related to the teaching and learning process of english especially in teaching speaking skills. the first problem that the teacher faced to teach speaking skills was about media. since the media for teaching english in the classroom were limited, the teacher tended to teach the reading and writing skills more than to teach the listening and speaking skills. it was easier for the teacher to teach reading and writing because it did not need any additional media to teach. the teacher could only use the text book and worksheet without any other supporting media to teach. another problem faced by the teacher was the students’ low ability on speaking. according to the teacher, it was because the teacher rarely taught the students the speaking skills itself. the teacher gave more portions to teach only reading and writing because these skills had more portions in the examination. the next problem which was the hardest problem faced by the teacher in teaching speaking skill was about the students’ low enthusiasm and motivation to speak in english. the teacher mentioned that most of the students were shy to speak in english although some of them looked brave to speak in english with unorganized grammar. they were also lazy to speak in english and tended to use bahasa indonesia although the teacher had taught them some expressions to be used in their daily activity especially in the classroom. moreover the media that the teacher used in teaching speaking was not engaging the students to be more active on speaking. the students stated that the media used by the teacher was only text book and worksheet, so sometimes they felt so bored to do the tasks over and over again. then the teacher never made some innovation on his way of teaching in order to invite the students to be more active on speaking. the following interview transcripts describe the students’ opinions about the way their teacher teaches them. selecting the field problems to solve after conducting the observation, the researcher found some problems related to the teaching and learning process of english especially on teaching speaking skills in class xi mipa 1 sman 9 mataram in the academic year 2019-2020. considering the time, energy, priority, and feasibility of the problems to solve, it was difficult to overcome all the problems found in the field. as it was stated in the beginning of chapter i, the researcher only focused on improving the students’ speaking skills through the use of videos based on scientific approach as the implication of the national curriculum, so the researcher selected the problems that were related to the problems occurring in the teaching of speaking. table 1 the feasible problems to solve related to the teaching of speaking no. problems code 1. the limited media to teach the material md 2. the students’ low ability on speaking. s 3. the students’ low enthusiasm and motivation to learn english s 4. the teacher did not provide any appropriate models to learn the target language. tt, md 5. the teaching of speaking was monotonous and tt, md ardiansyah improving students’ speaking skills ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 226 boring. 6. the speaking activities did not encourage the students to speak in english optimally. tt 7. the classroom english was not optimally used during the teaching and learning process. tt s : students;md : media; tt : teaching techniques; t : teacher after having a discussion with the collaborator and reviewing some theories related to the teaching of speaking, the researcher determined some actions expected to offer some solution to the problems. table 2 the feasible problems to solve and the solutions no. feasible problems to solve solutions 1. the limited media to teach the materials. using videos as interesting media to teach and to deliver the materials to the students. 2. the students’ speaking making the students familiar to speak in english by drilling and giving good examples of speaking in english. giving them as many as possible chances to speak in english. applying some communicative speaking activities. 3. the students’ low enthusiasm and motivation in learning speaking. using videos to engage students’ attention and enthusiasm to learn the material. applying some communicative speaking activities. 4. the teacher did not provide any appropriate models to learn the target language. using videos consisting of authentic models of english as teaching and learning media. 5. the teaching of speaking was monotonous and boring. using videos consisting of authentic models of english as teaching and learning media. applying some communicative speaking activities. 6. the speaking activities did not encourage the students to speak in english optimally. applying some communicative speaking activities. ask the students to be active to speak in english by giving some rewards and praises on that. 7. the classroom english was not optimally used during the teaching and learning process. using classroom english optimally during the teaching and learning process. to implement the actions, some preparations and plans were done in order to make the actions successful. to implement the actions, the researcher developed some research instruments such as observation checklists and interview guidelines. the observation was conducted during the implementation of the actions and reflection. the interviews were carried out during the planning stage, the implementation of the actions, and reflection. the interviews aimed to get some input and also suggestions related to the problems. the ardiansyah improving students’ speaking skills ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 227 materials selected were based on the standard of competency and based competency of senior high school students grade xi and based on scientific approach in the curriculum 2013 revision in 2017. the materials were chosen by the researcher. the main teaching media during the implementation of the actions were videos. the selection of the media was based on the consideration that by watching the videos, the students would be able to see the real and authentic models of english and could get a good input and examples of english. furthermore, the videos could engage the students’ attention to learn the target language and increase the students’ motivation to learn english. the teaching and learning activities were not only watching the learning videos. it was also combined with some activities like games, pictures and videos describing, role-play, and also information gap activities to achieve the teaching and learning goal of teaching speaking to the students as stated in the lesson plan or rpp. the course grid and lesson plans or rpp were made to design the materials and the activities easier. in this case the lesson plan /rpp contains scientific approach. the implementation of the actions cycle i planning considering some feasible problems, the researcher planned some actions to solve it. the plans of the actions were expected to improve some aspects when it was implemented. table 3 the actions and the expected improvement to achieve no. actions expected improvement to achieve 1. using videos consisting of appropriate models of english as the teaching and learning media in the first stage of scientific approach the materials and classroom activities can be more interesting so it can increase the students’ motivation to learn the target language (english). the students had adequate mastery of pronunciation, grammar, and vocabulary. 2. applying some communicative speaking activities the students got involved actively in the activity. since the students enjoy the activity, they had higher selfconfidence to express their ideas. the students had more sufficient opportunities to practice speaking. 3. using some motivating and funny videos as an intermezzo to make the students relaxed for a while and ready to get the next material 4. using classroom english optimally during the teaching and learning process when the classroom english was optimally used, the students could improve their comprehension and they were familiar speaking in english. 5. giving feedback on students’ tasks the students had adequate mastery of pronunciation, grammar, and vocabulary. 6. giving handouts and worksheets of today’s materials to make the students more easily absorb the material because the handouts and worksheets just focused on the material that the student’s learned. ardiansyah improving students’ speaking skills ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 228 after making some plans, then the researcher had to perform it in the first cycle. the action plans are performed in the first cycle. the researcher used the videos as the main teaching and learning media to improve the students’ speaking skills. by watching the videos, the students could learn how to apply the language in their life context. most of the videos were taken from www.youtube.com. the selection of the videos was based on the consideration between the researcher and the collaborators to choose the most appropriate videos for the students. the communicative speaking activities applied in the first cycle were games, pictures and videos describing, and role play. the aim of the communicative speaking activities was to give the students many opportunities to speak so that they could understand the use of language in everyday context and also increase their confidence to speak in english since they had to communicate in english in every meeting. in the class, students are seen more active than before doing speaking tasks. the videos are given to guide students about what topics they are going to dicsuss. it is in line with haerazi, utama, and hidayatullah (2020) who state that learning using videos can involve students in active learning processes. the classroom english was used in daily classroom activities, such as to greet the students in the beginning of the lesson, to explain the materials, to give instructions and feedback, to summarize the lesson, and to end the class. it makes students become more autonomous learners. the same thing is done by haerazi, prayati, and vikasari (2019) who declare that giving feedbcak and chance for students to elaborate their knowledge gained from their own learning can motivate them to improve their language skills including speaking skills. sometimes when the students could not get the point of the researcher’s explanation or instruction in english, the researcher translated it into bahasa indonesia to make it clear to the students, but still the use of english was more than the use of bahasa indonesia in classroom. actions and observations the actions in the first cycle were carried out in three days of class meeting on 4th ,7th and 11th february 2020. the actions focused on implementing the use of videos as the media to improve students’ speaking skills. the data during cycle i was collected through observations, interviews, and documentation. the first meeting of cycle i was conducted on 4th february 2020. the time allocation was 90 minutes. in this meeting, in the beginning of the lesson, the researcher (as the teacher) greeted the students and checked the students’ attendance. then, the researcher gave some lead-in-questions to lead the students to the material. after that, the researcher introduced the topic of the lesson to the students. the topic of the lesson was about expressions of asking and giving opinions. before going further to the explanation of the material, the researcher distributed english text books to the students. in the implementation of scientific approach, there were five steps to be applied as stated in the previous chapter. it was stated in the while activity of learning process. the first was observing. in this step, the researcher explained the material by playing some videos related to the material of expressions of asking and giving opinions to provide the students with appropriate models of english. the students seemed really interested and enthusiastic in watching the videos. after watching the videos shown by the researcher, the students were asked to identify some expressions of asking and giving opinions. after that, the researcher and the students checked the answer together. then, the researcher showed other videos a video of expressions of asking and giving opinions and then asked the students to repeat it together in order to make them familiar with the utterances of expressions of asking and giving opinions. the second step of scientific approach is questioning. after the students identified some expressions in asking and giving opinions, the researcher divided the students into groups to discuss some language features used in expressions of asking and giving opinions to make the http://www.youtube.com/ ardiansyah improving students’ speaking skills ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 229 students understand about the material better. after ten to fifteen minutes, the researcher asked each group to present the result of their discussion, in which later the researcher combined the idea of language features. due to the fact that some of the students seemed confused with the teacher’s explanation, the teacher then explained it in bahasa indonesia. after giving the explanation of the language features used in expressions of asking and giving opinions, the researcher asked the students to do the first exercise in the worksheet. in the first exercise, the students had to fill in the missing expressions in some conversations with the expressions of asking and giving opinions. this exercise had an aim to make the students understand the material of expressions of asking and giving opinion better. after the students finished their first exercise, the researcher checked their answers. not long after this, the bell rang as the sign that the class was over. the researcher then gave the summary of the lesson and ended the class on that day by praying. the second meeting of cycle i was conducted on 7rd february 2020. in this meeting, the researcher continued the activities of the previous meeting. the time allocation was 90 minutes. the same as the previous meeting, the researcher started the class by greeting and checking the students’ attendance. this meeting was the continuance of the previous meeting, so in this meeting the researcher still explained about the material of expressions of asking and giving opinions. the researcher reviewed the previous lesson to make the students remember the material. hence, the researcher asked the students to mention some expressions of expressions of asking and giving opinions. the students could mention them well. they gave the correct answer. after this, the researcher played some videos as the input for the students to make them more familiar with the material. the students repeated what the speakers said in the videos to learn the pronunciation. the third step of scientific approach was exploring. the researcher asked the students in pair to find some information in the website about a product then asked their opinion about the product. the students in their turn gave their opinions. the fourth step of scientific approach was associating. the researcher asked the students to find many kinds of expressions asking and giving opinion by reading some conversation in english text book and also searched in website. some ideas were writted on a white board by the students to compare any kinds of expressions. the researcher discussed together with the students the fifth step of scientific approach was communicating. the researcher asked the students to produce a text of dialog about asking and giving opinion. the researcher let them do it in pairs to share their ideas. in this exercise, the students had to make a simple and short conversation about expressions of asking and giving opinions based on some conditions given to them. this activity was aimed to make the students familiar with the expressions of asking and giving opinions used in daily conversation. the researcher let the students asked when they got the difficulties in making the conversation. the students looked so enthusiastic doing this activity. after the students finished with their work on making the conversation, the researcher asked them to present their conversation in front of the class. when the first group wanted to present their dialog the bell rang that indicated time was over the class. the researcher reviewed the material to conclude as the closing lesson. the third meeting of this cycle was conducted on 11th february 2020. the time allocation was 90 minutes. same as the previous meeting, the researcher opened the class by greeting the students and checking their attendance. to open the class, the researcher explained the students that in this meeting they would continue to perform their dialog. most of the students looked fluently in expressing their ideas on the conversation. the next activity planned by the researcher was an interactive class. the researcher wanted the students to explore and practice their ability and also showed their best performances. the students ardiansyah improving students’ speaking skills ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 230 looked so enthusiastic because they felt so bored when they had to learn the material over and over again. the researcher also mentioned that in this meeting they had to use full classroom english. they could not use bahasa indonesia even when they wanted to ask for permission to go outside the class. at first, the researcher played a funny video and all the students laughed so loudly. the researcher played the funny video in order to make the students enjoy the class first. it was also used to engage the students’ attention to the material. the students asked the researcher to play the video again. the researcher played it again. after this, the researcher asked one of the students to share his opinion about the video. after the student gave his opinion, the researcher let him to ask his friend’s opinion and then his friend could ask another friend until all the students had their chances to give their opinion. this activity was called “throw the ball” game. it was done successfully. the students enjoyed it and they could share their opinion fluently in english. the researcher played a video again. it was not a funny video but a motivation video. the students still did the same activity like before. they played “throw the ball” game but in this activity the researcher gave the punishment for the students who had no idea what to say or took so long time to think. the punishment given by the researcher was asking the students to come to the front the class to tell something they wanted to tell. it could be anything which came on their mind. the researcher just wanted the students to try to speak actively. this activity was done when the class was over. sometimes the researcher helped the students when they found the difficulties in vocabulary or grammar. while doing this activity, the researcher asked the collaborator to have some note by putting a mark on table of check list when the students active and enthusiastic during the class. reflection having implemented some actions in cycle i, the researcher and the collaborator conducted a discussion to make some reflections. the reflections were based on the observations and interviews conducted during the first cycle. in the discussion, the data gained through observations and interviews were analyzed to evaluate the strengths and the weaknesses of the actions carried out in the first cycle. these reflections were used to plan the next actions in the next cycle. the results of the reflections can be seen below. the researcher used videos as the main media for the teaching and learning process of english in cycle i. the videos used by the researcher could be used as the input texts or the material for the students and also could be used as the example for the students about how to apply the materials they have learned in the real life context. the students were happy with the videos given by the teacher as the input for their teaching and learning process because from the videos they could learn the material easily and never get bored. the students would never get bored because they did not have to learn the materials only from the text book or from their teacher. they could also enjoy the teaching and learning process. moreover, the students could get something new as the sources for their learning process. although the videos could provide appropriate models through the native speakers’ talk and attract the students’ interest and motivation to learn, there were some weaknesses of the video used by the researcher in the cycle i. some of the students said that some videos used by the researcher were quite confusing because those videos were so fast both from the speed of the videos itself or from the speakers of the videos so that the students did not get the point clearly. that was why the students sometimes asked the researcher to play the videos twice or more to get the point of the videos. these problems can be seen in this interview transcript. after looking for the strengths and weaknesses of using videos in cycle i, the researcher could improve it to be better to be implemented in cycle ii. ardiansyah improving students’ speaking skills ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 231 in the first cycle of the research, the researcher tried to apply some communicative activities to engage the students to learn. moreover, the communicative activities were also applied to ask the students to be active to speak in the classroom. the speaking activities such as discussions, pictures and videos describing, and games could improve the students’ involvement and speaking ability because they had more opportunities to speak in english. through practicing, they learnt how to use the language in daily conversation although some of them were reluctant and shy to do some activities in the classroom. the classroom english was regularly used in the first cycle of the research in order to make the students familiar with english. it was used in the opening of the class, main activities, and closing of the classroom itself. the researcher used classroom english to make the students familiar to say something in english although in a very simple sentence, but in the first cycle the classroom english was not running smoothly. some of the students still used bahasa indonesia to ask something to the researcher or to their friends. they said that they did not know some words in english so they tended to use bahasa indonesia. the researcher then said to them that they could use bilingual or mixed the english with bahasa indonesia but they could not say the sentences fully in bahasa indonesia. in explaining the material, sometimes the classroom english was not optimally employed by the researcher because the students found difficulties in understanding what the researcher said. so the researcher tended to translate what the researcher said in bahasa indonesia in order to make the students understand the researcher’s explanation. although there were some obstacles in employing classroom english, the researcher could still ask some of the students to make a classroom english. they can be an example to their friends. the classroom english was also used to motivate the other students to be active on speaking english in the classroom. cycle ii planning after making some reflections of the actions of cycle i, the researcher and the collaborator found that some problems still existed and needed to be solved in the second cycle. the second cycle of the research still focused on the implementation of the videos to improve students’ speaking skills. however, the researcher implemented some new and improved actions to be implemented in cycle ii with the hope that the teaching and learning process in cycle ii could be more successful. those actions were modifying the videos used in the teaching and learning process. the videos used in cycle ii were slower than in cycle i so that it would be easier for the students to get the point from the videos. then the researcher also applied more communicative speaking activities and used classroom english in the teaching and learning process. different from cycle i, the researcher in this cycle did not answer the students’ questions in bahasa indonesia to make them familiar in expressing their idea in english. the students had to use english if they wanted to ask something and they also had to answer the researcher’s question in english. in explaining the materials and giving instructions, the researcher applied simple words and synonyms. the researcher also maximized the use of non verbal language such as gestures and body language so that the students could get the point from the researcher explanations and instructions. demonstrating were also be used and implemented before the students did the speaking activities. actions and observations the actions in the second cycle were conducted on 18th ,21th , and 25th february 2020. in this cycle, the researcher continued and improved some actions done in cycle i. the ardiansyah improving students’ speaking skills ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 232 actions still focused on implementing videos as the main media in the teaching and learning process to improve students’ speaking skills. here is the description of the actions of cycle ii. the first meeting of cycle ii was conducted on 18th february 2020. the time allocation was 90 minutes like the previous meetings. in the beginning of the lesson, the researcher greeted the students and checked their attendance. the researcher also asked the students’ condition on that day. although in limited vocabulary, the students could answer the researcher’s question in english. then, the researcher distributed the handouts of the material to the students. after the students read the material, the researcher asked their understanding of the material by giving lead-in questions related to their experiences of asking and giving recommendation in daily life. some of the students answered the questions enthusiastically. after this the researcher explained the material of asking and giving recommendation to the students. in the first step of scientific approach was observation. the researcher showed the video of the material of asking and giving recommendation to the students. the video was the conversation of two people who are asking and giving recommendation of their friend’s problem. this starting video was so easy to understand for the students. the researcher then asked some question related to the video so the students could understand the material easily. in the second step of scientific approach was questioning. the researcher played another video of asking and giving recommendation in order to give chance for the students to identify some expressions of asking and giving recommendation for example in sentence used should, had better and ought to. they discussed in a group of four. after ten minutes, each group gave the report then the right answer would be shown. here the role of researcher only as a learning facilitator. the third step of scientific approach was experimenting. the researcher distributed english text book. it consisted of some exercises to be done by the students. first, the researcher asked the students to do the first exercise by individually. the students could ask the researcher when they got difficulties but they had to ask the question in english not in bahasa indonesia in order to make them familiar with speaking in english. after they finished their work on exercise i, the researcher and the students corrected the answer together. surprisingly, they got a good mark. it indicated that they could understand the material given by the researcher before. the researcher gave individual task as their homework to find in the internet more information about expression of asking and giving recommendation in different utterances. the second meeting of cycle ii was conducted on 21th february 2020. the allocation of the time was 90 minutes. in this meeting, the use of indonesian translation of classroom english by the researcher was decreased. in the beginning of the lesson, the researcher greeted the students and also checked their attendance. after this, the researcher did such a kind of brainstorming to make the students remember the material of asking and giving recommendation that had been taught in the previous meeting. the researcher then explained the material to make them understand the material better. the fourth step of scientific approach was associating. the researcher first showed the video to make the students understand the material better. the researcher asked the students to identify the expressions of asking and giving recommendation in the video. the students looked fluently identifying the expressions of asking and giving recommendation from the video. while the students paid attention to the video, the researcher asked them to repeat some utterances from the video to drill them on pronunciation. after this activity, the class was over and the teacher ended the class by giving summary of the lesson and praying together. after the researcher explained the material, the researcher played a video to make the students relax and understand the material better. the researcher asked the students to repeat ardiansyah improving students’ speaking skills ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 233 and practice the expressions of asking and giving recommendation from the video to improve students’ pronunciation. the researcher then played the video for the second time, and asked the students to pay attention to the video so they could understand the material from the video. after this activity, the researcher asked the students to do the second exercise in the worksheet. the researcher asked them to do the exercise in pairs and share their ideas with their friends. the researcher also let the students ask the researcher if they got difficulties but they had to ask in english. in this meeting, the students’ ability in speaking english was improved especially in their confidence. since they were familiar to speak in english in the classroom, their ability in speaking english was also increased. after the students finished their exercise, the researcher and the students corrected the answers together. the students in this activity were asked to give their advice to some problems occurred in the videos given by the researcher. the researcher and the students played “throw the ball” game again. the researcher asked the students to show their advice of the problems occurred in the videos orally, and then they pointed their friends to be the next performer. the students looked very enthusiastic doing this activity. in this activity, all the students got the same chance to speak and gave their advice. after doing this activity, the time allocation of english class on that day was almost over. the researcher gave summary and asked the students’ opinion about the teaching and learning process on that day. the students said that they love the class because they did not have to listen to the explanation from the teacher only, but they also could actively speak in english. the third meeting of cycle ii was conducted on 25th february 2020. it was the last meeting of cycle ii. in this meeting, as usual the researcher opened the class by greeting the students and checking their attendance. the fifth step of scientific approach was communicating. after doing a brainstorming by asking the students about the material they had learned in the previous meeting, the researcher showed a video about the material of asking and giving recommendation to the students. the students seemed really interested and enthusiastic in watching the video. in this meeting, the researcher focused on the production stage so that the researcher gave as many chances as possible for the students to speak and explore their ability in english. after watching the video given by the researcher, by having knowledge and experience in learning the expression of asking and giving recommendation, they were asked to make a conversation about asking and giving recommendation from the problems shown in the video. this activity seemed easy for them because they were familiar with making conversation in pairs. the dialog would be presented as the product of learning process. the researcher went around as the collaborator for students who got difficulties. the students practiced their conversation. after that, the researcher asked the students to make a role-play. the researcher divided the students into six groups and each group consisted of 5 students. they were asked to make a role-play about daily life activity by inserting the expressions of asking and giving recommendation in the conversation of the role-play. the researcher said to the students that the researcher would give a mark for every performance so they had to show their best performances. when the students showed their performance, they looked so enthusiastic because the researcher pretended to record their performance on video. the researcher just pretended to record it because the memory card of the researcher’s phone was full so it could not record the students’ performance at that time. based on the observation in the previous meeting, the researcher knew that the students looked more enthusiastic to involve themselves in every activity when they knew that the researcher recorded it. after all the students performed their role-play performance, the researcher asked them whether they felt the improvement on their speaking ability or not. they totally agreed that ardiansyah improving students’ speaking skills ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 234 there was an improvement on their speaking ability, especially after they learned with the videos. the following field notes will prove this fact. when the allocation time was over, the researcher ended the lesson by summarizing and praying. before the researcher left the class, she told the students that in the next meeting which was post-test meeting, they would have a test like today role-play activity but with different friends in a group. the clues would be given in the next meeting. the role-play had to insert the expressions of asking and giving recommendation. the students got the point of the announcement from the researcher and then the researcher closed the class. reflection after finishing the actions in cycle ii, the researcher and the collaborators did a final reflection to evaluate the actions implemented. the reflection was used to fulfill the democratic and dialogic validity. it was proven from the research conducted by the researcher that videos could be the effective media to teach english especially to improve students’ speaking skills. through the videos, the students could get appropriate models of english. they also could learn how to use the language in the real life context or in daily life conversation. from the videos, the students’ pronunciation, grammar, fluency, vocabulary mastery, and comprehension of the material were also increased. moreover, the students felt interested and highly motivated to pay attention and participate to the lesson. they like the teaching and learning process using videos as the main media to explain the materials and to give a real example of the use of some expressions in the real life. they liked it because by watching the videos, they could understand the materials easily. in the observation of the english teacher, mentioned that the students’ ability on speaking was also improved by using videos as the main media for the teaching and learning process in the classroom. the students were not only improving their ability on speaking on each aspect of it such as pronunciation, grammar, accuracy, fluency, and vocabulary, but also increasing their confidence to express and share their ideas in english. communicative speaking activities were successfully used to improve the students’ ability and confidence in speaking english. from the communicative speaking activities, the students got many chances to speak and improve their speaking ability. they could perform dialogues with proper words, correct grammar, and appropriate gestures. they also could pronounce the words correctly. moreover, pair discussions and group works could also help them to more understand the material since they could discuss it with their friends. it also increased their participation, involvement, and interaction with others. classroom english was effective to ask the students to be active in speaking english since it provided the students many opportunities to speak. the implementation of classroom english could improve the students’ speaking skills. although classroom english seemed difficult to be implemented in cycle i, it could be successfully implemented in cycle ii since the students were already familiar with the english words in certain circumstances. in addition, the use of giving feedback successfully helped the students to improve their speaking skills since the feedback given on their works including pronunciation, vocabulary, and grammar were followed by drilling so they rarely made the same mistakes. conclusion the researcher had conducted an action research in xi mipa 1 class of sman 9 mataram from 15th february until 19th march 2020. the aim of this research was to improve the students’ speaking skills through the use of videos. the researcher decided to improve the students’ speaking skills because the english teacher of this school just focused on teaching reading and writing skills. whereas, the students need a good ability to speak in english in order to face the globalization era. as we know, the globalization era needs the people who have a good ability in english both in written or spoken form. the action of the research was ardiansyah improving students’ speaking skills ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 235 implemented in 2 cycles. each cycle consists of three meetings. in every meeting, the researcher used videos based scientific approach as the main media to teach the material to the students. by using the videos based scientific approach, the researcher could show the students how the way native speaker speaks in english in a correct grammar and pronunciation. in addition, the researcher could also show the students how to speak fluently and appropriately in english. moreover, videos could increase the students’ vocabulary in english. for the motivation of the students itself, videos could attract the students’ attention and motivation to learn the material better than if they only learned the material from the books. acknowledgement the reasearcher realized that the accomplishment of this thesis would not run well without any help from the others. therefore, here he wishes to give her sincerest gratitude and appreciation to my colleagues who have support and valuable comments in any part of this manuscript. finally, this article is still far from being perfect. hence, any criticisms or suggestions from the readers and users are welcome to the researcher in order to make improvement. in the same time, the researcher hopes that this thesis can be useful for other writers, teachers, and students references alghaberi, j. 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(2019). improving students’ speaking skill by using multimedia presentation strategy. english review: journal of english education, 7(2), 125-132. https://doi.org/10.25134/erjee.v7i2.1690 https://doi.org/10.33394/jollt.v8i2.2551 https://doi.org/10.33394/jollt.v7i2.1961 https://doi.org/10.33394/jollt.v8i2.2466 https://doi.org/10.24167/celt.v17i1.1139 https://doi.org/10.33394/jollt.v%25vi%25i.2537 https://doi.org/10.33394/jollt.v8i1.2212 https://doi.org/10.33394/jollt.v8i1.2266 https://doi.org/10.25134/erjee.v7i2.1690 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7331 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 238-250 jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 238 instructional design to promote translingual practices in an english first additional language context 1*kufakunesu zano, 2vimbai mbirimi-hungwe 1research associate, department of academic literacy and science communication, sefako makgatho university, south africa 2senior lecturer, department of academic literacy and science communication, sefako makgatho university, south africa *corresponding author email: kufazano@gmail.com article info abstract article history received: march 2023 revised: april 2023 published: april 2023 debatably, research based on instructional design to promote translingual practices in an english first additional language classroom in the further education and training phase in south africa is scarce. thus, this study was driven by the need to explore the instructional design used to promote translingual practices in an english first additional language context in the further education and training phase. for this qualitative study, eight (8) english first additional language teachers in the further education and training phase were used as respondents. these teachers were stationed at four (4) high schools in one district of south africa, meaning two (2) teachers per school were selected. the researchers used telephone interviews to collect data. the results revealed that translanguaging can be used in conjunction with collaborative activities like coteaching, peer tutoring and group work in the english first additional language classroom. besides, all learners have prior knowledge gained from schooling and life experiences and english first additional language teachers can build on those experiences. also, based on the findings, it is indispensable to take advantage of modern technological facilities like whatsapp in aiding the task of teaching english first additional language. keywords translanguaging; multilingualism; prior knowledge; english first additional language, multilingual practices how to cite: zano, k. & mbirimi-hungwe, v. (2023). instructional design to promote translingual practices in an english first additional language context, jollt journal of languages and language teaching, 11(2), pp. 238-250. doi: https://doi.org/10.33394/jollt.v%vi%i.7331 introduction due to the political and socio-economic changes in our globalised world, various opportunities open up for today’s global citizens and learners as well. as a result, not only different languages but also various cultures can co-exist in today’s educational settings (byram, golubeva, hui & wagner, 2017). as english first additional language (efal) learners get enrolled in multilingual/multicultural classrooms, they find themselves surrounded by peers with diverse cultural and linguistic backgrounds. we believe that these languages and cultures influence one another, and eventually, they even blend. therefore, as in recent years, more eal learners in the further education and training (fet) phase are exposed to multilingual/multicultural educational settings in south africa. the issue of incorporating multicultural literature and perspectives into the curriculum, encouraging learners to share their cultural backgrounds and experiences, and promoting respectful dialogue and collaboration among students from different cultural and linguistic backgrounds are essential for readers language in education policy (liep) promotes additive and functional multilingualism, sociolinguistic as well as cultural integration (department of education doe, 1997). liep anchors on an educational system or model of “structured bilingual education, found in dualmedium (also known as two-way immersion) programmes” (doe 1997:1). the result of this https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id zano & mbirimi-hungwe instructional design to promote ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 239 language policy is that two or more languages will be perceived and used as languages of learning for all learners in the country (doe, 1997:13). liep promotes the additive approach to multilingualism that allows schools to take different approaches as long as the “underlying principle is to maintain home language(s), while providing access to and the effective acquisition of additional language(s)” (doe 1997:1). cenoz and gorter (2015:2) highlight the aims of the school and define multilingual education as “the use of two or more languages in education, provided that schools aim at multilingualism and multiliteracy”. this definition suggests that multilingualism is the main objective but it can also be present in school settings even if it is not an educational goal. for example, garcıa, lin and may (2017:2) extend the term to situations, in which several languages, spoken by minoritised students, are used “to make subject matter comprehensible and enhance the development of a dominant language”. since this study is about efal in the fet phase, it becomes essential to find out an instructional design used to promote multilingual practices in an efal context. the best system to maintain, preserve and promote all languages existing in a country is to utilise them in a multilingual sense. the idea is to preserve the funds of knowledge, encompassing the knowledge, skills and experiences acquired through historical and cultural interactions of learners in their community and family life and culture through everyday living (estes 2017). thus, this study was driven by the need to explore the instructional design used to promote translingual practices in an english first additional language context in the further education and training phase literature review multilingualism is a complex concept that can be defined in a multitude of ways, through a variety of real-world contexts. we assume the two definitions below provide a basic idea of what multilingualism can mean, informing later discussions about how it could be pursued as a potential solution for language loss. multilingualism is defined as ‘the ability to use more than two languages’ (krulatz, dahl & flognfeldt 2018:53). at the individual level, multilingualism refers to the speaker's competence to use more than two languages, and at the societal level, it refers to the use of more than two languages in a speech community (department of higher education and training 2015). activating prior knowledge and building new knowledge for efal is a crucial component of language development. learning something new predicated on what one already knows is prior knowledge (dong, jong & king 2020). the more prior knowledge possessed by readers about a topic, the easier it is to read a text, understand it and retain the information. mwaniki (2014:1) also argues that a learner’s home language should be given priority in classrooms as: “the mother tongue is the basis upon which all other learning is anchored…it is a sound educational principle to proceed from the familiar to the new”. therefore, the collective prior knowledge of the child is wrapped up in their mother tongue or tongues. at the core of most teaching training programmes is the central idea that lessons should begin with what students know, and then move them into the new learning they need. the mother tongue is an inextricable part of this learning process. similarly, shapiro (2004) has shown that background knowledge plays an enormous role in an additional language learning context. since learners come from diverse backgrounds and cultures, through oral and written activities, teachers can draw out from learners what they already know about the subject. their understanding is tinted by a cultural filter they come from. one way of promoting learners' home languages is engaging in translanguaging (charamba 2020a; charamba 2020b; mbirimi-hungwe 2020a; mbirimi hungwe 2021). translanguaging is a rapidly expanding conceptual‐cum‐theoretical, analytical and pedagogical lens that directly draws from contemporary perspectives on bi/multilingualism, and it informs zano & mbirimi-hungwe instructional design to promote ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 240 and challenges existing monolingual theoretical positions and pedagogical practices in efal classrooms. according to lewis, jones and baker (2012), translanguaging is seen as a natural way of simultaneously developing and extending a child's bilingualism within a curriculum context while also deepening understanding of the subject area. besides, translanguaging may be viewed as a tool for meaning-making through the use of languages within the reach of learners as they attempt to access discipline-specific knowledge (zhou & landa 2019). by description, translanguaging is more about communication than language proficiency. translanguaging highlights the difference between a named standardised language and the ability to use multiple languages for various tasks including academic tasks and purposes. studies have revealed that translanguaging has several advantages in an additional language context (sefotho 2022, zano 2022a). according to zhou and landa (2019), translanguaging emphasises dialogic learner-centred instruction that always puts the learner first. since literature indicates that the success of academic endeavours is irretrievably linked to the medium of instruction (magwa 2015) and language of assessment, translanguaging becomes handy in revolutionising efal classroom practices by disrupting social conventions of subtractive educational contexts and dominant monolingual perspectives. besides, vogel and garcía (2017:4) have put forward three core premises as fundamental to translanguaging theory: it posits that individuals select and deploy features from a unitary linguistic repertoire (i.e., an individual's repertoire possibly comprising features drawn from differently named languages) in order to communicate; it takes up a perspective on bi‐ and multilingualism that privileges speakers’ dynamic linguistic and semiotic practices above the named languages of nations and states, and it still recognises the material effects of socially constructed named language categories and structuralist language ideologies, especially for minoritised language speakers. language teaching is enhanced through collaborative activities. not only is team teaching seen as a means for providing learners with the language skills they need, but it also is revealed as a way of enabling the teacher’s professional development. team teaching has been proposed as a way to spread the best practical linguistic skills (chopra 2013) and as a vehicle for pedagogical changes as it helps spread new pedagogical practices (conn 2010). team teaching is mainly helpful when the member of staff best qualified for a particular subject or topic teaches the topic to the whole group. research method research design this case study was designed as a qualitative research project, as it sought to explore the instructional design used to promote translingual practices in an english first additional language context in the further education and training phase. the choice of the qualitative approach was informed by the need to gain an in-depth understanding of the instructional design used to promote translingual practices in an english first additional language context in the further education and training phase. for this qualitative study, only efal teachers in the fet phase were used as respondents. these teachers were stationed at four (4) high schools in one district of south africa, meaning two (2) teachers per school. the respondents were referred to as either t1 to t8 to ascertain anonymity and confidentiality. the researchers used telephone interviews to collect data. before the respondents took part in the telephone interviews, they were informed of the general aim of the study. during the telephone interview sessions, the researchers audio recorded the session and also wrote some notes. data analysis this study employed the content analysis method to analyze the qualitative data gathered. the analysis was conducted through an interpretive approach, which involved the identification of significant patterns from the information obtained, resulting in the reduction zano & mbirimi-hungwe instructional design to promote ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 241 of the volume of data. the analysis of the respondents' responses involved finding links and similarities in their answers, which were subsequently coded appropriately. the researchers then proceeded to condense and organize the results into coherent themes. by employing this rigorous method of analysis, the researchers were able to derive meaningful insights from the qualitative data that provide valuable contributions to the study's overall objective. research findings and discussion research findings translanguaging translanguaging is the process where multilinguals intentionally and strategically use languages in their repertoire in an integrated form for communication and learning (song 2016). it is accepted as a legitimate pedagogical approach involving the use of one language as a scaffold for language development and learning in another. as defined by csillik and golubeva (2020), translanguaging practices imply the practice of alternating or switching between two or more languages in a given communication for various reasons (e.g., missing word in one language, a better fitting word in another language, strong cultural attachment, time saving to use shorter word[s], sounding fancier, leaving others out of the conversation, etc.), between interlocutors who belong to the same bilingual culture. at the tertiary level, mbirimi-hungwe and mccabe (2020) recommend that lecturers adopt a ‘transcollab’ model of teaching, and the use of this ‘transcollab’ is based on the combination of translanguaging and collaborative strategies for pedagogic purposes. the model caters for the diversity found in classrooms where learners come from different linguistic, cultural and social backgrounds. thus, in support of translanguaging and collaborative learning, the respondents declared that: when teachers allow learners to use their home languages in understanding english, this can help in facilitating and enhancing the development of efal learners who require extra help. this will minimise the need for remedial work. t8 this enables learners to work towards establishing a relationship between the home and the school environment. a school is then regarded as a mirror of the community in which it is located. t2 besides, translanguaging can be used in junction with collaborative activities like peer tutoring and group work in the efal classroom. even kohnert and pham (2010) report that peer tutoring is potentially beneficial for teaching and learning. learners can express themselves and relate to their peers in a more constructive way than they can with a teacher. besides, we believe that grouping creates a sense of belonging, promotes co-operation and helps develop negotiation skills. hence, the respondents claimed thus: i think that if i task a learner to teach his or her classmates in my presence, this will develop their speaking skills. through practice, they become expert speakers of the language, especially english which is taught and learnt as an additional language in our situation. besides, as learners work in groups, language develops because of the interaction between competent and incompetent users of the language. t1. learners need to be afforded vast opportunities for oral language development. in such instances, they tend to rely on their ‘language’ backgrounds to present better the task at hand. for example, when learners are working in their groups, they have more ‘chances’ to practise their language use, thus becoming good speakers. t6 one of the goals is to promote pedagogical practices which consider translanguaging as a resource, and building background knowledge is one of them. dochy et al. (1995) provide an zano & mbirimi-hungwe instructional design to promote ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 242 elaborate definition, describing prior knowledge as the whole of a person’s knowledge, including explicit and tacit knowledge, metacognitive and conceptual knowledge. background knowledge is supposed to consist of two main components: “our assimilated direct experiences of life and its manifold activities, and our assimilated verbal experiences and encounters” (swales 1990:9). effective teaching takes students from where they are and leads them to a higher level of understanding (vygotsky 1978). all learners have prior knowledge, gained from schooling and life experiences and teachers can build on those experiences. activating prior knowledge and building new knowledge for efal in the fet phase is a critical component of literacy development. the respondents had this to say: if i give learners a task whose content they know, then, it won’t be difficult for them to work on it. they won’t struggle much to understand the work, and even recalling or remembering the content won’t be demanding. t5. i think prior knowledge implies the knowledge the efal learners have about how language is used in a given text, and this knowledge is important when analysing a text in an efal classroom since they use it to interpret newer formal and informal tasks. t3. when introducing a topic or new subject to students, research shows that if we discuss the topic and concepts prior to teaching it, learners are better able to relate to the topic (gupta & lee 2015). sometimes it is called, domain-specific knowledge or topical knowledge. without such prior knowledge, it becomes more difficult to construct meaning from the text for efal in the fet phase. similarly, francois (2016) advocates for prior knowledge activation because new information is better integrated with existing information. helping students bring to mind prior knowledge can have a strong positive impact on learning. similarly, helping students relate new information from peers to the knowledge that they already have aids them to understand and organise information in meaningful ways (zano 2022a; zano 2022b; zano 2020a; zano 2020b). the respondents noted thus: learning is a combination of what i experienced with newer information. it’s like blending subject matter in one subject with another subject. learning becomes a union of concepts to make one. by doing so, learners understand the newly introduced content much faster. t4. codeswitching codeswitching is instrumental in activating previous knowledge in an efal classroom. lin (2013) defines codeswitching as the use of two languages' codes by either teachers or learners in a classroom setting. codeswitching as a debatable phenomenon can be viewed based on the pro and cons side. codeswitching, viewed by affirmatives, is believed to bridge the teaching and learning process (üstunel 2016). this concept is seen as an opportunity to apply the right function of codeswitching rather than the hurdles it gives. in line with that, enama (2016) states that the target language learning should be accompanied because it serves the precise function in the classroom to learners. as the efal classroom demands a whole-english classroom situation, the use of the home language is also encouraged because it will activate the prior knowledge of the target language. moreover, peregoy and boyle (2013) propose that the home language facilitates both teaching and learning such as confidence, security, motivation, and friendship. the respondents echoed this interpretation, thus: i support the use of codeswitching in the efal classrooms because it gives learners a more relaxed situation in which they can speak freely with no strict rule of english-only policy. some learners use it to deliberately avoid the use of an additional language, zano & mbirimi-hungwe instructional design to promote ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 243 english, because they doubt their content mastery. in this case, codeswitching is a good survival tactic. t7. it is a healthy strategy to use codeswitching because sometimes learners battle to find a second language equivalent. in some cases, i encourage codeswitching when i see a want to restate a fact or a point. t6 different teaching and learning styles through the creation of interactive, collaborative and differentiated learning environments, learners often show superior levels of effortlessness and curiosity in contributing to their learning, which results in improved ease with and understanding of the course material (crow & smith 2003). such environments also facilitate constructivist-type classrooms in which teachers model the creation of new knowledge through their interaction, collaboration and debate (crow & smith 2003). learners, thereby, intuit their abilities to generate and apply new knowledge through the intersection of their individual standpoints and knowledge with new ones that they encounter in class and elsewhere (dick, carpenter, lindy crawford & ron 2007). thus, the respondents advanced that: it is important to know that mixed-ability classes are an unavoidable phenomenon in any efal educational environment, so individual preferences are varied and needed to be applied. the teacher’s task to meet their learners’ language needs should be counted as a goal to be reached. t1 there are many teaching and learning styles that efal teachers can use. these methods include pair work, group work and class discussions to name a few. all these teaching and learning styles help learners use their different languages in an efal classroom. t3. culture and language form a tightly woven tapestry, rich with vibrant colours, shadows and highlights. when an individual is learning culture and language, the tapestry also includes learning strategies, that is, conscious, learner-regulated thoughts and actions for developing specific skills and general proficiency. learners benefit from employing strategies, defined earlier. a few examples of learning strategies are: (a) using background knowledge about culture and language to predict what will come next in a story or a news program; (b) collaborating with someone else to learn culture and language; (c) combining intuition, logic, and facts with cultural experience to communicate more effectively in the language; and (d) asking a native speaker some questions to understand the target culture (oxford & gkonou 2018). the respondents declared thus: the efal teacher needs to set the teaching and learning stage by providing a friendly, culturally-welcoming atmosphere before introducing a task to the learners. besides, the teacher can set the scene by creating an atmosphere of support, kindness and understanding and by helping learners develop confidence. this will help efal learners open up to the teacher as the lesson progresses. t8. a tense atmosphere is bad for efal learning in the fet phase. learners in this phase won’t handle a tense learning setting where they can’t freely express themselves in a culturally-appropriate way. t2. use technology to promote multilingual practices another strategy for promoting multilingualism is the directed use of technology such as computers, smartboards and tablets. for example, when learners are struggling with the acquisition of a medium of instruction, the use of a digital translator may be encouraged to provide the necessary assistance. technology in education has been shown to improve learner zano & mbirimi-hungwe instructional design to promote ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 244 learning outcomes and achievement if it is used purposively and meaningfully (de bruyckere, kirschne & hulshof 2016). it is well-known that our new life is highly affected by the era of information technology, and technology plays an important role in today’s human society development. based on this fact, it is indispensable to take advantage of modern technological facilities, such as whatsapp which enables audios, pictures and messages in aiding the task of english language education. students trying to learn english as an additional language need further language support through technological support, hence the respondents shared thus: learners in an efal classroom have different needs, and technology can help in fulfilling these needs so that they can feel valued and empowered. t4. in most efal classrooms, only english is officially allowed to be spoken, thus using technology like whatsapp enhances dealing with the challenges encountered in teaching and learning in a classroom that has different languages. using whatsapp, a concept can be explained in different languages to all group. t5. allow co-teaching one approach to enhancing transformative teaching in a bid to promote multilingual practices in an efal context involves creating community and promoting collaboration through team teaching. as murchú and conway (2017) observed, the term ‘team teaching’ has been used "as a catch all for various configurations of actions undertaken by two teachers and their learners in one classroom" (p. 45) and represents "an overarching title for a range of activities instead of other similar terms, such as ‘collaborative teaching’, ‘co-teaching’, ‘cooperative teaching’, and ‘coteaching’" (p. 47). barahona’s (2017:147) definition goes beyond the dyad to focus on "two or more teachers engaged in the process of teaching, including preparation, planning, material design, actual teaching and assessment". dong, el-sayed and el-sayed (2011) explained that team teaching is a method of coordinated classroom instruction involving several educators working together with a single group of students. team teaching is perhaps most commonly practised in contexts of foreign-language learning (glasgow 2018) between two teachers such as a content specialist along with a second or foreign language teacher (honigsfeld & dove 2012). the respondents echoed the following, thus: team teaching because i feel like it is a clever way of providing efal language learners with the necessary language skills they need in learning in their classrooms. t7. crow and smith (2003) assert that team-taught learning environments take on the spirit and example set by the teachers, so that, if the teachers are amiable, work well together, use and enjoy humour, interact, collaborate and model different perspectives on issues, the environment takes on the same spirit and learners assume the same attitudes and approaches to learning. hecht, roberts and schoon (1996) contend that encouraging results are more likely to occur given the positive effects of team teaching on the teachers themselves. the respondents asserted thus: efal learners will ‘copy’ that team teaching spirit and relate it to that of a family or a community that practises ubuntu. this spirit of ubuntu will be necessary when learners work in pairs or groups as they will learn to appreciate language diversity. t1 i have witnessed that when team teaching is practised in an efal context, we see some changes in a positive way to the traditional ways of teaching like teacher-centred methods. modern ways of teaching include using whatsapp. moreover, through our team teaching, the learners’ individual learning styles are catered for through the zano & mbirimi-hungwe instructional design to promote ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 245 obvious differences in my teaching styles to that of the other teacher practising teamteaching with me. t4. allow learners to be assessed in both languages assessment is a continuous, planned process of identifying, gathering and interpreting information about the performance of learners, and may take various forms (doe 2011). according to the virtual assessment centre (2006), teachers assess students to find out whether instruction was effective, whether learners need more instruction, whether learners are ready for the next step, whether a different approach is required and to find out how instruction can be improved the next time the lesson is taught. it is a two-pronged process by which teachers can do self-assessment, deliberately reflecting on what they are teaching as well as do learners’ assessments, to find out what they are learning in turn. in line with the above, the respondents had this to say: i think it’s important to let learners assess each other using their home languages like isizulu and sesotho. luckily, in all the classes i teach efal, none can’t speak sesotho, therefore, if assessed using sesotho as well, they will understand the feedback so clearly. even the rubrics and memoranda need to embrace diversity in language where possible. t8. if the teacher is comfortable with the learners’ home languages, he/she can use them to share feedback with them. this will better the learners’ understanding of the task at hand. t5. tellingly, the assessment makes much sense if it caters for the learners’ language background. thus, i feel it makes sense if the language used in the assessment is much known to the learners. learners use english as an additional language, meaning if both their home language and english are used in the assessment, it enables effective learning in an efal classroom. t2 peer assessment can be used to assess the learners in an efal setting in the fet phase. peer assessment entails one learner or a group of learners making assessment decisions about the work of another learner or a group of learners. it can be an individual task such as a business letter or it can be a cooperative task such as a group assignment (dreyer 2017). the respondents advanced, thus: debatably, learners like it more when they receive feedback from their classmates than from their teachers in an efal classroom. this could be because learners usually get quite encouraging comments from their classmates, unlike those from their respective efal teachers. t6. i think learners prefer peer assessment to teacher assessment because teachers are in authority, thus seemingly threatening. besides, sometimes the teachers do not mind using fewer motivating comments. however, teachers should always use comments that are positive to boost the learners’ confidence. t7. discussion one of the findings is that translanguaging is critical in promoting multilingual practices in the efal classrooms in the fet phase. therefore, the study advocates for an understanding of bilingual education through a translanguaging lens to open up spaces where efal learners can develop not only their bilingualism and biliteracy but also a criticality that resists social arrangements of language normativity that differentiate and exclude learners in an efal classroom. the use of translanguaging in an efal context in the fet phase should be encouraged by the teachers because it is (translanguaging) is not a conscious but a subconscious zano & mbirimi-hungwe instructional design to promote ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 246 act. it just happens artlessly. revealingly, efal learners in the fet phase cannot help but translanguage when communicating with others in the classroom. this resonates with sefotho’s (2022) finding that translanguaging in unavoidable in south african classrooms because teachers believe that it increases learner participation. besides, this finding supports canagarajah’s (2011) view that although monolingual policies and practices are prevalent in many educational contexts, translanguaging cannot be completely restrained because it is a naturally occurring phenomenon for multilingual learners. describing the translanguaging practice of bilingual chinese children, wei, and wu (2009:193) write that it is “the most distinctive behaviour of the bilingual speaker; there is no better behavioural indicator to show that a speaker is bilingual than when s/he is using two languages simultaneously in social interaction”. in the majority of studies on translanguaging in school contexts, canagarajah (2011) found that acts of translanguaging occur with minimal pedagogical effort from the teacher. even in classrooms with english-only policies, learners were found to still use translanguaging behind the backs of their teachers. doubtfully, although the natural and spontaneous translanguaging of multilingual learners in english-only contexts may be of pedagogical value in their language learning, it has been rarely institutionally endorsed in most efal classrooms in the fet phase in south african schools. another finding of the study revolves around the use of multiple modalities during instruction in an efal classroom in the fet phase. this is in line with the finding that a teacher who can “purposefully exhibit a wide range of teaching styles is potentially able to accomplish more than a teacher whose repertoire is relatively limited” (smith & renzulli 1984:49). due to the availability of multiple platforms of communication and learning, innovative ways to deliver instruction are evolving. besides, in one study, dunn and dunn (1979) found that only 20-30% of school-age children appear to be auditory learners, that 40% are visual, and that the remaining 30-40% are tactile/kinesthetic, visual/tactile or some other combination. researchers have found that children tend to be mostly tactile/kinesthetic and gradually develop other strengths such as visual and auditory (price, dunn & sanders 1980). multiple learning modalities (such as read it, write, do it, and talk it, see it, hear it, interact with it) are used in the integrated approach. teachers should use interactive teaching styles and various learning modalities to meet the needs of their efal learners in the fet phase. new modalities have changed multimodal digital platforms by presenting the efal teachers in the fet phase with the possibility of providing meaningful opportunities for engagement and creativity by employing different cognitive and audio-visual senses and the ability to interact. efal teachers in the fet phase can provide audio feedback to learners which is shown to provide more elaborate detailed responses where teachers provide not only more information but richer language and greater elaboration of concepts (swan-dagen et al. 2008). in fact, technologies such as whatsapp provide space for the development of unique learners’ voices, ideas, thoughts and opinions. another finding to enhance transformative teaching in a bid to promote multilingual practices in an efal context involves creating community and promoting collaboration through team teaching. not only was team teaching seen as a means for providing learners with the skills they need, but it also was revealed as a way of enabling the teacher’s professional development. team teaching has been proposed as a way to spread the best practical skills (chopra 2013) and as a vehicle for pedagogical changes as it helps spread new pedagogical practices (conn 2010). team teaching is mainly helpful when the member of staff best qualified for a particular subject or topic teaches the topic to the whole group. thus, topics in efal in the fet phase can be delegated among the efal teachers, and this can be chiefly done to give the efal learners the benefit of the best possible instruction available on the topic. it becomes imperative for efal teachers in the fet phase to coordinate their work regularly to avoid repetition of the tasks at hand. zano & mbirimi-hungwe instructional design to promote ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 247 lastly, another finding concerns allowing assessment to be conducted in a language the assessor and assessee are comfortable with, be it teacher-assessor or learner assessor. in an efal context in the fet phase, learning should be assessed regularly. learners should be assessed on what they have been taught and what is relevant to the grade level content. this calls for the use of multiple modalities to assess learners in the efal classroom in the fet phase, meaning using diagrams, visuals, oral and written components to mention a few. multiple assessments should be used, and efal teachers in the fet phase should use their professional judgements based on the outcomes of the assessments to provide objective and quality instruction to the efal learners in the fet phase. another strategy could be that teachers can also teach learners to self-monitor by using teacher-provided rubrics and memoranda. conclusion teachers in multilingual classrooms have the special task of supporting students who speak many different languages. although this can be challenging, it is also an exciting opportunity to draw upon the translanguaging abilities that these emergent bilingual students bring to the classroom. as found in the findings above, regardless of educational guidelines establishing otherwise, the use of multiple languages in classrooms by efal teachers and learners is prevalent in the classroom in the fet phase. the goal should therefore be to promote pedagogical practices which consider this approach (translanguaging) as a resource. the question for a classroom teacher then becomes, how can i create classroom spaces that support my learners’ translanguaging skills? this question is important to teachers in culturally and linguistically diverse schools, for honestly, they grapple with this question. also, considering that efal itch for translanguaging, there is a need for scientific research on the outcomes of translanguaging pedagogies for students when they are implemented systematically in efal settings. it is incumbent upon researchers to look into the effects of translanguaging on sustained academic growth while 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(2019). translanguaging as foundational pedagogy: disrupting hegemonies for academic access in multilingual spaces. alternation, 26(2), 290-310. https://doi.org/10.3102/00028312041001159 https://doi.org/10.1080/00405848409543088 http://www.carla.umn.edu/assessment/vac/whyassess/p_1.html http://doi.org/ https://doi.org/10.33394/jollt.v%25vi%25i.4826 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4994 april 2022. vol. 10, no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp.118-133 jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 118 obtaining preferences from a hybrid learning system to promote english-speaking ability through focus group discussion 1tan winona vania anabel, 1debora chaterin simanjuntak 1english language program, universitas advent indonesia corresponding author email: 1821012@unai.edu article info abstract article history received: february 2022 revised: march 2022 published: april 2022 in the new normal era, the learning system has changed from online learning to hybrid learning. this learning system is widely applied in many universities. thus surfacing students and lecturers’ voices is of absolute importance in obtaining preferences for best practices in english language teaching. in the efl context, speaking fluency is one of the elements of speaking that have many difficulties to be mastered by students. this study was conducted to derive suggestions and preferences for best practices in hybrid learning systems for english-speaking ability through focus group discussion (fgd) method. from the fgd, we draw transcripts, back-to-back translations, field notes and activity artefacts to demonstrate the process of the discussion. the information gathered was examined using thematic analysis and an interpretative description approach. the participants of this study were non-english majors and english lecturers. the result revealed that college students faced speaking challenges during hybrid learning to hone their speaking fluency. emerging themes were identified wherein in a hybrid learning system, the lecturer utilized multifaceted learning, digital resources and communication tools to improve students' speaking fluency. as for the implementation, technical support and mental readiness for hybrid learning are the reasons for the possibility of hybrid learning that affects students' speaking fluency. keywords hybrid learning; speaking fluency; focus group discussion; how to cite: anabel, t. w. v., & simanjuntak, d. c. (2022). obtaining preferences from a hybrid learning system to promote english-speaking ability through focus group discussion, jollt journal of languages and language teaching, 10(2), pp. 118-133. doi: https://doi.org/10.33394/jollt.v%vi%i.4994 introduction the current pandemic situation has compelled educators to transform ways of teaching and learning. they have to plan for accessible scenarios ranging from hands-on teaching to completely remote learning (hanifah et al., 2022). technological breakthroughs have led to developments in almost all education practices. one of the new trends in hybrid teaching and learning systems by mixing face-to-face learning with online learning. however, the concept of hybrid learning should not be mistaken that it is merely a combination of online and face-toface instruction. rather, this learning system focuses on the accomplishments of the learning objectives by applying the proper methods to meet the needs of the learners (lin, 2008). through a hybrid learning system, students are given the ability to observe and listen to the teacher from home while displaying their interactions and knowledge without removing the classroom setting (ismail & abdulla, 2019). innumerable schools, universities and other academic institutions include hybrid modes of instruction into their curricula; wherein, educators combine parts of in-person and online instruction in a hybrid system. this mode of instruction combines on-campus meetings with flexible-schedule online learning (panigrahi et al., 2018; singh et al., 2021). more notably, students have the opportunity to participate in both face-to-face and online learning, as well as scheduled and self-paced classwork—simply put, learning does not have to be restricted to a set timetable but can occur at any time and place https://e-journal.undikma.ac.id/index.php/jollt/index mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& anabel and siamnjuntak obtaining preferences from a hybrid …….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 119 (nashir & laili, 2021; singh, 2017). each institution takes the opportunity to build hybridbased learning media by combining technology to fulfill the needs of the students (abdullah, 2018; zainuddin & keumala, 2018). hall and villareal (2015) conducted a study on a hybrid learning system and they found out that the students perceived the benefits of online tools and face-to-face interactions, as well as the flexibility of working at their speed and on their own time. the findings of the study indicated that participants gained experiences in hybrid courses and their recommendations in terms of enhancing their ability to use, manage and assess technology effectively. the data revealed four broad themes: organization and adaptability, online activities, interactive classes, and balance. multimedia technology, cd-rom, video streaming, online text animations, and video streaming are all part of hybrid learnings. hybrid learning helps make the classroom more like a real-life setting (rizal, 2017). apart from the advantages, hybrid learning systems also have some downsides. zainuddin et. al., (2018) stated that one of the difficulties of applying a hybrid learning system is that this system requires high-tech amenities and extensive preparation on the part of the educators. educators should be proficient in the use of technology and devote significant time to developing the ability to use numerous web platforms. additionally, they must compile materials from a variety of digital sources, such as a website or video, which are then incorporated into the learning management system (lms), allowing students to learn from the accessible resources. this present study chose universitas advent indonesia as the field of study since this university started implementing hybrid learning system in year of 2021. this is one of the universities that carries out a hybrid learning system during covid-19 outbreak. it would be an appropriate research place to recruit the participants since the class system blends online setting and face-to-face setting and the lecturers would implement the hybrid system in their teaching (fajri & saputri, 2021). the study somehow would focus on the use of a hybrid learning system in speaking course for non-english major students. it was initially conducted to obtain suggestions and preferences on hybrid learning systems whether it can be applied for teaching skill-based subjects such as, speaking course; wherein, a speaking course requires interactive learning activities or hands-on tasks. seemingly, in indonesia, english is thought of as the main foreign language in the country, and it is given more attention than any other foreign language that is taught there (haidara, 2016). it is a skill that students should master since it demonstrates their ability to communicate in english and their ability to acquire information from others. it is one of the four english skills that require more effort to be mastered. it is thought of as the main foreign language in the country, and it is given more attention than any other foreign language that is taught there (haidara, 2016). strengthening english speaking ability is imperative for indonesian efl students, since it is well recognized that speaking is critical for students to execute their communication skills more effectively (akhyak & anik, 2013). some psychological factors influence students to speak english. even though most efl students think they know a lot of english words and grammar, they are anxious when they speak english. people have a lot of troubles with english because they are afraid of making mistakes, feel shy, and do not have enough confidence in daily speech (haidara, 2016). sosas (2021) stated that a successful speech requires fluency and accuracy, which learners must develop competitively. academic institutions place a premium on teaching students to communicate effectively for many years. through speaking, students can give, receive or share information with others and they will have the ability to spend their time performing constructive activities such as, having dialogues, debating, and engaging in conversation (zuraida ihsan & wahidah, 2019). therefore, this study was conducted to obtain suggestions and preferences from lecturers’ and students’ voices regarding speaking english fluency taught through hybrid learning systems with the research questions: anabel and siamnjuntak obtaining preferences from a hybrid …….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 120 1. what are the experiences of students on speaking fluency enhancement conducted through hybrid learning? 2. how would lecturers enhance students’ speaking fluency through hybrid learning? 3. how likely is hybrid learning to influence students’ speaking fluency? research method this is qualitative descriptive research in which a phenomenon is described to investigate and explain happenings in the social environment (nassaji, 2015). additionally, this study aims to explore lecturers’ and college students’ experience in teaching-learning speaking through hybrid learning during the ongoing covid-19 pandemic. the researcher analyzes the participants’ statements, details their perspectives, and conducts the study in a natural context. in this study, the researcher used the focus-group discussion (fgd) method to gain the data. research design the researcher used a qualitative narrative research methodology to elicit information regarding college students' and lecturers' attitudes about hybrid learning and speaking fluency. the researcher considered trust as a central phenomenon deserving of investigation and comprehension (creswell j, 2002). according to creswell (2015), narrative research designs are qualitative techniques in which researchers describe persons' lives, gather and narrate their stories, and compose narratives about their experiences. in education, these stories frequently centre on classroom experiences or school activities. the data was collected with the fgd method. krueger and casey (cited in tümen akyıldız, 2020) stated that focus group discussions are used to gather information about the factors that impact students' and lecturers’ ideas and behaviours. furthermore, unlike personal interviews, focus group discussions allow participants to think aloud and feel free to express their thoughts, discuss counter-arguments with their peers, and change their minds as the conversation progresses, much as individuals do in casual life settings (lauri, 2019). the subject of the study the non-english major students who enrolled in listening and speaking for college courses were recruited from three faculties: nursing, technology information and accounting. the lecturers who utilized hybrid learning system to teach speaking course. all the participants were recruited through purposive sampling. the participants were divided into 4 main groups. one group consists of three up to seven people who are grouped into the same group, namely majoring in nursing s1, technology information, accounting and also a group of english lecturers who teach speaking courses. table 1. the demographic features of the participants no participants male female status 1 accounting 3 4 college student 2 nursing 2 4 college student 3 technology information 1 5 college student 4 english lecturer 1 2 lecturer activity in the focus group discussion, the researchers was collecting ideas and opinions, learning the participants’ attitudes to develop the discussion (lauri, 2019). the focus group incorporated the following activities: reflect and share: the goal of this activity is to provide participants with time to ponder and share. participants were giving questions to answer. anabel and siamnjuntak obtaining preferences from a hybrid …….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 121 identify differences of opinion: this activity was designed to extract information, facts, details on the focused points. participants were allowed to give arguments, extract complexities of their views on improving speaking skills through a hybrid learning system. review and discover: in this activity, participants were provided with feedbacks to complete the discussion. the objective of this activity is to encourage the participants to give vivid answers on the research variables. table 2 participants details group 1 group 2 group 3 group 4 length of discussion 90 90 90 90 group size 7 6 6 3 sex [f:m] 3:4 2:4 1:5 1:2 participants discipline accounting nursing technology information english education instruments for the data collection, the researcher used whatsapp, google form and zoom. first, the researcher asked the english lecturer for the recommendation of their students who took english speaking courses. afterwards, the researcher contacted them through whatsapp to ask about their willingness to be a participant. henceforth, the researcher made a whatsapp group for each department to make it easier to give information about the discussion. then, the participants were asked to fill out the google form for data collection as a sign of willingness to be a research subject. the researcher had prepared ten questions which consist of the introduction question, the main questions and the closing. to avoid bias, the interview was done in bahasa indonesia and conducted with a moderator. data analysis because we are separated by distance, this focus group discussion is conducted virtually via zoom application. after collecting the data the researcher translated the transcription from indonesian into english and provided back-to-back translation as well. translating the acquired data is critical since it enables researchers to identify themes and sub-themes. kielmann et al., (2012) stated that transcribing the results of qualitative data is critical because it allows researchers to become familiar with the data and the environment in which they were acquired. in addition, the researcher then applied thematic analysis to analyze the data. braun and clarke (2006) suggested that thematic analysis is an effective technique for exploring the viewpoints of various research participants, revealing parallels and differences, and eliciting unexpected findings. the analysis is divided into various steps, beginning with familiarization with the original data and continuing with the assignment of initial codes to statements that summarize the primary point of the interviews (saldaña, 2013). to preserve the participants' privacy, codes like ki-1 and ki-2.l were used to report statements. these codes indicated the student's first key informant and the lecturer's second key informant. findings and discussion analysis of data revealed the opinions of the participants about the experiences of students on speaking fluency enhancement conducted through hybrid learning, how the lecturers enhance students’ speaking fluency through hybrid learning is, and how likely hybrid learning influences students’ speaking fluency is. the finding and discussion of each research question were displayed below. students’ experiences on speaking fluency enhancement through hybrid learning anabel and siamnjuntak obtaining preferences from a hybrid …….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 122 when transitioning to a new set of teaching and learning systems, students usually feel a significant difference. based on the information gathered during the discussions, the researchers discovered that each participant had a comparable experience with the hybrid learning method for improving students' speaking fluency. the researcher composed participants’ experiences into three emerging themes. perceived learning interest in the new learning system – a hybrid learning system, the students perceived the difference in their way of learning because of the existing situation and conditions, they use technology to learn in different ways. they slowly began to adapt with the online-offline situation by identifying their learning interest. they share their perception about their understanding of the hybrid learning system as stated in the following excerpts: ki-14: hybrid learning are two modes of learning, online and offline. ki-17: hybrid learning that uses online applications and some that are face-to-face ki-10: one is face-to-face, one is studying in class, the other is through zoom media or like google meet media or other media provided as mentioned by the participants above, it is shown that hybrid learning is the combination of synchronous and asynchronous learning. according to tolga kayalar et al., (2021) synchronous learning is an online learning platform that brings teachers and students together in a virtual environment in the same or separate locations. while asynchronous distance learning refers to an english learning process delivered via online videos and course materials in which the students and instructor are separated in terms of both location and time (güneş & alagözlü, 2021). hybrid learning, in other words, is the learning system that conducts online and offline at the same time. the participants accentuated that they often use technology-based applications in speaking courses during hybrid learning to help them improve their pronunciation, volume, and intonation, such as youtube, digital dictionaries, and other english learning websites and applications. ki-7: i think the most important thing is the zoom application, ma’am. maybe the second order is youtube, ma’am. youtube. google's third order. suppose the following order is an application like translate online-offline. ki-19: i have ever downloaded the u-dictionary dictionary, ma’am. ki-10: i might just go to this one, ma’am. go to google translate. ki-12: i once downloaded the application, and i think it's pretty helpful for me. the application is ‘cake’ if i'm not mistaken. most of the participants utilize zoom, youtube, and digital dictionaries, such as udictionary, cake and google translate to practice their pronunciation or enunciation as well as to help them explore word meanings, some of which may be difficult to understand. the previous study found that the participants who completed the exam reported that the google translate application helped them pronounce words more clearly (wongsuriya, 2020). while, other studies conducted about youtube, the findings demonstrated that using youtube to be fascinating, encouraging and improve efl learners' speaking skills, fluency, and pronunciation has a favourable influence (hamad et al., 2019; purnamasari, 2018). speaking challenges in the hybrid learning system, the college students stated that they had difficulties while studying speaking courses. among them they stated that they fear making mistakes and get the negative evaluation, as stated in the following excerpts: ki-9: when it comes to speaking, ma’am, sometimes if i were studying, i made mistakes, i got confused about what to say, how do we arrange the words, how anabel and siamnjuntak obtaining preferences from a hybrid …….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 123 do we want to ask the lecturer, ma’am. it's also a shame to ask if i use indonesian while this course is in english, ma'am. ki-7: generally speaking, of course, more than 70% we should practice, ma’am. we practice in the sense that there must be an interlocutor. so, in this hybrid, we as the students seem to act passively. so, our weakness in this hybrid in speaking 3 is that our students are passive, ma’am. passive, we are afraid to express ideas, and also no contractions with friends around. ki-1: the factors of difficulty in speaking english actually start with ourselves. maybe some people say that english is complicated. it's hard to learn english. difficult. and when we have studied english, there are people in our environment or maybe in our own families who say 'don’t get like that, or 'son of english'. other difficulties that affect it are our intention. ki-4: the main thing is that i always think i'm worried i'll be afraid of being turned on, fearful of being digitized. ki-5: so basically, uhm don't look at other people too much, it's essential always to try, ma’am. but uh, there are friends or people at home as well, 'what are you doing like that, ma’am. so, they don't like us to grow like that. it is implied that the way college students face speaking challenges through hybrid learning. they are afraid of making mistakes when they speak and getting negative evaluations from others. the thing that causes them to be afraid to speak english is their lack of selfmotivation to encourage them to be able to speak english as stated in the following excerpts: ki-10: the intention, ma’am. lack of intention, ma’am. if you don't have the will, you won't be able to, ma’am. that's the biggest obstacle, the hardest, ma’am. gather intentions, and don't be lazy. ki-4: my most significant difficulty is myself, ma’am. because even though we have prepared these words in our minds, to say it is difficult, ma’am. to be brave, ma’am. that's the biggest problem for me, ma’am. from the excerpts above, it is shown that due to a lack of self-motivation, college students believe that this is one of the challenges to being able to speak up. as stated in the previous study, abrar (2016) said that when learners demonstrate an unwillingness or reluctance to engage in comfortable language acquisition, this indicates a lack of motivation. in addition, one of the challenges of hybrid learning is the network issue. one of the speaking challenges that the participants face during the hybrid learning systems is the occurrence of network issues. that is inevitable. hybrid learning systems require a stable internet network connection so that teaching-learning can run smoothly. in the excerpts below, the participants shared their experiences about how do they feel about internet network problems while studying through hybrid learning: ki-1: depends on our respective networks’ systems. it's a little bit difficult if you learn online. however, it's good enough what our lecturers teach us in english. ki-2: the online lecturers are pretty good, ma’am. at least it's the same. the problem is that we are on the network, and maybe the device too. ki-18: my opinion about the hybrid learning system at the unai campus is quite reasonable. well, we all use pretty advanced technology. so, the only drawback is the network or wi-fi. from the excerpts above, it is shown that the problem of the internet network in the hybrid learning system class can hinder the existing teaching and learning process, especially in speaking courses. in the previous study, purwadi et al. (2021) proposed that students' impression of online learning as an inadequate learning activity is fueled by a lack of internet network assistance. this is the reason some of them said that they prefer to do the offline class for the speaking course as stated in the excerpts below: anabel and siamnjuntak obtaining preferences from a hybrid …….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 124 ki-14: for the speaking class, it's actually better offline. ki-16: unai has prepared well, especially speaking. in my opinion, it's still better offline, ma’am. from the excerpts above it is shown that the participants prefer to attend the speaking course in face-to-face class rather than online or hybrid. it is very ineffective when learning speaking courses if it is limited by an unstable internet network. hybrid learning development in its development, the hybrid learning system was divided into two parts, learning process and learning systems. for the learning process, the participants shared the learning process they had experienced during the speaking course through hybrid the following excerpts: ki-3: it's repeated more often repeatedly until we remember everything. ki-8: the lecturer asks us to give a presentation. ki-10: we learned about one topic, e... then the lecturer told us to direct us directly to make a short conversation, ma’am. ki-14: so, we are usually told to find a video ourselves, for example. then we were asked to conclude in english. for speaking in class, for reporting as well. ki-7: the method that sir also uses in class is usually the training method, ma’am. we don't have a week without practice. there is no day without exercise. there must be practice. everything we learned; our lecturer told us to practice. from the excerpts above, it is shown that the participants had experience in the hybrid learning process by doing the repeating and practical activities, such as doing the presentation, conversation, and reporting. repetition in terms of learning in speaking practice is very helpful in improving speaking fluency. by doing repetition it can help to memorize things well. in the previous study, ihsan and wahidah (2019) found out that the teacher's made an effort to overcome the learners' speaking challenges including asking them to memorize vocabulary, forming an english group, practising speaking in english, and motivating them about the value of english. the participants shared their experience of the learning system they face during the speaking course through hybrid learning. they declared that they found a way how to improve their knowledge of english vocabulary by obtaining some resourceful material to help them improve their speaking skill in order to enhance vocabulary and speaking fluency. ki-3: how do we compose words and remember the words. eh, if i'm going to deal with the… i usually read a lot. read that book, ma’am. read, uhm, keep reading, not just in silent reading but like we are talking like that. ki-9: keep watching movies in english. ki-18: so, to improve it, i often learn vocabulary or uh… speaking from youtube, uh people from abroad so that uhm… it sounds fluent and natural. the excerpts above show that the participants try to find a way to help them improve their speaking skills. they found out that reading a book, watching english movies, and learning vocabulary through youtube can help them to enhance their speaking fluency. reading aloud can help the participants to remember words in orderremember words to improve their vocabulary knowledge. this is supported by the findings of a study by daud et al., (2019) stated that the read-aloud strategy was effective in improving primary students' comprehension of difficult vocabulary words. by watching english movies, the participant believed can improve their vocabulary knowledge. as damanik & katemba (2021) found out in their study that students can increase their vocabulary by viewing english movies and series on netflix. besides that, watching youtube videos can also gain the vocabulary of the participants. in the previous study done by kabooha and elyas (2018), the result is the impact of youtube on students' vocabulary acquisition was statistically significant. the children’s vocabulary achievement also improved significantly, according to the findings. anabel and siamnjuntak obtaining preferences from a hybrid …….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 125 from the themes described above, it was found that students had different experiences when learning to improve speaking fluency through hybrid learning. it was found that they learned to use the application to help improve their speaking fluency. however, they also face speaking challenges such as being afraid of making mistakes and getting negative evaluations. because the hybrid learning system requires a stable internet network, one of the obstacles they face is the internet problem that hinders the learning process. in the development of hybrid learning, students also shared their experiences with the learning process and learning system. it was said that they carried out practical activities and repetition methods that could help them improve their fluency. not only that, but they also increase their vocabulary through reading and watching english movies. lecturers’ strategies to enhance students’ speaking fluency through hybrid learning when transitioning to a new set of learning, the teaching method will be changing. with changing teaching methods, there will also be changes in the results felt by teachers and students. through the discussion, the participants shared their experience with the teaching method that the lecturer uses for teaching speaking through hybrid learning. the researcher composed participants’ experiences into two emerging themes: multifaceted learning multifaceted is frequently used as a metaphor, figuratively or metaphorically. in education, the use of multifaceted learning is to refer the several perspectives, from various points of view, and with various methodologies. in the following excerpts, the lecturer shared their experience of their teaching method to enhance students’ speaking fluency through hybrid learning. ki-1.l: they listen first to the motivator, and they can't just listen once and then report. i'm sure they've heard it three or four times before they dare to report. because of what he heard; it must also be displayed in class. so, everyone, the whole class, knows that maybe he reports incorrectly, summaries and comments that are not true, it means he didn't hear. that's it. ki-3.l: in fact, this activity somehow turns to become "interviewing and being interviewed -conversation" after that, to enhance the student's listening and speaking skills, i often asks them to listen to devotionals, motivational speeches, songs, or even famous people's experiences of life. after listening to the audio/seeing the video, they are assigned to transmit the information that they received to their friends. this activity is done in order to see how much information they absorbed by their own ways and how much they can share the imitation, explanation, expansion, and so forth. accessible method is a teaching method that is easy to do in accordance with the existing circumstances. at this moment the pandemic is still happening but the learning process continues. the lecturers use accessible methods so that the learning process can continue to run well. in the excerpts above, it is shown that the lecturer used the audio-lingual method and present – practice – produce (ppp) method during the hybrid learning to improving their students’ ability in their speaking fluency. the reason why the audiolingual technique is good for language learning, particularly for listening skills, is that it molds learners into native speakers. this strategy engages pupils in the acquisition and learning stages of recognizing structure and phonological characteristics (samawiyah & saifuddin, 2016). henceforth, the study of jones & carter (2014) found out that the adoption of a ppp framework was more effective since it resulted in a temporary increase in students' capacity to employ discourse markers but was not sustained over time. by doing the repetition, conversation practice, and reporting as their practical activity the learners applied both of the method of their skills practices. the lecturers give more attention to the grammar rules and pronunciation of the students so they can speak properly with good pronunciation and good structure. anabel and siamnjuntak obtaining preferences from a hybrid …….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 126 according to genc (2018) the structural approach provides a framework for foreign language instruction by emphasizing the necessity of knowing the target language's structures. the same source stated that it views language as a collection of structurally connected parts that work together to encode meaning. phonemes, morphemes, words, structures, and sentence kinds are all included as elements. structural approach is used to enable students to develop their speaking fluency. emerging technology in english hybrid learning, to aid in the learning process, college students are expected to use specific application. basically, these applications have already been discussed and selected for a certain purpose. the application is used to assist in the teaching and learning process. in the excerpts below, the participants shared their experience using the application that they used for learning speaking in hybrid learning: ki-1: our lecturer, when he teaches, sometimes he uses media such as youtube and the esl-lab application. ki-2: we are also in class if there is vocabulary that is a bit difficult to pronounce, ma’am, so, our lecturer, go straight to google translate and make the volume so we can hear it too. ki-4: so, all this time, we always use the link esl-lab.com. almost all the participants applied zoom, youtube, e-books, digital dictionary such as google translate, and english-learning websites such as esl.lab.com as the digital resources and communication tools that they use in speaking class during hybrid learning. the use of zoom as the tool of distance education learning is evidenced by memiş (2021) determining educators' perceptions and attitudes toward the use of zoom in distance education is critical for successfully integrating the zoom application, a technology that is already in use in a variety of nations and educational levels, into distance education. basically, youtube for the digital resources in hybrid learning evidenced by a previous study done by maziriri et al., (2020) stated that perceived usefulness had a bigger impact on student opinions of learning via youtube than perceived ease of use. using youtube as a digital source can help college students in hybrid learning systems that use technology. furthermore, the participants used esl platform to help them in listening in order to develop their vocabulary knowledge. ayyat and al-aufi (2021) accentuated that this kind of website is quite successful and beneficial to esl students. the study done by jaber and iyada (2019) found out that online practice on medium esl platforms episodes resulted in substantial changes in listening comprehension accomplishment in favour of the post-test results. the use of google translate can help the participants in order to enhance learners’ english vocabulary. as evidenced by kai & hua (2021), according to the conclusions of this study, google translate may be an excellent teaching tool for increasing learners' english language vocabulary. indeed, some students indicated that they would derive the greatest advantage from their self-learning if they were aided in effectively using google translate (bahri & mahadi, 2016). some of the participants also shared that their lecturers give e-books as their instructional and resourceful material as a substitute for a physical book. this happens because of the distance that separates students and teachers. ki-6: sir also once told links to look for e-books and electronic books. ki-10: maybe an e-book, ma’am. eh, if it's from an e-book, sure. then there may be audio. so, from, so the lecturer provides like one book but an e-book. from the excerpts above, it is shown that the participants shared that their material during hybrid learning is from e-books. according to a study of scholarly e-book utilization by höppner et al., (2009), academics laud electronic books for their search capabilities but believe print books will continue to be the most comfortable way to read a text cover to cover. students reported their favourable attitudes toward ebooks and their intention to continue using them in anabel and siamnjuntak obtaining preferences from a hybrid …….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 127 the future. they were really delighted with the features of interactivity, highlighting, font size adjustment, and hyperlinking to external sources (oyaid & alshaya, 2019). the various excerpts have sh previously that college students' experiences with new technology during hybrid learning demonstrate that participants were able to follow along with the use of existing applications to assist them in speaking courses and improve their speaking fluency. the findings indicated that instructors employed a multifaceted approach to learning. an accessible method is simple to implement in light of current circumstances. in practice, lecturers employ the audio-lingual and ppp methods to assist students in improving their speaking fluency through hybrid learning. additionally, to help college students improve their speaking abilities, the lecturer utilizes tools such as zoom, youtube, e-books, digital dictionaries such as google translate, and english-learning websites. possibility of hybrid learning to influence students’ speaking fluency based on the data obtained from the discussion, the researcher found that each participant stated the possibility of hybrid learning affecting students' speaking fluency. following that, the researchers organized the participants' experiences into two emerging themes. technical support there are many obstacles to implementing a hybrid learning system in an educational institution. these obstacles occur beyond the control of the teacher and students so which hinders the teaching-learning process and does not run efficiently. one of the various problems that arise is a technical issue, such as the occurrence of network issues. as seen in the following excerpts: ki-18: sometimes our network is slow, so sometimes, the lecturer's voice stutters. ki-2.l: yes, in my class, listening and speaking materials must be delivered in 2-way communication and requires a stable connection, which, if disturbed, will disturb the concentration of students while learning is taking place. ki-3.l: yes. i have several problems. first, it's pretty challenging to focus. when i was busy teaching the offline students, i sometimes forgot if students were on the screen. however, i think this happens because this method is still currently used. second, internet connection sometimes interrupts the interaction between teacher and students. ki-10: the problem is the internet. so, when we speak, the students who talk don't reach the lecturers, and even from the lecturers, it doesn't get the students, ma’am. from the excerpts above it is shown that the participant, both lecturers and college students feel the same way about the occurrence of a bad internet network. although it has advantages over distance learning, unfortunately, it does not guarantee that learning will run well. one of the drawbacks of hybrid learning is the occurrence of network issues. this is evidenced by the study done by sitzmann et al., (2010) who found that technical issues can affect the teaching-learning process. according to hariadi & simanjuntak (2020), the challenges that arise during asynchronous e-learning include not just technical issues such as signal and internet data, but also a task submission deadline. aside from that, the other technical issue on hybrid learning is partly supported facilities and equipment. the lack of adequate facilities for the teaching and learning process will greatly affect the efficiency of the lessons delivered by the lecturer. as the participants declared in the following excerpts: ki-3.l: talk about the campus leader who facilitates encourages hybrid learning. of course, they tried the various best ways. for instance, they prepared digital tools in every room. but when we talk about speaking and listening in class. honestly, anabel and siamnjuntak obtaining preferences from a hybrid …….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 128 speaking, we need our lab, which is our vital need. and because of the distance or even signals... sometimes the sound is kind of a bit problem. ki-1.l: of course, the university provides facilities, right. it was a well-held facility. but the problem there is that not all students can access it. that's the biggest problem i have seen. from the excerpts above it is shown that the importance of having sufficient and adequate facilities is vital for the continuity of the teaching-learning process because the lack of existing facilities can hinder the learning process. hybrid learning implementation for the implementation of hybrid learning, it is necessary to understand first the hybrid learning itself. hybrid learning is one of the educational methods approaches that are applied nowadays in many universities. in the excerpts below the lecturer shared their understanding of hybrid learning: ki-2.l: hybrid learning is an educational model approach that combines online learning with teaching in real classrooms like face-to-face school time in general. ki-3.l: hybrid learning is referred to as blended learning where the students and teacher do their teaching-learning process through combined both offline and online activities. by doing this, students can join and interact in class across distances. from the excerpts above, it is shown that the lecturer knows the term hybrid learning and they are said that hybrid learning is the combination of online learning and offline learning as we know as asynchronous and synchronous learning. hybrid learning does the teachinglearning process through combined offline and online activities. in addition, cahyani et al., (2021) found that the combination is said to offer the prospect of addressing the necessity for a face-to-face meeting, synchronous learning's connection concerns, and asynchronous learning's lower engagement. the other thing that must be prepared and considered to carry out hybrid learning is mental readiness on hybrid learning. the implementation of hybrid learning requires mental readiness towards the adjustment between online and offline learning. in the following excerpts the lecturers shared their experience on student mental readiness toward hybrid learning system: ki-2.l: yes, in my opinion, the lack of student motivation is one of the main problems of learning english. then many students consider english a complicated subject, and not enough time for practice. their time dealing with english is only in english lessons. ki-3.l: for me, memorizing, i think, is the essential factor. their background, particularly socio-economic background, contributes to these difficulties. in general, for example, those whose family fully supports memorize better. it's different compared to those who have to work for their own lives and study (selfsupporting students). in some cases, it doesn't affect. from the excerpts above, it is shown that the students lack mental readiness for hybrid learning. the lecturers said that their students lack motivation and time management. the previous study done by dikbas torun (2020) found that self-directed learning was revealed to be the strongest predictor of academic accomplishment, whereas the desire for e-learning was also discovered to be a predictor of academic achievement. in addition, the factor of economic background can be one of the factors toward mental readiness in hybrid learning. hariadi and simanjuntak (2020) discovered that the finding of their study revealed that the students lack the necessary electronic equipment to engage in the learning process. this occurred as a result of anabel and siamnjuntak obtaining preferences from a hybrid …….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 129 several circumstances, including familial economic factors. additionally, because e-learning is conducted via the internet, students are required to have a certain amount of internet data or quota, which requires them to pay additional money to acquire. the findings indicate that two possibilities of hybrid learning affect students' speaking fluency. the first is technical support. the participants, both students, and lecturers, expressed similar attitudes on the incidence of a poor internet connection and a lack of suitable facilities. hybrid learning requires a stable internet connection and necessary facilities to ensure that the learning process runs well. the second factor to consider is that both lecturers and college students must be mentally prepared to engage in hybrid learning. in a broad sense, student and lecturers’ voices represent the contribution to the english language teaching system. (bourne and winstone, 2021) stated that over the past few years, the importance of students’ voices has become increasingly prominent because of their involvement in developing best practices to support language learning. it is hoped that this study will give greater insight on what to prepare in implementing hybrid learning speaking to teach language courses. throughout the discussion, the participants felt that they were given empowerment, as a result of being valued as experts and having the collaboration with the researchers to gain insight for a better teaching-learning purpose. their shared experiences are valued as effective information for the implementation of a hybrid learning system. it can be seen from the findings that teaching speaking and practising speaking fluency through a hybrid learning system requires high-tech amenities to tackle some obstacles and shortcomings, namely, poor internet connection, inadequate speaking sources, or low interactive activities. high-teach amenities will help both students and lecturers to conduct various kinds of speaking activities. aside from that, in implementing a hybrid learning system, the mental readiness of students should be considered, in which, the online students may feel that they receive different treatment from the offline students. the online students have limited interaction with the lecturer, meanwhile, the offline have a more convenient time to interact with the lecturers. it is highly recommended to conduct speaking courses through face-to-face teaching so that students will have intensive interaction with their peers and lecturer. conclusion conclusively, from all the findings that have been obtained through focus group discussions, it was revealed that all participants, both students and english lecturers, had hybrid learning experiences to share. the non-english majors viewed hybrid learning and they declared they often use technology-based application applications in speaking courses during the hybrid learning to help them improve their pronunciation. however, they face speaking challenges that hinder them to improve their speaking fluency. they declared that they fear making mistakes, getting negative evaluations, lack of self-motivation, and the occurrence of network issues. oher than that, non-english majors shared that they found a way out to do practical activities to help them develop their speaking skills such as repetition, reporting, do the presentation and conversation. they believed through these ways they can improve their speaking ability. throughout the hybrid learning process, the lecturers used multifaceted learning in order to enhance college students’ speaking fluency. in order to build up the college students’ speaking skills, the lecturer uses applications to help the students during the hybrid learning process with the use of zoom, youtube, ebooks, digital dictionary such as google translate, and english-learning websites. henceforth, the lecturer stated that there were two possibilities of hybrid learning that could affect students' speaking fluency. first, technical support requires a good internet network and adequate facilities or equipment so that learning can run smoothly. second, both lecturer and college students must be prepared and considered to carry out hybrid learning is mental readiness on hybrid learning. understanding students’ and lecturers’ voices give meaningful contribution to anabel and siamnjuntak obtaining preferences from a hybrid …….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 130 english language teaching. this study can be disseminated into classroom settings to provide activity-oriented environment. acknowledgement we would like to express our sincere gratitude to god almighty for granting us wisdom and understanding to complete this study. we wholeheartedly dedicate this study to the english education study department which has given us solid support to use all facilities we needed to perform data analysis. we also appreciate the value of time that our participants gave to be willingly involved in the discussion. their brilliant insights, accurate facts and detailed information have helped us come up with great findings. in addition, we would like to sincerely thank the readers for some criticism and suggestions for the success of this focus group discussion. hopefully, this article can be of great use to enthusiastic readers and future researchers. references abdullah, m. 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(2019). teacher’s efforts to overcome the students’ difficulties in speaking ability. voices of english language education society, 3(2). https://doi.org/10.29408/veles.v3i2.1273.g919 http://journal.um.ac.id/index.php/jphpissn:2338-8110/eissn:2442-3890 obtaining preferences from a hybrid learning system to promote english-speaking ability through focus group discussion jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7019 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 178-194 jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 178 task-supported efl instruction: integrating students, teacher, and textbook roles in a japanese mainstream high school class alvin ibe santos full-time lecturer, meiho junior and senior high school, japan corresponding author email: santos@meiho.ed.jp article info abstract article history received: january 2023 revised: march 2023 published: april 2023 many high school english teachers in japan intend to include communicative activities in their lessons. however, how exactly it could be done remains a puzzle due to various concerns. to offer a solution, this article proposes a task-based teaching approach premised on the context of a mainstream japanese efl class. the apprach is termed task-supported language teaching (tslt). it attempts to factor in variables unique to the japanese education setting, namely: (1) limited classroom time to tackle the target language; (2) the pressure of standardized tests; and (3) the influence of japanese cultural sensibilities. two research questions are raised: (rq1)what are the roles of students, the teacher, and the textbook in task-supported efl instruction?; and (rq2)how does tasksupported language teaching (tslt) complement a japanese mainstream high school efl class? the study utilized mixed methods of sociocultural discourse analysis and self-report questionnaire. solving rq1, students’ answers to the questionnaire reveal that their roles include solving vocabulary problems, managing teacher-assigned tasks, and engaging in off-task talk. analysis of classroom discourse highlights the teacher’s role as classroom manager, content communicator, and assessor and provider of feedback. also, the textbook was found to exhibit informative, instructional, and experiential roles in the efl class. solving rq2, propositions on how the teaching approach proves to complement well a japanese foreign language class are enumerated. implications of the findings call for more deliberate use of pair talk time in class, recalibrated classroom language use among efl instructors, and adaptive use of textbook tasks, among other key recommendations. keywords classroom-based research; mixed methods study; sociocultural approach; high school efl; japan how to cite: santos, a.i. (2022). task-supported efl instruction: integrating students, teacher, and textbook roles in a japanese mainstream high school class. jollt journal of languages and language teaching. 11(2), pp. 178-194. doi: https://doi.org/10.33394/jollt.v%vi%i.7019 introduction japan’s ministry of education, culture, sports, science, and technology (henceforth mext) has completely rolled out the revised course of study (national curriculum) for upper secondary schools in april of the school year 2022. a basic tenet underlying its foreign language curriculum is the implementation of task-based practical activities using the lesson’s target language (henceforth tl) (mext, 2018). this toll order appears ideal on paper but the reality that japanese teachers of english (jtes) face inside the high school efl classroom on a daily basis makes simply running the class around tasks problematic. consequently, traditional classroom approaches heavily reliant on form-focus and teacher-fronted methodologies are still employed. three major contributing factors are identified as (1) the pressure to master discrete points of the target language in preparation for tests (carless, 2007); (2) grammar translation-based orientation of target language presentation in official textbooks (kotaka, 2013); and (3) the time-consuming nature of tasks within a tight class schedule (littlewood, 2007). https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& santos tslt in japanese efl … … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 179 facing these challenges, ascribing to a strong version of task-based language teaching (henceforth tblt) (ellis, 2018) appears to be not the best option. instead, a weak version termed by ellis (2018) as task-supported language teaching (henceforth tlst) offers opportunities for communicative activities involving tasks while allowing for focus on tl forms (to support students’ exam preparation); tl development optimizing textbook content (to provide students tl practice), and structured instructional and interactional tasks (to fit a tight class schedule). task-supported efl instruction: a complementary compromise a zero-grammar, fully meaning-oriented and strong version of tblt may find it difficult, if not impossible, to find its way in a japanese mainstream high school efl subject despite mext’s toll order of putting a premium on “student-centered activities mediated by supplemental grammar instruction and deemphasized grammar translation” (ozeki 2010, 2011 on kotaka 2013, p.48). this may be highly attributed to the fact that japanese students encounter english as a foreign language (henceforth fl) rather than as a second language (henceforth sl). garcia mayo and hidalgo (2017) contrasts the two; describing an fl setting as providing learners with low frequency of tl exposure whereas an sl setting as exposing students to considerably higher frequency of input. the status of english as an fl in japan is explained by kachru (1985), as cited in aoyama and denton (2020), stating that japan is included within the expanding circle countries. in the expanding circle, english is studied as an fl, instead of it being practically and casually used in daily communication. this translates to paucity of functional competencies as pronunciation, turn-taking skills, and even awareness of basic conversation gambits among students; making it impossible for the teacher to facilitate a fully meaning-oriented classroom task. the disadvantage to japanese students as fl learners is compounded by other realities such as limited drill time in their regular english classes, where lessons are mostly teacher-centric and the classes sizable (li, 2014 as cited in sato and storch, 2020). as a result, students’ motivation to learn english primarily lies on the necessity to pass examinations. considering these realities, a sociocultural approach-oriented means of exploiting what limited tl exposure afforded by the classroom textbook, minimal minutes for practical language exercises, and fairly large class size—tslt may open avenues for achieving simplified yet meaningful tl in-class practice. textbook, teacher, and students’ roles in tslt the dynamic interdependence of textbook use, teacher discourse, and student-peers’ interaction viewed in a sociocultural lens is central to effective task-supported english as a foreign language (henceforth efl) teaching. for one, the prescribed textbook’s dynamic roles as teaching material (tomlinson, 2012, as cited in mathieu et al, 2021) in everyday classroom settings established it as a constant tool subject to the teacher’s adaptation (bosompem, 2014; sampson, 2009; & shawer, 2010 as cited in marcos miguel, 2015) and students’ consumption (marcos miguel, 2015). in particular, the informative, instructional, and experiential (tomlinson, 2012, as cited in mathieu et al, 2021) roles played by the textbook in the present study was explored. glasgow and paller (2014) recognize the potential of a textbook in exerting positive influence on efl teaching and learning. however, they are also aware of the negative impacts of teachers’ misuse of the textbook and its inability to drive student motivation towards tl use. in the current study, the prescribed textbook in the mainstream efl class serves as the primary reference text for presenting the tl as well as sample sentences, model passages, listening practice, and sentential level writing/translation drills. having a constant source of the target language through the textbook is believed to aid in input flooding in line with formfocused instruction (spada, 1997 as cited in spada, 2014). similarly, the teacher plays an active role in a task-supported language classroom. in the proposed pedagogic approach, teacher roles are anchored on the english-for-teaching santos tslt in japanese efl … … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 180 constructs categorized by freeman et al. (2015). english-for-teaching is derived from esp and is a teacher’s competency in enacting the curriculum in english that is understandable to nonenglish speakers. in particular, three constructs were adapted in the current study in classifying the teacher discourse-cum-teacher roles played, which are: (1) “organizing students to start an activity (under managing the classroom); (2) giving instructions and explanations (under understanding and communicating lesson content); and (3) responding to student oral output during a role play activity (under assessing students and providing feedback)” (freeman et al., 2015, p.8). proposing a suitable approach to analyzing classroom discourse through a sociocultural lens, mercer (2004, 2010) highlights the potential of sociocultural discourse analysis (henceforth sda) in identifying teacher and student roles in dialogue. one study found teachers to utilize some techniques such as (1) “eliciting knowledge from learners; (2) responding to what learners say; and (3) describing significant aspects of shared experiences” (from mercer, 1995, p. 34 as cited in mercer, 2004, p. 145). in the current study’s locale, the teacher performs roles on different junctures of the lesson. explanations of classroom discourse revealing these construct-roles viewed through the lens of sda (mercer, 2004, 2010) are provided and appropriately placed in the paper. a third contributing factor is students’ roles. in a task-supported efl lesson, student peer interaction and collaboration occur deliberately and in frequent intervals. considering the current study’s informants (grade 11 japanese students), students’ first language (henceforth l1) is allowed during peer interaction although english is constantly encouraged. hung (2012) cites the benefits that using l1 brings to a task-based lesson as it was found to: (1) help clarify fl terms when explanation in fl proves complex; (2) lower language learning anxiety as per krashen’s affective filter hypothesis, and (3) scaffold student’s shared understanding of the assigned task. in studies conducted across different sl/fl school grade levels, various salient l1 functions emerged. swain and lapkin (2000) found particular l1 uses among grade 8 french immersion students who underwent jigsaw and dictogloss tasks: (1) task management (under moving the task along); (2) vocabulary search (under focusing attention); and (3) offtask (under interpersonal interaction). in a two-year longitudinal picture placement task experiment among spanish grade 3 (who in the second year of the study turned grade 4) pupils grouped into mainstream and clil classes, (1) deliberations over vocabulary words; (2) talking about the task itself; and (3) using discourse markers, were ranked as the main uses of l1 (garcia mayo and hidalgo, 2007). in an advanced-level japanese high school setting, the uses of l1 for (1) fillers; (2) backchanneling; (3) asking for help; (4) equivalents (to l1 of fl terms); and (5) metalanguage were discovered among grade 12 students (aoyama, 2020). however, sidetracking was also evident among the student-informants in aoyama’s 2020 study. sidetracking is described as having discussions away from the main track (about the task at hand). the current study also attempts to gauge the occurrence of such sidetracking (termed off-task interpersonal interaction by swain and lapkin, 2000) during pre-role play pair talk. likewise, 24 university intermediate-level esl students in australia were paired into six same-l1 dyads and another six different-l1 dyads in a study by storch and wigglesworth (2003) where the 12 pairs engaged in a text reconstruction task and a short joint composition task. it appeared that the l1 was employed for (1) task management discussion; (2) task instructions clarification; (3) vocabulary and meaning discussion; and (4) grammar points deliberation. however, a long session of non-task related, personal chat was also noted in one of the same-l1 pairs in the study. time-bound and purposeful classroom talk in the context of the current study’s informants, fl exposure is mostly provided by the textbook and the supplementary textbook audio cd. this limits opportunities for learners to be exposed to the tl exclusively within the scheduled class session. on the part of the teacher, santos tslt in japanese efl … … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 181 such a peculiar situation calls for on-point, carefully planned teacher talk—if resorting to translation to students’ l1 is to be avoided in class. in particular, any explanation of highlighted grammar points within the lesson must be deliberately timed. michaud and ammar (2022) suggest embedding explicit grammar instruction while the speaking task is ongoing as an immediate opportunity to apply newly acquired knowledge in a meaningful situation. another equally important factor is the sequencing of lined-up tasks for the lesson. in support of input flooding (spada, 1997 as cited in spada, 2014), receptive skills (reading and listening) make up the initial tasks to expose students to the day’s tl. this helps them with awareness raising (based on schmidt’s noticing hypothesis, ellis, 2005) as they would need to eventually use the tl when conducting the tasks requiring productive skills (speaking and writing). in between the lineup of tasks in the lesson, terse but timely opportunities for peer dialogue is provided as supported by long’s (1996, as cited in ellis, 2005) interaction hypothesis. this way, learners are scaffolded into seeking meaning in the text, context, and teacher-given prompts with a classmate (when in pairs) or classmates (when in a small group of three). timed peer dialogue such as pre-task planning and rehearsing (foster & skehan, 1996, as cited in kellem, 2009) aids boost oral fluency and reduces pauses length during the actual oral performance stage (kellem, 2009). in the class-cum-research locale, students were given at least a minute to talk in dyads or triads every after textbook-based task and before the role play performance. johnson (1992, as cited in tonkyn, 1996) argues that rehearsing and discussing language choices and forms before actually engaging in oral production prevents fossilization. the benefit of pre-oral performance preparation was affirmed by skehan and foster (foster, 1996 in tonkyn, 1996) as it was also found to elevate language complexity during the actual oral production of the tl. as for student roles during actual role play performance, the concept of swain’s (2000) output hypothesis was taken into account as one of its claimed benefits include allowing students to hypothesize the use of the tl. students’ hypotheses were twice tested in class during the tworound role play performance, with teacher corrective feedback occurring in-between each round. considering the aforementioned, a gap exists in literature because as of date no known study investigates the interplay of the constructs discussed in the context of a real, live classroom environment. this is where the novelty of the current research lies. heeding mext’s toll order while weaving interrelated constructs to propose a responsive and adaptable pedagogical sequence, the teacher-researcher poses the following research questions: (rq1) “what are the roles of students, the teacher, and the textbook in task-supported efl instruction?”; and (rq2) “how does task-supported language teaching (tslt) complement a japanese mainstream high school efl class?” research method research design the overall approach adapted in the study is the descriptive research. descriptive research attempts to answer what and how questions about a phenomenon using quantitative, qualitative, or mixed methods to gather data. the what question in the study is research question 1, what are the roles of students, the teacher, and the textbook in task-supported efl instruction? on the other hand, the how question is research question 2, how does tasksupported language teaching (tslt) complement a japanese mainstream high school efl class? to gather the data needed to answer the two research questions identified, a mixed methods approach was adapted. the first method was a qualitative method used to document teacher roles termed sociocultural discourse analysis, abbreviated as sda (mercer, 2004, 2010). to document this interaction, permission was sought from the school to audio record the santos tslt in japanese efl … … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 182 classroom lessons during the running period of the research. the teacher roles were identified and labeled following english-for-teaching constructs following freeman et al.’s (2015) classification. the second method was a quantitative one which was used to determine students’ roles in a task-based efl class—self-reporting. this was selected by the teacherresearcher because the number of pairs simultaneously interacting during pair talk time proves it impossible to capture all of their individual exchanges. gathering data on how they made use of the pair talk time during the lesson, as well as the amount of it, is the main purpose of floating the self-report questionnaire. the student-informants were well-informed of the questionnaire’s purpose in keeping with research ethics principles. their responses did not have any effect on their class standing on writing 2 subject. right before dismissal from the 45-minute class, the student-informants answered the questionnaire for the week while their short-term memory of their in-class l1 use was recent. coincidingly, the present study also takes the form of an action research, a type of practitioner research. revesz (2021) defines action research as one employed by teachers who conduct studies on task-based pedagogy in their local settings. population and sample the local setting of the teacher-researcher is an efl english expression class which is a required subject as part of mext’s foreign language curriculum for high school. it is offered to the research locale’s (the school) grade 11 students (n=117) and is a once-a-week, 45-minute long, all-english taught subject. the school is a private co-educational junior and senior high school located in tokyo. the 15to 16-year-old students’ english proficiency ranges from cefr a1 to a2 as determined by results of their eiken tests (test of practical english in japan). the research ran for five consecutive weeks in the second semester of school year 20222023, between september to october. the researcher is the sole teacher of the english expression course, which is called writing 2 in the school’s foreign language curriculum. the course english expression has been implemented in japan since the school year 2013, with the goal of “evaluating facts, opinions, and others from multiple perspectives and communicating through reasoning and a range of expression.” (mext, 2011a, p.3 as cited in glasgow & paller, 2014). the school’s prescribed textbook used for the course is new one world expressions ii: revised edition (ito et al, 2019), published by kyoiku shuppan. the worktext-style coursebook features tl as how it is used in daily situational contexts. each lesson aims to develop among learners the skills of reading, listening, speaking, writing, and translating. instruments the first of two main sinstruments used in the prepsent study was an audio recorder. the teacher-researcher strategically placed the recorder inside the classroom for optimum sensitivity to audio data from both the teacher and the students. this high-sensitivity digital voice recorder captured the classroom discourse throughout the five-week consecutive 45minute lessons. transciption of recorded audio data and analysis followed while ascribing to the tenets of sda. such recordings have been thoroughly deleted from the teacher-researcher’s work pc after the transcription work. the second instrument was the weekly self-reporting survey forms conducted via google forms. the in-app data analytics function of google forms enabled easy and ready access to student responses in summarized and graphic form. the questions in the survey included translations in japanese to account for possible misinterpretations as may be caused by varying language proficiency among students. for each question, a sample response which may closely resemble the students’ own responses was provided as well to gather precise responses. each week, the survey questionnaire was posted before class dismissal by the teacher-researcher on each class’s google classroom learning management system (lms), santos tslt in japanese efl … … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 183 which provided a convenient tool as all students had their own chromebook devices from which they could access such. data analysis using the summarized data generated by the in-app data analytics function of google forms, the teacher-researcher tabulated the weekly results by class. tabular representation of data was followed by rationalization and analysis to provide complete explanation. summarized findings were then compared to related studies for sythesis with existing literature in the field. as for the transcribed audio recordings, salient points were identified vis-a-vis the alternative constructs evident in cited literature. similarly, rationalization and analysis followed such discourse analyses in order to produce holistic interpretation of findings. in the process, care was taken to not alter in any way the actual captured classroom discourse to maintain fidelity aiding accurate interpretation of results. research findings and discussion research findings from self-report questionnaires roles of students table 1 l1 use during pair talk for understanding vocabulary h2a h2b h2c h2d h2e total n=21 n=25 n=19 n=22 n=30 n=117 week 1 ti=50-75% ti=50-75% ti=50-75% ti=50-75% ti=50-75% mode= ti=50-75% (n%=60.8%) (n%=74%) (n%=63.1%) (n%=62.5%) (n%=64.5%) n=81(84%) week 2 ti=50-75% ti=50-75% ti=50-75% ti=50-75% ti=50-75% mode= ti=50-75% (n%=68.2%) (n%=67.8%) (n%=65%) (n%=59.1%) (n%=71.9%) n=82(85%) week 3 ti=75-100% ti=50-75% ti=50-75% ti=75-100% ti=50-75% mode= ti=50-75% (n%=58.4%) (n%=75%) (n%=76.2%) (n%=63.7%) (n%=60.7%) n=78(80%) week 4 ti=75-100% ti=50-75% ti=75-100% ti=50-75% ti=50-75% mode= ti=50-75% (n%=57.9%) (n%=85.7%) (n%=68.8%) (n%=63.6%) (n%=62%) n=72(74%) week 5 ti=75-100% ti=50-75% ti=50-75% ti=50-75% ti=50-75% mode= ti=50-75% (n%=50%) (n%=73.9%) (n%=71.5%) (n%=68.4%) (n%=64.3%) n=73(75%) note. ti stands for percentage of pair talk time used; n% stands for percentage of respondents by class. table 1 arranges the weekly percentages of pair talk use for understanding vocabulary. week 2 shows the highest percentage of l1 use to talk about word meanings with 85% of students doing so. week 4, on the other hand, registered the lowest percentage of l1 for the same purpose with 74% of the total number of informants. santos tslt in japanese efl … … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 184 table 2 l1 use during pair talk for task management h2a h2b h2c h2d h2e total n=21 n=25 n=19 n=22 n=30 n=117 week 1 ti=50-75% ti=50-100% ti=50-75% ti=50-75% ti=50-75% mode= ti=50-75% (n%=65.2%) (n%=85.1%) (n%=73.7%) (n%=66.7%) (n%=58.1%) n=86(74%) week 2 ti=50-75% ti=50-100% ti=50-75% ti=75-100% ti=50-75% mode= ti=50-75% (n%=63.6%) (n%=75%) (n%=80%) (n%=72.7%) (n%=62.6%) n=89(76%) week 3 ti=25-75% ti=50-75% ti=50-75% ti=50-75% ti=25-75% mode= ti=50-75% (n%=79.2%) (n%=70.9%) (n%=66.6%) (n%=59.1%) (n%=78.6%) n=85(73%) week 4 ti=50-100% ti=75% ti=50-75% ti=50-75% ti=25-75% mode= ti=50-75% (n%=84.3%) (n%=61.9%) (n%=75.1%) (n%=59.1%) (n%=75.8%) n=76(65%) week 5 ti=50-100% ti=50-75% ti=50-75% ti=75-100% ti=50-75% mode= ti=50-75% (n%=83.4%) (n%=82.6%) (n%=71.4%) (n%=63.2%) (n%=67.8%) n=80(68%) note. ti stands for percentage of pair talk time used; n% stands for percentage of respondents by class. table 2 reflects the weekly percentages among student-informants’ use of l1 to move the task along (task management). as much as 76% of the respondents used l1 to achieve this aim in week 2, the week with the highest percentage. the week with the lowest percentage is week 4, with 65%. table 3 l1 use during pair talk for off-task h2a n=21 h2b n=25 h2c n=19 h2d n=22 h2e n=30 total n=117 week 1 ti=75-100% (n%=56.5%) ti=50-75% (n%=59.2%) ti=25-100% (n%=68.5%) ti=50-75% (n%=58.3%) ti=0-50% (n%=80.7%) mode= ti=50-75% n=81(69%) week 2 ti=50-75% (n%=59.1%) ti=50-75% (n%=67.9%) ti=50-75% (n%=65%) ti=50-75% (n%=68.2%) ti=0-50% (n%=72%) mode= ti=50-75% n=83(71%) week 3 ti=0% (n=20.8%) ti=100% (n%=29.2%) ti=25-75% (n%=83.3%) ti=50-75% (n%=71.4%) ti=50-75% (n%=68.2%) ti=0% (n=28.6%) ti=75% (n%=32.1%) mode= ti=0%-75% n=79(68%) week 4 ti=0% ti=50-75% ti=50-75% ti=50-100% ti=0-50% mode= santos tslt in japanese efl … … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 185 h2a n=21 h2b n=25 h2c n=19 h2d n=22 h2e n=30 total n=117 (n%=31.6%) ti=75% (n%=42.1%) (n%=71.5%) (n%=68.8%) (n%=86.4%) (n%=65.5%) ti=50-75% n=78(67%) week 5 ti=0% (n%=27.8%) ti=50% (n%=22.2%) ti=100% (n%=22.2%) ti=50-75% (n%=60.9%) ti=50-75% (n%=66.7%) ti=50-100% (n%=79%) ti=o% (n%=32.1%) ti=75% (n=32.1%) mode= ti=50-75% n=74(63%) note. ti stands for percentage of pair talk time used; n% stands for percentage of respondents by class. week 2 saw the use of l1 pair talk for off-task, as shown in table 3. the figure stands at 71%. as for the week with the lowest percentage for l1 use to sidetrack, it was week 5 with 63%. from sociocultural discourse analysis roles of the teacher the first role of the teacher is starting and dismissing the class, under classroom management. commencing and dismissing the class in a japanese mainstream classroom usually involves aisatsu (ceremonial japanese bowing in unison). the set phrase and word order of aisatsu is exemplified in excerpt 1, sequence 3, as follows: (school chime sounds.) interlocutor discourse sequence teacher (t) please stand up for the greetings. 1 students (ss) [students stand up.] 2 s1 kyotsuke! (attention!) rei! (bow!) onegaishimasu. (please teach us.) 3 t good afternoon, everybody. 4 ss good afternoon, sensei. (teacher) 5 t how are you today? 6 ss [no response] 7 t are you feeling cold? 8 s2 yes, yes. cool, cool. 9 t oh, you feel cool? me, too. it’s cool today, isn’t it? 10 excerpt 1. classroom management: starting/dismissing the class another teacher role under classroom management is checking the class roll. the teacher may confirm with other students the whereabouts of their classmates not in their seat. since japanese students are taught at an early age to look after each other, it is customary to confirm with their seatmates the whereabouts of their classmates, as evident in sequences 1315 of excerpt 2. interestingly, sequence 15 offers an early glimpse of the feedback provider role of the teacher, where a recast was given. interlocutor discourse sequence t before we start today’s lesson, let’s find out who’s absent today. 11 [draws attendance record book and pulls out class seating chart] 12 is [sakura] absent? 13 s1 she went to toilet. 14 t oh, she went to the toilet? i see. thank you, [taro]. 15 excerpt 2. classroom management: checking the class roll santos tslt in japanese efl … … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 186 in line with monologic english-for-teaching classroom discourse constructs, understanding and communicating content is identified in excerpt 3. in particular, facilitating tasks is reflected. interlocutor discourse sequence t now, let’s listen to the model dialogue between sarah and taiki. 29 they are talking about sakura’s plan for the coming spring vacation. 30 what do sarah and taiki know about sarah’s plan? 31 let’s listen and find out. 32 [plays relevant accompanying audio cd track] 33 excerpt 3. understanding and communicating content: facilitating tasks explaining nuances in expressions, classified under understanding and communicating content, is performed by the teacher with options of using classroom affordances such as writing tools to highlight expressions and point students to specific grammar or vocabulary items, as excerpt 4 reveals: interlocutor discourse sequence t in the first model sentence for today, 47 “i would love to take you to tonight’s dance,” 48 the expression “would love to” 49 [highlights with an e-pen the expression flashed on the screen] 50 is a formal alternative to “want to” or to the more casual “wanna.” 51 excerpt 4. understanding and communicating content: explaining nuances in expressions in between the first and second rounds of role play performance, the teacher may present to the entire class one or two salient points gathered while going around the classroom as the first round was ongoing. classroom writing tools, digital or traditional, may be used to focus students to the error and avoid its occurrence moving to the next round of meaningful practice. excerpt 5 contains discourse sequences to show such instance: interlocutor discourse sequence t nice effort in the first round, everyone. 68 before we go to round two, let’s talk about how to use the expression, 69 “thank you for (verb+favor done).” 70 [writes on the board the model sentence and highlights target form] 71 we usually use the “~ing” form of the verb with it, 72 as in, “thank you for coming to my party last weekend.” 73 [highlights “coming to my party” with a color chalk on the board] 74 excerpt 5. assessing and providing feedback: during oral task feedback individualized teacher feedback on learners’ written responses may likewise be given as evident in excerpt 6, where a student confirms with the teacher the use of an alternative vocabulary word to answer a question in a fill-in-the-blank translation task: interlocutor discourse sequence s1 excuse me, sensei (teacher). i have a question. 94 t yes, [momo]. what do you want to ask me? 95 s1 number 2 question...hmm...answer is “intends,” 96 but my answer is “wants.” is it okay? 97 t let me see. [looks at the fill-in-the-blank question item] 98 well, using “wants” instead of “intends” in this sentence 99 creates the same meaning. so, yes, it’s correct. good job! 100 s1 ah [sighs]. thank you, sensei (teacher). 101 excerpt 6. assessing and providing feedback: feedback on written responses santos tslt in japanese efl … … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 187 roles of the textbook in one portion of the textbook’s lesson presentation, students are informed about the tl through sample sentences with highlighted phrases that contain the tl, which highlights its informative role. another role, an instructional one, is reflected in the textbook as it presents sentence-level writing and translation tasks with instructions in l1 on how to accomplish the tasks. a third textbook role featured is experiential, where a model dialogue or a model passage featuring the tl is provided. the written text includes a translation in the students’ l1 and has a corresponding audio recording in the accompanying cd. aside from these provisions of experiencing the tl through a reading and listening text, understanding is checked through a short listening comprehension exercise with discrete question items. complementary roles of task-supported approach in a japanese mainstream efl class the tlst-informed pedagogical sequence featured in the present paper proposes three roles that complement a mainstream efl class in japan. first, the pedagogic sequence allows for a holistic, five-skill lesson providing tl exposure and practice in manageable increments within a limited 45-minute timeframe. second, it supports japanese students’ need for formfocused tl practice as influenced by their regular asa tesuto (morning tests), gtec (4-skill english preparatory test for university entrance exam), eiken (a test of practical english proficiency), teap (test of english for academic purposes), and other standardized and institutional testing requirements. third, the featured task-supported approach in the present study conforms with japanese cultural sensibilities in a number of ways, as pointed out by greer (2000). for one, giving non-confrontational corrective feedback by addressing it to the class as a whole appeals to the japanese preference of involving the group instead of singling out individuals. another is allowing students time to prepare before the actual role play performance through the pre-task pair talk. finally, maintaining a similar lesson flow which creates a familiar rhythm to decrease student anxiety and increase motivation is accomplished. discussion roles of students in the self-report questionnaire, the first question inquired about the students’ use of the l1 to understand fl vocabulary. in summary, 74-85% of the students used 50-75% of the pair talk time allowed in class to discuss fl word meanings. previous studies support this finding. in a two-year picture placement task experiment among spanish grade 3 (who in the second year of the study were promoted to grade 4) pupils grouped into mainstream and clil classes, deliberations over vocabulary was the top-ranked use of l1 (garcia mayo and hidalgo, 2007). however, their respondents used a higher percentage of l1 use to talk about word meanings with 81.3%. another previous study was that of swain and lapkin (2000), who found particular l1 uses among grade 8 french immersion students doing jigsaw and dictogloss tasks, where vocabulary search was one function l1 served. their respondents used less l1 with 41%. the second question in the self-report questionnaire inquires on the students’ use of l1 to help make sense of the task and how to proceed with it. figures reflect that 65-76% of students consumed 50-75% of the allotted talk time for task management. garcia mayo and hidalgo’s (2007) experiment suggests that their informants (in primary grade 3, then grade 4) spent a lower l1 use percentage of 12.1% for task management, compared to a higher percentage of l1 use for vocabulary deliberation, at 81.3%. contrastingly, swain and lapkin’s (2000) investigation reflects opposite results. a remarkably higher percentage of l1 turns (78%) was noted for task management as opposed to a lower percentage of l1 turns (41%) for understanding vocabulary. in the self-report questionnaire’s third question, off-task talk or sidetracking has been enquired. responses of 63-71% of the students show 50-75% l1 use for discussing non-tasksantos tslt in japanese efl … … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 188 related matters. in swain and lapkin’s (2000) study, 23% of l1 turns have been used by the informants for interpersonal interaction. it registered the lowest in rank among the three constructs measured in their study (task management registering the highest, followed by vocabulary search). off-task talk construct was not measured in garcia mayo and hidalgo’s (2007) study. in aoyama’s (2020) discovery of sidetracking, however, the l1 had been used as scaffold towards a better understanding of the task prompt, comprehension of unfamiliar vocabulary, and maintenance of a comfortable group work atmosphere. ostensibly, the sidetracking that aoyama’s student-informants involved themselves in was not totally off-task; whereas in the present study the nature of students’ off-task discourse is that of topics irrelevant to the task at hand. however, this “off-topic” dialogue may hint on the interpersonal interaction role of l1 rather than a complete misuse of classroom pair talk time, as swain and lapkin (2000) suggest. table 4 tabulates the findings in the current study and two previous ones. table 4 l1 functions in three studies understanding vocabulary* task management** off-task talk current study (2022) (n=117 grade 11 japanese students learning efl in a mainstream setting) 50-75% (mode of l1 use in weekly pair talk time) 50-75% (mode of l1 use in weekly pair talk time) 50-75% (mode of l1 use in weekly pair talk time) garcia mayo and hidalgo (2007) (n=32 grade 3-4 spanish students learning french in mainstream and clil settings) 81.3% (percentage of l1 occurrences in 2-timed jigsaw task in 2 years) 12.1% (percentage of l1 occurrences in 2-timed jigsaw task in 2 years) (not measured) swain and lapkin (2000) (n=22 pairs of grade 8 canadian students learning french in an immersion setting) 41% (percentage of l1 turns in a dictogloss task and a jigsaw task) 78% (percentage of l1 turns in a dictogloss task and a jigsaw task) 23% (percentage of l1 turns in a dictogloss task and a jigsaw task) notes. *garcia mayo and hidalgo used the term vocabulary while swain and lapkin termed it vocabulary search. **garcia mayo and hidalgo termed it metacognitive talk whereas swain and lapkin used the term task management. the findings expose the shortcomings in the task-based approach used in the study. arguably, using the l1 for pair talk is indispensable in a mainstream japanese class. however, it may appear to violate a principle of instructed language learning, as ellis (2005) points out the importance of exposing fl learners to extensive l2 input with remarks as, “maximise use of the l2 inside the classroom. ideally, this means that the l2 needs to become the medium as well as the object of instruction” (ellis, 2005, p.217). in addition, krashen (2009) consistently viewed comprehensible input as a driver for successful language acquisition. he asserts that input both listened to and read in a pleasant, low-anxiety environment best allows for such success. considering these positions, ideally the pair talk time in the task-supported classroom must strictly be in the tl. however, citing the present realities surrounding japanese mainstream education (as discussed in the literature review), such would be challenging. it is important to point out that the results of the current study regarding l1 use among students do not agree with all previous studies in the filed. to further validate or debunk the findings here, l1 use may be studied in future research endeavors in order to determine its actual classroom benefits. santos tslt in japanese efl … … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 189 roles of the teacher teacher roles as seen through the lens of english-for-teaching constructs appear in table 5 (freeman, et al, 2015). table 5 teacher roles in a task-supported efl class in a japanese mainstream high school functional area teacher roles* nature of language language skill classroom management starting/dismissing the class greetings (aisatsu) speaking and listening checking the class attendance general inquiry speaking, listening, writing (in roll book) understanding and communicating lesson content facilitating tasks activity instructions and explanations reading (aloud textbook instructions), speaking, writing (on the board) explaining nuances in expressions definitions, explanations, examples speaking, writing (on the board) assessing students and providing feedback during-oral task corrective feedback form-focused feedback addressed to class in general listening, speaking, writing (on the board) corrective feedback on written responses individualized feedback on writing conventions reading, speaking, writing (for showing spelling, etc) (adapted from freeman et al, 2015) note. *freeman et al (2015) termed this classroom routine/teacher task. the adapted matrix of english-for-teaching constructs features added teacher roles as (1) facilitating aisatsu (japanese ceremonial greeting) to start and end the class and (2) checking the class attendance against a class roll book. these two are daily essentials for teachers of any subject area in japanese mainstream education. in the current paper, an omission has been made from the original matrix of freeman et al (2015), which is organizing students to start an activity under classroom management. in the adapted matrix, it has been included in activity instructions and explanations under understanding and communicating lesson content. another addition made evident in the adapted matrix is the explicit inclusion of “writing on the board” as a teacher language skill for when giving task prompts as well as highlighting language forms during corrective feedback. this is especially helpful for japanese mainstream settings where student english proficiency may widely vary. writing on the board may further aid students who may have difficulties catching even simple and teslish oral delivery of task instructions by providing them with visual support. roles of the textbook completing the answers to rq1, “what are the roles of students, the teacher, and the textbook in task-supported efl instruction?,” textbook roles are explored by analyzing the prescribed english expression textbook used vis-a-vis tomlinson’s (2012) classification of teaching materials as informative, instructional, and experiential. the informative role of the textbook is evident in the expressions portion of each lesson. usually, five or six model sentences with the lesson’s tl highlighted in a bright color font are presented. the textbook’s use of enriched input, or typographically enhancing the tl, hints on schmidt’s noticing hypothesis (1990, 1994, as cited in reinders and ellis, 2009). the hypothesis asserts that attention to the tl is a prerequisite for learners’ subsequent acquisition of it. another role that santos tslt in japanese efl … … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 190 the prescribed textbook performs is that of an instructional one. in particular, the listen and repeat oral drill provides learners a guide on pronouncing statements featuring the tl. another instance where students are guided on practicing the tl is in the practice writing exercises, where translation and reordering of shuffled sentence chunks is done. finally, the experiential role that the textbook plays is reflected in the model dialogue/model passage. through this, students receive tl exposure in written and spoken form as they listen to the recorded version of the reading text on the accompanying cd. the multimodal exposure to the tl is a manifestation of input flooding, or increasing the frequency of the tl (reinders and ellis, 2009). however, the prescribed textbook used in the present study lacks in performing two other roles as described by tomlinson (2012). these two are (1) eliciting and (2) exploratory. eliciting is encouraging students to make use of the tl whereas exploratory aids them discover for themselves about the language. filling this gap, the teacher-researcher has supplemented the lessons with a role-playing task to both address the eliciting and exploratory roles that the textbook does not exhibit. for each role-playing task, the teacher-researcher allows students pragmatic use of the tl as they explore its use to communicate their intended meaning. it is in this instance in the lesson that a task-supported approach is best deemed fit as it scaffolds them to focus their attention on meaning-making; instead of straining their mental resources by requiring them to fully construct the surrounding context-forming but non-tl related word chunks and phrases. building on this pragmatic meaning-making is crucial to language learning (ellis, 2005). however, providing the pre-and post-tl scaffold, such as a role play dialogue guide, may not provide the desirable difficulty that is claimed to be a requisite for an ideally-situated practice in a limited-exposure efl curriculum. as marsden and hawkes (2023) quip, “during paired oral production activities, access to written resources that can provide the precise language necessary to complete the task is not encouraged, so that learners must actively retrieve the language needed” (marsden & hawkes, 2023, p.20). such may hint on the debilitating, instead of facilitating, effect of providing the surrounding phrases pre-and post-tl in view of the desirable difficulty principle. a counterargument for this is that for most of the student-informants in the current study, who already find it difficult to utter the few words to fill in the blank in the dialogue guide, the desirable difficulty level may be lowered. thus, such may warrant maintaining the rich scaffolding present in the dialogue guide. in fact, sato (2010) recognizes that using form-focused practice, as in the use of dialogue guide during the role plays in the current study, may still be effective as a form of oral production task. the provision of a written dialogue guide may be appropriate as reading, writing, and listening activities are still vital at the oral production stage for japanese mainstream education learners (sato, 2010). ways how task-based efl pedagogy complements a mainstream japanese class rq2 enquires the question, “how does tslt complement a mainstream japanese high school efl class?” the task-based pedagogical sequence featured in the present study complements a mainstream japanese efl class in three ways. first, manageable tl chunks given in the fl are given to students in regular intervals despite minimal class hours. the tl which is mostly encountered by students in class is tackled while developing the five skills of reading, listening, speaking, writing, and translation. second, it helps prepare japanese students for their frequent discrete point item tests by exposing them to form-focused tl practice. third, it conforms to the japanese cultural values of addressing the group instead of the individual; allowing for preparation time instead of immersing immediately in a non-familiar performance task, text, and context; and setting a more relaxed, familiar classroom atmosphere by keeping to the established class progression (greer, 2000). figure 1 illustrates how tlst complements a japanese mainstream class. santos tslt in japanese efl … … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 191 figure 1. integrated roles of students, teacher, and textbook in a task-supported efl class situated within a japanese mainstream education setting. conclusion research implications the present study has created repercussions in the conduct of research in the language classroom. although the findings derived from the conduct of the present study are numerous and varied, the contextual limitation it offers cautions against making generalizations. however, the rich ecological validity of it may be acknowledged as it was conducted within an existing efl program without alterations to its prescribed syllabus, textbook, and topics (lessons) sequence. another limitation is that the researcher is also the teacher where the action research was conducted. literature in the field cautions against this for potential researcher bias. to counter such, the practicing teacher-researcher observed utmost adherence to research ethical practices to derive impartial, holistic results from research literature-grounded practices. in terms of methodological flaws, qualitative approaches of the discourse analysis types may result in researchers’ selective attention to favorable discourse excerpts advancing their research agenda. in the current study, sda was conducted while referring to highly relevant constructs with discourse exemplars as a countermeasure for such. in addition, as it is claimed that informants themselves may not be the best source of data on their performance, the selfreport questionnaires were answered within the same class period to account for factors as actual performance-reporting time proximity in consideration of short-term memory constraints. the shortcomings enumerated imply that meticulous and deliberate preparation prior conducting action researches as this one must be observed at all times. teaching implications the current study also produced ramifications in terms of language teaching. as evident in the results on l1 use among students in this study and in previous researches, the actual purpose of learners in using their mother tongue may widely vary. as no generalization may de derived as to its actual benefit or drawback, teachers must be aware of its use in their own class. high school students’ use of their l1 is especially interesting to explore as they use it functionally every day for learning at school and for socialization with peers. it is the responsibility of the language teacher to determine whether to allow the students to use their l1 and to what extent its use will be allowed during class. fully restricting it may be students’ roles teacher’s roles textbook’s roles task-supported efl class test pressure to focus on tl form influence of japanese cultural sensibilities class-limited exposure to tl japanese mainstream education japanese mainstream education santos tslt in japanese efl … … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 192 delibitating. on the other hand, giving students absolute freedom of its use may just be as detrimental. another implication that this study generates is on teacher talk. the classification of teacher roles enumerated in this study are descriptions in a contextualized class. many other potential classification of teacher roles may exist, as many as the widely varied teaching environments language teachers the world over are situated in. teacher talk is another aspect to be deliberate about. teachers must make informed decisions on the level, amount, and pacing of english to use for each specific group of efl learners. simplistic language use may discourage intermediate to advance learners while hifalutin words may overwhelm beginners. textbook-based activities require equally considerable consideration. full or partial adaptation of tasks found in the textbook may impact learning positively or negatively. even extension activities such as teacher-made role plays must be planned out carefully in terms of timing and complexity. recommendations lastly, the teacher-researcher hopes that such a practitioner research project may spur fellow teacher-researchers to conduct an experiment of their own on the viability of a tasksupported approach; whether in a mainstream, clil, test-preparation, or esp setting, to further validate its benefits and shortcomings in real classroom settings such as that of the current study. more importantly, finding out how local, institutional, and national cultural sensibilities shape their own practice of a task-supported approach would be a welcome development to the dynamic and evolving literature in the field of tslt. acknowledgement the author wishes to thank the english department of meiho junior and senior high school for offering advice and extending support in the conduct of the present study. references aoyama, r. 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(1998). action research for language teachers. cambridge university press. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4548 january 2022. vol. 10, no,1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 1-18 jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 1 certainty and subjectivity in english education research: a cross-cultural systemic functional analysis may mahdi alramadan king faisal university, al-ahsa, saudi arabia author email: malramadan@kfu.edu.sa article info abstract article history received: december 2021 revised: december 2021 published: january 2022 this study examines the use of epistemic modality (expressions that signal varying degrees of certainty and subjectivity) by writers of english education research. epistemic modality is a crucial, yet intricate, rhetorical device through which writers qualify their claims and construct a stance towards their texts and readers. disciplinary and cultural norms influence the rhetorical use of modality in academic texts. to understand the impact of these contextual factors, linguistic descriptions need to examine discourse produced in individual disciplines and even subdisciplines. using an exploratory comparative approach, the present study analyzes education research that is produced by native-english-speaking and efl arab writers: (1) to describe the discipline-specific practices that are adopted by native writers to manipulate the degrees of certainty and subjectivity in their discourse; and (2) to explore how these practices vary cross-culturally. sixty research papers are analyzed using the finely grained model of systemic functional linguistics. the findings show a disciplinary preference whereby native writers avoided expressing hesitancy and doubt and preferred a moderately confident epistemic stance to create convincing arguments. these writers’ epistemic style was also objective and detached. the efl texts, in contrast, were less dialogic and had higher levels of confidence, explicitness, and subjectivity. although advanced in their linguistic and disciplinary proficiency, the non-native writers displayed some patterns that are generally characteristic of other arab and non-arab l2 writers/learners, indicating the vital role that culture and nativeness play in rhetorical strategy use. the paper ends by highlighting the need for explicit instruction of epistemic modality in arab higher education institutions in order for non-native writers to produce academic texts that are persuasively effective from the perspective of the international academic community. keywords attitude; authorial stance; boosters; epistemic modality; hedgers; how to cite: alramadan, m. a. (2022). certainty and subjectivity in english education research: a cross-cultural systemic functional analysis, jollt journal of languages and language teaching, 10(1) pp. 1-18. doi: https://doi.org/10.33394/jollt.v%vi%i.4548 introduction it is now widely recognized that written academic discourse does not only aim to provide factual information to represent an external reality, but also involves the projection of an authorial stance aimed to persuade readers with the relevance and significance of the reported research (hyland, 1994; vold, 2006). academics endevour to construct rhetorically effective texts, and in order to do so they complement their informative propositional content with their opinions, evaluations and subjective interpretations including their comments on the degree of validity and truthfulness of the information that they provide. however, writers are not free to employ the rhetorical resources that they personally see fitting. rather, they make a strategic selection from a constrained set of socially-situated options that are conventionally found acceptable and convincing by the target discourse community (hyland, 2005; varttala, 2001). this means that deviation from the rhetorical norms that are maintained by the discourse community may eventually lead to inappropriate social interaction in written texts. one of the http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 2 rhetorical features that allow writers to effectively achieve such interactional and persuasive functions si epistemic modality (myers, 1989; hyland & milton, 1997; vold 2006; akbas & hardman, 2020). several definitions have been provided for epistemic modality. these definitions agree on the role of modality in signaling writers’ attitudes concerning the factual nature of the described situations and their personal judgment about how likely the utterances are. one of the earliest definitions was provided by lakoff (1972, p. 195), who talked about phrases “whose job is to make things fuzzier,” referring to expressions that allow writers to be less committed to the referential information of their propositions. lyons (1977, p. 793) pointed to the distinction between fact and opinion, stating that modality is “concerned with matters of knowledge, belief, or opinion rather than fact”. modality represents a cline with varying levels of strength that enables writers to express different degrees of confidence ranging from weak possibility, it may be the case, to strong necessity, it must be the case, (collins, 2009). thus, modality involves two kinds of expressions: expressions that indicate the addresser’s lack of commitment to the validity of the claims, or hedges (e.g., may, might, possibly), and expressions that convey the addresser’s more heightened investment in the truth of the utterance, or boosters (e.g., must, certainly, indeed). modality can be encoded in a wide range of linguistic resources, including modal verbs (may, might, could), adjectives (possible, doubtless, clear), adverbs (perhaps, certainly, usually), nouns (fact, evidence, likelihood), and lexical verbs (seem, appear, think). modality expresses several semantic meanings, including “possibility, necessity, ability, obligation, permission and hypotheticality” (collins, 2009, p. 11). these functions are similar in that they involve “non-factuality” or the meaning that what is being proposed is not a straightforward, known fact (collins, 2009, p. 11). this makes the writer’s stance more reliable and precise, as the distinction between fact and opinion is clearly drawn for the reader. scholars have discussed the pragmatic and dialogic functions of modality in academic discourse. in this regard, modality is said to assist writers to represent their authorial stance in accordance with the degree of certainty that is used. thus, writers can appear tentative, cautious, polite, and humble (vold, 2006) by withholding their commitment to claims through hedges. alternatively, they can sound confident, assertive, and authoritative (akbas & hardman, 2018) through reinforcement of truthfulness by boosting resources. also, through the manipulation of the syntactic context incorporating modality expressions, writers can manage how subjectively or objectively their epistemic attitude is imparted (halliday & matthiessen, 2004). epistemic modality also allows writers to make their discourse more interpersonal by showing that they anticipate readers’ responses and, accordingly, adjust the degree of certainty of claims (hyland, 1994). hedges are used as a politeness strategy that minimizes the force of statements in order to save face for both the writer and reader when advancing new knowledge claims and when criticizing aspects of the literature (myers, 1989; vold, 2006). boosters, on the other hand, serve to invoke common disciplinary knowledge and join participants in shared communities (myers, 1989). additionally, modality performs dialogic, alignment, and reader-engagement functions by either contracting or expanding the dialogic space for alternative value positions (martin & white, 2005). existing research recognizes the critical role of epistemic modality in academic discourse (hyland, 1996; takimoto, 2015; dogan and akbas, 2021; farnia and gerami, 2021). it also suggests the impact of disciplinary and cultural factors on the nature of the employed epistemic resources (hyland & milton, 1997; koutsantoni, 2005; akbas & hardman, 2018). however, there still remains a paucity of evidence on the detailed character of the epistemic stance that is adopted by native english-speaking writers in specific academic disciplines especially if this stance is compared to the one exhibited by non-native writers. this is significant to understand if accurate characterizations of discipline-specific rhetorical styles are to be determined to serve alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 3 both descriptive and pedagogical purposes. to this end, the present study adopts the detailed framework offered by systemic functional grammar (halliday & matthiessen, 2004) to describe the epistemic stance that is employed by native writers of education research and to examine whether the comparative stance exhibited by expert non-native writers conforms to or detaches from native norms and conventions. literature review a wealth of studies has accumulated on the use of epistemic modality in academic discourse. evidence shows that epistemic modality is crucial in english academic discourse (hyland, 1994; hu & li, 2015) and that its use is associated with the quality and acceptance of the produced texts (hyland & milton, 1997; akbas & hardman, 2018). additionally, modality is a complex linguistic system, and this makes non-native writers struggle with managing its nuanced dimensions (holmes, 1982; vold, 2006). modality studies have adopted two methodologies that are sometimes used simultaneously: examining how writers use modality with different linguistic/cultural backgrounds, and describing the use of modality in different academic disciplines. researchers conducting culture-based comparisons acknowledged the role that culture plays in the use of modality, with writers coming from different cultural backgrounds preferring to use different modality degrees and wordings. this research has indicated the tentative stance that englishspeaking academics normally opt for, especially when compared to writers from other cultures (hyland & milton, 1997; koutsantoni, 2005; akbas & hardman, 2018). vold (2006) found that culture was more important than discipline in differentiating between the epistemic styles used by english, norwegian, and french academics, with french writers preferring a more confident and assertive style than their counterparts. in a similar vein, akbas and hardman (2018) revealed the important role of culture/language in leading english-speaking and turkish efl writers to project a more tentative stance than turkish l1 writers. researchers attributed the difference between the two turkish groups to the turkish efl writers’ awareness of the english modality system and their self-development on how to use it properly. with regard to arab efl writers, research has pointed to the tendency to assume a relatively authoritative and confident stance as a result of the scarcity of interactional strategies (al-mudhaffari et al., 2020) and the expression of certainty through exaggerating expressions (abu rass, 2011), emphatics (elseid, 2000), boosters (sultan, 2011), and more monoglossic and dialogically contractive resources (alramadan, 2020b). however, although the current arab-based evidence is informative, it largely focuses on learner writers, both graduate and undergraduate. fewer studies exist (e.g, sultan, 2011; alotaibi, 2015; alramadan, 2020b) that tackle how expert arab efl writers employ hedges and boosters in a way deemed conventional by the target discourse community. furthermore, even in these studies, modality was not investigated as the target feature that comprises a comprehensive system of meaning-making but was rather included as one of the aspects in the overall reader-engagement system that was employed in texts. further research is therefore needed to focus on arab expert writers’ use of the modality system specifically to provide more detailed descriptions of their epistemic stance in different genrespecific and discipline-specific contexts and to reveal how this stance compares to native norms and conventions. discipline-based studies point to discipline, too, as an important factor constraining the nature of authorial epistemic stance. certainty and commitment were investigated in various disciplines, including medicine (salager-meyer, 1994; yang et al., 2015), science (butler, 1990), dentistry (crosthwaite et al. ,2017), engineering (koutsantoni, 2005), computer science (mirzapour & mahand, 2012), and applied linguistics (vold, 2006; al-mudhaffari et al., 2020). hyland (1998) explored eight disciplines in humanities, social sciences, and natural sciences revealing the tendency of discourse in the natural sciences to use fewer interactional resources alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 4 and to emphasize objectivity to a greater degree than discourse in the humanities and social sciences. generally, this scholarship showed that there is a “considerable variation in disciplinary knowledge-making practices” (hyland, 1998: 354), with writers’ choices not only reflecting their own individual positions but also the epistemological beliefs and values of the community (crosthwaite et al., 2017). vold (2006) argued that every discipline seems to have its own preferred rhetorical strategies and, to understand disciplinary variation fully, “other disciplines and even subdisciplines need to be compared in future research” (p. 80) because “results from one discipline cannot automatically be transferred to other disciplines” (p. 63). one of the disciplines that, apparently, have not been subjected to linguistic analysis is the discipline of education. in relation to the analytical frameworks employed in the literature, the majority of modality studies tended to investigate the employment of a list of epistemic markers that were compiled by the researcher(s) based on pilot explorations (e.g., vold, 2006) or that were part of analytical frameworks proposed in the literature, such as the work of holmes (1984), hyland (1996), and hyland and milton (1997). very few studies (e.g., yang et al., 2015) analyzed the use of modality from a systemic functional linguistics perspective (sfl; halliday & matthiessen, 2004). a couple of features make the sfl framework more comprehensive and analytically powerful. first, the former frameworks rely on a binary classification of markers, where expressions function as either hedges or boosters. the sfl framework, in contrast, allows a more nuanced analysis that classifies markers according to a three-point system: low, median, and high. undoubtedly, more detailed analyses would be more insightful from descriptive as well as pedagogical perspectives. second, only the sfl framework consolidates values of modality with orientations of modality—that is, the notion of certainty with the notions of explicitness and subjectivity. it does so through a consideration of the syntactic structures that incorporate the used epistemic lexemes. indeed, this is an important feature to utilize because the construction of effective authorial stance not only involves the use of the correct degree of certainty but also the correct degree of explicitness and subjectivity that is expected by the target discourse community (hyland, 2016). research questions using an sfl perspective, the present study investigates the notions of certainty and subjectivity and compares their employment in the discourse that is produced by nativeenglish-speaking (ns) and non-native-speaking (nns) saudi arabian professional writers. sixty research articles in education are analyzed. the study answers the following questions: (1) what degree of epistemic certainty characterizes the stance taken by writers in the field of education? (2) how subjectively are the epistemic attitudes imparted in this field? and (3) how do english and arabic-speaking efl writers differ in their use of epistemic stance? theoretical framework: modality in sfl in sfl, modality is defined as an expression of indeterminacy (halliday & matthiessen, 2004). by using modal expressions, speakers convey their lack of certainty in the validity of the information. modals fall into systems of types and scales. with regard to the types of modality, different speech roles require distinct types of modality, thus, sfl differentiates between modalization and modulation. modalization is related to propositions (or the exchange of information as a commodity) and it involves the use of epistemic expressions to signal the degree of confidence that the speaker has about the validity of the presented attitude in terms of both its likelihood (how probable it is to be true: possible/probable/certain) and its usuality (how often it is true: sometimes/often/always). on the other hand, modulation regards proposals (or the exchange of goods and services) and it involves the expression of different degrees of obligation on the other person to carry out commands (e.g., permissible/advisable/obligatory), alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 5 and the expression of different degrees of willingness or inclination on the part of the speaker to fulfill an offer (e.g., ability/willingness/determination; thompson, 2014, pp. 69–71). each modal expression signals a specific degree along two simultaneous scales: value and orientation. the scale of value indicates the strength of a writer’s commitment to the truth of utterances. a writer’s certainty can be high (“i shall never be happy again”), median (“they should be back by now”), and low (“i may be quite wrong”; thompson, 2014). the scale of orientation expresses the degree to which the speaker is ready to assume overt responsibility for the presented judgment. there are four points along the scale of responsibility. table 1 illustrates these degrees, with examples taken from the present data. the model expressions are in bold. table 1. orientations of modality orientation structure example explicit subjective projecting mental clause “i believe that policy makers have made progress” implicit subjective modal operators “giving these students an opportunity to use their prior knowledge might have been a bridge” implicit objective epistemic adjectives, adverbs, nouns, verbs “perhaps the most vivid example has been in england.” explicit objective projecting relational clause “it is evident from their classroom observation that they teach in exactly the same way they were taught.” the four orientations differ from each other in their syntactic makeup. modality in implicit orientations is expressed in the clause containing the proposition. in explicit orientations, modality is expressed in a clause of its own. the four orientations allow different degrees of authorial responsibility. the orientation with the highest degree of responsibility is the explicit subjective orientation, i believe, which overtly communicates the subjectivity of the claim. this orientation signals that the writer is the direct source of the conviction through the use of first-person subject pronouns i/we as the subject of the modality clause. the implicit subjective category employs modal operators, will, may, might, to ground the statement within the writer’s subjectivity and to indicate that they are the source of the assessment. however, the subjectivity encoded by this category is implicit because it is not overtly highlighted through a projecting clause and because this category, instead, “steers the reader’s focus to the objective state of the proposition” (yang et al., 2015, p. 6). the implicit objective orientation is expressed through different grammatical categories: adjectives (likely/ possible), adverbs (perhaps/ probably), verbs (seem/ appear), nouns (possibility /likelihood). this orientation leaves implicit the source of the conviction. it is “a way of objectifying the speaker’s evaluation” (halliday & matthiessen, 2004, p. 150) by suggesting that the assessed likelihood is an objective event rather than being an opinion that results from the addresser as the source of the evaluation. finally, with explicit objective resources, it’s likely/possible/evident that, writers do not overtly show that they are the source of the modality, but they make their evaluations explicitly appear as an objective event about which they are simply informing the addressee (yang et al., 2015). these constructions help to minimize writers’ visibility and their role in interpreting data by construing the facts as speaking for themselves (hyland, 1998). the modality in this orientation is not included in the clause containing the modalized proposition, but is embedded in a separate clause, mostly with a dummy it or an inanimate subject replacing a human agent. the overall system of modality is summarized in table 2. alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 6 table 2. the modality system in sfl modality types modalization probability usuality modulation obligation inclination scales value (commitment) high median low orientation (responsibility) explicit subjective implicit subjective implicit objective explicit objective research method methodological approach the present exploratory study uses the descriptive model offered by systemic functional linguistics (halliday & matthiessen, 2004). this approach systematically relates language structures to language functions, and it assumes that linguistic semiotic systems, like the system of modality, are used by participants to achieve the process of meaning making by choice (martin and white, 2005). thus, the choices exhibited by academic writers are assumed to be strategically made to construe certain tenor configurations that are conventionally appropriate in their disciplinary and cultural contexts of discourse production. the corpora and subjects the data consist of 60 research articles written by two groups of writers: ns and nns of english. following previous studies (e.g., yang et al., 2015), the nativeness of authors was ascertained through their names and university affiliation. further details about the two corpora are provided in table 3. all the articles belong to the academic discipline of education and particularly to the subdiscipline of curriculum and teaching methodology. these articles tackle issues related to teacher preparation, training and professional development, and theories and methods of teaching different school and university subjects. table 3. description of corpora corpus no. of texts date of publication word count ns 30 2010–2020 250,752 nns 30 2010–2020 162,511 total 60 413,263 the ns articles were retrieved from the journal teaching and teacher education, which is an international scopus-indexed journal of research and empirical studies. the choice of this journal was based on convenience, as this journal is open-access, which made it easier to obtain the articles. the collection of the nns corpus, however, required a more extended method. first, the websites of all saudi universities were visited to find academics who work in colleges of education and, specifically, in departments of teaching methodology in these universities. then, the curriculum vitae of each faculty member was read to obtain information about their alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 7 english publications. each identified research paper was then retrieved, either from online search engines or via the saudi digital library. the nns articles were published in peerreviewed national and international journals. due to the difficulty of finding papers written by saudi scholars in english, sampling had to cover papers published throughout an extended period of time, from 2010 to 2020. to make comparisons valid, this sample was matched with a corresponding sample of research papers that were published by native english speakers during the same period. it is also worth noting that all the saudi writers hold a ph.d. in education, and they work as assistant or associate professors in their departments. this indicates their advanced level of english-language proficiency as well as their high academic expertise and professional background in the discipline under investigation. selection and classification of markers a list of 94 targeted epistemic markers was compiled by referring to the literature. specifically, halliday and matthiessen (2004) and thompson (2014) were consulted to prepare a list of epistemic and deontic modal expressions and to determine their degree of certainty. hyland and milton (1997) and flowerdew (2002) were consulted to specify the nouns, adjective, adverbs, and verbs that are most frequently used in academic discourse. the markers were then classified according to the modality system conceptualized by halliday and matthiessen (2004), as described in section 2. the following criteria were used in order to ascertain that each identified instance functioned as an epistemic marker. 1. the semantic meaning of each marker was taken as an important indicator of its epistemic function. however, where the semantic meaning alone did not lead to a conclusive decision concerning the nature of the marker, the following two tests were used; 2. a deletion test: whereby a polysemic marker is deleted from the sentence. if the deletion results in a seemingly factual statement which is either categorically positive or negative, then the marker would have been taken as a resource for the qualification of the sentence; 3. a substitution test (following vold et al., 2006, 72): whereby a polysemic marker of a certain value is substituted with a marker of a varying value of certainty, either higher or lower. if the substitution results in a different degree of certainty, whether higher or lower, the marker would have been taken as a signal of epistemic meaning. research design following previous research (e.g., vold, 2006), the study adopts a holistic approach of analyzing entire articles and not sections of them. this was done because research papers represent a distinct genre with a specific communicative function (swales, 1990). this approach was also analytically useful because it provided a wider linguistic cross-section that ensured the inclusion of as many instances of epistemic markers as possible. the texts were analyzed using the software wordsmith tools (version 6), which is a freeware text-retrieval program. the material included the body of the article or its running text. the abstracts, tables, figures, appendices, bibliographies, and notes were excluded. after preparation of the corpora, a search for each of the previously identified linguistic markers in the texts was run. all the occurrences were concordanced and qualitatively analyzed within sentential context to ascertain their epistemic functions. however, the analysis not only counted the frequency of markers as separate lexemes, but also investigated the syntactic structures incorporating them in order to differentiate between the implicit and explicit orientations of modality. following previous research (e.g., hyland and milton, 1997; yang et al., 2015) alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 8 descriptive statistics were used to compare between the two groups. furthermore, the frequencies were normalized to occurrences per 10,000 words to allow for an accurate comparison between corpora of different sizes. the normalization process was calculated using the following equation: normalized frequency (𝑓n) = frequency of epistemic marker number of words in the corpus x 10,000 research findings and discussion research findings the analysis revealed important observations concerning the epistemic nature of the target discipline as well as differences between the two corpora involved. the following sections display figures related to the employment of values and orientations of modality. values of epistemic markers as shown in table 4, the ns corpus encoded an overall larger number of epistemic markers (82.2) than the nns corpus (77.5). this indicates the ns writers’ greater tendency to qualify claims for certainty. table 4. frequency of modality values (per 10,000 words) low median high total fn % fn % fn % ns 22.3 27.2% 43.3 52.6% 16.5 20.0% 82.2 nns 15.9 20.5% 43.6 56.3% 17.6 23.1% 77.5 table 2 also shows the frequencies of the different values of modality. the most frequently used value in both corpora was the median value, or probability, with more than 50% reliance on this resource. the frequency of the low category was smaller (27% for ns and 20% for nns writers). additionally, there are differences between the ns and nns groups in the frequencies of the low and high values of certainty. the ns discourse encoded more possibility markers (22.3) than the nns group (15.9). on the other hand, the nns writers encoded more high-value markers (17.6) than did ns writers (16.5). orientation of epistemic markers as shown in table 5, the two corpora are similar in the distribution of marker orientations. the implicit orientation occurs considerably more frequently than the explicit orientation in the two corpora. however, while the explicit orientation has been relatively infrequent in both corpora, it was used more often by the nns. table 5. frequency of modality orientations (per 10,000 words) ns implicit subjective implicit objective explicit subjective explicit objective 53.6 24 1.3 3.1 65% 29% 1.6% 3.8% nns implicit subjective implicit objective explicit subjective explicit objective 56.8 14.3 1.5 4.7 73% 18% 2% 6.1% the most frequently used orientation is implicit subjective (might, can, could), with 53.6 occurrences in the ns corpus and a higher frequency of 56.7 occurrences in the nns corpus. the second most frequent orientation is implicit objective (ns = 24, nns = 14.3; epistemic adjectives, adverbs, nouns, and verbs). the third most common category is explicit objective (e.g., the findings suggest that . . . ), with 3.1 instances in ns and 4.7 instances in nns corpora. alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 9 finally, this is followed by explicit subjective devices (ns = 1.3, nns = 1.5; e.g., we conclude that . . . ). detailed analysis implicit subjective resources the implicit subjective category was the most common category in the two corpora. the nns writers relied on modal verbs to a larger extent than did the ns: 73% vs. 65%, respectively. the cases provided in example (1) are taken from the two corpora, illustrating the use of modal verbs to express epistemic confidence. (1) “giving these students an opportunity to use their prior knowledge might then have been a bridge to better understanding.” (ns) “such issues can become so problematic that many students may feel unable to continue with a science career.” (nns) in these examples, the writers used the hedging devices might and may to minimize their level of confidence in their opinions. thus, the ns’s sentence conveys the writer’s opinion about the usefulness of students’ prior knowledge but simultaneously hedges the statement to cater to opposing opinions. to demonstrate the importance of modal verbs in the present data, table 6 presents the top ten markers in the two corpora. the top-ten lists consist overwhelmingly of modal verbs plus the markers often, likely, and possible. table 6. the top ten markers in the data rank ns nns marker raw freq. fn marker raw freq. fn 1 may 350 13.9 can 274 16.3 2 can 329 13.1 should 211 12.9 3 might 148 5.8 may 138 8.4 4 would 143 5.7 will 74 4.5 5 must 135 5.3 could 57 3.5 6 often 124 4.9 might 55 3.3 7 could 115 4.5 must 53 3.2 8 likely 105 4.1 would 51 3.1 9 should 63 2.5 about 27 1.6 10 will 62 2.4 possible 23 1.4 as shown in table 6, may is the most frequently used epistemic marker in the ns corpus. this is consistent with the literature reporting that may is the most common epistemic device in academic discourse (hyland, 1998; salager-meyer, 1994). however, the modal may is the third most frequent marker in the nns corpus, which uses can as the most frequent modal resource. there are also differences between the two groups in terms of values of modal verbs, as shown in table 7. table 7. values of modal verbs used in the corpora (per 10,000 words) low median high fn % fn % fn % ns 16.1 30% 29.6 55.2% 7.8 14.6% nns 10 17.6% 38.5 67.8% 8.2 14.5% table 7 shows that median-value markers (i.e., may, can, should, ought to) are more common than low-value markers (i.e., might, would, could) and high-value markers (i.e., must, will, have to) in the two corpora. however, the frequency of low-value modal verbs is larger in alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 10 the ns corpus (n = 16.1) than in the nns corpus (n = 10). on the other hand, the frequency of median-value modal verbs is larger in the nns corpus (n = 38.5) than in that of the ns writers (n = 29.6). in relation to the expression of obligation with deontic modality, it is clear in table 6 that, when ns writers wish to express obligations, they use the high-value marker must (frequency = 5.3) rather than the median-value marker should (frequency = 2.5), as illustrated by example (2). (2) “the policies and procedures within the organization must free participants from mundane and trivial tasks.” (ns) “all institutions . . . should also feel a responsibility for adding to what we know.” (ns) expressions of advice are even more frequent in the nns discourse. table 6 shows a remarkably higher predominance of should in nns texts (n = 12.9) as compared to ns texts (n = 2.5). this marker is the second marker in the nns top-ten list, and it alone accounts for 16.7% of all modality markers used in the nns corpus compared to only 3% in the case of the ns corpus. implicit objective resources the largest difference between the two corpora lies in the use of implicit objective resources—adjectives, adverbs, nouns, and verbs. the ns writers used almost twice as many implicit objective resources (n = 24) as the nns writers (n = 14.3). table 8 shows that all grammatical categories have a higher frequency in the ns than in the nns corpus. table. 8 implicit objective resources in the data (per 10,000 words) ns low median high total adj. 1.2 4.4 1.5 7.1 adv. 2.9 7.6 2.4 12.9 nouns 0.2 0.6 2 2.8 verbs 0.7 0 0 0.7 total 5 (21%) 12.6 (53%) 5.9 (25%) 23.5 nns low median high total adj. 1.4 1 1.5 3.9 adv. 3 2.5 1.6 7.1 nouns 0.1 0.3 2.2 2.6 verbs 0.4 0 0 0.4 total 4.9 (35%) 3.8 (27%) 5.3 (37%) 14 within the implicit objective category, the two corpora differed, particularly in the frequency of epistemic adverbs and adjectives, with these resources being more common in the ns than in the nns corpus. the differences in this orientation also pertained to the wordings that were preferred by the two groups of writers. table 9 provides the lists of the top ten implicit objective markers in the data. table. 9 top ten implicit objective resources in the data rank ns nns marker raw freq. fn marker raw freq. fn 1 often 124 4.9 about 27 1.6 2 likely 105 4.1 almost 21 1.2 3 about 39 1.5 often 17 1 4 evidence 34 1.3 likely 15 0.9 5 possible 32 1.2 fact 14 0.8 6 perhaps 30 1.1 evidence 13 0.7 7 almost 28 1.1 usually 12 0.7 8 indeed 25 0.9 clear 11 0.6 9 potentially 22 0.8 clearly 8 0.4 10 clear 18 0.7 always 5 0.3 alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 11 as table 9 shows, the most frequent implicit objective resources in the ns corpus were the median-value adverb often and the adjective likely, with 4.9 and 4.1 occurrences, respectively. however, often and likely occurred much less frequently in the nns list, occupying the third and fourth positions with a frequency that is almost four times smaller, 1.0 and 0.9, respectively. on the other hand, the top two markers in the nns corpus were about and almost. example (3) instantiates the use of these resources in the data. (3) “professional development providers often lack in-depth knowledge of content” (ns) “almost all students (96.8%) also did not write any reason for their responses.” (nns) writers use often to make statements indefinite and to distinguish them from facts. they also use likely to judge the probability of a certain situation to which they are not completely committed. for example, the ns sentence in (3) conveys a negative judgment (martin & white, 2005) of the competence shown by professional development providers with the claim that this competence is not deep enough. but the writer here is careful to weaken the claim with often to soften the criticism and to allow readers the freedom to dispute it in case they do find the mentioned competence deep enough. on the other hand, the nns writer in (3) qualifies a numerical statement with almost. the rhetorical effect here does not involve providing space for readers to dispute the statement but is meant to temper the generalization to make the statement more accurate. additionally, the ns top-ten list included the three boosting devices evidence, indeed, and clear, while the boosters figuring in the nns top-ten list were more in terms of types: evidence, clear, clearly, and always. this is exemplified in (4). (4) “indeed, one outcome of the great success of situated learning is that . . .” (ns) “the students always showed engagement in group work” (nns) the use of the booster indeed assisted the ns writer in (4) in reinforcing the truth value of the proposition and in conferring a higher degree of commitment to the truth of the positive evaluation of situated learning. similarly, the nns writer’s positive appreciation of group work as a teaching methodology is boosted with always to underlie the writer’s maximal conviction concerning the effectiveness of this methodology. finally, in contrast to the frequency of median-value and high-value implicit objective devices, the low-value evidential verbs seem and appear were not among the top ten markers in the two corpora. each occurred only nine times in the ns corpus. similarly, the nns corpus used appear only six times with only one incidence of seem. explicit subjective resources the explicit subjective orientation had the lowest frequency among the other three orientations in both corpora. in terms of between-group differences, the nns writers used more explicit subjective constructions (n = 1.5) than did ns writers (n = 1.3), as shown in table 10. table 10. explicit subjective resources in the data (per 10,000 words) low median high total fn % fn % fn % ns 0.03 3% 0.07 6% 1.2 93% 1.3 nns 0.1 11.5% 0.3 19% 1.1 69% 1.5 alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 12 also, as noted in table 10, explicit subjective constructions incorporating lowand median-value (possibility and probability) markers, namely, suggest/hypothesize/propose, were extremely infrequent, with only one or no occurrence in the two corpora. moreover, the possibility/probability cognition verbs think, feel, suppose, speculate, deduce, infer, and assume never appeared in explicit subjective constructions in the ns corpus, again signaling the lack of reliance on this category as an epistemic resource for claim qualification. on the other hand, the two groups of writers used this orientation with high-value certainty markers: 93% for ns and 69% for the nns corpus. the markers that accounted for these higher percentages are the epistemic verbs find and conclude, which were used in constructions referring to the researchers as the subject of the sentence, as in example (5). (5) “we found high student participation across the videos.” (ns) “we concluded that students have difficulty in differentiating between direct and indirect division in the animal cells.” (nns) explicit objective resources table 11. explicit objective resources in the data (per 10,000 words) low median high total fn % fn % fn % ns 0.9 29% 0.8 25% 1.3 41% 3.1 nns 0.6 12.7% 0.9 19% 3.1 65% 4.7 table 11 shows that the ns writers used high-value explicit objective constructions (41%) more often than low(29%) and median-value resources (25%). a number of high-value markers account for the higher percentage. they include the boosting verbs reveal, confirm, establish, demonstrate, show, find, and provide evidence. these verbs were higher in frequency than tentative verbs, such as suggest, propose, imply, and indicate. moreover, the nns writers’ use of high-value objective expressions (3.1) was even higher than that of ns writers (1.3), indicating their stronger level of certainty about the validity of their findings and conclusions. the most frequent high-value explicit objective expression used by the nns writers was it is clear that. the use of this category by both groups can be exemplified in (6): (6) “this study demonstrates that a short-term placement like the uefp can simultaneously cultivate culturally responsible candidates.” (ns) “our study finds evidence that prospective teachers have stronger average preferences.” (ns) “it is clear that age somehow had an effect on reading comprehension.” (nns) “it is clear that saudi science teachers mainly follow a discovery approach in all research-targeted areas.” (nns) discussion the present study aimed to describe how epistemic modality is used to express certainty and subjectivity in english education research by native and non-native expert writers. the forgoing analysis revealed patterns of use of modality by the two groups of writers that can be interpreted in terms of the influence of register-, discipline-, and culture-specific factors. to begin, the present study provides further evidence of the importance of epistemic modality as a alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 13 rhetorical device that writers of research papers uniformly employ (hyland, 1994). the predominance of hedges (lowand median-value markers combined) over boosters (high-value markers) in the present education research also conforms to similar findings in other disciplines (hyland, 1994; hyland & milton, 1997; yang et al., 2015). however, the overall register-necessitated similarity between the present discourse and other academic disciplines is also accompanied by distinctive characteristics that belong particularly to the present data and that seem to be underpinned by disciplinary proclivities. these characteristics are related to both values and orientations of modality. values of modality in ns discourse in terms of values of modality, the finer-grained analysis that relies on the differentiation between the two degrees of hedging strength (i.e., low vs. median) suggests that the present discourse was moderately confident in its authorial stance rather than being completely cautious and reserved. although the present writers used more hedges than boosters to conform to rhetorical norms of academic discourse, they simultaneously employed the more confident end of the uncertainty continuum to create sufficiently convincing arguments. there are a number of indicators that point to this characterization. overall, the ns writers preferred the following distribution of values, from most frequently to least frequently occurring: median (probability) > low (possibility) > high (certainty). this stance contrasts with another more hedged stance that relies on a larger degree of hesitancy and doubt by employing the pattern possibility > probability > certainty, and that has been found to have been employed in other academic disciplines, such as medical discourse (e.g., yang et al., 2015). by semantic definition, the greater use of probability than possibility in the present data signaled a higher level of authorial commitment and indicated the writers’ consideration of their claims as having a median (not low) likelihood of being true. the infrequency of specific hedging devises also points to the present writers’ tendency to sound reasonably confident. for one thing, the tentative evidentials seem and appear, which have been traditionally reported as having a high frequency in academic corpora (hyland, 1994), were extremely infrequent in the present data. as hyland (1994, p. 249) suggests, writers use these words when they want to report their findings and simltaneously highlight the speculative nature of their propositions. their scarcity in the present data signifies the writers’ adoption of a confident stance in the presentation of their findings. also, explicit subjective constructions incorporating lowand median-value markers, namely, suggest, hypothesize, propose, indicate, think, feel, suppose, speculate, deduce, infer, and assume, were extremely infrequent with only one or no occurrence in the two corpora. this is contrary to crosthwaite et al. (2017), who found that indicate and suggest occurred frequently in professional discourse to hedge authors’ own claims, and to hyland (1998), who found that believe, feel, and suspect are important devices in the social sciences. on the other hand, in the presentation of their findings and conclusions, the present ns writers tended to project a confident tone by using boosting devices, such as find, show, reveal, demonstrate, establish, and give evidence. martin and white (2005) conceptualize these devices as realizing the semantic category endorsement. this category presents propositions as being completely valid and encodes the writer as adopting with them. this, in turn, contracts the dialogic space for alternative opinions and thus construes the readers, too, as being in alignment with the strong and credible textual voice. commitment to the validity of claims was also reflected in ns writers’ frequent use of the high-value deontic modal must, which figured as one of the top ten devices in their discourse. deontic modality refers to a writer’s intrusion into the speech event to impose obligations and to give permission (piqué-angordans et al. 2002). the rhetorical function involves the construal of the writer as one who is in a position of power and responsibility to impose their specific point of view and to provide directions on how participants ought to alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 14 behave. therefore, deontic modality is often associated with an assertive authorial tone (piquéangordans et al., 2002). in fact, the frequency of this modality in education research is understandable given this field’s aims “to speak to and be useable by practitioners” (yates, 2004, p. 13) and to provide knowledge needed “to make informed decisions about educational practice [and] policy on programs” (anderson & arsenault, 1998, p. 4). however, what is interesting from a linguistic perspective is the present writers’ preference to use the strongest form of this kind of modality (i.e., must), a practice that reflected their strong confidence in the validity of the solutions that they offered. orientation of modality in ns discourse in terms of orientations of modality, writers attempted to build convincing arguments by sounding detached and impersonal. writers objectified their attitudes through the use of implicit and objective modality orientations. first, the writers’ use of implicit devices, both subjective and objective, was much more common than their use of explicit modality. also, within the explicit orientation, the writers avoided the use of the subjective option (i think that) and employed more objective constructions (the findings show that). through this pattern, writers concealed their responsibility for the presented convictions and “experientialized” (thompson, 2014, p. 73) their viewpoint by making it appear as an objective property of the described situation. this also suppressed the writers’ textual presence and rendered the discourse more fact-oriented (yang et al., 2015). hyland (1999, p. 364) describes research in hard sciences in a similar way by maintaining that, in hard sciences, “the authority of the individual is subordinate to the authority of the text”. this contrasts with research in the humanities and social sciences in which writers are more likely to emphasize their subjectivity and their personal responsibility for the expressed judgment (takimoto, 2015). the tendency of the present writers to assume an epistemic stance that is more akin to the one adopted in the hard sciences than in the social sciences points to the discipline-specific nature of the rhetorical practices in education research that make texts appear to readers as more objective and fact-oriented than interpretative and personal. epistemic modality in nns discourse the variance in frequencies and categories of the employed epistemic options resulted in what can be described as a less interactional and even more confident style in the nns discourse. the nns writers used an overall smaller number of epistemic markers. this finding, whereby nns texts were less interactional and interpersonal due to including less epistemic modality than ns discourse, is consistent with previous research (hu & li, 2015; akbas & hardman, 2018; al-mudhaffari et al., 2020). hu and li (2015, p. 21) observed that, “the direct and unqualified writing . . . seems to pertain to most l2 writers regardless of their l1 backgrounds”. based on the present findings, one can also add that l2 writers are likely to have this tendency despite their level of language proficiency, since the present efl writers possess a high level of linguistic proficiency and still prefer a less qualified style than that employed by their native counterparts. another indicator of nns writers’ higher level of confidence is their pattern of values of modality, which proved to be as follows: median (probability) > high (certainty) > low (possibility). this pattern, which includes more certainty than possibility, signifies the expression of firmer assertions and a greater level of confidence. this higher level of confidence can be attributed to the arab writers’ cultural tendency toward assertion and exaggeration through the use of emphatics, boosters, and monologism as validated by previous research (e.g., el-seidi, 2000; abu rass, 2011; alramadan, 2020b; mudhaffari et al., 2020). in terms of the use of individual markers, the overwhelming frequency of the deontic modal should also points to the confident character of the nns discourse. should was the alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 15 second most frequently used device in the nns corpus and it alone had a higher frequency than the two deontic modals must and should in the ns discourse. this indicates that the nns writers generalized more extensively from their findings. this could result from the nns writers’ higher degree of confidence in the robustness of their studies and the validity of the recommendations emerging from them. alternatively, the higher number of recommendations in the nns texts could be a result of these writers’ emphasis on the practical and situational, rather than conceptual, aspects of research, which led their discourse to be more “agentoriented” (collins, 2009, p. 22). the arab writers’ emphasis on topic-oriented rather than research-oriented ideational fields of discourse has already been attested to in the discipline of applied linguistics (alramadan, 2020a). the validation of this kind of contrast, however, requires future genre-based research to investigate not only the interpersonal but also the ideational metafunction of education research (halliday and matthiessen, 2004). a number of other differences occurred between the ns and nns texts that resulted in a less idiomatic use of the modality system by the nns writers. these included the over/underuse of modality options. specifically, the nns writers overused the implicit subjective orientation and underused the implicit objective orientation. the difference between the frequencies of the two orientations in the nns discourse (four times) was much higher than the difference in the ns discourse (two times). holmes (1988) maintained that epistemic grammatical classes constitute around 27% of the epistemic resources used in written discourse. the present ns writers’ percentage of these categories (29%) is close to the figure reported by holmes, whereas the nns writers’ percentage (18%) is remarkably smaller. the heavy use of modal auxiliaries at the expense of other epistemic resources was corroborated by l2 research in relation to both arab (al-mudhaffari et al., 2020) and non-arab writers (hu & li, 2015). the overuse of modal operators in the nns corpus not only decreased the use of other objective epistemic options, but also heightened the degree of textual subjectivity. modal operators are subjective resources, as they present the proposition as “grounded in the individual subjectivity of the authorial voice” (martin & white, 2005, p. 98). furthermore, the subjectivity in this corpus was also higher because nns writers employed more explicit subjective constructions (we found/conclude) than did the ns writers. the rhetorical effect includes a higher degree of personal presence. finally, the two corpora varied in the selection of different epistemic wordings from within the same semantic categories. the most notable difference relates to the use of implicit objective devices. in this category, the most frequent words in the ns corpus were often and likely, which were much less frequent in the nns corpus. on the other hand, the most frequent implicit objective devices in the nns corpus were almost and about. the difference between these two pairs of devices is basically a difference in the reader-engagement effect that they engender, with the first pair being more reader-oriented. the hedges often and likely are among what martin and white (2005) call entertain resources, which they define as “those wordings by which the authorial voice indicates that its position is but one of a number of possible positions and thereby, to greater or lesser degrees, makes dialogic space for those possibilities” (martin & white, 2005, p. 104). the ns writers relied on these devices to make their statements tentative and to expand dialogic space for other value positions. in contrast, the two expressions almost and about are called approximators (salager-meyer, 1994), attribute hedges (hyland, 1998), or devices for softening the focus of the expressed proposition (martin & white, 2005). in the data, writers used them in propositions containing numerical information (e.g., about 67.2% of the sample), not to open up dialogic space but to highlight their precision in providing accurate measurements. these devices are therefore accuracy-oriented. this means that the arab writers did not avail themselves to the exploitation of the same reader-oriented resources that are conventionally used by the native writers of education research. alramadhan certainty and subjectivity in english ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 16 conclusion the present study examined how english-speaking and arabic-speaking l2 writers of education research use epistemic modality to qualify their claims and to construe stances toward their texts and their readers. the findings substantiated the “pragmatically sophisticated” (wishnoff, 2000, p. 122) nature of epistemic stance construction. the writers used an overall higher frequency of hedges than boosters, but at the same time managed, through employment and avoidance of certain resources, to express a moderate degree of confidence to serve the needs and purposes of the disciplinary audience that is made up of not only peer researchers but also practitioners looking for validated solutions to put into actual action. the findings also demonstrated the impact of discipline as a contextual determinant of the rhetorical nature of academic discourse. the epistemic style displayed in the current discourse, in some respects, equated it with research in the hard sciences and, in other respects, distinguished it from research in the social sciences, to which it is supposed to belong. from linguistic and pedagogical perspectives, then, the study points to the limited usefulness of such broad categorizations as hard vs. humanities/social sciences and of the assumption that a particular text will display certain rhetorical features only because of its affiliation with one of these two broad categories. finally, the study revealed cross-cultural aspects in the use of epistemic values, orientations, and wordings that were not completely overcome by writers with high linguistic proficiency, but were rather reminiscent of features attributed by the literature to other l2 writers/learners at lower levels of proficiency. the limitations of the present study include the focus on discourse that is produced in an extended 10-year time span. therefore, there might have been some diachronic characteristics that affected the patterns identified. also, for convenience purposes, the sampling of the native corpus was restricted to a single scientific journal. this may affect the generalizability of the findings as the identified patterns may have been a product of the particular linguistic specifications expected from authors by the selected journal. finally, the holistic entire-article approach that is adopted by the study many have missed important genre-related characterizations pertaining to the use of epistemic modality in specific sections of the research article. notwithstanding these limitations, the present study provides 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(2004). what does good educational research look like? new york: open university press. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5001 april 2022. vol. 10, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp.102-117 jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 102 the use of indonesian folklores to develop young learners’ analytical and critical reasoning skills 1yuli christiana yoedo, 2ali mustofa 1faculty of teacher education, petra christian university, surabaya, indonesia 2faculty of languages and arts, universitas negeri surabaya, indonesia corresponding author email: alimustofa@unesa.ac.id article info abstract article history received: february 2022 revised: march 2022 published: april 2022 the study explored the way in which elementary school teachers used indonesian folklore in their english classes to help students improve their analytical and critical reasoning skills. two research questions were delivered in this research: 1). what indonesian folktale texts are appropriate for teaching english in elementary school in order to build students' critical thinking and reasoning skills? 2). how can teachers sustain teaching strategies in strengthening students' critical thinking and reasoning by using indonesian folktales in their english classroom? kress’ (1991) social-constructionist method was applied to investigate the additional realities of folktales as a cultural reality. the study revealed that the teachers’ final goal was for students to understand the moral message in the folklore. the teachers were innovative in their teaching materials and approach in their efl classes by integrating illustrations and other visual media related to folklore in language teaching. visual media was believed to help language development and vice versa. the strategies included the use of videos with english subtitles, reading texts, questions and examples from real life. the teachers’ efforts were aimed at sharpening students’ analytical reasoning skills. students needed to answer questions that strengthened their critical reasoning skills, identifying inequities and providing feasible solutions. teachers, who had a crucial role in maximizing the advantage of using folklore, needed to tailor the story’s discussion to the students’ level of understanding. the outcome of the study inferred that the use of english translations of indonesian folktales in the classroom potentially affected students’ english language development. keywords indonesian folklores; young learners; analytical reasoning; critical reasoning; how to cite: yoedo, y. c., & mustofa, a. (2022). the use of indonesian folklores to develop young learners’ analytical and critical reasoning skills. jollt journal of languages and language teaching. 10(2), pp. 102-117. doi: https://doi.org/10.33394/jollt.v%vi%i.5001 introduction folklore is a valuable asset of our country. to bring the maximum advantage to the country, its presence must be sustained. popular folk stories may be an excellent teaching tool in the language classroom. folk stories use simple language and usually have a universal subject, as well as providing readers and audiences with an entertaining and insightful lesson. as a result, utilizing folktales to teach a language is an excellent strategy. folklore's usefulness in education has been researched by a number of scholars, particularly those working in the field of elt. prasetyo (2016), for example, claims that folklore may be utilized to learn foreign languages. many academics have looked at the usefulness of folklore in education, particularly those who looked into it in the context of elt. to name a few, prasetyo (2016) suggested that folklore may be utilized to study other languages and aid cultural acquisition, as well as give good qualities for character development. silalahi et al. (2021) studied the folklores of indonesia and england and https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& yoedo & mustofa the use of indonesian ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 103 discovered that the two nations' folklores contain certain common moral qualities for expanding children's moral values understanding. abidasari & setyaningrum (2020) investigated the use of technology in teyl by giving young learners the opportunity to study english through songs and tales written by indonesian locals and performed online through go pro. they came to the conclusion that using songs and folktales benefited indonesian students because the chance to perform the songs and folktales in english encouraged them to practice their english more actively and regularly. according to blyznyuk & nafalska (2017), the use of folk art in the classroom can help students meet state educational standards and expectations because arts and culture programs in the classroom have been shown to boost student self-esteem, introduce teachers to new teaching methods that reach their students' multiple intelligences, and engage parents and family members in their children's learning. ellisafny et al. (2019) also agreed that using folklore to provide help to students in their efl learning is beneficial. in english lesson, bringing indonesian folklore might be challenging. students may struggle to grasp english because they believe it is not indonesian. english is unfamiliar to those who have never been exposed to it. to put it another way, there are no emotional ties. something indonesian must be combined with english. the plan is to use english translations of indonesian folklore. this strategy was beneficial when the students need to activate their schemata, since indonesian folklore might provide them with enrichment and scaffolding for their background knowledge. folklore has the virtue of inspiring basic, rational thought. because folk stories are about man's interactions with nature, the materials will instill in students an awareness of the environment, which is critical in today's world. folktales and folklore give us a better understanding of life and how to live it. on the one hand, folklore is a story or legend that originates and is passed down through generations among a community or group of people, particularly one that is part of the common people's oral heritage. any traditional belief or myth, especially one that is deemed incorrect or based on superstition. folklore, on the other hand, is an 1846 term that combines the terms folk and lore. the former refers to a group of individuals, while the latter is derived from the old english word lar, which means "to learn" or "to know." folk is also used in phrases like folk music, folk dance, and folktale in this context. because of its geographic location as an archipelago, indonesia has a plethora of folk tales. every island has its own set of folk tales, but only a few of them are well known across the country. bunanta (1998) claimed in her book that there are thousands of children's folktale storybooks. she also highlights that including folktales into english-language children's books may help youngsters learn english and actively engage them in reading (bunanta, 1998). folktales are appealing, engaging, and pleasant for both children and adults, as seen by the growing popularity of folktale storybooks. bunanta’s views resonated with the proposed ideas in the present work. citraningtyas (2010c) is interested in local folktales and the integration of folktale narratives in bahasa indonesia textbooks for elementary school students, for example. her work may be relevant to this one because it focuses on the use of local folktales as teaching materials for one of the school subjects bahasa indonesia. citraningtyas' (2010a) study, on the other hand, differed from the current study in two ways. to begin, she looked at certain textbooks whose material appeared to comply with indonesian government guidelines for textbook use and procurement for primary students, as specified in ministerial decrees of national education number 11, 2005 (kemendiknas, 2005): “textbooks are the main reference for teaching-learning processes in schools which provide teaching-learning materials. textbooks should be written on the basis of yoedo & mustofa the use of indonesian ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 104 standard of national education and the aim of developing students’ devotion to the divine power, moral and characters, capacity of mastering scientific knowledge and theology, sensitivity and capacity of recognizing aesthetic values, potentiality of physical and health”. prior to citraningtyas' (2010a); prasetyo (2016); blyznyuk & nafalska (2017); ellisafny et al. (2019); abidasari & setyaningrum (2020); silalahi et al. (2021), indonesian government education rules supported the inclusion of folktales in primary school students' textbooks as having the potential to portray the local region's rich cultural heritage. according to article 20, clause 36 of the national education regulation of 2003 on curriculum implementation, curriculum at any level of education must be produced on the basis of diversity and must be aligned with instructional units, local potentials, and students. as a consequence, when efl textbook writers use folktales to understand "local potential," it helps local governments meet the central government's aims of preserving local culture. folktales, being cultural objects, naturally embed cultural values in children, assisting them in developing cultural awareness and setting future aspirations (toha-sarumpaet, 2010; virtue & vogler, 2009). on principle, the basic efl textbook material corresponds with both the government's academic goal of contributing in society cultural awareness. however, based on the reviews, it appears that there has been little exploration on the use of folktales in efl in indonesia, or the relationship between folktale use and cultural awareness raising in this context. as a result, it is essential to consider the cultural implications of practicing efl through the translation of indonesian folktales on indonesian learners. virtue and vogler's 2009 work was built upon in this study, and the following questions were raised: 1). what indonesian folktales are suitable for teaching english in primary school in order to develop students' critical thinking and reasoning skills? 2) how can teachers use texts from indonesian folktales in their english classrooms to sustain teaching practices that develop students' critical thinking and reasoning? the researchers looked at some associated materials that teachers possessed in their classrooms that matched their teaching strategies for expressing meaning in indonesian folktale texts in order to answer the above two study objectives. in light of this concept, the current study looked at how elementary school teachers used indonesian folklore in their english classes to help their students improve analytical and critical reasoning skills. in their contacts with their students, the teachers' english skills and knowledge are presented and shown in a number of ways. this paper analyzes and discusses analytical and critical reasoning skills in english classes in order to support the claim that folklore may help with teaching and learning. research method rather of depending on surveys this study employs visuals from folktales to get students' direct responses. this research, on the other hand, uses visual culture theory to analyze data from interviews through the use of pictures and videos in efl classes. research design a descriptive qualitative research approach was employed in this research. the current study examines the extra realities of folktales as a cultural reality that might build cultural values and concepts of ideas in the minds and attitudes of students, using kress' (1991) socialconstructionist technique. optimistically, this study digs deeper and farther into the social roles of local folktales for students as social creatures. population and sample yoedo & mustofa the use of indonesian ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 105 this study was carried out in a natural setting. the study's subjects were five english teachers. researchers contacted 37 elementary school teachers from various schools and places in java and outside of java islands to see if indonesian folklore was used in class. only 19 teachers employed indonesian folklore in their classes as a consequence of the study. they thought that indonesian folklore may encourage students to read and convey moral lessons. there were eight english teachers among the 37 total. only five english teachers have included indonesian folklore in their classes. to induce neutrality, the english teachers' names are written as teacher a, b, c, d, and e. these five educators claimed to have improved their students' analytical and critical reasoning skills. instruments the researchers who collected and analysed the information were the study's instruments. the research tool was a set of questionnaire given to the teachers. in september 2021, the questionnaire was issued through online form of questions to several teachers from various schools on and off the java islands, and it was gathered in december 2021 to be analysed and discussed. data analysis the data were analysed using kress' (1991) social-constructionist technique, which looks at the extra realities of folktales as a cultural reality that might establish cultural values and concepts of ideas in students' minds and attitudes. the data were discussed and crosschecked to ensure that they matched the discussion's outcomes. during the research, there were certain limitations, such as the fact that not all of the teachers used folktales in their english classes. after that, only the teachers who used folktales were further interviewed and given additional questions to clarify the findings. research findings and discussion research findings indonesian folktales which are suitable for teaching english in primary schools in order to develop students' analytical and critical reasoning skills this research polled a number of english teachers, and based on their answers, categories were constructed to determine if folklore was employed in their classes. due to their engagement with english textbook contents, the teachers gave a variety of reactions. the majority of the teachers said that adding folktales into their english classes presented some challenges. it is because english is no longer a core subject in their schools; instead, english is a local content. this argument predated the teachers' desire to teach english to young learners. according to the interviews conducted, five english teachers said they used indonesian folktales in their courses. the details (modified from haryatmoko (2020)’ strategies model) are shown in the table below. table 1 teachers’ teaching strategies name school’s location folklore’s title teaching strategies the teachers provide during the classes teacher a west sumba the legend of malin kundang 1. identify irregularities 2. freedom of thought & expression 3. courage to think differently 4. ability to accept different opinions 5. ability to find hidden information 6. providing solutions 7. drawing conclusions 8. think logically teacher b sidoarjo 1. the legend of 1. providing solutions yoedo & mustofa the use of indonesian ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 106 name school’s location folklore’s title teaching strategies the teachers provide during the classes sura and baya 2. the legend of malin kundang 2. courage to think differently 3. freedom of thought & expression 4. ability to accept different opinions 5. drawing conclusions 6. thought for prevention 7. think logically 8. identify irregularities 9. ability to find hidden information teacher c surabaya 1. the legend of malin kundang 2. sangkuriang 1. drawing conclusions 2. ability to find hidden information 3. relation to real life 4. providing solutions 5. courage to think differently 6. freedom of thought & expression 7. ability to accept different opinions 8. think logically 9. identify irregularities teacher d surabaya 1. the myth of malin kundang 2. shallot and garlic 3. sangkuriang 4. timun emas 1. drawing conclusions 2. think logically 3. freedom of decision 4. ability to accept different opinions 5. courage to think differently 6. providing solutions 7. identifications of irregularities 8. ability to find hidden information 9. freedom of thought & expression teacher e surabaya the legend sura and baya 1. providing solutions 2. relation to real life 3. courage to think differently 4. identification of irregularities 5. ability to find hidden information 6. drawing conclusions 7. think logically 8. freedom of thought & expression the five teachers used visualization, namely videos and illustrated texts so that students could get a more complete description of the context. three teachers (a, c, and e) utilized videos also because they believed their students enjoyed watching them. the addition of english subtitles, sound, music, moving graphics, and animation to stories makes them more engaging. the video link of ‘the legend of malin kundang is https://www.youtube.com/watch?v=4o4z6d5ak_c the video link of ‘sangkuriang’ is https://www.youtube.com/watch?v=hhrwxxhccjq the video link of the legend of sura and baya is https://www.youtube.com/watch?v=6eabm8ulzve. two teachers (b and d) used illustrated texts due to easier usage. the text of the legend of sura and baya is taken from https://www.katabijakbahasainggris.com/2018/12/contoh-narrative-text-legend-of-sura-andbaya-beserta-artinya.html. the text of the myth of malin kundang is taken from http://britishcourse.com/the-myth-of-malin-kundang-legend-narrative-text.php. the text of shallot and garlic is taken from https://indotale.wordpress.com/2014/01/12/shallot-andgarlic/ the text of sangkuriang is taken from https://jakartaglobe.id/culture/five-popularindonesian-folk-tales-subtexts/ the text of timun emas is taken from https://jakartaglobe.id/culture/five-popular-indonesian-folk-tales-subtexts/. three out of eight english teachers did not employ indonesian folklore, as noted before in the introductory section. they work as teachers at surabaya's private schools. they utilized https://www.youtube.com/watch?v=4o4z6d5ak_c https://www.youtube.com/watch?v=hhrwxxhccjq https://www.youtube.com/watch?v=6eabm8ulzve https://www.katabijakbahasainggris.com/2018/12/contoh-narrative-text-legend-of-sura-and-baya-beserta-artinya.html https://www.katabijakbahasainggris.com/2018/12/contoh-narrative-text-legend-of-sura-and-baya-beserta-artinya.html http://britishcourse.com/the-myth-of-malin-kundang-legend-narrative-text.php https://indotale.wordpress.com/2014/01/12/shallot-and-garlic/ https://indotale.wordpress.com/2014/01/12/shallot-and-garlic/ https://jakartaglobe.id/culture/five-popular-indonesian-folk-tales-subtexts/ https://jakartaglobe.id/culture/five-popular-indonesian-folk-tales-subtexts/ https://jakartaglobe.id/culture/five-popular-indonesian-folk-tales-subtexts/ yoedo & mustofa the use of indonesian ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 107 english books with exclusively english folktales, such as 'jack and the bean stalk.' despite the fact that they were aware that indonesian folklore contains moral messages, they chose not to employ them. the first is that they believe indonesian folklore is better taught in an indonesian classroom. the second reason is that their english-language publications are devoid of indonesian folklore. the third reason is that the myths contradict their religious beliefs, such as sangkuriang being a dog's kid or roro jonggrang's temples being erected with the assistance of demons. teacher a is an english teacher in west sumba who included indonesian folklore from another region. it's because no legends, stories, or origins from her area exist, or if they do, they haven't been documented. her school teaches english as a second language. she is unafraid to use indonesian mythology to teach english. her students were more interested in viewing the indonesian folklore movie than in learning about the primary topic. because she employed tale subtitles, her students could comprehend what she was saying. she also stated that indonesian folklore is taught in indonesian language classes at her institution since fiction learning material is included in the core material for learning the indonesian language. the use of folklore in english class, according to teacher b, has certain advantages. to begin with, students like reading folklore because it allows them to acquire new words in an entertaining way. folklore, on the other hand, fosters students' creativity. finally, teachers may instill critical thinking in their students. fourth, teachers may educate students to collaborate by having them debate the essential features and moral lessons of the stories they are reading in groups. fifth, students are familiar with their immediate surroundings because they are familiar with the local folklore. when folklore is too lengthy, kids have difficulty understanding it, according to teacher b. because her english book has a topic of fairy tales, teacher c incorporated folklore. furthermore, she feels that folklore molds students' personalities and expands their language, viewpoint, and understanding. she used subtitles to assist students in comprehending the narrative and its moral significance. teacher d's class teaches folklore since it is the most important talent to learn. she let her students to pick their favorite folklore from among the four she had prepared. her plan was to force students to study all folklores without their knowledge. furthermore, having greater flexibility motivated students to read and study more diligently in a cheerful mindset. she asked questions for which there were no explicit solutions in the literature to help with comprehension. teacher e discovered that folklore is not covered in her english textbook. when she taught the language, though, she used folklore to broaden her students' horizons. her secondgrade students enjoy viewing movies, so she chose several folklores to play on a video cd player. her students were not confused by the story she picked. she didnot select 'sangkuriang' since she feared students would be perplexed as to how a dog could have a human wife and child. when teaching a cultural value to young learners, this is also one of the limits. as can be seen in the table, these five english teachers primarily focused on honing their students' analytical and critical reasoning skills in order to prepare them for any change or disturbance. the teachers' actions were sufficient in preparing young kids for future changes. they concentrated on teaching their students, among others, to repeat information, express information correctly, draw a conclusion, identify the moral message, uncover the main pieces of a message, how those parts are arranged, examine an issue objectively and without being swayed by their personal interests, discover social irregularities (injustice, discrimination, restriction of freedom, and dominance) in a concept or text, and provide more beneficial answers (see haryatmoko (2020)). yoedo & mustofa the use of indonesian ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 108 it is noteworthy to note that teacher e did not chose "sangkuriang" and "roro jonggrang" because the material is either incomprehensible or contradicts the religious beliefs of the students. these two folklores can still be employed if the following conditions are met. firstly, they should be employed in grades 5 and 6 since students can tell the difference between fiction and non-fiction. secondly, teachers can encourage students to think critically by presenting them aspects of the stories that contradict their religion's teachings. the use of video is appropriate, particularly when english subtitles are included. teachers should, however, exercise caution when selecting movies since they may include errors. teachers may continue to utilize such movies if the goal is to have students detect and rectify errors. for example, this video entitled ‘the legend of sura and baya’ taken from https://www.youtube.com/watch?v=6eabm8ulzve contains some pronunciation mistakes. the words places, got, both, fought, tired, hours are mispronounced. the use of indonesian folklores in teachers’ english classes to sustain teaching practices that develop students' analytical and critical reasoning skills some teachers claimed to have included some indonesian folktales into their english lectures based on interviews. this was provided in order to foster their students' excitement for learning. it is because teaching english to young learners is difficult and challenging, especially when it comes to studying new vocabulary and phrases. one animated text of indonesian folktales has been shown to increase their attention and interest. malin kundang’s video is shown to children by teacher a, q 5th grade primary school teacher. she then proceeded to explain the story’s plot. they made a number of purposeful errors, which were quickly addressed by several students. the teacher then instructed the students to form groups of two and ask and answer questions for each other. she urged her students to ask questions that teach them to think analytically and critically while wandering about. she then instructed the students to work in groups of four to answer the following questions. (1) in this story, who suffers the most? (2) did malin kundang’s mother suffer only as a result of her son’s actions? tell. the conversation moved on to the source of malin kundang’s mother’s rage, which was disappointment at her husband and child’s abandonment. teacher a then requested students to compose a few phrases uttered by malin kundang’s wife to help malin kundang and his mother overcome their quarrel. the objective is to re-establish a positive relationship between them. teacher b tells stories to her fourth-graders using the story of “ sura and baya”. she then asked the group to discuss the following questions. (1) what aspects of sura and baya folklore do you appreciate and dislike? why? (2) what should they do to prevent a recurrence of the fight? (3) who has the advantage in terms of intelligence and strength? tell. the other groups are given an opportunity to comment after one group shares the outcomes of their discussion. teacher b teaches her students that the two animals are foolish for not assisting one another. she had her pupils pretend to be sura and baya and attack each other, then she asked them how they fell about it. the students reached a decision under teacher b’s guidance. following that, each student wrote a single statement about avoiding violence. ‘friend, no fighting’ and ‘fighting is stupid’ are two examples of statements composed by students. in 5th grade of primary school, teacher c uses movies of “malin kundang” and “sangkuriang” to improve students' analytical and reasoning skills. she compared and contrasted the two videos one by one. both films emphasize upfront honesty and the importance of following through on promises. “malin kundang” folklore emphasizes the value of honoring commitments, whereas “sangkuriang” folklore encourages students to question whether promises must be honored at all times. students are also encouraged to consider why the two moms, who are both weak, include god. teacher c then shared an https://www.youtube.com/watch?v=6eabm8ulzve yoedo & mustofa the use of indonesian ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 109 instance in which she faced challenges and overcame them through praying. she also allowed two students to discuss their god-assisted experiences. students were separated into six groups to discuss malin kundang folklore, with one group answering the following statements: (1) actions by malin kundang that can be emulated and should not be duplicated. (2) what gives malin kundang the courage to abandon his mother? (3) when did malin kundang start disobeying his mother? tell. (4) is malin kundang the only one who is guilty? tell. (5) what would you do if you were malin kundang's father? (6) what can you do to prevent malin kundang's mother from cursing him? when one group provides their response, another group may contradict it or offer an alternative point of view as long as they can provide the proper evidence. then, on the board, teacher c scribbled a few lines. ‘malin kundang’ is a victim since his parents did not provide him with a good education,’ says the opening phrase. students were asked if they agreed or disagreed, as well as why they agreed or disagreed. the objective is for students to have a favorable perspective on their parents’ upbringing and to recognize that life is a challenge. ‘if malin kundang had told his wife about his parents from the beginning, he would not have become a stone’ is the second statement. the objective is for students to realize how crucial it is to be transparent in order to avoid causing difficulties that may affect them. ‘suffering is produced by two promises that have not been honored,’ says the third sentence. students must follow their vows if they want to succeed. students are required to respond to the following questions in groups after seeing the video ‘sangkuriang’. (1) do you think it is important to keep commitments all the time? (2) describe which of sangkuriang’s acts you should imitate. (3) do you need to emulate any of sangkuriang’s actions? (4) what was the purpose of dayang sumbi’s prayer to god? the story’s text is distributed to students in many variants. dayang sumbi failed to fulfill her pledge to tumang at the start of the story. tumang was his father, she informed sangkuriang. the students were then invited to act out the story in groups. teacher c described how a buddy got her to make a lying pledge. malin kundang, shallot and garlic, sangkuriang, and timun emas, four indonesian folklores works, were given to teacher d’s fifth grade students. each student was given the opportunity to select one of the stories. students who chose the same story would be grouped together. they were instructed to search the folklore for moral lessons, issues, or injustices. after that, each group was given a chance to share the discussion’s outcomes. after all groups had a good understanding of the story, students were invited to pretend that the malin kundang, shallot and garlic, sangkuriang, and timun emas families lived next door to each other. each group must brainstorm ideas in which these four families might assist one another in overcoming their issues. teacher e describes the subject of the video of “sura and baya” in 5th grader. collaboration and communication are the focal points of the project. then she asked the students the following questions, which prompted them to think critically and analytically: (1). what would you do if you were a sura? (2). what would you do if you were baya? (3). what would you do if your friend cheated? the pupils were then instructed to write sura and baya a letter proposing a solution in order to make amends. students are also expected to perform friendship chants. teacher d’s students were more involved in her english courses because she provided each student the opportunity to speak up during class activities, similar to teacher b’s. moreover, her students seemed to enjoy the class activities, which seemed to generate a more relaxed classroom environment. teacher d learned from her efl teaching experiences that indonesian folktales in english translation provide authentic and contextual references to students’ own culturally mediated surroundings, while also allowing them to use the target language (l2) because they were already familiar with the folktale stories. indonesian yoedo & mustofa the use of indonesian ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 110 folktales in english translation capture something of the reality of people’s cultural origins as a cultural product. she has performed all of the strategies which include: 1. drawing conclusions, 2.think logically, 3. freedom of decision, 4. ability to accept different opinions, 5. courage to think differently, 6. providing solutions, 7. identification of irregularities, 8. ability to find hidden information, 9. freedom of thought and expression, which of course activate her students’ analytical and critical reasoning skills. as a result, indonesian folktales inextricably incorporate cultural values, which enhance students' local cultural and philosophical awareness, particularly in regard to the society's cultural practices and values, through their interaction (toha-sarumpaet, 2010; virtue & vogler, 2009). folktales can symbolize a certain historical socio-cultural group mirroring everyday life, according to kramsch (1995). the humanities' concept of culture focuses on how a social group portrays itself and others via material creations, such as works of art, literature, social institutions, or daily artifacts, as well as the processes for their replication and preservation across time (kramsch, 1995) the existence of folktales would imply the representation of a particular cultural group, according to kramsch's (1995) definition of culture. within their own context, a group of people frequently share similar behaviors, viewpoints, and goods (menard-warwick, 2008). according to the study participants, the use of english in the classroom mediates the cultural truths included in the folktale texts. kramsch (1995, p. 85) has mentioned that, 'in the end, culture is always linguistically mediated membership into a discourse community, both actual and imagined.' another finding reveals that folktale texts moderate their readers' or fl learners' observation of how culture is created in everyday life. the participating efl teachers expect that by recognizing the relevance of indonesian folktales in enhancing students' contextual cultural knowledge, their students would build a sense of connection to their local culture while also developing critical reasoning skills. folktales increase students' comprehension of local culture since their cultural substance is real. as a result, culturally contextualized educational materials appear to match students' immediate environment, resulting in real culture learning. when it comes to language learning, folklores encourage students to think analytically and critically. they also explore other aspects of indonesia's rich culture (according to teachers a, b, and e). as a result, genuine materials play an important role in foreign language education since they are more than just language teachers' tools; they are the fulfillment of the aims and techniques of the specific teaching/learning scenario. as a result of their capacity to adjust their teaching techniques from textbooks to a more innovative efl teaching style that includes the use of english-translated, culturally relevant indonesian folktales, efl teachers' decision to employ folklores in language learning is supported and recommended. teacher a thought that the folklores' uniqueness and culturally contextual elements communicate lessons about local culture to their audience. according to the teacher, “when students learn english as a foreign language, they might have a better understanding of their own culture. they are pleased because they discover their own culture in english rather than a strange one, thus it is not a difficult language to learn.”. because many of the students who participated shared the same cultural background as the folklores' storylines, they felt at ease when watching the videos. as teacher c states, "i positively agree that the application could answer the government vision." the cultural authenticity of stories conveyed through indonesian folklores in english translation serves yoedo & mustofa the use of indonesian ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 111 both the interests of the government and efl teachers in familiarizing students with contextual knowledge and culture. when students study english as a foreign language, they can better comprehend their own culture. because they are familiar with the cultural material, the students can grasp the language more quickly. local folklores support not just the government's educational purpose, but also other important aspects of language acquisition, such as learning the target language faster (taylor, 2000). teacher e, on the other hand, does not explain how folklore videos assist youngsters acquire the language more quickly. it may be identified by taylor's (2000) reasoning. given that folktale "texts" are known to include predictable storylines, basic syntax, tangible vocabulary and concepts, and pictures, taylor (2000) addressed that the internal structure of folklore narratives provide possibilities for language acquisition. folklores and their visuals, according to the quote, are similar to life. daily life, according to schirato & webb (2004) and mirzoeff (1998), is defined by a collection of visual cultures. similarly, (turkcan & yasar, 2011, p. 1564) said that "visual culture does not deal with the visual itself but with the meaning that the visual transmits for society and the world." when individuals strive to comprehend visual cultures, they are actually attempting to place an item in a civilization or context so that it might connect to real-life events (schirato & webb, 2004). one of the students in this picture elicitation scenario was striving to comprehend parts of the characters’ life experiences that could be similar to his or her own. the cultural values implied in malin kundang folklore were immediately recoqnized by many of the students from the research schools. malin kundang’s cover illustration depicts a young guy who appears to be in a rage in front of an elderly woman clothed in rags. malin kundang, the young guy in the text and video, screams at the mother and rejects that an affluent man like him could be the son of a poor woman. teachers are especially impressed with the graphics’ ability to aid children’s language development. teacher c explains her classroom observations of her students in her interview, which indicate that the images in the folklore texts have an efl learning context. she employs images to help her students improve their english vocabulary. students will be able to think analytically and critically as a result of this. this is approved by her students’ abilities to: 1. draw conclusions, 2. find hidden information, 3. relate to real life, 4. provide solutions, 5. think differently, 6. free to express thoughts and ideas, 7. accept different opinions, 8. think logically, and 9. identify irregularities. these skills are beneficial for their future when they have to cope with such problems in their life. another teacher discovered that drawings work effectively as a teaching tool when they allow students to utilize their imagination and imagine the tale before connecting their thoughts to their community. it is easy to observe when students are asked to respond to stories they have been provided in advance. when teacher e's class does not respond to her chosen teaching learning activities, she uses visual media to augment efl class activities, such as illustrations in folklore texts, images with text (picture storybooks), and videos. she claims that her students were unresponsive to a less-than-ideal language learning scenario. when she wants to teach language features through folklores, the students may happen to be tired of the previous class activities. so, she had to find an alternative. she has taught them through a multimedia presentation which included movies (of folklores). or else, she has shown them images with the words (picture storybooks). through that way, her students can enjoy the illustrations displayed; so that it is one of the alternatives. despite the fact that teacher c and e appeared to have no knowledge of or experience with visual learning, their inventiveness in analyzing their classroom scenario allowed them to uncover a way to increase their students’ linguistic ability. their remarks suggest that the goal of providing the educational content in a multimedia format, such as yoedo & mustofa the use of indonesian ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 112 video, was to rekindle student enthusiasm. teacher c’s ability to organize courses using visuals while having no expertise teaching visual culture contradicts with britsch’s (2010) claim that students’ exposure to visual learning for the goal of gaining visual literacy and developing language skills is beneficial. according to britsch (2010), if english teachers wish to give english language learners with a useful experience, they need to have a thorough grasp of efficient ways for conveying visual content (britsch, 2010). however, as teacher c and teacher e discovered, the classroom setting and the teacher’s teaching expertise may motivate the employment of a broader variety of more successful teaching approaches. these include the students’ abilities to be able to: 1. draw conclusions, 2. find hidden information, 3. relate to real life situation, 4. provide solutions, 5. think differently, 6. free to express their thoughts and ideas, 7. accept others’ different opinions, 8. think logically, 9. identify irregularities. the degree of enthusiasm among the students, as well as the classroom environment, inspired both teachers to be more creative in their improvisation of the syllabus rules. teacher c's view that her students' responses to teaching-learning class activities sometimes demand her to be creative in constructing the teaching material is supported by the fact that students are encouraged to acquire language and culture through folktale films. she refers to her students as curriculum co-designer (graziano, 2011). the teachers' determination to innovate their teaching materials and teaching approach in their efl classes by incorporating illustrations and other visual media related to folklore in language teaching aligns with britsch's (2010) argument that visuals must be incorporated into efl teaching-learning processes. students were shown to appreciate class activities based on visual artefacts while also progressing in their english language development, which made the participating efl teachers aware of the value of utilizing parts of visual culture in english teaching-learning. table 2 the number of teachers’ use of strategies the above table of pie chart (modified from haryatmoko (2020)’s strategies model) shows that five teachers all employed the same seven strategies. they believe that one technique is insufficient to develop these two skills. the various strategies also try to keep students from becoming bored with their studies. only one teacher does not teach students to embrace differing viewpoints. teachers a and b were the only ones who took measures. according to them, students should be given preventive measures and remedies. the teacher's 12% 12% 12% 12% 12% 12% 12% 9% 5%2% freedom of thought & expression providing solutions courage to think differently think logically drawing conclusions ability to find hidden information identify irregularities ability to accept different opinions relation to real life thought for prevention yoedo & mustofa the use of indonesian ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 113 commitment to improving learners' analytical and critical reasoning skills is demonstrated by the implementation of seven distinct strategies. discussion visual media, such as pictures, movies, television, cinema, and clothes (keifer-boyd et al., 2007), were seen by the teachers as having the ability to improve students' english language skills, and they recommended incorporating them in the teaching of languages and culture. most efl teachers observed that pictures in folktale texts aid their individual techniques of implementing their teaching plans during observation and interviews. furthermore, the use of visuals in english translations of indonesian folklores may override the textbook's dominance of illustrations depicting western civilization. when teachers introduce students to the texts of indonesian folklores, most students appear to be more enthusiastic about their efl classes, feel more connected to their local everyday surroundings, and grasp english language content more quickly than when students are asked to predict the story of folklores. additionally, students may be more motivated to study the foreign language while simultaneously developing their analytical and critical reasoning skills. students' ability to envision texts with visuals inspires them to read them, aids in comprehension, and helps them expand their vocabulary. when tested in the context of looking at imagery like the folktale drawings, this skill suggests that the students are adept at visualisation. teacher b made the following observation about this cognitive ability. “because primary-age children have excellent visualisation skills, i believe pictures or images play a crucial role. even if they have trouble visualizing some things at times.”. students have a natural ability to visualize, according to teacher b. every student can perceive and visualize items from an early age (margolis & pauwels, 2011). she believes that visual media helps language development and vice versa, and that students' english language learning cannot be isolated from visual media. 'language does not evolve as an isolated means of communication,' according to britsch (2010, p. 171). it has an instinctive connection to visual images.' britsch (2009, p. 710) went on to say that because both the visual and the perceptual are so important to english language development, which must be viewed as basically multimodal rather than essential linguistic, visuals help in the language development process for english language learners. the students' ability to connect the pictures to their immediate environment and society at large is consistent with modern visual research understandings of the vast panorama of visual culture in everyday life. to summarize, pictures as part of visual culture have the ability to communicate societal meanings. (schirato & webb, 2004; turkcan & yasar, 2011). folklores are beneficial and accessible for primary kids as a way of learning culture, according to virtue & vogler's (2009) research, which was done in denmark, japan, and the united states. however, because of the differences in demographic areas, which contain diverse people's characteristics, the results of this study may change. virtue & vogler (2009) appear to be aware of teachers' understanding of employing folklores as a way of teaching culture through thematic strands in their classes, especially social studies and literature. their research revealed varied findings within each nation based on teachers' key reasons for employing folklores, such as folklores' mirror nature. folktale texts are effective for increasing students' reading motivation and supporting their literacy development in either danish, japanese, or american students. as seen by the yoedo & mustofa the use of indonesian ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 114 modest number of research described in the literature reviewed, there is little attention dedicated to the educational applications of children's literature and folktales in particular in the indonesian setting. bunanta (1998) and toha-sarumpaet (2010) are interested in the structural features of children's literature rather than other study subjects connected to the usage of folktales to impact children's efl skills. bunanta (1998), for example, claims that folktales represent all children's dreams, customs, and beliefs while affirming culture for minority and immigrant children (virtue & vogler, 2009, p. 22). she chose the indonesian folkltale entitled bawang merah bawang putih and investigated several variations of it. bunanta (1998) emphasizes the necessity of taking into account children's psychological reactions to the language used in various versions of the story in her research. bunanta's (1998) study focused solely on the structural components of literature work in order to defend the quality of folktales as children's literature a topic unrelated to the development of efl skills. the following research, on the other hand, focuses on the application of folktales in the acquisition of english as a second language. for example, lie (1994) focuses her study on the story-telling aspects of folktales. in terms of investigating efl teachers' use of folktales as a creative pedagogical strategy in both foreign language learning and cultural awareness raising, lie's (1994) study of the indonesian context in which storytelling as a teaching method can be the foundation of cooperative learning finds resonance with this current study. in order to study students' views about storytelling as a base for language acquisition, lie (1994) invited groups of first-year college students who had awareness of western culture and were learning efl to participate in paired storytelling sessions. according to lie (1994), students' attitudes toward reading changed for the better as a result of the paired reading sessions' possibilities for students to draw on their past knowledge and readiness to do so. according to the findings, students' past knowledge and reading experiences have a significant impact in reading efl texts, particularly in terms of improving their intertextual competence. above all, storytelling as a method of teaching reading drew college students into the act of reading. unlike lie's (1994) study, which focused on college students' paired reading interaction with folktale narratives, this study allows efl primary school teachers to connect with indonesian folktales in their efl classrooms through the indonesian folktale setting. although the educational research literature examined indicates that academics are interested in studies involving the introduction of folktales into efl textbooks, few studies focus on efl in elementary schools. citraningtyas (2010c) looked at several textbooks to propose socio-cultural values in the tales and correlate them with cultural identity construction, rather than analyzing the teaching-learning process experimentally, which is the subject of this study. in terms of sociocultural values, (citraningtyas, 2010c) concentrated on two moral and cultural ideals that frequently appeared in local narratives: authoritarian fury and cleanliness (teaching cleanliness to students as part of life norms or values). second, citraningtyas (2010b) looked at textbooks for the indonesian language rather than english. she looked into the cultural values entrenched in bahasa indonesia primary school textbooks and discovered that the stories in these textbooks had been modified by the textbook authors to fit the government's objective of developing students' cultural identity. other researchers (muslim et al., 2009) looked into the inclusion of local narratives in efl textbooks for junior and senior high school students, taking a sociolinguistic approach to the relationship between educational engagement with folktales and their role in self-identity formation. furthermore, they saw folktales as social constructs that can be used to develop concepts and ideas within social groupings in their textbook setting, rather than social constructions that may be utilized to facilitate secondary students' language acquisition. the yoedo & mustofa the use of indonesian ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 115 study by muslim et al. (2009) adds to the current study by providing an overview of students' and teachers' enjoyment of indonesian local tales in junior high school efl classrooms. the current study, on the other hand, looks at other research areas that were not included in muslim et al.'s (2009) study. it focuses on specific local narratives, such as indonesian folktales translated into english. it looks into how english translations of indonesian folktales might help students of elementary schools establish their analytical and critical reasoning while also improving their basic efl skills. this study is distinct from the others in that it focuses on the use of local folktales to promote students' analytical and critical reasoning skills, since these two skills will help students respond to changes and disturbances in their lives (harjatmoko, 2020). based on the interviews of the content of available efl teaching materials and the students' efl learning needs, the two participating efl teachers (teacher b and teacher d) appear to agree that folktale texts have pedagogical potential as a medium for teaching efl skills. to begin with, this possibility appears to be visible in the students' perspectives; as previously said, many of them were familiar with local folktales as a result of stories recounted to them by significant others as children. from the point of view of teacher b: “indonesian folktales in english translation, in my opinion, may truly assist youngsters in learning the language (english as the target language). furthermore, they had heard the story many times before, so they would 'guess' (if they do not know the meaning of words)”. the students certainly profited from their exposure to indonesian folktales in english translation, since their teachers later encouraged them to study english in its cultural context, especially for identifying the meaning of english vocabulary. furthermore, because the students are familiar with the content of the folktales, teacher b has found the folk stories to be an acceptable resource in her efl teaching. as a result, the students appear to enjoy studying efl through folktales, as seen by the following excerpt from an interview: “because most of the students are familiar with the stories, delivering the information is simple… it makes learning more enjoyable in my classes since i encourage them to be more involved in class”. reading aloud with facial expressions and more student-centered teaching and learning methodologies are meant to increase students' engagement in efl classes and to help them develop their efl skills in more engaging ways. conclusion collaboration between english book writers, schools, and english teachers is required to integrate indonesian folklore in official elementary schools. teachers have a critical role in boosting the advantages of folklore. english educators must be extremely creative in order to go beyond the text's limitations. the narrative should be discussed according to the students' understanding levels. according to the findings, including english-translated indonesian folklore into the classroom may have an influence on students' english language development as well as their analytical and critical reasoning skills. in addition, because folktales are one of the children's literature genres that typically mimics the cultural milieu in which readers live, indonesian folklores in english translation help to teach local cultural knowledge. as a result, efl teachers should consider how they can adapt their lesson plans and teaching methods to accommodate teaching materials that are rich in local cultural knowledge, such as translated indonesian folklore, because this will help students develop their analytical and critical reasoning skills. the teacher appears to be aware of the good changes in her students as a result of the teaching approach adjustment. students are more likely to focus on their efl courses if the teacher delivers instructional materials in a more dynamic manner. some students become yoedo & mustofa the use of indonesian ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 116 more involved in class activities as a result of a change in teaching techniques. they are accustomed to more teacher-centred learning approaches. teachers’ observations of students' reactions during the teaching-learning process inspired them to be more creative in their efl teaching methods. acknowledgement the researchers are grateful to all of the teachers who took part in the research. their help and cooperation in submitting comments and questionnaire responses during the covid-19 epidemic was recognized and appreciated. they were also unafraid to express their thoughts on the use of folklore in english classrooms. the researchers would also like to thank petra christian university and universitas negeri surabaya for allowing them to perform the study. references abidasari, e., & setyaningrum, r. w. 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(2009). pairing folktales with textbooks and nonfiction in teaching about culture. social studies and the young learner, 21(3), 21-24. https://doi.org/10.1080/07908319509525192 https://www.researchgate.net/journal/tesol-quarterly-1545-7249 http://dx.doi.org/10.1002/j.1545-7249.2008.tb00151.x https://journal.uhamka.ac.id/index.php/jer/article/view/61 https://attractivejournal.com/index.php/anglophile https://files.eric.ed.gov/fulltext/ej936335.pdf the use of indonesian folklores to develop young learners’ analytical and critical reasoning skills journal of languages and language teaching, vol. 4 no.1, mei 2016 20 the effect of learning cell towards students’ creativity in reading teddysetiadi smp negeri 4 lingsar, lombok barat, ntb setiadi21@gmail.com abstract the aims of this research was to find out whether learning cell has an effect toward students’ reading ability at the eight year students of smpn 4 lingsar lombok barat in the academic year of 2016/2017. this research was an experimental research consists of four classes as population and one class taken as sample by using purposive sampling technique. in sustaining the research result, the data was collected by using a reading test in the form of multiple choices and creativity questionnaires. then, the data were analyzed by using statistic and descriptive analysis. based on the data analysis, it can be found that the average score of experimental group was 61.72 for the reading test meanwhile for the creativity mean score was 14.05. to know the correlation level the researcher used r-test in which the result was 1.059 in other word it has a strong correlation level. then to know the significance correlation of the result, the score was identified by using t-test, the result shows that t0 (t-obtain) > tt (t-table) or 17.738 > 1.69. thus, it can be concluded that learning cell has a significant effect toward the students’ reading at smpn 4 lingsar lombok barat in the academic year of 2016/2017. key words: learning cell, creativity, and reading abstrak tujuan penelitian ini adalah untuk mengetahui apakah sel belajar memiliki efek terhadap kemampuan membaca siswa pada tahun delapan siswa smpn 4 lingsar lombok barat dalam tahun akademik 2016/2017. penelitian ini adalah penelitian eksperimental terdiri dari empat kelas sebagai penduduk dan satu kelas diambil sebagai contoh dengan menggunakan teknik sampling dilakukan secara purposif. dalam mempertahankan hasil penelitian, data yang dikumpulkan oleh menggunakan tes membaca dalam bentuk multi pilihan dan memanfaatkan angket kreativitas. kemudian, data dianalisis oleh menggunakan analisis deskriptif dan statistik. berdasarkan pada analisis data, ia dapat ditemukan bahwa nilai ratarata-kelompok eksperimental 61,72 untuk tes membaca sementara untuk platform kreativitas berarti skor adalah 14.05. untuk mengetahui tingkat korelasi peneliti digunakan r-test dalam yang hasilnya adalah 0.444 dalam kata lain korelasi yang kuat. kemudian untuk mengetahui maksud korelasi hasil, skor adalah dikenalpasti oleh menggunakan t-test, hasilnya menunjukkan bahwa t0 (t-memperoleh) > tipe tt (t-tabel) atau 2.889 > 1,69. dengan itu, ia dapat menyimpulkan bahwa sel pembelajaran telah sangat berpengaruh terhadap siswa membaca di smpn 4 lingsar lombok barat dalam tahun akademik 2016/2017. kata kunci: sel pembelajaran, kreativitas, dan membaca introduction reading is a basic need as a skill which is very important for all learner, whether they are a native speaking people or as a foreign learner. it is one of the important elements in language skill. reading can be the bridge for someone to know something important or some knowledge. reading can be the connection between the reader and the writers’ idea. journal of languages and language teaching, vol. 4 no.1, mei 2016 21 the students who mastered reading are able to determine the main idea in the text, and also the students able to find out the messages which is the author want to express. beside that, the students are able to catch out more information (explicit and implicit) from reading, and know more about the words. at the other side the students able to conclude a gist of some texts and understand the references. based on the researcher’s observation at smpn 4 lingsar on 12 february 2016, when the researcher saw the teacher giving the students some texts for examine the students ability in reading, the researcher found that the students could not distinguish between the main idea and supporting sentence in reading text. for example, when the teacher tell the students to find out the main idea, instead they wrote the tittle as the main idea. as the result, they got difficulties in identifying the explicit and implicit information of the text. the same things also happened when the teacher asked them about the reference word and making inferring, most of the students are confused how to solve the problem given by the teacher. then the student’s activities in teaching and learning process were low, it was proved by fact that the students just listening, writing and doing the teacher’s offering. and if they could not answer the question, they will say they do not have the pen book or dictionary for a reason. review of related literature based on johnson (2008: 3) reading is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. the indicators of reading competence the processes ones go through when reading a novel are likely to be different from those ones use when we are looking for someone’s number in a telephone directory. the use of these different skills will frequently depend on what we are reading for. harmer (1983: 201) states that several skills in reading that students need to acquire as follows: (a) identifying the topic. good readers are able to pick up the topic of a written. with the help of their own schemata they quickly get an idea of what is being talked about. this ability allows them to process the text more effectively as it progresses. (b) predicting and guessing. readers sometimes guess in order to try and understand what is being written, especially if they have first identified the topic. sometimes they look forward, trying to predict what is coming; sometimes they make assumption or guess the content from their initial glance—as they try and apply their schemata to what is in front of them. their subsequent reading helps them to confirm their expectations of what they have predicted. (c) reading for general understanding. good readers are able to take in a stream of discourse and understand the gist of it without worrying too much about the details. reading for such ‘general’ comprehension means not stopping for every word, not analyzing everything that the writer includes in the text. a term commonly used in discussions about reading is skimming (which means running your eyes over a text to get a quick idea of the gist of a text). by encouraging students to have a quick look at the text before plunging into it for detail, we help them to get general understanding of what it is all about. this will help them when and if they read for more specific information. gist readings are not lazy options. the reader has made a choice not to attend to every detail, but to use their processing powers to get more of a top-down view of what is going on. in contrast to reading for gist, ones frequently go to written text because we want specific details. ones may read to the news, only concentrating when the particular item that interests us comes up. ones may quickly look through a film review to find the name of the director or the star. in these cases ones almost ignore journal of languages and language teaching, vol. 4 no.1, mei 2016 22 all the other information until we come to the specific item ones are looking for. in discussions about reading this skill is frequently referred to as scanning. sometimes ones read in order to understand everything ones are reading in detail. this is usually the case with written instructions or directions, or with the description of scientific procedure; it happens when someone gives us their address and telephone number and ones write down all the details. if ones are in an airport and an announcement starts with here is an announcement for passengers on flight aa671 to lima (and if that is where we are going), we listen in a concentrated way to everything that is said. readers are able to see beyond the literal meaning of words in a passage, using a variety of clues to understand what the writer is implying or suggesting. successful interpretation of this kind depends to large extent on shared schemata as in the example of the lecturer who, by saying to a student you’re in a nonsmoking zone was understood to be asking the students to put her cigarette out. besides, ones get a lot more from reading text than the word alone suggest because, as active participants, ones use own schemata together with own knowledge of the word to expand the pictures ones have been given, and to fill in the gaps which the writer seems to have left. research methods this research was conducted to know the significant effect of learning cell toward student’s reading ability. this research design arranged to observe the validity of the result. the design of this research was experimental which was focused on the effect of learning cell for student’s reading ability, at second grade students of smpn 4 lingsar in the academic year 2016/2017. this research employed a quasi-experimental with one group post-test only. the test consists of 60 items, but after doing the validity test, there are 40 items which are valid and reliable. from the 40 items the researcher will use only 25 items considering the time allotment which the students of smpn 4 lingsar need to complete the answer are only 60 minutes. the researchers gives score 1 for correct answer and score 0 for the wrong answer. meanwhile for the creativity test items, the researcher used verbal creativity test which consist of 30 items and the final scores of this test was judged by using liker scale standard scoring in which the total score will be summed up and then divided by the total items times 100% so the final score was in the form of a percentages from 100. research finding once again, the aim of the study was to find out whether the learning cell has a significant effect or not towards students’ creativity in reading at the second grade students of ma smpn 4 lingsar in the academic year 2016/2017. based on correlation statistical analysis of the students’ creativity and their reading achievement after being taught by learning cell, the researcher found that in the significant degree 0.5% the total rcount is 0.444 while r-table is 0.329. so rcount higher than r-table, it can be concluded that there was a significant effect learning cell towards students’ creativity in reading at the second grade students of smpn 4 lingsar in the academic year 2016/2017. based on this findings, the researcher also concluded that the alternative hypothesis (ha) which stated that there is significant effect of learning cell towards students creativity in reading skill was accepted and the null hypothesis (ho) which stated there is no significant effect of learning cell towards students creativity in reading skill was rejected. conclusion and suggestions conclusion based on the statistical analysis on the students’ creativity and their reading achievement after being taught by learning cell, the researcher found that in journal of languages and language teaching, vol. 4 no.1, mei 2016 23 the significant degree 0.5% the total rcount is 0.444 while r-table is 0.329. so rcount higher than r-table, it can be concluded that there was a significant effect learning cell towards students’ creativity in reading at the second grade students of smpn 4 lingsar in the academic year 2016/2017. suggestions the teacher should support the students’ expectation about reading.the teacher should encourage the students to arouse their creativity in studying more and more. the students of smpn 4 lingsar should understand that their creativity has a great impact on what they learned at school. references ammer, christine. (1997). the american heritage dictionary of idioms. new york. houghton mifflin harcourt publishing company. barkley, e. f., cross, k. p., & major, c. h. (2005). collaborative learning techniques: a handbook for college faculty. san francisco; jossey-bass publishers. beebe, s. a., & masterson, j. t. (2003). communicating in small groups. pearson education inc. boston: massachusetts. brown, h. douglas. (2003). language assessment principles and classroom practice. san francisco, california: longman.com craft, a. (2002) creativity in the early years. continuum international publishing group ltd. freeman, l., & greenacre, l. (2011). an examination of socially destructive behaviors in group work. journal of marketing education, 33(1) p. 5-17. graduate outlook survey (2010). university of canterbury. grellet, f. (1999). developing reading skills. new york. cambridge university press. guilford, j.p. 1978.creativity: its measurement and development. in parnes and harding, a source book for creative thinking. harris r. (1998) introduction to creative thinking. www.vittualsalt.com. innovation and goal – free living – stephen shapiro. http”//www-24-27 innovation.com/innovationorcle.htn. harmer, jeremy. (1983). the practice of english language teaching. third edition. uk. cambridge university press harmer, jeremy. (1998). how to teach english. new york. longman. hoover, katylee. (2008). research alignment for mm-h california treasure. new york. cambridge university press. hughes, arthur. (2003). testing for language teachers; second edition. new york. cambridge university press. johnson, andrew p. (2008). “teaching reading and writing : a guidebook fortutoring and remediating students”. united states of america; british library cataloguing in publication information available. kagan, s.dr. & kagan, m. (2009). kagan cooperative learning. san clemente. kagan publishing. kothari, c. r. 1990. research methodology: methodes & techniques. former principla, collage of commerce university of rajasthan, jaipur (india): new age international (p) publisher. mckay, penny. (2006). assessing yaoung language learner. united kingdom. cambridge university press. miller, s. (2005). experimental design and statistics: second edition. london and new york. the taylor & francis e-library. moreillon,j. (2007). collaborative strategies for teaching reading comprehension. united state of america. the american library association. journal of languages and language teaching, vol. 4 no.1, mei 2016 24 munandar, sukarni catur utami. 2012. creativity and education : a study of the relationships between measures of creative thinking and a number of educational variables in indonesian primary and junior secondary schools. nation, i. s. p. (2009). teaching esl/efl reading and writing. new york. routledge taylor & francis group. nunan, david. (1991). language teaching methodology; a textbook forteachers. sydney. macquarie university; prentice hall international english language teaching. okpara, friday o. 2007. the value of creativity and innovation in entrepreneurship. journal of asia entrepreneurship and sustainability. pearson, david, dr.p. (1998). essential elements of reading. the university of the state of new york. the state education departement. rosen, m. (2010) foreword to born creative jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6635 january 2023. vol.11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 130-136 jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 130 recent students' motivation toward learning english after the covid-19 post-pandemic 1*bihan firmansyah, 2hamamah, ive emaliana 1english language education, faculty of cultural studies, universitas brawijaya, indonesia *corresponding author email: bihanfr@student.ub.ac.id article info abstract article history received: november 2022 revised: december 2022 published: january 2023 the covid-19 pandemic has compelled efl teachers to adapt their instruction online. evidence shows how protracted school closures affect students' ability to learn efl. the development of techniques to aid students in making up for lost learning would require this knowledge for efl learning. for this reason, it is necessary to know in greater detail students' motivation to learn efl in the postpandemic era. it is vital to have a clear plan for individualized diagnoses and to put remedial programs into place. 100 senior high school students from a private school participated. data for this study were gathered using an online selfreported questionnaire measuring intrinsic and extrinsic motivation which can encourage students’ efl learning. the results of the study showed a variety of learners’ internal and external factors of motivation such as students‘ desire to learn a language to improve their skills, learn about diverse cultures, beliefs, and viewpoints, and simply to pass their exam. thus, acting as either pulling or dragging forces of learning english. besides the limitations, these research results would impact teachers’ teaching strategies, materials, and media selections to reduce students’ learning loss. keywords motivation; english learning; online learning; how to cite: firmansyah, b., hamamah., & emaliana, i. (2023). recent students' motivation toward learning english after the covid-19 post-pandemic, jollt journal of languages and language teaching, 11(1), pp. 130-136. doi: https://doi.org/10.33394/jollt.v%vi%i.6635 introduction the transition from pandemic to post-pandemic affected how teachers and students perceived shifted learning activities (abdillah & sueb, 2022). given that the covid-19 pandemic first appeared in early 2020, the indonesian government published guidelines for online learning that have been implemented for two years. beginning in july 2022, all indonesian schools may be open for a limited amount of face-to-face instruction with the requirement of health protocols and vaccination programs in accordance with the joint decree no. 5 of 2021 relating to the 2019 guidelines for the implementation of instruction in the pandemic of covid-19 in indonesia. during this transitional phase to the post-pandemic, schools were back to offline learning with certain circumstances. education field must adapt the new situations and follow strict health guidelines and standards to return things to normal during the new normal period (saepul & mashur, 2020). infrastructure, instructional approach, and safety protocols all need to be prepared for in-person instruction. the sudden switch from online learning to partial or blended learning due to the health restrictions that have been loosened since early 2022 could have an impact on students' motivation to learn (kinasih & olivia, 2022; hidayatullah et al., 2022). students gain experience using technology-based and self-paced learning modes during the implementation of online learning (rahmawati & sujono, 2021; heo et al., 2021). however, pupils may run into motivational snags when engaging in face-to-face or blended learning. in the post-pandemic period, it's critical to keep students interested in learning, and they also need to be inspired to finish their assignments. the motivation of learners is firmansyah, hamamah, & emaliana recent students’ motivation toward ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 131 important. student mentality, emotions, and behavior are all related to academic achievement. students who have academic difficulties frequently exhibit low levels of motivation. teachers must work to increase students' motivation for academic achievement by giving encouragement in the form of rewards or reinforcement for their accomplishments, focusing on awareness, providing feedback, and helping students feel capable. one of the keys to the success of teaching and the learning process can be summed up as competent efforts (dornyei, 1994; haerazi & irawan, 2020; haerazi et al., 2019). a psychological condition known as motivation drives a person's desire to learn something. in essence, each student is motivated to learn for a different reason. learners who believe they will succeed may become more motivated and, as a result, more involved in the learning process (dornyei, 2005). it is obvious that motivation is a crucial component of language learning regardless of whether motivation affects success or success affects motivation. educators should be aware the role of motivation. burston (2013) suggests that prior to implementing immediate learning, it is necessary to evaluate some factors, including the learning motivations. motivation, from the point of view of self-determination theory proposed by deci and ryan (1985), is distinguished into two categories, namely intrinsic motivation, a person's desire to do something because they find it intriguing or appealing, and extrinsic motivation, a sort of motivation that is related to something because it results in future outcomes (fadli et al., 2022). this also apply in the learning of foreign languages. it demonstrated the diversity of attitudes and motivations among students when it comes to learning english. gardner and lambert (1972) make distinctions between two kinds of motivations in language learning. integrative motivation, which refers to learning the language in order to interacting with the locals' culture. the second type of motivation, known as instrumental motivation, suggests and implies that a learner acquires language skills to further goals related to their current or future employment. these motivational factors have the power to influence and manage the process and results of language learning. thus, whether motivation influences success or success influences motivation, it is evident that both are essential factors in language learning (dornyei, 2005). extrinsic motivation is characterized as a kind of drive that students can demonstrate through actions like resentment, rejection, and disinterest or through outward actions that reveal an internal acceptance of a particular task's utility (ryan & stiller, 1991; fadli et al., 2022; hidayatullah & haerazi, 2022). students who exhibit extrinsic motivation are supported and urged to take action because they are compelled to do so from without. according to the self-determination theory, three fundamental needs drive people to develop and change. according to this theory, people can become self-determined when their needs for autonomy, competence, and connection are fulfilled. motivation is essential for learning a foreign language. it demonstrated the diversity of attitudes and motivations among students when it comes to learning english. before choosing classroom teaching strategies, a teacher must look into the motivation of the students. therefore, the previous study also suggests that prior to implementing immediate learning, it is necessary to evaluate some factors, including the learning motivations (burston, 2013). several studies have been conducted to date on attitudes and motivation in english language learning. (pgri et al., 2020) in their study "learning motivation and students' achievement in learning english: a case study at secondary school students in the covid19 pandemic situation," examined students' motivation for learning and their success in learning english in the current covid-19 pandemic situation. according to the research, when a student's motivation for learning changes, this has an impact on their achievement. for this reason, teachers should give students lesson materials that are not significantly different from firmansyah, hamamah, & emaliana recent students’ motivation toward ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 132 what they would normally receive, as this will maintain students' motivation and learning achievement. purnama et al., (2019) conducted an analysis to understand eighth-grade students' desire for learning english. based on this study, the eighth-grade students agree with the questionnaire's findings, which is their motive for studying english. it suggests that they are motivated to learn english. the results of the interview also revealed that students are motivated to learn english. this study demonstrated that motivation is a key component of learning activities, and other educators must be more inventive in their use of media, delivery methods, and instructional materials to boost students' motivation. according to purwanto et al., (2020), their analysis examined how the covid-19 pandemic affected the academic performance of indonesian university students. according to the study's findings, the covid19 pandemic has an effect on how well indonesian university students perform, with some negative consequences including a psychological impact on many students. there has not been much research investigated students’ motivation toward learning english in the covid-19 post-pandemic in indonesian context. more details are required to know students' motivation to learn efl in the post-pandemic era. therefore, the present study looked into this matter. this study focuses on the secondary school level. this knowledge will be needed for efl learning to help teachers in selecting their instructional strategies, conducting students’ individualized learning diagnoses and to implement corrective programs. research method the researcher used questionnaires to gather data. the questionnaire was adapted from (subakthiasih & putri, 2020). the adaptation was done in order to add the context of post pandemic era in the questionnaire. the were no reduction of the number of questions from the original questionnaire. to obtain the data, the researcher used a survey. the data obtained from the questionnaires were analyzed by calculating the mean for each question. a fourpoint likert scale was used to measure the level and type of students’ learning motivation. then, raw data were analyzed through spss, and frequently used statistical techniques of frequency and percentage score were used. such scale was used in the questionnaire to determine the level of agreement or disagreement of students' answers based on the following criteria. table 1 standard of mean research findings and discussion research findings the findings from the questionnaires are presented in table 2 and table 3. table 2 presents the mean score of the 10 statements which elicit the students’ internal motivation and table 3 presents the mean score of the 10 statements which elicit the participants’ external motivation in learning english in post-pandemic era mean range interpretation 3.68 – 5.00 high degree of motivation 2.34 – 3.67 moderate degree of motivation 1.00 – 2.33 low degree of motivation firmansyah, hamamah, & emaliana recent students’ motivation toward ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 133 table 2 intrinsic motivation the data showed that intrinsic motivation had a mean score of 3.24. this showed that the participants had a moderate degree of internal motivation to learn english. the participants were naturally motivated to learn english in the post-pandemic era for a variety of reasons, including improving their language skills, learning it in their own time, and believing that it will teach them about the cultures, values, and perspectives of other people. due to these motivations, the participants would work hard to accomplish their objectives in learning. dornyei (1994) and haerazi & irawan (2020) stated that intrinsic motivation to learn drives the desire to engage in a task for the fulfillment or pleasure of learning something new, satisfying one’s curiosity, or experiencing new places. additionally, the participants felt that intrinsic motivation encourage them to try hard understanding what they read. these findings are in line with firman et al. (2022) who states that students who have a strong intrinsic motivation can learn faster than those who have low motivation whether in speaking, writing, reading, and listening learning activities. table 3 extrinsic motivation no. statements mean rating of motivational level 11 learning english is useful in getting a good job in the covid-19 post-pandemic. 3.6 high 12 i learn english because i need it to further my studies overseas. 3.18 moderate 13 i study english in order to please my family. 2.62 moderate 14 i feel that no one is educated unless he is fluent in english. 1.91 low 15 knowing english gives me a feeling of success, especially 3.13 moderate no. statements mean rating of motivational level 1 i learn english in order to improve my english language skills after the covid-19 post-pandemic. 3.5 moderate 2 knowing english helps me become a better person. 3.61 high 3 i used my free time for learning english after the covid19 post-pandemic. 3.0 moderate 4 i still study english after the covid-19 post-pandemic because i enjoy studying english. 3.22 moderate 5 english helps me learn about other cultures, values, and thoughts. 3.48 moderate 6 when i speak english, i don’t mind making mistakes. 3.03 moderate 7 learning english is very important in this covid-19 postpandemic. 3.43 moderate 8 learning english will allow me to be more at ease with english speakers. 3.4 moderate 9 when someone speaks to me in english, i tend to be nervous. 2.8 moderate 10 if i could not go to school, i would learn english by myself. 2.91 moderate total 3.24 moderate firmansyah, hamamah, & emaliana recent students’ motivation toward ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 134 no. statements mean rating of motivational level in the covid-19 post-pandemic. 16 others will have a better opinion of me if i speak english. 2.98 moderate 17 in an english class, the teacher's personality is important in the covid-19 post-pandemic. 3.43 moderate 18 in an english class, the group is important. 3.11 moderate 19 i study english because i want to do well in my examination. 3.45 moderate 20 in an english class, the teacher´s method is important. 3.6 moderate total 3.10 moderate table 3 showed that the mean score of the participants’ extrinsic motivation is 3.10. this elucidates that the participants external motivation to learn english in post pandemic era is also in moderate level, but slightly lower than their internal motivation. the questionnaire elicits that the highest mean scores among the statements measuring extrinsic motivation are about getting job, teacher’s personality, teacher’s method of teaching and passing examination. this means that the participants have high concerns on these external factors in learning english. this is in line with harmer (2007) who states that extrinsic motivation is the outcome of a variety of external circumstances, such as the requirement to pass a test, the expectation of financial reward, or the potential for future travel. also, these results were supported by earlier research by budiana & djuwari, (2018), which revealed that students have two types of motivation for learning english: intrinsic motivation and intrinsic motivation. motivating students to learn is important, whether on an intrinsic or extrinsic level, as motivation is the key to successful learning (brown, 2003; haerazi & irawan, 2020). motivated students have a positive attitude toward school and find it enjoyable. even if the content was challenging to understand, students who were highly motivated would find studying to be easy. however, despite the contents of the lessons being so simple, students who lacked of motivation would become bored and struggle to learn. students felt that intrinsic motivation encourage themselves to try hard understading what they read. these findings are in line with firman et al. (2022) who state students who have a strong intrinsic motivation can learn faster than those who have low motivation wether in speaking, writing, reading, and listening learning activities. meanwhile, extrinsic motivation is a motivation that comes from sources other than the students themselves. according to (harmer, 2007), extrinsic motivation is the outcome of a variety of external circumstances, such as the requirement to pass a test, the expectation of financial reward, or the potential for future travel. there are some factors that have an impact on a student's extrinsic motivation, such as the fact that students are motivated to learn english because they want to achieve their goals, such as getting a good grade on their final exam, landing a good job after the covid-19 pandemic, or continuing their education abroad. furthermore, referring to extrinsic motivation, most students agree that the teacher's personality and method are essential in english class. according to (pgri et al., 2020), students' motivation for learning changes impacts their achievement. for this reason, teachers should give students lesson materials that are not significantly different from what they would normally receive, as this will maintain students' motivation and learning achievement. the results show that after the covid-19 pandemic, the majority of students have a moderate motivation to learn english, both intrinsically and extrinsically. firmansyah, hamamah, & emaliana recent students’ motivation toward ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 135 despite the limitation, the results of this study can contribute to further research that will need references or supporting data related to students’ motivation in learning english. practically, the teachers can be aware that motivation is essential to the students, especially during the transition of the post-pandemic era. thus, this study can help to suggest to the teachers the appropriate teaching technique or method which leads to students’ improvement in their achievement. students should be motivated to learn, whether on an intrinsic or extrinsic level, as motivation is the key to successful learning (brown, 2003). motivated students have a positive attitude toward school and find it enjoyable. even if the content was challenging to understand, students who were highly motivated would find studying to be easy. however, despite the contents being so simple, students who lacked of motivation would become bored and struggle to learn. conclusion following the completion of the research and data analysis, the results of the study showed a variety of learners’ internal and external factors of motivation acting as either pulling or dragging forces of learning english. it can be sum up that the students had moderate levels of intrinsic and extrinsic motivation, as evidenced by their overall mean scores of 3.24 for intrinsic motivation and 3.10 for extrinsic motivation, respectively. in order to study english, the students' intrinsic motivation was higher than their extrinsic motivation. the findings of this study can aid future investigations into how students get motivated to learn english. practically, teachers can be aware that motivation is essential to the students, especially during the transition of the post-pandemic era. thus, this study can help to suggest to the teachers, the appropriate teaching technique or method, materials, and media selections to reduce the students’ learning loss to learn english which leads to students’ improvement in their achievement. references brown, h. d. (2003). teaching by principles: an interactive approach to language pedagogy. longman. budiana, & djuwari. (2018). the non-native students’ motivation in learning english at stie perbanas. language circle: journal of language and literature, 12(2). burston, j. (2013). proving it works. calico journal, 20, 219–226. deci, e. l., & ryan, r. m. (1985). intrinsic motivation and self-determination in human behavior. plenum. dornyei, z. (1994). motivation and motivating in the foreign language classroom. modern language journal, 78, 273–284. dornyei, z. (2005). the psychology of the language learner: individual differences in second language acquisition. lawrence erlbaum associates. fadli, k., irawan, l. a., & haerazi, h. (2022). english teachers’ feedback on students’ writing work in the new normal era: teachers’ feedback; writing skills. journal of language and literature studies, 1(2), 83–92. https://doi.org/10.36312/jolls.v1i2.624 firman, e., haerazi, h., & dehghani, s. (2021). students’ abilities and difficulties in comprehending english reading texts at secondary schools; an effect of phonemic awareness. journal of language and literature studies, 1(2), 57–65. https://doi.org/10.36312/jolls.v1i2.613 gardner, r. c. , & and lambert, w. e. (1972). attitudes and motivation in second language learning. newbury house. haerazi, h., prayati, z., & vikasari, r. m. (2019). practicing contextual teaching and learning (ctl) approach to improve students’ reading comprehension in relation to motivation. firmansyah, hamamah, & emaliana recent students’ motivation toward ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 136 english review: journal of english education, 8(1), 139. https://doi.org/10.25134/erjee.v8i1.2011 haerazi, h., & irawan, l. a. (2020). the effectiveness of ecola technique to improve reading comprehension in relation to motivation and self-efficacy. international journal of emerging technologies in learning (ijet), 15(01), 61. https://doi.org/10.3991/ijet.v15i01.11495 harmer, j. (2007). how to teach english. pearson longman. hidayatullah, h., & haerazi, h. (2022). exploring the use of various board games to enhance speaking skills viewed from students’ phonology awareness: speaking skills; phonology awareness; games. journal of language and literature studies, 1(2), 93–102. https://doi.org/10.36312/jolls.v1i2.614 hidayatullah, h., munir, s., & tawali, t. (2022). enhancing vocabulary mastery through applying visual auditory kinesthetic (vak): a classroom action. journal of language and literature studies, 2(1), 43–52. https://doi.org/10.36312/jolls.v2i1.721 heo, h., bonk, c. j., & doo, m. y. 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(2019). students’ motivation in learning english. project (professional journal of english education), 2(4), 539. https://doi.org/10.22460/project.v2i4.p539-544 purwanto, a., fahlevi, m., budi santoso, p., setyo radyawanto, a., & anwar, c. (2020). exploring the covid-19 pandemic impact on the indonesian students performance. journal of critical review, 15(7). rahmawati, a., & sujono, f. k. (2021). digital communication through online learning in indonesia: challenges and opportunities. jurnal aspikom, 6(1), 61. https://doi.org/10.24329/aspikom.v6i1.815 ryan, r. m., & stiller, j. (1991). the social contexts of internalization: parent and teacher influences on autonomy, motivation and learning. in p. r. pintrich & m. l. maehr (eds.) advances in motivation and achievement, 7, 115–149. saepul, u., & mashur, s. (2020). effectiveness of discrete mathematics learning in new normal era on student’s learning achievement. uniqbu journal of exact sciences (ujes), 1(1), 41–45. subakthiasih, p., & putri, i. g. a. v. w. (2020). an analysis of students’ motivation in studying english during covid-19 pandemic. linguistic, english education and art (leea) journal, 4(1), 126–141. https://doi.org/10.31539/leea.v4i1.1728 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2960 october 2020. vol. 8, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 422-431 jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 422 indefatigable willingness to accomplish objectives: the relationship between efl learners’ motivation and autonomy 1fatemeh khonamri, 2khazar molana, 2marzie danaei, & 3mohammad kazemian sana'ati 1assistant professor, faculty of humanities, university of mazandaran, babolsar, iran 2faculty of foreign languages, islamic azad university research and science branch, tehran, iran 3english lecturer, faculty of medicine, guilan university of medical sciences, rasht, iran corresponding author email: m_kazemiansanati@yahoo.com article info abstract article history received: september 2020 revised: september 2020 published: october 2020 the common widespread interest in the socio-cultural aspect of language learning among applied linguists has made esl researchers draw attention to learners' motivation and autonomy in the european and asian educational circles. the rationale of this study is to pinpoint the relationship between efl learners’ motivation and autonomy. to gather relevant data, motivation and autonomy questionnaires were distributed among 100 efl learners, who were chosen through quick placement test (qpt), and were put them into b2, c1, and c2 levels of linguistic proficiency based on common european framework rubric (cefr) model. to fulfill the objectives of this study, both descriptive and inferential statistics were utilized in the process of data analysis. regarding the statistical analysis, learners’ motivation significantly correlated with their autonomy. additionally, it was found that there was a significant positive correlation between autonomy and intrinsic motivation, while the correlation between autonomy and extrinsic motivation was significant but negative. this study can shine a light on language teaching in general and in particular on the relationship between efl learners' motivation and autonomy. keywords motivation; autonomy; intrinsic motivation; how to cite: khonamri, f., molana, k., danaei, m., kazemian, m. (2020). indefatigable willingness to accomplish objectives: the relationship between efl learners’ motivation and autonomy. jollt journal of languages and language teaching, 8(4), 422-431. doi: https://doi.org/10.33394/jollt.v%vi%i.2960 introduction the privileged position of applied linguistics in modern linguistic sciences is axiomatic (kvapil& siposova,2020) and motivation is one of the hot-button issues in psycholinguistics. the growing interest in the socio-cultural dimension of language learning among applied linguists has made esl researchers turn their attention to learners' motivation and autonomy in classroom settings in a number of european and asian countries. on the other hand, a meta-analysis of motivation studies has identified motivation as the key to success in learning a foreign or second language (gardner, 1990; masgoret & gardner, 2003). nevertheless, motivating students is seen by teachers as one of the most serious sources of difficulty (dörnyei, 2001) in the classroom. ushioda (2008) stated that the review of the recent important academic works in motivation education research indicates that the importance of motivation's social dimension has increased eye-catchingly. moreover, autonomy is found to be “more closely related to motivational factors than to performance and … seem(s) to foster intrinsic goal orientation, task value, and self-efficacy, all of which are critical components of continuing motivation” (garcia &pintrich, 1996, p. 477). many writers have concluded that it http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:m_kazemiansanati@yahoo.com khonamri, molana, danaee, & sana’ati indefatigable willingness to accomplish ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 423 is the autonomy that leads to motivation. a strong link between motivation and autonomy can be observed in deci and ryan (1985) work into intrinsic motivation. the ‘ten commandments’ for motivating language learners proposed by dörnyei and csizér (1998) also imply that motivation is a result of learner autonomy since their seventh ‘commandment’ to teachers seeking to motivate students is to promote learner autonomy. for these writers, autonomy leads to motivation, which in turn leads to greater success in language learning. since autonomy and motivation in foreign language learning are context-specific and perceived differently in different cultures, examining the relationship between iranian efl learners’ motivation and autonomy drew the researchers' attention. on the other hand, in most studies on motivation in english as a foreign language (efl) context, there was a strong emphasis on its relationship to language learning achievement (dörnyei & ushioda, 2013). nevertheless, relatively little research has focused on the link between motivation and learning autonomy (z. ma & r. ma, 2012; m. c. cheng & t. p. cheng, 2013), and almost no studies have attempted to explore the predictive nature of motivation for autonomy to occur. this is especially important for efl learners who have no or very limited exposure to english for real purposes and must often work harder and more independently to learn the language more efficiently. as a result, for efl learners, autonomy is a door to learn the target language better (najeeb, 2013). building on spratt et al. (2002) who argued that autonomy and motivation are two elements that interact closely in the language learning process, the present study explored the relationship between motivation and autonomy in 100 intermediate, upper-intermediate and advanced efl learners in a language institute in iran. the study's primary purpose is to examine how different types and elements of motivation correlated with autonomy. while there is a wealth of studies on autonomy, more novel studies must emerge to shed further light on the promotion of autonomous language learning strategies and the role that motivation can play in this regard. motivation motivation is defined in various ways by different researchers, but they seem to agree that motivation is responsible for determining human behavior by energizing it and giving it direction. in general motivation is the driving force in any situation that leads to action. what most scholars seem to agree is that motivation is one of the key factors that influence the rate and success of second/foreign language learning. many scholars highlight the importance of motivation in learning as it can affect what, when, and how we learn (pintrich & schunk, 2002). brown (2000) stated that connecting the success of a language learner to the proper motivation is an easy claim in second language learning. with similar views, gardner (2006) posited that higher levels of motivation among learners in comparison with lower level will lead to the more successful language learning process. as a general rule, high school students had considerably high l2 motivation than secondary school students regarding their general english language proficiency owing to the influencing of peers (isatayeva, smanov, mutanova, aytbayeva, saduova, beissembayeva, 2018). accordingly, intrinsic motivation is defined as motivation to involve in an activity because that activity is enjoyable and satisfying to do (deci & ryan, 1985) whereas extrinsic motivation refers to actions carried out to attain some instrumental end such as earning a reward or avoiding a punishment. autonomy in the domain of foreign language learning it was holec's (1981) seminal study autonomy and foreign language learning which developed a growing interest in the concept of "learner autonomy" in the last three decades. holec (1981) defined learner autonomy as an acquired ability naturally or through formal learning to take change of a learner’s learning.furthermore, penaflorida (2002) described it as a kind of needs analysis for the purpose of selecting and applying suitable strategy which ultimately cause impressive khonamri, molana, danaee, & sana’ati indefatigable willingness to accomplish ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 424 learning management. more than this, dickinson (1987) clarified autonomous context as a situation which learner is fully responsible for making and implementing all decisions related to his/her learning where there is no role for teacher or institute.nunan (1997) believed that the autonomous learner, operates independently of classroom, teacher or textbook. sanprasert (2010) opined that learning autonomy can be acquired and inspired by formal education. language teachers can ameliorate their learners` autonomy by means ofproper training that emboldens students to work autonomously.as little (2007) and snodin (2013) believed, learning autonomy is not innate, but demands support from others and practice. chan (2003) suggested that autonomy “grows out of the individual’s acceptance of his or her own responsibility for learning” (p. 33).recently, the results of a study conducted by spratt, humphries and chan (2002) have proposed that the ‘relationship between motivation and autonomy works in both directions, changing in direction with different stages in a learner’s progress and in learners’ lives in general” (spratt et al., 2002, p. 262). they believe that the relationship between autonomy and motivation is not always one in which autonomy leads to motivation. the findings of another study conducted by vaezi (2008) revealed that iranian students are instrumentally motivated and they are highly integrative too. the results revealed that instrumental and integrative goals, especially future career development, meeting different walks of life and learning english in order to use the internet properly are very crucial for iranian students. the main objectives of another study conducted by hashemian and heidari soureshjani (2011) were to explore the possible relationship among learner autonomy, academic performance, and motivation. the study first revealed that there was a positive and significant relationship between autonomy and gpa. the study also indicated a positive and significant relationship between motivation and gpa. as to the relationship between motivation and autonomy, the study revealed a positive but no significant interplay.the results of another study conducted by jafari (2002) revealed that the use of authentic materials has a great impact on the motivation of efl learners. it is also found that gender does not make a significant difference in the motivation of the subjects on the study. the results of a study conducted by hosseini fahraji (2004) indicated that due to a flexible syllabus, highly motivating research topics and the interactions in the complex dynamic classroom environment, learners do take responsibility for most aspects of learning and thus the complexity theory/process-based syllabus design proves to be a promising approach for autonomy developing.swan(2016) examined the relationship between autonomy and motivation on 76 libyan university english majors via two piloted questionnaires. the results indicated that the more motivated the students are, the more independent they are. that is, motivation and autonomy reinforce each other with one another. selivanova, gramova, mashkin(2018) studied improving student motivation for learning the second foreign language in russia. the results revealed that individual support, teacher's assistance and support of a student could ameliorate school children motivation for the second foreign language learning. based on the above-mentioned purpose, are the researchers sought to investigate the answer to the following research questions: 1. is there any significant relationship between efl learners’ motivation and autonomy? 2. is there any significant relationship between efl learners’ intrinsic motivation and autonomy? 3. is there any significant relationship between efl learners’ extrinsic motivation and autonomy? khonamri, molana, danaee, & sana’ati indefatigable willingness to accomplish ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 425 research method the participants were one-hundred efl learners at two branches of hermes espinas iranian language school in tehran, iran. two-hundred learners in this study were screenedvia quick placement test (qpt). out of two-hundred learners,one-hundred of them were diagnosed as b2, c1, c2 based on common european framework rubric (cefr) model, whose age rangeswere from 15 to 40 years of age. due to the access of one of the researchers to the female centers of hermes espinas iranian language school, only female students participated in the study. among the participants, 82 students were at b2 and c1 levels while only 18 learners were at c2 level. instruments in order to gather the required data two questionnaires were employed: a motivation questionnaire and a learner autonomy questionnaire. as to the first questioner, a motivation questionnaire developed by lepper, corpus, and iyengar (2005), which incorporates 30 items on a five-point likert scale was employed. this scale measured both intrinsic and extrinsic motivation. items 1 to 17 assessed intrinsic motivation, whereas items 18 to 30 measured extrinsic motivation. the second one was the learner autonomy questionnaire developed by zhang and li (2004, p.23), which has two sections. the first part includes 11 items with corresponding 5-point likert scale response choices ranging from a (never) to e (always), and the second part consisting of 10 multiple-choice items with alternatives on a five-point scale (a to e). procedure the time allocated to complete these two questionnaires was 10 minutes each. at the time of administration, the researcher was always present to help the respondents if necessary and ensure confidential and independent responses. data analysis in order to be able to analyze the obtained data, the researchers run both descriptive and inferential statistics. for descriptive statistics, mean, standard deviation, standard error of the mean, and skewness ratios of each set of scores were obtained. moreover, the researchers computed the internal consistency or reliability of each questionnaire through cronbach alpha. finally, to be able to test the null hypotheses of the study, the researchers conducted pearson correlation, and spearman correlation. research findings and discussion research findings the details of data analyses for the ultimate purpose of testing the null hypotheses of the study are provided and discussed below in a chronological order. the first step in data analysis comprised of estimating the descriptive statistics of the motivation and autonomy questionnaires. the mean of total motivation scores, intrinsic motivation scores and extrinsic motivation scores turned out to be 96.8, 63.3 and 33.47 respectively. moreover, the distribution of the total motivation scores and total intrinsic motivation scores turned out to be normal as the skewness ratios fell within the acceptable range of ±1.96. however, the distribution of total extrinsic motivation scores did not observe normalcy with a skewness ratio of 4.48. the researchers also computed the reliability of the motivation questionnaire through cronbach’s alpha. the reliability estimates of the total motivation questionnaire with 30 items turned out to be .659, but the alpha for the intrinsic and extrinsic motivation turned out to be .88 and .85 respectively. since the distribution of the extrinsic motivation scores demonstrated a significantly positive skewness, spearman correlation was run among the khonamri, molana, danaee, & sana’ati indefatigable willingness to accomplish ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 426 three variables; namely total motivation, intrinsic motivation, and extrinsic motivation scores. the results are shown in table. 1 below. table. 1 correlations among the subsections and total motivation questionnaire total motivation total extrinsic motivation total intrinsic motivation total motivation correlation coefficient 1.000 .336** .729** sig. (2-tailed) . .001 .000 n 100 100 100 total extrinsic motivation correlation coefficient .336** 1.000 -.325** sig. (2-tailed) .001 . .001 n 100 100 100 total intrinsic motivation correlation coefficient .729** -.325** 1.000 sig. (2-tailed) .000 .001 . n 100 100 100 **. correlation is significant at the 0.01 level (2-tailed). as shown in table.1, the correlation between total motivation and intrinsic motivation turned out to be positive and significant (r= .729, df=100, p= .0005<.01). the correlation between total motivation and extrinsic motivation also turned out to be positive and significant (r= .336, df=100, p= .001<.01). these results, demonstrated that intrinsic motivation had a higher correlation with the total motivation score compared to the extrinsic motivation (.729 vs. .336), despite the fact that the two correlations were significant. however, as table 4.1 illustrates, the correlation between intrinsic and extrinsic motivation came out to be negative and significant (r= -.325, df=100, p= .001<.01). this could be a source of evidence for the validity of the questionnaire as both subcategories correlated positively and significantly with the total questionnaire result, while the two subcategories representing different sources of motivation (i.e., extrinsic and intrinsic) demonstrated significant but negative correlation. this logically indicates that more extrinsic incentives for behavior among the learners correspond with less internal incentives for that behavior. the descriptive statistics of the autonomy questionnaire were computed for the 100 participants of the study as the next step. the mean score of the autonomy questionnaire turned out to be 72.07 and the distribution demonstrated normalcy as the skewness ratio fell within the acceptable range of ±1.96. the reliability of autonomy questionnaire turned out to be .63 for 21 items.to test the null hypothesis, the researchers needed to run pearson correlation, the assumptions of which had to be checked a priori. table.2 below demonstrates the result of the pearson correlation ran between the motivation and autonomy scores. the data demonstrated a significant linear correlation between the two variables (r= .272, df=100, p=.006<.01, two-tailed). table. 2 pearson correlations between autonomy and motivation scores total autonomy total motivation pearson correlation 1 .272** sig. (2-tailed) .006 n 100 100 total motivation pearson correlation .272** 1 khonamri, molana, danaee, & sana’ati indefatigable willingness to accomplish ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 427 sig. (2-tailed) .006 n 100 100 **. correlation is significant at the 0.01 level (2-tailed). as the result, the researchers were able to reject the first null hypothesis that stated “there is no significant relationship between efl learners’ motivation and autonomy”.to test the second and third null hypotheses which assumed no significant relationship between autonomy and intrinsic and extrinsic motivation, the same assumptions had to be checked for pearson correlation. the results are demonstrated in table3 below. table 3 spearman correlations between autonomy and extrinsic and intrinsic motivation total autonomy total intrinsic motivation total extrinsic motivation total autonomy correlation coefficient 1.000 .467** -.213* sig. (2-tailed) . .000 .034 n 100 100 100 **. correlation is significant at the 0.01 level (2 tailed). based on table 4.3, a significant positive correlation was found between autonomy and intrinsic motivation (r= .467, df= 100, p= .0005> .01, two-tailed). therefore, the researchers were able to reject the second null hypothesis that stated “there is no significant relationship between efl learners’ intrinsic motivation and autonomy”. table 4.3 also demonstrates a significant but negative correlation between autonomy and extrinsic motivation (r= -.213, df= 100, p= .034< .05, two-tailed). therefore, the researchers were able to reject the third null hypothesis that stated “there is no significant relationship between efl learners’ extrinsic motivation and autonomy”. discussion the results of the study indicated that there was a significant relationship between motivation and autonomy. in other words, the more the learners are motivated, the higher the probability that they are autonomous. this significant positive relation is in line with the findings of many previous studies concerning the significant role motivation plays in the ultimate success of language learners in the challenging process of language learning and developing their autonomy. in their study, wang and palincsar (as cited in januin, 2007) found a positive relationship between being responsible for learning and motivation. they showed that putting responsibility on the shoulders of l2 learners and making them able to choose their goals independently will increase their motivation and they can achieve their goals better. however, the study of hashemian and heidari soureshjani (2011) showed a positive but non-significant interplay between motivation and autonomy of l2 learners in a distant context. their study was conducted among 60 l2 learners from shahrekord payam-enoor university majoring in english translation. the results are consistent with many previously reported results, such as those by and shearin (1994) and ushioda (1996), that motivation plays a significant role in effectively learning a target language. students probably will not become autonomous learners if they are unmotivated (fazey & fazey, 2001; fukuda, sakata, & takeuchi, 2011). moreover, it is in line with swan’s (2016), that is, the more khonamri, molana, danaee, & sana’ati indefatigable willingness to accomplish ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 428 motivated the students are, the more independent they are. additionally, it is consistent with isatayeva et al.'s (2018) seniority has a higher motivation and autonomy. the reason that the findings of their study came out to be different from the findings of the current study might be due to the fact that their students were most probably at a higher level of proficiency compared to the participants of this study as they were students of english translation while the participants of the present study were b2, c1, and c2 language learners of hermes language school. in this study, the intrinsic motivation section of the motivation questionnaire (lepper et al., 2005) comprised three parts: challenge, curiosity, and independent mastery. items 1-5 examined the learners’ ‘challenge’, while items 6-11 kept a record of learners’ ‘curiosity’. the subcategory of ‘independence mastery’ was measured through items 12-17. these subcategories conceptually bear more connection to the concept of autonomy as it is clear through the examples of the items as follows: item 1: i like hard work because it’s a challenge. item 7: i ask questions in class because i want to learn new things. item 13: i like to try to figure out how to do assignments on my own. (see appendix a for the rest of the items) as it is obvious, such characteristics mentioned in the intrinsic motivation section of the questionnaire are conceptually those applied to more autonomous learners. on the other hand, the extrinsic motivation section has three subscales: easy work, pleasing the teacher, and most important of all ‘dependence on the teacher.’ items 18-22 assess the ‘easy work’, for example: ‘i don’t like to figure out difficult problems.’ in addition, items 23-25 represent the ‘pleasing the teacher’ subcategory, for example: ‘i read things because the teacher wants me to.’ finally, items 26-30 assess the ‘dependence on teacher,’ for example: ‘i like to have the teacher help me with my schoolwork/assignments.’ according to the findings of the study and the concepts of the items in the extrinsic section of the motivation questionnaire (appendix a), one can find out that extrinsic motivation is a motive for learning which rather than being internal to the learner is external to him/her and one very strong external source to motivate learners is the teacher, which will, in turn, result in more dependence upon the teacher and less autonomy. therefore, extrinsic motivation has a negative correlation with autonomy because the more the learners are extrinsically motivated, the more they rely on the teacher, and the less they are autonomous. in this case, the findings of this study are in line with the results of the study conducted by chang (2004) on 307 english majors in taiwanese colleges, which indicated a significant correlation between learners’ motivation and learning strategies. the findings have also shown that intrinsic motivation played an important role in enhancing second language learning. extrinsic motivation, on the other hand, was found significantly but negatively correlated with cognitive strategies. the results of another study conducted by jorge bravo et al. (2017) approved the existence of the cyclical interaction between ‘autonomy and motivation’ in which the levels of motivation related to the frequency of occurrence of autonomous language learning activities were conducted by undergraduate students were examined. another study conducted by liu (2015) also aimed to investigate the learner autonomy of efl students in taiwan and the role motivation played in influencing the construct. the main findings indicated that students seemed to have a satisfactory sense of responsibility for their own learning, and there were significant differences in all the dimensions of autonomy at different motivation levels. with stronger motivation, students were able to achieve a higher level of autonomy. furthermore, in this study, motivation and autonomy were highly positively correlated as motivation contributed to half of the variance khonamri, molana, danaee, & sana’ati indefatigable willingness to accomplish ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 429 in autonomy, serving as a strong predictor for and an indispensable factor influencing the degrees of learner autonomy. all in all, the results obtained from the present study led to the conclusion that motivation and autonomy as influential factors in the process of learning a target language were significantly correlated. as a result, it is proven that enhanced motivation is conditional to the promotion of learner autonomy. the motivation of learners can be increased with some training programs which aim to help students reduce their dependence on their teachers and take responsibility for their own learning, be able to control their own learning, and attribute their success and failure to their own efforts rather than outside factors, develop abilities for goal-setting and planning and build feelings of self-confidence. conclusion the main concern of this study was to investigate the relationship between efl learners’ motivation and autonomy, which are assumed to be important aspects of second language learning. the results of the study showed that there is a significant relationship between motivation and autonomy. furthermore, in this study, a significant positive correlation was found between autonomy and intrinsic motivation, whereas it was revealed that there is a significant but negative correlation between autonomy and extrinsic motivation. this outcome of the research supports the study by cotterall (1999), who asserted that motivation can be an antecedent factor of successful autonomous learning. enhancing students’ motivation may help them achieve more in the english language learning process as it is highly correlated with their level of autonomy. therefore, this study implies that teachers have an important role in developing the motivation and autonomy of language learners and they should take language learners’ motivation into consideration in order to train them to be more autonomous. by measuring learner autonomy and motivation at the beginning of each semester in any educational context, l2 teachers may make l2 learners aware of these two important features and the degree to which they possess them and thus make them more responsible for their own learning. this implication is in line with what fumin and li (2012) stated that in order to improve students’ autonomous learning ability, teachers should offer proper guidance to students in regulating their own study and provide them explicit instructions on the strategies for learner autonomy so that they can be responsible for their own study.this implication is in line with what deci, koestner, and ryan (2001) suggested that instead of focusing on rewards for motivating students’ learning, it is crucial to focus more on how to facilitate intrinsic motivation, for example, by beginning from the students’ perspective to develop more interesting learning activities, to offer more options, and to ensure that tasks are optimally challenging. to sum up, the present study can be replicated with larger samples, various levels of language proficiency, and different genders and age groups. the researchers hope the results obtained from the present study will be useful for those involved in language teaching, curriculum development, and assessment to help language learners improve their motivation, specifically intrinsic motivation and autonomy. references bravo, j.c &. intriago, e. a & holguín, j.v. & garzon g.m & arcia, l.o (2017). motivation and autonomy in learning english as foreign language: a case study of ecuadorian college students english language teaching; 10(2), 9-11. brown, h. d. 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(2004). a comparative study on learner autonomy between chinese students and west european students. foreign language world, 4, 15-23. https://doi.org/10.4304/tpls.2.4.838-842 https://doi.org/10.4304/tpls.2.4.838-842 https://doi.org/10.1016/j.sbspro.2013.01.183 https://doi.org/10.1016/j.system.2009.12.010 http://www.teachingenglish.org.uk/biblio/author/93 autonomy journal of languages and language teaching, vol. 4 no.1, mei 2016 1 comparative study between circ and content based instruction in teaching reading ari putri fatimah smp negeri woja dompu, ntb fatimahputri@yahoo.co.id abstract this study is aimed at finding out the different influence between two methods that is circ and cbi in teaching reading and to find out is there any influence between circ and cbi in teaching reading. using circ was had positive effect to students score in learning reading and using cbi was had no effect to students score in learning reading. the kind of this study is causal experimental research. the population of this study was all the students of the second grade students at smp negeri 6 woja dompu that consist of 100 students from four classes. in which the sample of this research used two classes where each group consist of 25 students. significant of the sample were divided into two group which were experimental group and control group. the experimental was taught by circ and control taught by cbi. the instruments that used the data were objective test with multiple choice were analyzed by using t-test formula. circ class get total score of pre-test is 1055 and pos-test score is 1605 and in cbi class get total score of pre-test is 1245 and pos-test score is 1540. the result of the analysis, it showed that the value of ttest(t obtained) is 1,890 was higher than ttableis 1,677. based on the result of this investigation, it was proved that the null hypothesis (ho) was clearly rejected. therefore the alternative hypothesis is accepted. key words: circ, content based instruction and reading. abstrak penelitian ini di lakuakan untuk menemukan perbedaan pengaruh antara dua metode yaitu circ dan cbi di dalam pembelajaran membaca. pengajaran menggunakan metode circ memiliki pengaruh positif terhadap perolehan nilai siswa di dalam pembelajaran membaca dan pengajaran dengan menggunaka metode cbi tidak memiliki pengaruh terhadap perolehan nilai siswa. jenis dari penelitian ini adalah causal experimental. populasi dari penelitian ini menggunakan seluruh siswa kelas dua di sekolah smp negeri 6 woja dompu terdiri dari 100 siswa yang terbagi dalam 4 kelas. sampel dari penelitian ini meggunakan 2 kelas dan tiap kelas terdiri dari 25 siswa. significant dari penelitian ini aka di bagi menjadi dua kelompok, yaitu kelompok experimental dan kelompok control. kelompok experimental di ajar menggunakan metode circ dan kelompok control di ajar menggunakan metode cbi. instrumen yang di gunakan adalah test objektif soal pilihan ganda dan akan di analisa dengan menggunakan rumus t-test. kelas circ mendapatkan total nilai pre-test 1055 dan total nilai post-tes 1605 dan kelas cbi mendapatkan total nilai pre-test 1245 dan total nilai post-test 1540. hasil dari analisa, menunjukan bahwa hasil dari t-test adalah 1,890 lebih besar dari nilai t-table 1,677. berdasarkan hasil dari penelitian ini menunjukan bahwa null hypothesis (ho) tidak di terima. oleh karena itu alternative hypothesis di terima. kata kunci: circ, content based instruction, membaca introduction reading is most useful and important skill for students. according to stone (2009: 39), reading is a fundamental goal that children must master in order to be successful in school and in life. as professional educators, we know that. parents, principals, district leaders, and even our government are constantly pushing us to increase the reading levels of the students in our classroom. furthermore, reading is not an journal of languages and language teaching, vol. 4 no.1, mei 2016 2 isolated process. reading is not only a source of information an pleasurable activity, but also as a means of consolidating and extending one`s knowledge of the language. good reading is that keeps students regular in reading which provide him both pleasure and profit. however in learning, many students have difficulty in comprehending the text. especially in descriptive text if without have enough vocabulary, the students are lack of constructing the meaning in reading, finding main idea, finding information, and almost of the students are bored, sleepy, did not pay attention when teacher explain the material. but it can be avoided if there is stimulus from the teacher to help students in comprehending text. based on statement above there is some of students` problem in reading comprehension text. as we have seen those problems related with the student`s difficulty in reading comprehension. it`s necessary for english teacher to solve the problem by implementing some techniques or methods in order to improve in reading comprehension text. because the successful of student`s learning is determined by technique given by the teacher. reading according to (johnson 2008: 3), reading is the practice of using text to create meaning. the two key words here are creating and meaning. if there is no meaning being created, there is no reading taking place. according to duffy (2009: 39), reading is not a random process. it is a system: a set of conventions we use to interpret and make sense of text. the general idea is the main idea of a paragraph tells the topic of the paragraph. the topic tells about what all or most of the sentences are about. the general idea is the general subject of a written passage. general idea in a piece of writing the point the author is making about the topic. in this case, the reader must provide the general idea by considering all of the support the examples, details, fact, and discussion about the topic provided by the writer. general idea will be general statement which incorporates the information presented by all of the sentences in the paragraph. there some techniques to find detail information. the technique you choose will depend on the purpose for reading. many people consider skimming and scanning search techniques rather than reading strategies. however when reading large volumes of information, they may be more practical than reading. for example, you might be searching for specific information, looking for clues, or reviewing information. during the act of reading found the explicit information on the text, explicit information it means the information that express on the text. we can find the information directly when read the text. in the process of reading is not only to obtain explicit information but also implicit information. but implicit information is no expressed in a passage. to find the implicit information how the reader should be able to read all the information and be able to analyze the information implied by the information obtained. textual reference allows the reader to establish relationships which exist between two linguistic expressions in a sentence or text. certain expression do not have meaning out of the immediate context, they refer to some other word or phrases in the text. writers use reference to avoid repetition. the technique scanning or looking for specific information is very useful when you know exactly that you are looking for in a text. since you have a very specific goal in mind, when you read, you only read the relevant parts and ignore the irrelevant. inference is just a big a word, it means that a conclusion or judgment. there are some form of making inferences, for example infer the meaning of an unknown word from context and propositional information inference, answering question beginning with who, when and what. circ according to slavin (1995: 104), circ is a comprehensive method for teaching reading, writing and language arts in the upper elementary grades. it implies that circ technique is quite relevant to apply in english language teaching for junior high schools (smp level) in indonesia. journal of languages and language teaching, vol. 4 no.1, mei 2016 3 content based instruction cbi is a method to the teaching of language in which students are taught their regular school subjects, such as science, history, and math, through the target language (nunan, 1999: 304). content based instruction, a methodology that concerns the teaching of both subject content and language, was originally associated with language immersion education in canada (grabe and stoller, 1997: 6), but become increasingly associated with efl/esl teaching in the late 1980s. it contrasts with efl/esl instruction centered upon the teaching of discrete language skill. one early paper which considered cbi and efl together was mohan’s (1979) who explored three cases of relations between language teaching and content teaching ( namely : language teaching by, with and for content teaching). research methods this research is causal-comparative research. it is a type of descriptive research since it describes conditions that already exist. it is a form of investigation in which the researcher has no direct control over independent variable as its expression has already occurred or because they are essentially non-manipulable. it also attempts to identify reasons or causes of pre existing differences in groups of individuals i.e. if a researcher observes that two or more groups are different on a variable, he tries to identify the main factor that has led to this difference. the population is the larger group to which the researcher would like the results of a study to be generalizable (lodico et al, 2006: 13). the population of this research is the second grade students of smpn 6 woja dompu, class viii (a, b and c) the total class is three class. each class consist of 25 students such as viii.a (25 students), viii.b (25 students) and viii.c (25 students). sample is part of population. according to lodico et al (2006: 143), “sample is smaller group selected from a larger population (in this case, realistic of population) that is representative of the larger population. in this research, the writer was used two classes of at eight grade students of smpn 6 woja dompu. in this research, the writer was took the sample by using random sampling techniques, is technique to determine the control group and experimental group as sample of this research which is token randomly then lottery (sugiyono, 2013: 61). the writer was took some students which divided into two classes, namely control class and experimental class. class viii.a was be the experimental class while class viii.c was be control class and each class consists of 25 students as the sample of this research, so the totals are 50 students of this research. instrument is very important for writer to conduct research. the instrument is a tool a collect a data. in this case, the writer were used test as an instrument to measure the students` reading comprehension and to get the data to prove the theory. the student’s are given test after the researcher applies those methods. in this case, the researcher has done the validity test at smpn satap 5 manggalewa on 1st of june 2017 to the students that consists of 60 items, from the 60 questions that were tested in this study produced 49 valid questions and 11 questions were not valid, and the researcher will use 20 out of the 49 valid test at the smpn 6 woja dompu. techniques of data collection data collecting method is systematical and standard procedure used to collect data that is needed. the data of this study were collected by testing. test is to collect data related to students’ competence of subject by using list of question in assertion test format. according to (brown, 2003: 3), a test in simple test terms, is a method of measuring a person’s ability knowledge, or performance in a given domain. it is an instrument or a set of techniques, procedures, or items that requires performance on the part of the test-taker. the data are obtained through test that consists of pre-test and post-test. in the process of collecting data, the writer came to the class as a teacher, an examiner, as well as the scorer. pretest is the test done before explaining the material that is an item in a studies, it aims to know the student’s ability in reading. and it is intended to measure the reading achievement of students before using journal of languages and language teaching, vol. 4 no.1, mei 2016 4 pairs compare. the test consists of 20 items of multiple choice tests from reading passages. after teaching process or treatment, the writer gave post-test to both of two groups. the tests are similar to the pretest, but different redaction. the tests include 20 items of multiple choices in reading test. the teacher was gave score 5 if the answer is true and 0 if the answer is wrong. this result applied as the posttest. research finding and discussion research finding in this chapter, the writer focused with the statistical analysis of data obtained from the pretest and post-test of experimental and control group. this study was conducted on 10 th june 1 th august 2017 at smpn 6 woja dompu, the design was selected two classes as experimental and control group. the total population was 50 students consisted of two classes that were class viii a and viii c both of class consist of 25 students. the first steps, the writer gave pre-test both of group to know the basic knowledge of reading. second, the writer gave the treatment both of groups, for experimental group were treated by circ, for control group was treated by cbi. finally, both of groups were given the post-test to know the result of research. data descriptive of experimental group: the results of data analysis show the highest score were 75 and the lowest score were 55. the mean score were 22, the mode was 63,82, median was 59,78, range was 20 and standard deviation was 7,34. data descriptive of control group: the result of data analysis shows at the highest score was 75 and the lowest score was 50. the mean score was 11,6 the mode was 62,35 median was 73,5, range was 25 and standard deviation was 7,44. discussion before continued we back to johnson (2008: 3), defines reading is the practice of using text to create meaning. from the definition of reading, circ and cbi above, we might say that in learning exactly in reading, reader not only try to be able to read the text but they also more easily to get information in the text by group study. so that the writer were tried to applied cooperative integrated reading and composition (circ) and content based instruction (cbi) in teaching reading. because according to slavin (1995: 104), circ is a comprehensive method for teaching reading, writing and language arts in the upper elementary grades. and according to nunan (1999: 304), cbi is a method to the teaching of language in which students are taught their regular school subjects, such as science, history, and math, through the target language. on the previous chapter, the writer proposed thee research question. that first was stated “how is the students` score in reading taught by using circ method?” second was stated “how is the students` score in reading taught by using content based instruction (cbi) method?” and the last was stated “is any different effect between circ and contend based instruction?”. after computing the result of the data in this study, it was found that circ has dominant effect toward student’s score in reading then cbi. it showed that the mean score of experimental group was higher than control group. the mean score of experimental group was 22, and the mean score of control group was 11,6 (22 ≥ 11,6). further, the result of calculating t-test was higher than t table, the result of t-test was 1,890, while the result of t table was 1,677 (1,890 ≥ 1,677). the data showed that the used of circ and cbi not only giving the effect of the students’ score in learning reading but also their comprehension in descriptive text. but the class taught by circ methods the students get score more highest then class taught by cbi methods, because the students more understand when the teacher applied circ methods in the classroom. based on the lesson plan, students learn not only learn for understanding but also involving other activities such as listening to the teacher and discussed with their group member. in this matter, students gain understanding of reading through supported activities that strength then their ability to acquire knowledge. based on the teaching and learning activities that has done by the writer, it could be stated that students enjoyed the used of circ and cbi methods allowed students to work in journal of languages and language teaching, vol. 4 no.1, mei 2016 5 team which make students open mindedly to figure out what are in their mind and share each other and they were not clumsy anymore such they done with the teacher. based on the result above, the writer concluded that circ and cbi method has different effect in students scored in reading comprehension. therefore, alternative hypothesis was accepted and null hypothesis was rejected. conclusion and suggestions conclusions based on the statement of the problem on previous chapter, the first was stated “how is the circ methods used by students reading?” second was stated “how is the cbi methods used by students reading?” and the last was stated “is there any different influence between circ and cbi?”. based on the data, the writer found that circ method was appropriate for learning reading then cbi methods. there were some points that the writer took toward the advantage of using circ method in learning reading. first circ method helped students to understand and knowing the meaning of the text especially descriptive text. second, it helped students to be more active in the class. third, students were given the opportunities to participate in the discussion because they work in cooperatively. through the research, it can be concluded that circ and cbi method can be used in learning reading but dominant method is circ method. it was found that t-test was 1,890 with t-table degree of freedom (df) 50-2 = 48 was 1,677. it was showed that t-test value was highest than t-table value. it means that null hypothesis (ho) was rejected because t-table was lower value than t-test. therefore, alternative hypothesis (ha) was accepted because t-test is higher than t-table. it means there are any different influence between circ and cbi methods in teaching reading. suggestions the teacher has to make new innovation in teaching especially for teaching reading, so the students did not feel bored. the teacher should make the students interested to learn english and also make the students more creative to learn english. the teacher can create a fun condition in the class by using circ method in learning reading. the writer hopes that the students’ participation is more active in teaching learning process in the classroom and every student should improve their knowledge to comprehend the ideas of the text. the writer hopes that the result of this study can be useful for the next researcher who are interested in english and for who wants to conduct further research about the use circ and cbi. the writer gave benefits and contribution to the educational development and the writer was know where is the best methods between circ and cbi for teaching the students in reading skill. reference arikunto, suharsini.2010. prosedur penelitiansuatu pendekatan praktek. jakarta: rineka cipta brinton, d. m. m. a. snow & m. b. wesche. 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(1985). the input hypothesis: issues and implications. london: longman leaver, b. l. & s. b. stryker. (1989). contentbased instruction for foreign language classroom. foreign language annals 22.3, 269–275. nunan, david. 1999. second language teaching & learning. baston: newbury house. richard, j. c. & t. s. rodgers. (2001). approaches and methods in language teaching (2nd ed). cambridge: cambridge university press. ruby yang, c. c. (2009). theme-based teaching in an english course for primary esl students in hong kong. electronic journal of foreign language teaching 6.2, 161–176. savignon, s. (1983). communicative competence: theory and classroom practice. (2nd ed.) reading, ma: addison-wesley. short, d. j. (1993). assessing integrated language and content instruction. tesol quarterly 27.4, 627–656. slavin, robert. 2005. cooperative learning. bandung : nusa media stoller, f. (2002). project work: a means to promote language and content. in j.c.richards & w. a. renandya (eds.), methodology in language teaching: an anthology of current practice. cambridge: cambridge university press, 107–119. sudijono, anas. 2007.pengantar statistik pendidikan. jakarta: pt.raja grafindo persada. sugiyono. 2014. metodepenelitianpendidikan (pendekatankuantitatif, kualiatif, dan r&d). bandung: alfabeta, cv. suharso, puguh. 2009. metode penelitian kuantitative untuk bisnis. jakarta : pt. malma printindo wesche, m. (1993). discipline-based approaches to language study: research issues and outcomes. in m. kruger & f. ryan (eds.), language and content: discipline and content-based approaches to language study. lexington, ma: dc heath. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5814 jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 123 can social media-style fanfiction stories enrich students’ narrative writing mastery? 1muhamad sofian hadi, 1*aliya nafisa karyadi 1english language education, fip, muhammadiyah university of jakarta, indonesia *corresponding author email: naliya3103@gmail.com article info abstract article history received: september 2022 revised: october 2022 published: january 2023 with the rise of pop culture, social media-style fanfiction is a new style of fanfiction that are mostly read by students. however, students still find it hard to write narrative stories. this study is aimed at enhancing students’ narrative writing skills by employing social media-style fanfiction stories as learning media. the design of the study is a pre-experimental design with one-group pretest and post-test design. the samples of the study were 30 students from the eleventh grade of sma negeri 5 depok. the data were collected using pre-test, treatment, and post-test and the data were calculated using a paired sample t-test to see the significant difference. based on the data analysis, the findings showed that the students’ narrative writing skills were improved after using social mediastyle fanfiction as a learning media. in learning processes, students are involved in various writing activities such as practicing writing topic sentences, supporting sentences, and narrative features of narrative texts. it was proven with students’ writing achievement in the post-test. the score mean was increased from 66,58 to 81,04, and from the t-score it is -10,308 from t-table 2,045 which means that the hypothesis h1 is accepted. it can be concluded that the use of social media-style fanfiction story was able to enrich students’ narrative writing mastery at eleventh grade students. keywords writing skills; social media fanfiction; narrative writing; how to cite: hadi, m. s., & karyadi, a.n. (2023). can social media-style fanfiction stories enrich students’ narrative writing mastery?, jollt journal of languages and language teaching, 11(1), pp. 123-129. doi: https://doi.org/10.33394/jollt.v%vi%i.5814 introduction language is a type of human communication that conveys more than just linguistic information (verga & kotz, 2018; kazemian et al., 2021). it communicates goals and metamessages. therefore, language is a part of human behavior and it is required to learn in order to interact with, communicate with, and connect to others. speaking, listening, reading, and writing are four skills that underpinned students’ language use (fadli et al., 2022; ringotama et al., 2022). according to anwar et al. (2021), receptive and productive skills are needed by students as their linguistic talents. these two categories should be acquired with serious learning process (irawan et al., 2022; hidayatullah & haerazi, 2022). the ability to extract meaning from a discourse is known as receptive skills, and the ability to create one's own language is known as productive skills. receptive language learning includes activities like reading and listening. conversely, the productive skills in language learning are speaking and writing (salimian-riazi & yazdani, 2022). writing proficiency is a critical skill for success in both the professional and social spheres as well as a vital instrument for academic performance (grenner, et al, 2020; rachmaida & mutiarani, 2022). writing, however, is a lot more difficult than other language abilities. some english educators and researchers argue that writing process is a cognitively demanding ability that necessitates a high level of comprehension and knowledge (dari et al., 2022). activities to write about anything is to comprehend it (syrja, 2011; erickson, 2022). therefore, a crucial component of acquiring literacy in any language is learning how to write. january 2023. vol.11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 123-129 https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& hadi & karyadi can social media-style … … jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 124 in teaching and learning writing skills, most students detest writing because since it lasts longer than speaking proficiency, it appears to be a threat to kids, the insufficient language proficiency that students possess, students believe that written communication must be grammatically accurate, and students believe that formal accuracy must be attained on the first try (ali & ramana, 2018; lating, 2022). another study revealed that over half of respondents (448.65%) lacked grasp of the general structure of the text itself, and around a third of participants (37.14%) experienced difficulties structuring their messages. the average response rate of 77.84% reveals how tough vocabulary is for students, while the average response rate for grammar issues is only 44.86% (alisha, 2019; wismanto et al., 2022). students may find it challenging to improve their writing and creative skills due to a lack of understanding. another concern is that, if these issues persist, students' chances of improving their writing abilities are very slim, and they feel as though writing is a burden. it is necessary to develop strategies to address these issues. one of them is to offer students engaging educational content, in this case through the use of social media-style fanfiction. different people defined fanfiction differently. fanfiction is a term for amateur creative works that incorporate characters from tv series, movies, and popular culture (cai, 2018). another definition of fanfiction is "creative writing produced by fans based upon the narrative lines and characters from a "canon" of a certain fictional work" (cai, 2018; jones, 2015). teenagers, particularly high school students, are becoming more interested in reading this type of fanfiction known as the social media fanfiction due to the popularity of japanese animanga (combination of anime and manga) and the k-pop industry. in essence, it is fanfiction that conveys a story using phony chats or social media accounts. in general, social media fanfiction is still regarded as fiction only when it takes the form of screenshots of fictitious chats. in k-pop fanfiction, for example, bts fanfiction, the bts members are commonly depicted as texting, tweeting, or chatting in groups with one another. additionally, rouse noted that social media fanfictions, sometimes known as social media aus, evolved from chat fics and text fics, which can be written as text messages or narrated passages (rouse, 2020). in light of the mentioned context and issue, the researcher made the decision to carry out a study with the working title "can social media-style fanfiction stories enrich student's narrative writing mastery?", with the research aim to determine whether utilizing social media-style fanfiction stories demonstrate evidence on how the media significantly enrich students’ narrative writing mastery. research method research design to determine whether social media-style fanfiction affects students' writing abilities, the author of this study employed a quantitative research methodology. the quantitative research approach works to measure and analyze variables in order to obtain results (apuke, 2017). the quantitative approach, according to apuke, also applies numerical data to questions by applying statistical methods. a quantitative method can be employed with an experimental strategy, which typically encompasses a wide range of study designs. the pre-experimental design with one-group pre-test and post-test research type was used in this study. although there was no control class employed, this approach adheres to experimental design principles and uses pre-test, treatment, and post-test as its three main components (cash, et. al, 2016). there were no control class because the researcher only used one group of students. as mentioned by apuke (2017), citing from fraser health authority (2011 : 20), “a variable is a property or characteristic of things that vary in both quality and quantity”. meaning that a variable is something that a researcher can control for rather than just something to measure. a dependent variable is one that depends on an independent variable, hadi & karyadi can social media-style … … jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 125 whereas an independent variable is the variable that is being the cause and the variable that is being modified that has an effect on the experiment. fanfiction in the style of social media is an independent variable x. meanwhile the dependent element y is the students' ability to write narratives. population and sample population is the entire group of people who are being observed (hadi, 2015). the population is only as large as the number of individuals who share at least one attribute. students in the 11th grade at sma negeri 5 depok made up the study's population. there were 171 students in the 11th grade overall. samples are included in the population. a sample is a group of individuals whose size is below the whole population (hadi, 2015). a sample must share at least one characteristic with the population. in this study, the researcher used only one class, with a total of 30 students, as a sample for observation. instruments data in a study must be reliable. consequently, a research project requires the use of an instrument. tthe instrument of this study uses writing test to gain the students’ scores and achievement. the writing test used an essay based test in which the students were asked to write a narrative text. this test was carried out during the pre-test session and the post-test session. before giving them treatments about social media-style fanfiction stories, the students’ narrative writing skills needed to be determined. hence why the test was done on the pre-test session. the writing assessment has four focus, that are the writing content, the grammar, the vocabulary, and the writing mechanic. after finding out the score, the students are divided into four levels, namely poor, fair, good, and excellent. data analysis to analyze the data, the achievement from the students’ score result from the pre-test and post-test are used. descriptive and statistical analysis are used in analyzing the data. where the descriptive analysis focus on finding out the mean, median, and mode of the scores. the scores are collected using a writing test at the pre-test and post-test portion of the research. whereas the statistical analysis is carried out by using a paired sample t-test as a measure to test the significance of the students’ scores. the data are calculated using a manual calculation and spss. to conlcude, the researcher tested the t-score whether they are greater than the t-table value, and at the end, determining result from the hypothesis if the students’ score can enrich after using social media fanfiction story from prior and post treatment or not. based on the result, the t-score is higher than the t-table. research findings and discussion research findings this section explains the data that are collected after conducting a research at sma negeri 5 depok during the 2022/2023 academic year. the sample of the study is one experimental class with 30 students. prior to implementing social media-style fanfiction story in the learning process, the students' ability to compose narrative text was tested as part of the pre-learning process. the findings of the post-test will also demonstrate whether the students' writing skills have improved as a result of employing fan fiction stories in the style of those seen on social media. table 1 students’ pre-test writing skills writing skill level total number of student total number of students (%) poor 0 0 fair 27 90% good 3 10% excellent 0 0 hadi & karyadi can social media-style … … jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 126 for this research, social media-style fanfiction is used as a media to enhance the students’ writing skills. the fiction format that social media-style fanfiction use is a fake chat/fake social media format, where characters are build and have a texting relationship with other characters. with this, it is easier for students to write sentences and eventually a story after reading social media-style fanfiction because of the relatable interface. table 1 shows that the majority of the students were categorized as fair, with 27 students (90%) out of the total students of 30 who fell in this category. followed by the students who were categorized as good with only 3 students out of 30 (10%). however, in the post-test session, the result is shown differently. it is seen that the post-test result showed the enhancement of students’ scores. the result is shown in the table 2 as follows. table 2 students’ post-test writing skills writing skill level total number of student total number of students (%) poor 0 0 fair 0 0 good 20 66,7% excellent 10 33,3% figure 1. pre-test and post-test comparison diagram the contrast between the pre-test and the post-test is displayed in chart form in figure 1 above. the blue box displays the pre-test, while the orange box displays the post-test. to ascertain whether there was a meaningful difference in the students' writing skill scores between the preand post-test, the researcher used a t-test to evaluate the score data. the researcher starts by calculating the t-table value. based on the result of the students’ pre-test and post-test above, the researcher then calculated the result to determine the effect of using social media-style fan fiction on students’ writing skill. the t-score is -10,308 according to the calculations above. this indicates that the t-score -10,308 and table -2,045 using the formula gives a conclusion that social media-style fanfiction stories enrich students’ writing skill and have a positive result for students of sma negeri 5 depok. discussion this research aims to find out whether using social media-style fanfiction can enrich students’ narrative writing mastery. in the research, students are provided a learning media namely social media-style fanfiction story. teenagers, particularly high school students, are becoming more interested in reading this type of fanfiction known as the social media fanfiction due to the popularity of japanese animanga (combination of anime and manga) and the k-pop industry. writing fanfiction makes it much easier for us to understand the 0 10 20 30 poor fair good excellent pre-test post-test hadi & karyadi can social media-style … … jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 127 character's thoughts and feelings than watching a movie (which the technique that is commonly used is voiceovers). because fanfiction writers are fascinated with writing from different points of view, the language they use focuses on narrative point of view, coppa (2017). coppa also stated that authors can concentrate on character development and that fanfiction can let us see into the character's head and emotions. to be able to enrich writing skills, one should apply an interesting strategy. according to yeung (2016), learning strategies are specific actions, behaviors, processes, or methods that students use to increase their own competency in a second or foreign language. this indicates that having an effective teaching technique for writing can aid students in improving their abilities. additionally, if the process of teaching writing is done well, both students and teachers may notice an improvement in their academic performance. the researchers see social media-style fanfiction as a new strategy to build interest and eventually enrich students’ narrative writing skill. duffett (2013) stated that fanfiction allows the member of the community to relatively have deep positive emotional conviction about someone or something famous. after reading the social media-style fanfiction, readers would usually have many interpretations about the story, which can be seen as a way for students to be creative. with the format being fake-chats it can motivate students and make their reading and writing experience more enjoyable. in this research, students are asked to read a fanfiction story in a form of social media and fake chats. students are also asked to write a narration based on the story they read. it is to facilitate students with building students’ knowledge of the text before writing activities (hanan et al., 2022; kazemian et al., 2022). this was done in the post-test portion of the research. pre-test and post-test were utilized to collect all the data for this study, and a paired sample t-test was employed to determine the results. the data description makes clear that there is a considerable difference in the results of the two tests that were conducted. the researcher provided the data interpretation to the significant value based on the statistical calculation made using the formula. this study's significant level was 0,05 and its significant value was 0.000. the df was 29, the t-table was -2,045, and the outcome of the t-test was 10,308. h0 is rejected since the data's outcome was negative, and h1 is approved because tscore t-table = -10,308 -2,045 (influential). this indicates that the test results of the students before and after they were taught using social media-style fanfiction differ. the social media-style fanfiction can thereby enrich students’ writing skills in composing narrative texts. the students' scores before and after consuming fan fiction written in the style of social media show a substantial change. in comparison to their pre-test score, the pupils' post-test score (81,04) is greater (66,58). with the significance score of 0.05 or 5%, the social media-style fan fiction stories have an effect on enhancing the writing skills of sman 5 depok students in grade 11. conclusion after conducting the research, the conclusion therefore showed that the employment of social media-style fanfiction had a substantial impact on the students' knowledge of narrative writing. fan fiction written for social media can improve pupils' writing abilities.because the students were able to improve their writing after being provided an engaging medium and entertaining topics to write about, the utilization of social media-style fan fiction stories in the teaching and learning process had a positive effect on the students' grades in narrative writing. this is explained by the fact that the students can emphasize their own words and narratives by drawing on the examples supplied in the stories. the social media-style fan fiction story is very helpful for their narrative writing practices and may be used to enhance their grammar and writing mechanics, in accordance with the explanation of the data above. kids' learning is enhanced in this way. as a result, utilizing fanfiction in the style of social media, people can improve their story writing. hadi & karyadi can social media-style … … jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 128 references ali, s.s., ramana, vsv laksmi. 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(2022). developing an instruction model for news writing based on the cooperatif type group investigation strategy. journal of languages and language teaching, 10(2), 174. https://doi.org/10.33394/jollt.v10i2.4956 https://doi.org/10.36312/jolls.v1i1.499 https://doi.org/10.33394/jollt.v10i3.5328 https://doi.org/10.33394/jollt.v10i4.5766 https://doi.org/10.33394/jollt.v10i4.5621 https://doi.org/10.33394/jollt.v10i4.6133 https://doi.org/10.1080/23273798.2018.1506886 https://doi.org/10.5539/elt.v9n8p122 https://doi.org/10.33394/jollt.v10i2.4956 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4989 april 2022. vol. 10, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 266-275 jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 266 students’ perceptionof total physical response method in teaching english vocabulary at ban nonsawan school, thailand 1,2putri amara dzurotul ilmi, 1khoirul anwar 1english education department, university of muhammadiyah gresik, indonesia 2corresponding author email: putriamaradzurotulilmi@gmail.com article info abstract article history received: february 2022 revised: march 2022 published: april 2022 when the teacher teach vocabulary about body parts in class, they use rhythm and movement to make students understand each body name. that is called the total physical response (tpr) method. this study aims to investigate the student’s perception on total physical response (tpr) method as a technique in teaching english vocabulary. the research study used a qualitative descriptive method. to achieve the research objectives, the data was taken from two sources: questionnaire and interview in eighth graders at a secondary school in loei, thailand, namely ban nonsawan school. an overall, 30 students were involved in the study. the results obtained reveal that total physical response technique allows students to study harder and easier in learning english vocabulary. in addition, the result showed some improvement on get a new vocabulary with this technique. moreover, the data showed that there were some benefits of total physical response method: 1. develop students’ speaking abilities and vocabulary mastery, 2. increase student participation in class, 3. having a fun learning atmosphere. keywords total physical response; vocabulary; students’ perception; how to cite: ilmi, p. a. d., & anwar, k. (2022). students’ perception of total physical response method in teaching english vocabulary at ban nonsawan school, thailand. jollt journal of languages and language teaching, 10(2), pp. 266-275. doi: https://doi.org/10.33394/jollt.v%vi%i.4989 introduction so far, teachers at ban nonsawan school in loei, thailand have had difficulty teaching english to students at school when pandemic took place. one of them is because the method used is not suitable (widodo, 2005). this discrepancy will have an impact on aspects of students' english skills, one of which is their vocabulary. lack of vocabulary can be an important factor underlying the school failure of disadvantaged students (folse, 2008). therefore, learning methods in english need to be improved to improve students' vocabulary mastery. because, the more languages a person can use, the more opportunities they must work and live (kubota, 2011). furthermore (nunan, 2003) states that in the world of business, industry, and government, workers are expected to immediately improve their english language skills. that way, parents who want their children to get english language teaching as early as possible to get benefits for future academic and career goals (sad, 2010). all children under normal conditions have the mental ability to interact in a foreign language, but it is necessary to develop features of grammar, phonetics, conventions, alphabet, and vocabulary (li chen, 2010). however, in english as a foreign language, language learning for students starts from mastering vocabulary. learning vocabulary is an important stage in learning a language. the more words foreign language learners know, the more they will be able to understand what they hear and read and the better they will be able to say what they want to express when speaking or writing. but it happens that sometimes students have problems to memorize and internalize vocabulary with difficulty and in a very https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:putriamaradzurotulilmi@gmail.com ilmi and anwar students’ perception of total ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 267 slow way. this also happened at ban nonsawan school, where foreign language students had problems in learning activities. in learning english, vocabulary is the basic of learning that must be mastered by students. some students find it difficult to memorize english vocabulary because they are not interested and rarely use the vocabulary in their daily life. vocabulary produces language which plays a fundamental role in communication. thus, vocabulary has an important role in communication with the community (hatch and brown, 1995). vocabulary plays an important role for language skills (listening, speaking, reading, writing). in addition, vocabulary is a basic level of learning in learning foreign languages (cameron, 2001). that is, learning vocabulary is very important as a basic need to get a new language. especially in this difficult situation, teachers cannot interact directly with students and only rely on existing technology. on the other hand, many students’ have difficulty in learning vocabulary. vocabulary teaching is one of the most important components in language classes, especially in english. the main problem in teaching and learning vocabulary is the technique in teaching vocabulary that is less varied. in the eighth grade at ban nonsawan school, the teacher teach vocabulary based on the material for the day, then translates the meanings one by one. after that, the teacher reads the vocabulary, and the students repeat what the teacher said. this activity was repeated at the next meeting and was carried out through virtual learning. students sometimes feel bored when learning english because they think english is difficult to learn. in fact, students are reluctant to respond to what the teacher says in the classroom during virtual learning. this must be overcome, that vocabulary learning must provide a more comfortable atmosphere for students. what's more, the current situation hindered by the pandemic, requires them to study from home or take part in virtual learning. the application of a risky method carried out during the pandemic also triggered a lack of knowledge gained by students in learning english as their foreign language. to solve this problem, the researcher used a kind of technique in teaching english vocabulary. that technique is total physical respond (tpr) to help students learning english vocabulary easily. teaching vocabulary through total physical response (tpr) is one way to teach vocabulary to students in a directed manner. (pribilova, 2006) states that in teaching new words in a foreign language, a teacher should consider that young learners are still building their first language vocabulary and are still in the process of acquiring and organizing concepts of learning english vocabulary. through the total physical response (tpr) method, it is hoped that it will motivate students to have a high response in learning foreign languages, have discipline and find new words. because by doing so, it will force students to look for new words and guess them, even they can appear in front of the class with confidence. to find the meaning of words from various vocabularies, the teacher will first provide a list of vocabulary words and their meanings, then ask students to memorize them. total physical response (tpr) method was first proposed by (james asher, 1968). in total physical response, physical movement is used in response to what students hear from the teacher's speech. in other words, total physical response (tpr) is a physical movement that occurs from an instruction that occurs in the learning process that forms social interaction. according to (richard and rodgers, 2001) total physical response is a language teaching method build around the coordination of speech and action; he tries to each language through physical activity (motor). therefore, there is a relationship between motor development and language development as the basis for mastering foreign languages. previously, ban nonsawan school, loei, thailand had never used physical learning. however, it is more of a direct method of teaching, namely by providing material explanations and a little discussion without involving meaningful activities to the students. lesson designs that incorporate physical activity are suitable for teaching vocabulary to the ilmi and anwar students’ perception of total ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 268 students, and methods such as total physical response (tpr) developed by (james asher, 1968) in which learners physically respond to verbal commands, can help to introduce english vocabulary to young children. as children build social communication systems using their imaginations, experimenting with ideas, developing kinesthetics and creating a sense of control over their world in a stress-free environment. according to (larsen & freeman, 2000) states that the total physical response (tpr) method applied by the teacher aims to create a comfortable atmosphere so that students can enjoy learning and can learn to communicate in foreign languages well. this is because the method is a very easy to apply in language teaching and contains elements of gestures so that it can relieve students' stress in language learning, especially when learning a foreign language, in this case english during virtual learning. total physical response (tpr) supports children's cognitive development thereby stimulating all their senses, imagination, and creativity. with this technique, children use physical and mental energy productively, while facilitating the development of language and social skills such as cooperation, negotiating, competing, and following rules. in fact, students at ban nonsawan school need vocabulary to support themselves to produce sentences that can be understood by others. that's why vocabulary is so important to master. (harmer, 2001) argues that "if the structure of language forms the framework of language, it is vocabulary that provides vital organs and flesh". for that, students must expand their vocabulary in order to communicate with others. in addition, (aminudin, 2009) assessed that the method that is suitable for children in learning vocabulary is total physical response (tpr). thus, these efl students in loei, thailand can improve their vocabulary mastery through the application of the total physical response method. the total physical response (tpr) method has many advantages. (widodo, 2005) have gathered the advantages of the tpr method. the first is a successful teaching method that can be used for both children and adults. this means that this method can be used for secondary school students. second, it's very easy to remember. this can help students to remember phrases or words in english. third, it is very fun, students enjoy applying this method in their vocabulary mastery. it can really increase the speed and mood in learning. fourth, they can make teaching more enjoyable for both teachers and students. fifth, suitable for students who are required to be active in class. for example, in this situation students find it difficult to express themselves in class because they can only meet in virtual learning. sixth, no matter how many students are involved, as long as the teacher is ready to lead, the students will follow. seventh, this method can also be used in mixed ability classes. physical actions and pictures enable all learners to understand a foreign language effectively. eighth, effective for young learners. and lastly, the tpr method requires coordination of both the right and left hemispheres of the human brain. based on the research background that has been stated above, the formulation of the problem in this study is how is the students' perception toward total physical response (tpr) method in teaching english vocabulary? researchers in a similar field of interest may benefit from the results of this research to conduct subsequent research in the future. research method research design the method used in this study is a descriptive qualitative research method. this method was chosen because the research will present a description about the students’ perception toward total physical response (tpr) method in teaching english vocabulary and at the end build a conclusion based on the data gained. this research study was conducted in a natural setting and discussed the behavior patterns of participants regarding performance and perceptions of the use of the total physical response method. in addition, (creswell, 2006) ilmi and anwar students’ perception of total ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 269 considers descriptive research methods to obtain information about current conditions and to assess hypotheses or questions regarding the current research situation. in addition, to determine student perception to the use of the tpr method, the researcher applied a qualitative research approach by conducting interview. with the aim of obtaining information from the opinions and feelings of participants and drawing reliable conclusions. population and sample based on (mcmilan, 2001), the sample can be selected from a larger group or persons, identified as the population or it can simply refer to the group or subjects from whom data are collected (even though the subjects are not selected for the population). the population in this study were eighth grade students at one of the secondary schools in loei, thailand, namely ban nonsawan school. the sample of this study was 30 students from academic year 20202021. instruments the researcher used questionnaire and interview to collect the data. in the research, questionnaire was used to obtain the information about students’ perception toward tpr method in teaching english vocabulary. this questionnaire is designed for eighth grade students. the questionnaire contains 15 questions with suggested answers for each question. interview was used to obtain the supporting data for the research could not get enough questionnaire. interview were conducted with students in the eighth grade of secondary school at ban nonsawan school. interview focused on how students learn vocabulary using the tpr method in learning. data analysis the data analysis in this qualitative research uses narrative discussion by describing in detail the findings or results of the research and summarizing them to find out how deep the results of this study are. questionnaire is a form utilized in a survey design that respondents in research entire and go back to the writer. the respondent chooses answers to question and substances basic personal or demographic statistics. processing the records using statistics percentage through making tables in column. then, interviews were conducted after all students answered the questionnaire. this was done to determine students' perceptions of tpr method in the teaching vocabulary. (alwasiah, 2009) argues that the interview was conducted to get the depth of the research subject. in in-depth interviews, the person being studied can obtain more information about the topic than the students regarding their responses by using the tpr method. questions in the interview have been modified based on (richard & rodgers, 2001) tpr is a teaching method based on the coordination of language speaking and action, it is an effort to each language through physical activity. research findings and discussion research findings the researcher decided that table to three components in every category and the questionnaire included fifteen question and handled classroom interaction. these questionnaires have been added to the students, one sheet questionnaire for one student. the first part of the questionnaire is students’ perceptions of tpr activities in virtual classrooms while learning english vocabulary. the questions in this section are divided into five questions. all students are interested in learning english vocabulary combined with the tpr method. they are enjoying in learning english, increasing participation in class activities, and for the teacher to be able to implement english learning techniques with this method and for students to improve their vocabulary learning. the results on the table have a good response to achievement for students as well as teachers. ilmi and anwar students’ perception of total ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 270 table 1 students’ perception toward tpr activity number question strongly agree agree disagree strongly disagree 1 i feel easy learning with this method 40% 60% 2 i understand lessons more quickly using this technique 53,3% 46,7% 3 i feel enjoy and active learning with this method 43,3% 53,3% 3,3% 4 i get new information through this method 56,7% 43,3% 5 i love learning vocabulary by using this method 36,7% 63,3% from table 1 above, the first question received a good response from students with a total of 40% strongly agree and 60% agree, that they find it easy to learn using the tpr method. question number two got answers 53.3% strongly agree and 46.7% agree, that they can understand faster by using this method. then for question number three, students answered strongly agree 43.3%, agree 53.3%, and 3.3% answered disagree. when viewed from the results, there is one student who feels less enjoy learning with this method. however, most students feel they enjoy and actively participate in learning using this method. furthermore, for question number four, students answered strongly agree 56.7% and agree 43.3%. these results indicate that students obtain new information from this method. finally, question number five obtained 36.7% strongly agree and 63.3% agree that students stated that learning vocabulary using this method was fun. so, it can be said that the tpr method received a good response from the perspective of students at the ban nonsawan school. the students stated that learning vocabulary with this method was very easy and fun to do in virtual meetings. the second part of the questionnaire is the perception about the benefit of tpr method during virtual meeting while learning english vocabulary. the questions in this section are divided into five questions. all students are response actively about the combined tpr method for teaching english vocabulary. they are also giving a good opinion for this method. table 2 students’ perception toward the benefit of tpr number question strongly agree agree disagree strongly disagree 6 i can get more information using this method 50% 50% 7 i can learn the material through this method 26,7% 73,3% 8 i feel happy to learn through this method 56,7% 33,3% 10% 9 i can learn quickly and easily 46,7% 53,3% 10 i am motivated to learn vocabulary through this method 66,7% 33,3% ilmi and anwar students’ perception of total ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 271 from table 2 above, students answering question number six get balanced results, namely 50% strongly agree and 50% agree. this means that ban nonsawan school students get a lot of information by using this tpr method. because it is known that they have never used any other method besides the direct method in learning vocabulary. some students find this method. furthermore, question number seven, obtained 26.7% strongly agree and 73.3% agree to learn the material using this method. although learning is done in virtual meetings, students can follow the lesson well using this method. for question number eight, 56.7% students answered strongly agree, 33.3% and three students, namely 10% disagreed, felt happy to learn using this method. some students were satisfied with learning to use this method, but there were three students who stated that they were not happy using this method. the researcher found several opinions from students stating that "i like learning english vocabulary, but it would be better if it could be done with face-to-face" other opinions such as "it is very fun to use this method, but i am late in learning because of network problems" and "learning with this method reduces my stress a bit from the pandemic and i get some exciting new information.” then, students who answered question number nine strongly agreed 46.7%% and agreed 53.3%. the students stated that they could learn vocabulary quickly and easily using this method. this method provides good benefits for students' interest in learning english vocabulary. where learning english is not easy for students who use english as their second language. finally, students answered question number ten strongly agree 66.7%% and agree 33.3%. stating that they feel motivated by learning vocabulary with this method. the students said they got the power to search for new vocabulary in learning english. the third part of the questionnaire is the perception about the weakness of tpr method during virtual meeting while learning english vocabulary. the questions in this section are divided into five questions. generally, the students are liked learning with this method. the result showed by students’ response in this questionnaire. table 3 students’ perception toward the weakness of tpr number question strongly agree agree disagree strongly disagree 11 i do not understand when i learn through this method 53,3% 46,7% 12 this method is less fit to use at the time of learning 56,7% 43,3% 13 i feel bored quickly 3,3% 30% 66,7% 14 i prefer learning by way of discussions, lectures etc., rather than using this method 6,7% 53,3% 40% 15 i can’t improve my learning ability through this method 43,3% 56,7% from table 3 above, question number eleven got 53.3% disagree and 46.7% strongly disagree that students did not understand the material using this tpr method. overall, students can understand the material well with this method even though it is done with a virtual meeting. question number twelve disagreed 56.7% and strongly disagreed 43.3% on the statement that the tpr method was not suitable for use when learning english vocabulary. the students claim that with this method they use new vocabulary and combine their old vocabulary in their daily life. they also said that they became confident in using english vocabulary. next question number thirteen got a significant answer from the students. students answered agree 3.3%, disagree 30% and strongly disagree 93.33%. students who ilmi and anwar students’ perception of total ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 272 answered agree stated that "i feel bored when learning vocabulary." however, most of the students were happy and active when learning with this method. then for question number fourteen students answered agree 6.7%, disagree 53.3% and strongly disagree 40% that they prefer learning english vocabulary using this method. however, there were two students who claimed that they preferred to use their old methods such as the direct method and discussion. finally, for question number fifteen, students answered 43.3% disagree and strongly disagree 56.7% which stated that they could not improve their vocabulary when learning with the tpr method. however, the students' answers were very surprising. most of them said that they could improve their english vocabulary using the tpr method. based on the results of respondents on the use of the total physical response method in teaching vocabulary at ban nonsawan school, loei, thailand, the researchers attempted to provide supporting data in the form of interviews conducted one-on-one through virtual meetings with eighth grade students at ban nonsawan school. from the results of this interview, the researcher got several important points in using the tpr method in teaching english vocabulary. what do you think about the total physical response method? based on the interviews obtained, the tpr method is a very important method for students in improving their english vocabulary mastery and provides benefits for the development and application of learning for teachers at ban nonsawan school. how is the application of the tpr method in the learning process? some students answered that the application of the tpr method which was carried out in a virtual meeting was quite satisfactory. the students are not easily bored following the lesson in front of a computer screen for one hour because learning with this method involves their physical and motoric movements in imitating what is instructed by the teacher. the tpr method also helps students think critically and seek new information or insights about english vocabulary. so, this method encourages students in their learning process even in a pandemic situation. do you feel the tpr method has changed your learning patterns? the tpr method can improve students' critical thinking processes and awaken their motor system to perform instructions on objects and others. the next question that researchers want to know is the impact of the tpr method. what is the impact of using the tpr method on improving your vocabulary? the students learn vocabulary better than before. they claim that this method aroused their interest in learning english more than ever before. the students admitted that before the implementation of this method, learning english was difficult for them to understand. however, after applying this method, the students became motivated to learn english. the students also said that they enjoyed following the teacher's fun instructions while teaching them. teaching and learning activities are not boring even though it is only done in virtual meetings. discussion most students claim that the total physical response method is appropriate for second language learners. according to (evan, 2011), the tpr method was first introduced by asher, a professor at san josé state university who was inspired by how children learn their first language by responding using physical responses through commands. asher initiated tpr when he was curious as to why so many people find it so difficult to learn a second language but almost none have a hard time learning their first language (kennedy, 2000). as described in table 1, the students responded well to the learning activities using the tpr method. it was proven by them that they did not experience significant obstacles during the learning process. on the contrary, they become enthusiastic and actively participate in learning vocabulary with this method. then asher (as quoted from silver, adelman, & price, 2003) observed the characteristics of successful language learners, namely: good language learners achieve ilmi and anwar students’ perception of total ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 273 fluency more quickly when they are involved in situations where the meaning of spoken language is immediately felt and understood; they often begin their language learning by seeing the influence of language on actions and demonstrate their understanding by doing well in language-commanded tasks; they can focus on the meaning of a language as a whole rather than on grammar and progress more quickly when dealing with instruction from a language, and they progress rapidly when content involving english is clearly useful for use in the classroom and outside the classroom. in the description of the findings in table 2, the researcher obtained several important points such as; the application of the tpr method helps students to think critically so that they quickly understand the material. furthermore, students give answers that they are responsive to observing and physically responding to an action or teacher's instructions when learning takes place. for example, the teacher gives instructions such as “guys, can you read this?”, “put your hand in your head”, “shake your hand” and etc. furthermore, the tpr method also gives students motivation to learn more vocabulary and helps students confidently use the vocabulary in their daily life or in speaking in class. the habit of applying english conversation will help students learn new vocabulary and get new information. because previously, the teacher had never applied the habit of speaking using english to second language learners. therefore, asher found the answer that this was because the methods used by many teachers were not used when learners were learning their first language as well as the stress that is often found in a second language learning environment (kennedy, 2000; maroto, garrido, & fuentes). teachers at ban nonsawan school said that it was very difficult for them to teach with their lack of understanding in applying learning methods. they therefore imply that dr. asher decided to take a stress-free approach to second language learning as well as first language learning where the child learning the language responds physically to parental commands. this approach is then known as the tpr method which helps in teaching english vocabulary to students at ban nonsawan school. the existence of the tpr method can reduce various problems faced by teachers when they have to deal with pandemic situations that require them to only be able to meet face-to-face through virtual meetings. however, the students were not discouraged to learn even though they looked enthusiastic even though they could only meet face to face in front of the computer layer. as quoted in table 3, the researcher revealed that most of the students were able to improve their learning patterns by applying this method. the students said that actually learning english is easy and fun if done with the right approach. the tpr method is claimed to help students, especially at ban nonsawan school, in overcoming their stress during a pandemic situation. in other words, tpr is designed based on the way children learn their mother tongue (neupane, 2008). conclusion based on the results of data analysis and discussion obtained, it can be concluded that the total physical response method can be used properly in improving english vocabulary mastery for secondary school students who use english as their second language. moreover, the application of this tpr method to eighth grade students in thailand secondary school. this method has proven to be very suitable for vocabulary learning because it can be applied expressively with gestures. moreover, the conditions and situations that were hindered by the pandemic required that students and teachers could not meet face-to-face, resulting in teachers having to work extra hard to find the right method to apply in learning. the students claim to enjoy learning vocabulary with this method because it can reduce their stress when faced with difficult situations like this pandemic. the tpr method can motivate students to be interested in learning english vocabulary because this method is very entertaining for them. this is evidenced by their opinions and enthusiasm when learning activities are carried out with virtual meetings. ilmi and anwar students’ perception of total ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 274 acknowledgement this thesis could not be completed without the help and support of other parties. therefore, i would like to thank all those who have supported and provided the best comments on each page of this article. the researcher feels honored for his appreciation of this article. criticism and suggestions are needed for the perfection of this article. furthermore, the researcher hopes that this article will provide benefits and insights for the esteemed readers. references alwasilah, c. (2009). pokoknya kualitatif: dasar-dasar merancang dan melakukan penelitian kualitatif. jakarta: pustaka jaya. aminudin. (2009, february 8). teaching vocabulary through tpr method to children. aminudin wordpress. retrieved from 22 january 2022: http://aminudin241072.wordpress.com/2009/02/08/teaching-vocabulary-through-tprmethod-to-children/ asher, j. (1968). total physical response method for second language learning. san jose: san jose state collage. cameron, l. (2001). teaching languages to young learners. cambridge: cambridge university press. creswell, j. w., & plano clark, v. (2006). designing and conducting mixed methods research. thousand oaks, ca: sage. evan. (2011, january 10). total physical response. where are your keys. retrieved from 18 december 2021: https://whereareyourkeys.org/4-total-physical-response-tpr-top-20techniques-of-wayk/ folse. k. s. (2008). six vocabulary activities for the english language classroom. english teaching forum no 3. retrieved from 23 january 2022 http://exchanges.state.gov/englishteaching/forum/archives/docs/08-46-3-c.pdf freeman, & larsen. (2000). techniques and principles in language learning. newyork: oxford university press. harmer, j. (2001). the practice of english language teaching. new york: longman: pearson education. hatch, e and brown, c. (1995). vocabulary, semantics, and language education. cambridge: cambridge university press kennedy, a. (2000). total physical response: an innovative strategy for the second language classroom. retrieved from 16 january 2022 from http://www.southalabama.edu/coe/bset/dempsey/isd613/stuproj/summer00is/angelakenn edy.pdf kubota, r. (2011). questioning linguistic instrumentalism: english, neoliberalism, and language tests in japan. linguistics and education, 22(3), 248-260. doi: https://doi.org/10.1016/j.linged.2011.02.002 li, chen. (2010). application of total physical response in children’s esl education. retrieved 15 january 2022, from: https://minds.wisconsin.edu/bitstream/handle/1793/43593/chenli.pdf?isallowed=y&se quence=4 mcmillan, j., & schumacher, s (2001). research in education: a conceptual introduction. new york: longman. nunan, d. (2003). the impact of english as a global language on educational policies and practices in the asia-pacific region. tesol quarterly vol. 37, no. 4 p. 589 – 614. http://aminudin241072.wordpress.com/2009/02/08/teaching-vocabulary-through-tpr-method-to-children/ http://aminudin241072.wordpress.com/2009/02/08/teaching-vocabulary-through-tpr-method-to-children/ https://whereareyourkeys.org/4-total-physical-response-tpr-top-20-techniques-of-wayk/ https://whereareyourkeys.org/4-total-physical-response-tpr-top-20-techniques-of-wayk/ http://exchanges.state.gov/englishteaching/forum/archives/docs/08-46-3-c.pdf http://www.southalabama.edu/coe/bset/dempsey/isd613/stuproj/summer00is/angelakennedy.pdf http://www.southalabama.edu/coe/bset/dempsey/isd613/stuproj/summer00is/angelakennedy.pdf https://doi.org/10.1016/j.linged.2011.02.002 https://minds.wisconsin.edu/bitstream/handle/1793/43593/chenli.pdf?isallowed=y&sequence=4 https://minds.wisconsin.edu/bitstream/handle/1793/43593/chenli.pdf?isallowed=y&sequence=4 ilmi and anwar students’ perception of total ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 275 pribilova (2006). teaching vocabulary to young learners (thesis, masaryk university, 2006). retrieved from 18 december 2021, from: http://is.muni.cz/th/29895/pedf_b/final_thesis.pdf richard, j., & rodgers, t. (2001). approaches and methods in language teaching (1st edition). cambridge: cambridge university press. sad, s. n. (2010). theory–practice dichotomy: prospective teachers' evaluations about teaching english to young learners. journal of language and linguistic studies vol.6, no.2, october. silver, m., adelman, b., & price, e. (2003). total physical response: a curriculum for adults. retrieved from 16 january 2022, from http://www.springinstitute.org/files/tpr4.pdf widodo, h. p. (2005). teaching children using a total physical response (tpr) method: rethinking. bahasa dan seni, 33 (2), pp 235-238. http://is.muni.cz/th/29895/pedf_b/final_thesis.pdf http://www.springinstitute.org/files/tpr4.pdf jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5189 july 2022. vol. 10, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 453-460 jollt journal of languages and language teaching, july 2022. vol. 10, no.3 | 453 the influence of background knowledge on students’ translation results: an interlingual translation 1abdurrahman hi. usman, 2*suratman dahlan, 2abdulhalim daud, 3adi f. mahmud 1english lecturer, faculty of tarbiyah, institut agama islam negeri ternate, indonesia 2english lecturer, faculty of teacher training and education, universitas khairun ternate, indonesia 3english lecturer, faculty of science education, universitas muhammadiyah maluku utara, indonesia *corresponding author email: suratmandahlan@unkhair.ac.id. article info abstract article history received: may 2022 revised: june 2022 published: july 2022 this research aims to identify whether students’ background knowledge influenced the translated texts from the source language (sl) into the target language (tl). this research employs descriptive qualitative method design throught the use of semi-structured interviews and observation in one of the state universities in east indonesia. the participants in this research included 30 students. the documents as students' target texts were used as primary data and the transcripts of semi-structured interviews were used as supporting data. to analyse the data, the researchers used qualitative ways. data condensation, data display, and conclusion drawing or verification were used to reveal students’ background knowledge of translation. the data showed that most of the students need background knowledge in the translation of source language into the target language. these reasons confirm that there is a close relationship between background knowledge and translation. it means that in an interlingual translation, even if translators are bilinguals and master the grammar of a language, background knowledge of a text should also be dominated. moreover, background knowledge is not a single problem for translators, there are also other problems that were found in students’ translation namely new words, complex sentences, reading comprehension, and expression in the target language. keywords interlingual tanslation; translation; background knowledge; how to cite: usman, a.h., dahlan, s., daud, a., & mahmud, a. f. (2022). the influence of background knowledge on students’ translation results: an interlingual translation, jollt journal of languages and language teaching, 10(3), pp. 453-460. doi: https://doi.org/10.33394/jollt.v%vi%i.5189 introduction the translation is a transfer process that aims to transform a written source language (sl) text into an optimally equivalent target language (tl) text. while a translator needs to have a flair and a feel for his/her knowledge and own language. in translating text from english into bahasa indonesia, translators, in this case, students must have the competence to be translators, especially in english into indonesia, and vice versa. nowdays, the professional requirements for a translator in terms of interlingual translation are increasing significantly due to the steady development of various fields of science, technology, business, sports, etc. to transfer these various types of information from developed countries to developing countries, such as indonesia, will be difficult without the presence of translation. the role of translation, therefore, is quite important in bridging this communication gap (adam, emzir & ridwan, 2019). the translation itself is the general term referring to the transfer of thoughts and ideas from a language to another, whether the languages are written or spoken. in the translation field, there is an important requirement to be translators. the translators have to master two https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:suratmandahlan@unkhair.ac.id usman et al. the influence of background knowledge… … jollt journal of languages and language teaching, july 2022. vol. 10, no.3 | 454 languages, which means that to be bilinguals in order to have competencies to find an equivalence of source language in a target language text. regarding translation, larson (1998) defined translation as a process to transfer the meaning of a source language into meaning in a target language. moreover, farrokh (2011) stated that translation is written for new situations, purposes, recipients, and cultures. translation as defined by newmark (1988) cited in (kardimin, 2013) is a craft that attempt to replace a written message and/or statement in one language by the same message and/or statement in another language. furthemore, ridha (2014) cited in (wahid, sofyan, & karim, 2022) defined that translation is a process of transferring a message from sl into tl. sl is an original language that is translated, while tl or target language is a final language used to express the result of translation. furthemore, according to catford (1965), translation is the replacement of textual material in one language by equivalent textual material in other languages. principally, translation is rendering a written text into another language in the way that the author intended the text. while translators are concerned with the written word by constructing meaning and message in the target language. muhammad & dahlan (2019) mention that translation is challenging for students since the intended meaning of the source language that should be considered before translating it into a target language. the following definition, pinchuck cited in kardimin (2013:4) stated that translation is a process of finding a target language equivalent to a source language utterance. in the definition of translation, translators in an interlingual translation need background knowledge because if the translators do not have enough background knowledge, misleading will happen. related to the discussion, (hatim & mason; rubrecht, 2005) suggested that a competent translator should have an inquisitive mind constantly searching for encyclopedic knowledge, so that he/she can acquire appropriate background knowledge to interpret the source language. it is not possible to expect to simply use the language ability one possesses to conduct translation/interpreting. it becomes a matter of adding and refining knowledge. moreover, in this research, what the authors do was to identify whether students need background knowledge to translate texts from sl into tl. based on the problems, the main theory is what was mentioned by suksaeresup, et al (2009) that relates to a case of how a translator’s background knowledge can affect the translation, such as history happened in the 1970s.”when the academy of motion picture arts and sciences announced the movies nominated for awards, they sent in the movie titles to newspapers around the world. many years later probably in the early 1980s, a hilarious anecdote appeared in a thai newspaper recounting the translation of two movie titles: kramer vs kramer (1979) and the deer hunter (1978). the translator translated “the deer” was miscued “as dear”, a term of endearment often used by american gis to thai lovers during their furloughs during the vietnam war. the problems happened because the translator assumed that the movie was about an american soldier in the vietnam war hunting for a girlfriend, or someone termed as a dear. the movie was made in 1978, shortly after the end of the vietnam war (1965-1975)”. in this case, the translator may have been influenced by the war events in his/her translation in tl text. from some research and histories narrated above, it is concluded that background knowledge plays a very important role in interlingual translation in the translation of sl into tl. therefore, this research was conducted identify the students’ target language text regarding the influence of backgrond knowledge in english as sl into indonesia as the target language. usman et al. the influence of background knowledge… … jollt journal of languages and language teaching, july 2022. vol. 10, no.3 | 455 process of translation the translation process means here is a model that explains the internal thinking process of humans when translating. nida and taber (1974) describe a translation process called dynamic translation. the diagram of the translation process is proposed as follows: diagram: process of translation, nida & taber (cited in kardimin, 2013) research method research design this research employs a descriptive qualitative method through the use of semistructured interviews and observation in one of the state universities in east indonesia. regarding data collection in this research, the authors did observation to collect the documents, source, and target language from students. the interviews were done to get information about the students' perception on the influence of background knowledge in translating text from english into bahasa indonesia. after gathering the data, they were analyzed through condensation, data display, and conclusion drawing or verification (miles, huberman, & saldana, 2014). the research subjects consisted of 30 students as participants to translate the english texts into the target language. the authors did interviews with 10 participants on how affects background knowledge for translators. data analysis to analyse the data, the researchers used qualitative ways. data condensation, data display, and conclusion drawing or verification are used to reveal qualitative data (miles, huberman, & saldana, 2014). in the step of data condensation, researchers collected students’ target text, and transform information in the target language into the form of sentences and paragraphs until the messages contain research points. in the phase of data condensation, researchers select the data related to research aspects. then, the selected data are abstracted and focused on answering the research questions. these results are displayed in the next sessions. finally, researchers take a conclusion of the data. research findings and discussion research findings affect of background knowledge in translation in interlingual translation, a translator needs to find an accurate meaning in the target language. the translation can be word for word and or sentence by sentence. if the translator cannot produce an accurate meaning, the reader will misunderstand its meaning in the targetlanguage text. those happened because translators lacked knowledge in transferring ideas. the ideas transfers can be: usman et al. the influence of background knowledge… … jollt journal of languages and language teaching, july 2022. vol. 10, no.3 | 456 translator 1: source text: (....has sent senior officials to malaysia to urge the government to delay enforcing the amended immigration laws...). students translation: (....telah mengirim perwakilah senior ke malaysia untuk meminta pemerintah untuk menunda penekanan perubahan undang-undang imigrasi...). translator 2: source text : (....minister of manpower said many workers were unaware of the new law....) students translation: (....laki-laki kuat untuk sedikit pekerjaan untuk hukum baru....) the students as translators did mistakes when translating the phrases because they lacked of background knowledge on how the terms should be translated. the sentence: (....has sent senior officials to malaysia to urge the government to delay enforcing the amended immigration laws...) the translator 1 should translate the sentence into bahasa indonesia: (telah mengirim pejabat senior ke malaysia untuk mendesak pemerintah menunda perberkaluan undang-undang imigrasi yang diamandemen). moreover, translator 2 should translate the sentence (....minister of manpower said many workers were unaware of the new law....) into (menteri tenaga kerja dan transmigrasi mengatakan banyak pekerja yang tidak mengetahui undang-undang baru tersebut) as target language text in bahasa indonesia. the importance of background knowledge regarding the importance of background knowledge in translation, the students firmly and straightforwardly stated the following. ” .... ya, termasuk yang paling penting itu latar belakang pengetahuan saya/ saya kekurangan informasi dalam teks itu. jadi saya susah mau mencari padanan kata dalam bahasa indonesianya....” “.... saya tidak tahu apakah butu pengetahuan dalam menerjemah atau tidak. tapi teks yang diberi jika tidak ada informasi tentang itu saya sulit mengartikannya.” “.... banyak saya tidak artikan pada saat uts yang diberikan. teksnya baru saya lihat, kosakata saya paham tapi agak tidak nyambung jika saya sesuikan pengethuan saya tentang kata itu, manpower misalnya saya artikan kekuatan laki-laki. tidak tahu benar atau tidak....” moreover, the authors conducted interviews with students and they gave some informations as follows: “....saya terkendala pada struktur bahasa, tapi paling pentig menurut saya adalah latar belakang pengetahuan dalam bahasa target maupun sebaliknya. kemarin ketikan saya diberi teks apada uts, dan saya mulai menerjemah saya sangat kekurangan pengetahuan dan informasi terkait itu”. ” .... ya, termasuk yang paling penting itu latar belakang pengetahuan saya/ saya kekurangan informasi dalam teks itu. jadi saya susah mau mencari padanan kata dalam bahasa indonesianya....” “.... saya tidak tahu apakah butu pengetahuan dalam menerjemah atau tidak. tapi teks yang diberi jika tidak ada informasi tentang itu saya sulit mengartikannya.” “.... banyak saya tidak artikan pada saat uts yang diberikan. teksnya baru saya lihat, kosakata saya paham tapi agak tidak nyambung jika saya sesuaikan pengetahuan saya tentang kata itu, manpower misalnya saya artikan kekuatan laki-laki. tidak tahu benar atau tidak....” usman et al. the influence of background knowledge… … jollt journal of languages and language teaching, july 2022. vol. 10, no.3 | 457 the interviews showed that students as translators confidently confirmed, they need knowledge in this case, the information related to the text they were translating. from this information, it can be concluded that the background knowledge of the translator cannot be underestimated, let alone translating texts such as science, technology, economics, and others. the leading position in the comparison of students' translation was taken by doing interviews with students. the results showed that the background knowledge really affects and benefits students as translators, most of them stated that: (1) students really need background knowledge in translating english as a source language into bahasa indonesia as the target language, and vice versa. (2) students got difficult to begin the transfer of ideas in translation. that is why, the students prefer learning various fields of science, technology, business, sports, etc. most of students admitted that they could not translate without having enough knowledge and information in source text. difficulties confronting students on translation process besides the importance of background knowledge, there are also other problems that were found on students’ translation namely new words, complex sentence, reading comprehenssion, and expression in target language. doing the tests done by 30 students as translators, and interviews with 10 students, it was found that there are other problems besides background knowledge in students' translation namely new words (48.71%), complex sentence (23.04%), reading comprehension (19.23%), and expression in the target language (8.97%). naturally, students made mistakes in the problems mentioned. thus, it could obtain conclusions in what students did when demonstrating their ideas in the target-language text. discussion the first part of this research discussed the influence of background knowledge on translation, in the analysis of interlingual translation. the importance of background knowledge in translation can be found when students translate a text to find the equivalent message. some translators, in this case, students translated the sentences in the text based on their guesses. naturally, they lack knowledge of what they are translating. the results of the research show that background knowledge becomes problems when translating a text. for example when the students wanted to translate (minister of manpower), miscued to (laki-laki kuat), students’ translations refer to the process to translate a source text. in this case, students need to read the source text to understand the information and the specific terminology, in order to find the accurate meaning in the target language. as mentioned by hatim and mason cited in (suksaeresup & ackrapong, 2009) that translators should have the appropriate background knowledge to interpret the source language text without incurring embarrassing errors and or mistakes. moreover, heizmann cited (akalin, 2013) argues that these translation problems arise if the translator has no necessary information in his/her work. otherwise, they will mislead by not clearly stating the meaning intended by the authors in the source language. the students to be translators need background knowledge in the order they did not miss information in texts to be translated. some researchers support this idea (rubrecht, new mark, ashword).– according to rubrecht (2005), when a translator/ an interpreter reads/listens to a source text, he/ she has to ask himself/ herself two basic questions “what does it mean?” and “how should it be said in target language?”. the first question should be answered before the translator take the second question into consideration, which means that understanding the meaning of the text is the basis for translating it. this two-step process has already been mentioned by ashword (1994) when he stated that translators should work with the text for quite sometime to get its content and meaning and then render it into version of a target language text. usman et al. the influence of background knowledge… … jollt journal of languages and language teaching, july 2022. vol. 10, no.3 | 458 finally, akalin (2013) with the research entitled “the role of content background knowledge on translation”. the research was participated by 65 subjects who study english language teaching department shows that 69 percent of the subjects could not interpret the text before they acquired content background knowledge. however, they were successful at the second parts of the text in which the subjects try to translate the same text after having been given content background knowledge. this percentage confirms that translators should have enough background knowledge. moreover, background knowledge is not a single problem for translators, there are also other problems that were found on students’ translation namely new words, complex sentence, reading comprehenssion, and expression in target language. for example: the students as translators did mistakes when translating new words, complex sentence, reading comprehenssion, and expression in target language. complex sentence: minister of manpower said that many workers were unaware of the new law....= (.....laki-laki kuat untuk sedikit pekerjaan untuk hukum baru....) in fact, if they understand the meaning of the words, expressions, and complex sentences, they will easily transfer the meaning into the target language. the other problems; words, expressions, and complex sentences in english that was translated into bahasa indonesia above, should be translate into an equivalent tl as follows: complex sentence : minister of manpower said many workers were unaware of the new law....= ..... menteri tenaga kerja dan transmigrasi mengatakan banyak pekerja yang tidak mengetahui undang-undang baru tersebut.... a translator really needs to understand a text so that he will find the meaning in the target-language text. rubrecht (2005) says that the understanding of the original text depends upon what the translator/ interpreter brings to the reading of the text. hence, it is really important for translators to have background knowledge because, with background knowledge, the translator can understand a lot of new information and make conclusions from the message received. on the other hand, if the translator has no background knowledge, he or she will need more time to get to know the subject, and sometimes he or may even fail to understand the ideas. conclusion the substance of this research is to present the fundamental points of how background knowledge affects translators, dealing with matters related to translation and its acquisition. based on the findings, the highlight of the importance to be a professional translator is to have competencies being designed such as having up-to-date information. the data showed that in an interlingual translation, even translators are bilinguals and master the grammar of a language, but background knowledge should be dominated as well. moreover, the results have revealed that competencies are needed for translation. training is also required in order to get competencies that makeup translation competence. with that in mind, the authors have put forward guidelines for undertaking such translations that need background knowledge of a source text. it is hoped this research contributes to progress in translation teaching that places students in the center of the translation so that they can understand its dynamics in interlingual translation. in concluding this, the problem of translation should not prevent us as translators from translating a challenging text. we must realize that problems are always present in any field. therefore, instead of seeing it as an obstacle or obstacle, we can take it as a challenge and use it positively to motivate ourselves to keep learning to improve ourselves, strive to improve ourselves and work hard to become an expert in the field of translation. usman et al. the influence of background knowledge… … jollt journal of languages and language teaching, july 2022. vol. 10, no.3 | 459 references adam, s., emzir & ridwan, s. (2019). strategies of translating the kite runner into indonesian: a comparative textual analysis. international journal of english language & translation studies. 7(3). 123-132. akalin, s. (2013). the role of content background knowledge on translation. journal of education faculty, 15(1), 215-230. asworth.d (1994). sematics and translation training. in: seymour.r.k &liu.c.c eds. translation and interpreting: bridging east and west. vol 8. hawaii: university of hawaiid press. pp 99-106. catford, j. c. (1978). a linguistic theory of translation. london: oxford university press. dulay, h. burt, m. and krashen, s. (1982). language two. new york: oxford university press. hanan, a., firman, e., & terasne. (2022). investigating english lecturers’ strategies of committing online written corrective feedback during covid-19 pandemic, jollt journal of languages and language teaching, 10(1), pp.46-55. doi: https://doi.org/10.33394/jollt.v%vi%i.4471. heizmann, s. (1994). human strategies in translation and interpreting what mt can learn from translators. paper presented at machine translation ten years on, proceedings of the international conference at cranfield university, the british computer society. kardimin. 2013. pintar menerjemah, wawasan teoritik dan praktek. celeban timur uh iii 548. yogyakarta: pustaka pelajar. leonardi, v. (2000). equivalence in translation: “between myth and reality”. manchester: umist. larson, m. l. (1998). meaning-based translation: a guide to cross-language equivalence. usa: oxford university press. muhammad, i. and dahlan, s. (2019). the global and local errors in english-indonesian translation. humano: jurnal penelitian, 10(1), 382-390. merlin, d., & larekeng h.s. (2018). the effectiveness of suggestopedia method with wordwall picture in increasing vocabulary mastery with learning disabilities. eduvelop, 1(2), 193-204. https://doi.org/10.31605/eduvelop.v1i2.37. miles, m. b., huberman, a. m., & saldana, j. (2014). quantitative data analysis: a methods sourcebook (third). los angeles: sage publication. newmark, p. 1988. a textbook in translation. london: prentice hall. nida, e. a. and taber. (1974). the theory and practice of translation. leiden: e.j. brill. rubrecht.b.g (2005) knowing before learning: ten concepts students should understand prior to enrolling in a university translation or interpretation class. available from: http: //accurapid.com/journal/32edu.htm suksaeresup, n and ackrapong, t.t.( 2009). lost in translation: how to avoid errors in translation from english. bangkok, thailand: the western languages department, srinakharinwirot university. https://doi.org/10.33394/jollt.v%25vi%25i.4471 https://doi.org/10.31605/eduvelop.v1i2.37 usman et al. the influence of background knowledge… … jollt journal of languages and language teaching, july 2022. vol. 10, no.3 | 460 utami, s. (2017). the source of errors in indonesian-english translation. jurnal kata: vol 1 no. 2. farrokh, p. 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(2022) students' perception toward implementation in teaching strategy of translation, jollt journal of languages and language teaching, 10(1), pp. 56-65. doi: https://doi.org/10.33394/jollt.v%vi%i.4323 http://dx.doi.org/10.5539/ells.v1n2p74 https://doi.org/10.33394/jollt.v%25vi%25i.4323 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5748 october 2022. vol.10, no.4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 579-586 jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 579 the power of language learning beyond the classroom to english mastery of an efl learner 1yuni hariyanti, 1junita duwi purwandari 1english lecturer, faculty of social and political sciences, universitas pembangunan nasional veteran jakarta, indonesia author email: yuni.hariyanti@upnvj.ac.id article info abstract article history received: august 2022 revised: september 2022 published: october 2022 language learners have come to an era in which studying outside the classroom is well-facilitated by technology development. along with this advancement, there is a wider chance to learn things outside the classroom, including language. in the indonesian context, many students have done wider explorations to improve their english exposure through various activities. each of these activities contributes to students' language skills mastery. despite its potential benefits to language learning, many language learners assume that these beyond the classroom activities have no significant purpose in language learning. therefore, this case study research was conducted to explore beyond the classroom activities that can be used as a learning strategy for students to improve their english skills. the subject of the research was an indonesian student who studied at macquarie university, australia. the subject was chosen as the representative of a successful efl learner as she received a full scholarship for her study. the data of this research was collected through an in-depth interview. the interview was analyzed and categorized based on each language skill. the findings showed that online games, e-books, and movies are some of the prominent learning tools of language learning beyond the classroom (llbc). these learning tools are powerful in improving the four english skills by enhancing language exposure and learner’s autonomy. keywords language learning; learning strategies; learner’s autonomy; how to cite: hariyanti, y. & purwandari, j.d. (2022). the power of language learning beyond the classroom to english mastery of an efl learner, jollt journal of languages and language teaching, 10(4), pp. 579586. doi: https://doi.org/10.33394/jollt.v%vi%i.5748 introduction technology development has enabled language learners to optimize beyond classroom learning. language learners have come to an era in which studying outside the classroom is well-facilitated by technology development. along with this advancement, there is a wider chance to learn things outside the classroom, including language. the development of computer-mediated networks, for example, has enabled people all around the world to collaborate in learning the language beyond the classroom (kuure, 2011). this development also positively affects the way people learn a language in terms of opening wider opportunities to experience various chances of learning outside the classroom. instead of having in-class learning as the main ecology of a language learner, out-of-classroom learning appears to be a promising ecology to learn a language. in ecology, there is a dynamic interaction between language users and the environment (kramsch and steffensen, 2008) which then creates extensive learning opportunities (barron, 2006). the key term 'interaction' plays an important role in determining if the learning opportunities provided by a particular environment can be learning resources for a language learner. a learner who can maximally use accessible resources while interacting with the physical and social world owns an affordance (van lier, 2004). in affordance, an individual holds independent control to take a possible action provided by the environment (mcgrenere& ho, cited in palfreyman 2014). the awareness that learners have to https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& hariyanti & purwandari the power of language … … … jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 580 be in charge of their learning is called autonomy (holec, 1981). in building autonomy, a language learner has to be voluntarily engaged in active learning activities even without any supervision (reinhart, 2022). in the indonesian context, the phenomenon of learning a language, english in particular, beyond the classroom is gaining popularity. learners might have applied the various llbc strategies, but they might not be fully aware of how these strategies can benefit their learning in the long run. some studies have evaluated the use of learning management systems and other media as the tool to support student language learning development (e.g. rahman et al., 2018; wijayani & weny, 2017). however, studies looking into llbc in indonesian context, especially those focusing on strategies, are rarely found. to fill this gap, therefore, the current study aims to investigate the type of llbc activities that might be powerful in improving learners’ english skills mastery and promoting learner autonomy. investigating these strategies can be beneficial to support learners to be successful in their english language learning. ecological perspective of language learning as learning context does not automatically emerge to a passive receiver, learners should be active to create meaningful activities together in a particular environment (van lier, 2000). it means that interaction should happen among learners in an environment so that the learning process can happen. this process does not depend on the amount of available input but on the opportunities taken to create a meaningful activity for learning. what can be an affordance for learners depends on what learners want to achieve and what is useful for them (van lier, 2000). for instance, as the internet can be useful for some learners in terms of providing learning resources, it can be their affordance. in addition, learners should also figure out their niche, an environment that is “mediated by language” (novawan et al., 2022) where learners find plenty of support in learning. in a niche, learners belong to a habitat where they can find language affordances. in this environment, learners find plenty of support to learn. this supportive environment provides flexibility for learners in terms of independency so that these learners can be autonomous (lee, 1998). language learning beyond the classroom out-of-class activities provide a wider opportunity to overcome the limitation of inclass learning (nunan and richard, 2015). along with the development of technology nowadays, learners achieve more options for learning activities. some of the language learning tools are movies, books, and games. movies king (2002) believes that the movie not only gives a refreshing experience for language learners but also a good source of colloquial english in a real-life context. learners are exposed to native speakers' use of slang and dialects which they cannot get in class. in addition, watching a movie also positively influences learners' listening comprehension if it is exposed in the long run (danan, 2004). books books can be a medium beyond classroom learning because learners can easily read them anywhere, particularly with the rapid development of online books. reading many books regularly, known as extensive reading, is believed as a powerful methodology to gain reading skills. in extensive reading, learners are involved in over-learning words which enables them to identify vocabularies in the text automatically (day and bramford, 1998). besides, incidental vocabulary learning also occurs while learners apply extensive reading (huckin and coady, 1999). a large vocabulary bank helps learners to comprehend the text better. 3. games hariyanti & purwandari the power of language … … … jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 581 several researchers put bigger attention to the gaming environment and notice that playing is a potential way to learn l2 (gee, 2003; peterson, 2006). a game that has great potency in stimulus language learning is a role-playing game. role-playing games allow learners to explore their new identity through a unique combination of play and authenticity (blake, 2011). by playing games, learners' verbal behaviors are influenced by their digital selfpresentation (yee and baileson, 2007). it explains that learners' way of playing affects the way they learn. role-playing games allow learners to be confident in their ability to solve a problem. research method research design this research applied a case study approach as the research design. a case study is generally employed in qualitative research due to its ability to capture an in-depth understanding of a participant’s experience (merriam & tisdell, 2015). the characteristics of a case study include: 1) it focuses on a case or a phenomenon; 2) it allows the researcher to get an in-depth understanding of an issue; and 3) it allows various data collection methods such as interviews, observations, and collection of documents (thomas, 2021). the particular case explored in the current study was language learning beyond the classroom. the researchers were interested in understanding the participant’s views on learner autonomy in efl learning outside the classroom and exploring the key characteristics of the subject’s learning style and its implication for her learning success. participant the participant of this research was dewi (pseudonym), a lecturer in an indonesian public university. when this research was conducted, dewi was an international student doing her master’s degree at macquarie university, australia. she was chosen in this study as an example of a successful english as a foreign language (efl) learner because she could optimize beyond the classroom learning activities. dewi did this so that she could use english as a medium of interaction and in her academic life. as an efl learner, dewi can be categorized as a successful learner as she can implement her english to real-world practices, studying in particular. instruments the data of this research was collected through an unstructured interview with the subject. the researchers used an unstructured interview as it allows for flexibility in terms of questioning. merriam and tisdell (2015) argue that an unstructured interview is useful especially when “the researcher does not does not know enough about a phenomenon” (p.111). therefore, the questions in an unstructured interview can be generated spontaneously as a result of the conversation with the interviewee (patton, 2002). the initial questions asked at the beginning of the interview were ‘how long have you learned english?’ and ‘how did you become a successful english language learner?’. as the answers to these two questions progressed, the researcher developed other questions spontaneously during the interview process. the interview was conducted in a natural setting, in dewi’s boarding house for convenience. the interview was recorded using a voice recorder. data analysis after the interview was transcribed, the researchers began the data analysis. qualitative data analysis can be done inductively, deductively, or a combination of both. in an inductive analysis, the researcher begins with smaller chunks or units of data which are categorized together according to their similarity (merriam & tisdell, 2015). then a name is assigned to represent each category. on the other hand, in a deductive analysis categories are prehariyanti & purwandari the power of language … … … jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 582 determined a framework or a list of categories is used by the researcher to cluster the data (miles & huberman, 1994). in the current study, the researchers analyzed the data deductively. the researcher clustered dewi's learning strategies based on the four skills of english: listening, speaking, reading, and writing. figure 1 displays how the categories are linked with the data. figure 1.categories of learning strategies research findings and discussion the findings showed that dewi applied various learning strategies for learning beyond the classroom. most of these strategies were done regularly. while dewi believed that “watching movies [helped her] practice [her] listening” which was in line with what danan (2004) had previously found. watching movies allows learners to be exposed to spoken input. her way of gaining the second skill, speaking, was closely related to her interest in reading books and playing online games. the type of game she believed to affect her english mastery is a role-playing game. the joy of playing the games did not necessarily stop when she finished the game. a similar thing happened with the book she read. that made her imagination keep going in her everyday life. she loved imagining herself being a certain role in the game or the book. that imagination encouraged her to use english, just like the scenes in the play or book. extract 1 dewi: because all books and game that i read are english, somehow, i just felt it’s wrong to play a character in my head. i play a story in my head i felt it wrong creating a story in other language my case it’s indonesian. because all the books and the original story that i took inspiration from they are english. so somehow when i create a character it’s stick in my head when i somehow play their dialogue in english. that’s how i started. before i go to sleep or usually when i am walking from my boarding house to university, it took 30 minutes. it’s boring 30 minutes without imagining and in my head. i play a lot of character in my books and my games i have played. i am playing character when i speak english in that character. now you can say it’s game little opera little kid here in my head. from extract 1, dewi explained that she applied two learning strategies: reading books and playing online games. she read online books every day and played online games three-four hariyanti & purwandari the power of language … … … jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 583 times a week. dewi explained that she always read three to four books every day. it was easy for her to get the books online because they were widely available so that she could easily download and then read them. by looking at the frequency and number of books she read, dewi applied extensive reading (er) in her daily routine. learners who applied to er technique, read an abundant amount of books based on their language level for general purposes (day and bramfod, 2004). by implementing this reading technique, learners can improve their vocabulary, sentence structure, word meaning, and word forms (delfi & yamat, 2017). dewi's interest in playing online games also gave a positive influence on her reading skill. in a role-playing game, for example, she needed to understand some readings and analyze the readings to win a game. the previous researchers that investigated the power of the game text in language learning are sylvén and sundqvist. through their research on l2 learning in out-of-class contexts, they concluded that game text has the potential to be a learning facilitator in l2 learning (sylvén and sundqvist, 2012). in dewi’s case, these game texts are helping her in learning english as well. extract 2 dewi: aa basically there are a lot of things you can learn from games. especially there are many kinds of games. usually unknown for non-gamers but however there are many games you can call it as role playing game. basically you play the game where you are a character in the game. so it’s not like when you just shoot whatever it is on screen or you just whatever action games it’s like it is game you play a story so it’s like reading a book but not just reading, you become a character in the book, in the story so because it’s a story oriented games, it’s there are lot of text or reading required and analysis required and in order to success in this game you have to read carefully, you have to analyze and not just reading because without that, without reading and analyzing you can’t finish the game so basically they are the ways i learn english after all. different from action games, the type of games played by dewi provided stimulus for her to improve her reading skill. by playing a role-playing game, she acquired many vocabularies from the readings and practiced her reading comprehension by analyzing the readings. as a dedicated game player, dewi tried to finish the game she played. dewi highlighted the importance of analyzing the text, not just reading it. through these activities, dewi claimed that she has learned english. it shows that the comprehensive understanding through reading and analyzing the text is essential for the gamer to finish the game. at the same time, they have trained themselves to boost their reading skill through game text comprehension. games are the combination of images, actions, goals, and dialogue (gee, 2012). players need to understand all of these elements as a context. dewi's exercise to improve her writing skill was closely related to books and games. by joining some communities on social media, dewi had an opportunity to communicate with other people to discuss the book or the movie. most of the time, she had great discussions with these people because they shared the same joy and excitement of the book they had read or the game they had played. she mentioned that sometimes she got tips to win the game from this community. apperly & walsh (2012) use the term “paratexts” to refer to these game-related texts. by reading and writing these texts, gamers are enriched with literacy experiences that will bring some positive impact for their intellectual growth (gee & hayes, 2011). extract 3 dewi : i join some group in facebook basically groups like us who love some kinds of games uhm…basically in that group in website, it’s like a game and book sometimes. community, it’s like when we are discussing for example for books a comic every week a hariyanti & purwandari the power of language … … … jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 584 new chapter in a comic new chapter of comic was released on internet and we are discussing it like crazy. hahaha discussing theory and any kind of discussion and also it movie, i also join aaa join community and movie and we are like discussing like for example new episodes of game of throne, discussing all the theory all the craziness beside the episodes like that and also like game, we are discussing we are discussing the methods the ways it’s cheat the way success in the game. so…yes, there is. there are many community i join. besides having fun in the llbc activities, dewi was active in taking part in the communities related to the game she played, the book she read, and the movie she watched. murray and fujishima (2013) claim that learner’s autonomy can be built with the help of a supportive social environment. through the communities she joined, dewi seemed to have some exciting activities together. dewi also said that she even joined some different communities to be able to join the discussions that were related to her interest. communicating with people in these communities helped dewi to write in english. nevertheless, dewi thought that this activity was not much affecting her academic writing skill. these stress-free conversations in the communities only helped her sharpen her general english writing. extract 4 dewi : i want to good in writing and not just in writing but in academic writing because it’s difficult in my opinion. just normal writing i think i can do this but when academic writing it’s different and i think that’s my next in learning that’s my current goal right now. in short, dewi had three affordances in learning the language: movies, games, and books. her niche was the community she joined based on books she read and games she played, and movies she watched. through her communities, she belonged to a place where she could connect with people with similar interests. murray and fujiyama (2013) explains that in a learning community, people gather to accomplish a specific goal. in dewi’s context, she and other gamers, book readers, and movie enthusiasts are involved in the communities in which their autonomies were developed. in these community-based activities, the autonomous learning involved is also community-based (chik, 2014). in addition, dewi also expanded her affordance and niche by creating an imaginary world inside her head where she could freely be the character she wanted. in this activity, she also showed that she had done autonomous learning to improve her speaking skill as in the imaginary world, she also spoke in english. conclusion to sum up, llbc provides many alternatives for learners to learn a language. learners have the control to determine which activities can be their affordance and which environment can be their niche. dewi for example used movies, games, and books as mediums to learn the language. she was successful in building her ecology to learn a language. the interaction that she built was not necessarily limited by the mediums. she broadened it by actively joining some different communities and using english to communicate within those communities. dewi also built an ecology inside her head by using imagination. llbc may offer plenty of learning opportunities, but it does not give any guarantees that everyone can use it. it mainly depends on the language learners' ability to find their affordance and niche to build their learning ecology. once learners can maximize their affordance and niche, they automatically become autonomous learners. hariyanti & purwandari the power of language … … … jollt journal of languages and language 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(2007). the proteus effect: the effect of transformed self‐ representation on behavior. human communication research, 33(3), 271-290. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i4.2828 october 2020. vol. 8, no,4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 360-369 jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 360 slip of the tongue and gender relation in advance debate community 1mochammad yusril ihza maldini , 1rohmani nur indah 1english alumni, faculty of humanities, universitas islam negeri maulana malik ibrahim malang, indonesia corresponding author email: indah@bsi.uin-malang.ac.id article info abstract article history received: august 2020 revised: september 2020 published: october 2020 this study discusses the slip of the tongue found in male and female debaters of advance debate community (adc). this particular topic is chosen with the assumption that gender difference can influence slip of the tongue. it aims at describing how the slip of the tongue produced by male and female debaters on adc debate performance. in addition, it deciphers the factors causing the slips of tongue. to get the intended results, this study used descriptive analysis to explain the existing data. the adc debate record was converted to text manually. then, the result was identified into the utterances containing slip of tongue. the researchers classified data types based on the slip of tongue model according to caroll (1986). there are eight types of slip of tongue presented, namely: anticipation, perseveration, reversal/exchange, blend, misderivation, substitution, addition and deletion. the findings show that the male debaters produce more slip of tongue by displaying thirteen slip of tongue with five different types, namely: anticipation, misderivation, substitution, addition, and deletion. while female debaters display fewer slip of tongue, that is nine slip of tongue but more varied with six different types, namely: anticipation, blend, misderivation, substitution, addition and deletion. keywords slip of the tongue; gender differences; speech errors; how to cite: maldini, m. y. i & indah, r. n. (2020). slip of the tongue and gender relation in advance debate community. jollt journal of languages and language teaching, 8(4), 360-369, doi: https://doi.org/10.33394/jollt.v8i4.2828 introduction in debate competitions, debaters are always forced to speak fluently in giving their arguments. the accuracy of the speakers is needed because they have to provide arguments in large numbers and are easy to understand. in addition, using foreign languages in debates will be more challenging because they have to deal with words or sentences that they may not know. as field stated, individual performance is determined by the strengths and limitations of the mental apparatus (field, 2004). in this case, the debaters may produce tongue slips, especially when they have to rattle. but sometimes there are differences in the way the male debater and the female debater produce slips of the tongue because basically men and women do have different language skills. therefore, this study aims to examine the differences in tongue slip produced by men and women during debates and the factors causing the slips. the impact caused by the slip of the tongue in debate is very complex and varied. asyura (2017) explains that in trivial cases language slips can be a language comedy because in everyday life slips of the tongue can indeed make the listener laugh. however, in larger and more sensitive cases, many errors in speaking languages such as language slips can create diplomatic problems between countries (kawano & matsuo, 2002). a slip of the tongue can happen to anyone and at any time. the slip of the tongue is partly due to production errors and the intentions of the speaker who slips on the tongue when speaking the sentence (dardjowidjojo, 2008; mayasari 2015). actually in everyday life, every http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:indah@bsi.uin-malang.ac.id maldini & indah slips of the tongue……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 361 language speaker can produce a slip of the tongue without them knowing it. besides, slip of the tongue can occur at any time and or any situation both formal and informal situations. errors in speech, such as tongue slips are randomly produced and cannot be predicted. however, in many languages, including korean, german, spanish and mandarin the slips show universal pattern (han et al., 2019). in another sense, slip of the tongue is a mistake in planning discourse production; i.e. the speaker wants to say a lot of words, phrases, or sentences and suddenly something goes wrong, so the production is not according to the plan (crus-ferreira, 2007) in another case, fromkin et al. (2006) and zheng (2006) have slightly different opinions in translating tongue slips. fromkin et al. (2006) say that the slip of the tongue is closely related to the speaker's mind. for example, a nervous speaker will produce a slip of the tongue more often than a quiet speaker. whereas in other cases, zheng (2006) also said that the more professional a person spoke a second language, the less slip his tongue produced. a slip of the tongue often appears in the use of a second language, which means that a person's ability to master a second language can be measured by how often he uses that language. that is what makes the tongue slip as an indicator of a person's ability to use language (zheng, 2006, indah, 2008). whereas altıparmak and kuruoğlu (2014) states that slip of the tongue occurs because indeed the accident element is very high. in a recent study conducted by fitriana (2018) revealed that slip of the tongue can occur even to someone who has been very reliable in speaking languages. in her study, indonesian state officials who were proficient in english still could not convey the message of his speech smoothly. apart from that, there are still many factors that influence people who produce tongue slips that are not clearly identified, one of which is gender differences. gender differences can affect language production either in the form of written expression (wiyanto and asmorobangun, 2020) or in speaking. it may also affect tongue slip production by speakers because in everyday life differences in speech between men and women are often encountered. moreover, according to cots et al. (1992) men and women do have fundamental differences in how they use language to communicate. this means that the narrative abilities of men and women are indeed different in various factors. as a clear example, women have more intelligence than men verbally that have even existed since birth according to (cots et al., 1992). the slip of the tongue in relation to gender differences is appear in the debate community at malang state university. therefore, the object of this research is a debate community at uin malang called advance debate community (adc). this object was chosen because the debate community has a higher level of english spoken proficiency in terms of debating skill than other english students. also, the environment of uin malang forces them to be able to use languages other than english, which usually consists of indonesian, arabic and their respective regional languages. these facts reveal that adc members have more than two languages that are mastered. as expressed in zheng (2006) language proficiency is influenced by the frequent use of language using that language. adc also consists of various students consisting of men and women. this study starts from the situation that in the debate community at malang state university called advance debate community (adc) many slip of the tongue appeared, then the number of slips of tongue that appear is assumed to be influenced by gender differences. in this study, carrol's theory (1986) will help to understand how the slip of the tongue that appears in the debate community in malang uin and its relationship with the gender of the members. the purpose of this study is to identify the types of slips of tongue appeared in the utterances of male and female debaters of advance debate community (adc) . in addition, it aims at describing the contexts supporting the occurence of the slips of tongue. as the maldini & indah slips of the tongue……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 362 significance, theoretically, the finding is expected to add insight in understanding the theory of the slip of the tongue and its relationship to gender. practically, this research is expected to be able to make language learners improve their language skills, and minimize the production of tongue slips to reduce misunderstanding in speech. research method research design this study used descriptive qualitative research methods because the researcher revealed events or facts, circumstances, phenomena, variables, and circumstances that occur when the research took place by presenting what actually happened. this study interpreted and illustrated data relating to the situation that was happening. in this case, the phenomenon occurred is in the arguments and utterances spoken by adc members so that it can cause several slips of the tongue produced by men and women. subject the data source in this study is in the form of video and audio recordings obtained by recording the adc debate performance. the video and audio contain two periods of debate performance with a total duration of forty-five minutes. records and other documentation are focused on male and female debates. the debate consisted of eight members with four men and four women. the recorded data were taken during the adc training period facing the race on the 22nd and 29th of february 2020. instruments this study used non-participant observation as the main instrument to get data in the debate hall because the researcher focused on the slip of the tongue experienced by adc debates when conducting debates. in this case, several tools were used to assist the process of collecting data such as video and audio recording, documentation, field note and also recording. video and audio recordings were used to assist in finding data. as for documentation, it was used as evidence that the research had conducted observations. then, the recording was used to support findings that might not be recorded. data analysis in analyzing the data, several steps were included in this study. first was identifying the types of slip of tongue produced by female and male debaters based on carrol (1986). then, the next step was classifying the slips of the tongue based on gender. making it a percentage of the slip of the tongue difference produced in both. finally, the final stage was drawing conclusion on the differences in slip of tongue produced by male and female debaters. research findings and discussion types of slips of the tongue of male and female debaters the data cover eight debating subjects converted into transcripts. among these subjects, there were four male debaters and four female debaters who argued either positive or negative teams in the debate. the video wereconverted into a transcript to help the researchers identify the data. first, the researchers filtered hundreds of collected data into forty-six. the data reduction was made to find data that only has special characteristics according to the classification. after that, the researchers refined the data again intending to avoid saturated data. the data that had the same pattern were categorized as a datum. in the most recent screening, the researcher found a total of sixteen datum consisting of nine datum ofmale subjects and seven datum offemale subjects. various data above were analyzed based on the theory of a slip of the tongue based on carrol (1986). in the analysis, the datum was analyzed maldini & indah slips of the tongue……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 363 based on the context, type, and function. the summary of the analysis is as presented in table 1. table 1. types of slips of the tongue no. gender utterances types 1 male the church is a holy place to practice gany kind of activity to serve of the god substitution of adjective 2 male however, the crime has been happening in that place, for example, sexual harassment. the subject of this problem is about the the price the priest substitution of noun 3 male we come to the statement that the church forbidden the priest to marry, that's why their desire to having sexual activity is misspredictable addition of verb misderivation of adjective 4 male by the seeing that, we can take a proof, every human have the same right to the get married addition of article 5 male church is a that we know that church is a holy place to practice any kind of religious activity addition of repetitive phrase 6 male it means that we need that priest maintain to be able serve the kind of model good model deletion of infinitive addition of noun 7 male however, there are social harassment that happen toward the priest itself such as pedhophilia substitution of adjective 8 male we know it legis and gentleman, as human beings we have to avoid pedohilia anticipation of noun 9 male pedophilia is a sexual harassment toward kid under eight twenty age substitution of noun addition of noun 10 female but then this bioloneeds doesn’t have their way out blend of noun 11 female many sexual crimes were committed by prince, price, priest substitution of noun 12 female the crash church forbade priest to marry to mary substitution of noun repetition of verb 13 female this case have been happening and uncrease in every year, with this idea we want to remake the celabacy crule misderivation of verb 14 female it’s because the bhruch forbade the priest to get married even though they desire to get married is unavoidable anticipation of noun 15 female do ladies and gentlemen know the amount of sexual abuse each year? they key and they keep increasing ladies and gentlement preservation of verb 16 female our groal is very clear ladies and gentleman, it is to make the church a safe place for worship anticipation of noun cots et al. (1992) state that men and women have fundamental differences in how they communicate. even men and women already have differences in verbal intelligence from birth. this intelligence ability can also affect men and women in producing speech errors, one of which is tongue slip. therefore, a slip of the tongue produced by men and women can be different in everyday life. according to clark and clark (1977), mistakes in speaking can often be encountered when the speaker makes a spontaneous speech without preparation. the debate is one example of that speech. therefore the debate has the potential to produce many speech errors, especially a slip of the tongue. in this case, the classification of tongue slips commonly occurs is concluded in eight types based on caroll (1986). these types include anticipation, perseveration, reversals, blends, misderivation, substitutions, additions, and deletions. maldini & indah slips of the tongue……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 364 substitution substitution occurs when the speaker replaces words with totally different meanings than they should, thus make the listener confused (caroll, 1986). the meaning that the occurrence of substitution can be influenced by many things both internally and externally, consequently the word that appears as a substitution sometimes has a meaning that is very far from the actual word. therefore substitution can make the listener very confused when faced with it. the emergence of substitutions does not have a clear pattern, and sometimes the word being replaced has the meaning of the word that it should be so that many listeners sometimes experience misunderstandings with the speaker. this type of tongue slip occurs quite a lot in the data above. for example subtitutions appears in datum 1 "the church is a holy place to practice gany kind of activity to serve of the god". in the sentence above the word “gany" has no meaning. the word should be "any" but several factors make the speaker change the word to "gany". another example is in datum 12 “the crash church forbade priest to marry to mary”. the speaker says the word "crash" when the truth is the word "church". besides, in this sentence, the speaker also repeats the correct word, the word "to marry". substitution is the type of a slip of the tongue that most often found in data. counted, there are 7 substitutions produced, namely in datum 1, 2, 5, 6, 7, 11, and 12. in this type of a slip of the tongue, men produce at most 5 times, while female speakers are only 2 times. in this case, subtitutions appear in the data after verbs, prepositions, adjectives and articles. these subtitutions occur randomly. there is no specific pattern in the sentence structure that determines the appearance of this type of slip of the tongue because no dominant type of word appears before the subtitutions appear. additions the addition is a slip of the tongue that appears when the speaker adds linguistic elements to a word (caroll, 1986). the addition is additional linguistic material. it is usually related to phonemes, morphemic affixes (prefix and suffix), articles, prepositions, conjunction, whole phrases, or even phrases. speakers recognize a bargain approximately how they choose the words they're going to say. additions have the potential to be a type of a slip of the tongue that appears a lot. still, we don't realize as a listener, because additions sometimes only add a small element of a sentence that often makes the sentence look like a proper sentence. in the data above addition is in datum 4 "by the seeing that, we can take a proof, every human has the same right to get married". the addition of the "the" article in the sentence above is grammatically incorrect, the article has no meaning and should not appear in that sentence. another example is in datum 15 “do ladies and gentlemen know the amount of sexual abuse each year? they key and they keep increasing ladies and gentlement”. in this case the speaker adding a new segment which is a conjunction word. the conjunction "and" should not be there, because the writer should only say "they keep" without adding any words. the additions also appear in datum 3, 4, 5, 9, and 15. these types of slips of the tongue do appear quite often in the data above. most of the additions are spoken by male speakers, while female speakers only produce one time. the additions are the type of slip of the tongue that appears most in the data after additions. in this case, additions often appear after the words noun, preposition, verb and conjunction. anticipation the anticipation occurs when the speaker anticipates a segment because it is affected by the word afterward. still, anticipation is different from misderivation because the anticipated maldini & indah slips of the tongue……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 365 segment is not used repeatedly (caroll, 1986). on the other hand, several items are planned in the utterance as anticipation and affect the units previously planned in the utterance. this type of slip of the tongue occurred in datum 8 "we know it is legis and gentleman, as human beings we have to avoid pedohilia". in the word "legis", the speaker anticipates the segment on "gentleman" which should be in the form of the word "ladies". another example is in datum 16 “our groul is very clear ladies and gentleman, it is to make the church a safe place for worship”. in this uttarance, the speaker anticipates the "gr" segment in the "goul" of the word "very, so the speaker speaks the word" groul "which sounds funny to the listener's ear. deletion the deletion is arguably the opposite of addition. this type of slip of the tongue occurs when the speaker erases the linguistic elements in a word. deletion is leaving something out. the speaker desired to utter the intended sentences, yet incidentally, he/she left out a linguistic cloth. it may be usually associated with phonemes, morphemic affixes (prefix and suffix), articles, prepositions, conjunctions, whole phrases, or even in saying his / her supposed utterance. deletions have the potential to be a type of tongue slip that appears a lot. still, we don't realize as a listener, because deletions sometimes only remove a few elements from a sentence that often makes the sentence look like a proper sentence. the deletion is found in datum 11 "many sexual crimes were committed by prince, price, priest". in datum 11, there should be an article before the word "priest". the article can be either "a" or "the" so that the data's sentence structure can be grammatically correct. another example is in datum 6 ”it means that we need that priest maintain to be able serve the kind of model good model”. in this sentence the speaker removes the word "to" in "to serve" so that only the word "serve" appears which confuses the listener at that time. misderivation misderivation or shift is a type of a slip of the tongue that occurs when the speaker uses affixation that is not following either the prefix or suffix (clark and clark, 1977). misderivations are one speech section disappears from their appropriate actions and appears somewhere else. the part that disappears from misderivation will sound funny when heard because the two elements seem to fuse to make it easier for the speaker to speak with a fast tempo. misderivation appears in datum 3 "we came to the statement that the church forbidden the priest to marry, that is why their desire to have sexual activity is mispredictable". in the word "mispredictable" in the sentence above, the speaker uses the prefix "mis". the prefix is not appropriate for the word, the word prefix should be "un" so that it becomes "unpredictable". blends blends are a type of a slip of the tongue that occurs when the speaker combines two or more words into one (caroll, 1986). most blends happened when the speaker tried to say both words quickly together. the two or more words do not have clear levels in their division. blends can divide half of the first word and half of the second word or even just a quarter of the first word and the rest of the second word. blends can also sometimes be said deliberately because various examples have become slang words in english. the blend occurs in datum 10 "but then this bioloneeds doesn't have their way out". in that sentence the speaker combines the two words "biological" and "needs" into the word "bioloneeds". the speaker has difficulty saying the word "biological" so she tries to pronounce the word quickly while combining it with the word "needs". maldini & indah slips of the tongue……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 366 the blend only appears once in the data, and only female debater produce blends. blend appear so little that it is difficult for the researcher to find the appearance patterns of this type. in this data, blend appears after pronouns. based on the explanation finding above, the following is the comparison of the slips of the tongue based on gender which is presented in the form of a diagram. figure 1 explains the number of tongue slips produced by male debaters, while figure 2 describes the number of tongue slips provided by female debaters. both images were obtained based on caroll (1986). the difference supports the finding of bortfield et al. (2001) that gender becomes a significant factor affecting disfluency rate. it also in line with the finding of marx (1999) that the language processing of both gender is related to specific properties of speech errors in the context of german language. this fact not only occurs in the context of english as foreign language in indonesia, but also in chinese language. gender becomes a possible reason in the occurance of slips of tongue, where female speakers tend to produce higher pitch as feminine characteristics (erway, 2004). figure 1. slip of the tongue by male debaters. figure 2. slip of the tongue by female debaters. factors causing the slips of tongue of male and female debaters from the observation conducted in two debate performances, the researcher also observed the causes that influenced a slip of the tongue produced by the male and female debaters. the analysis on factors causing the slips of the tongue is also supported by the data from the field note. it covered the description of the interaction during the debate, and the nonverbal communication used such as gesture, eye contact, facial expression, and the behavior of the debaters. the reasons that happened in both video are quite similar, although the debate performance has a different topic. therefore, the researcher concludes that all causes are present in this discussion, but each debater has its own portion. in this case, clark and clark (1977) have discovered three possible sources of factors influencing people maldini & indah slips of the tongue……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 367 produce speech error especially slip of the tongue are cognitive reasons, anxiety, and social reasons. social reason is an external factor in the form of pressure that causes the debate to produce a slip of the tongue (clark and clark, 1977). in this case, social reason occurs in debaters because debates force debaters to talk in a limited amount of time and lack preparation. after all, the topics in the debate are suddenly obtained. in the debate performance, each debater is required to speak within five to seven minutes with a topic that they are not too good at. besides, the debaters who spoke did not have sufficient preparation to argue because the material was too sudden. next, the cause influencing students in both the first and second debates is the cognitive difficulty, in producing their speech it takes longer to produce sentences on the topic using abstract words rather than concrete words (clark and clark, 1977). at the word choice level, doubts arise when the speaker is having trouble finding the right words. this condition is also closely related to the cognitive ability of each different debater. in other cases, it is observed that debaters experience errors in constructing sentences, both lexically, syntactically, and grammatically. at the same time, they have material about the tenses that must be used in speaking. situational anxiety also occurs in debating performance because of certain situations that make the speaker tense, anxious, or worried about it. they tend to produce doubt in speaking. anxiety breaks down planning and implementation, which becomes less efficient. such anxieties in the form of worry will run out of time, then doubt about the truth of the argument in the debate and a very tense situation when the attention of many people when arguing. also, the speakers have difficulty speaking cognitively when they are anxious. when people are worried about the topic to be conveyed, they tend to be more careful in choosing words that will be organized into sentences. they pay more attention to the dictionary they will talk about. it can be seen from their words that often cause a slip of the tongue to compose the right sentence. the research findings are based on caroll's theory (1986) and therefore, the results might be different under another theory, especially that of slip of tongue. moreover, the researcher did not involve rhetorical patterns during debate observation. thus, elements in the debate which specifically can influence debaters in producing slips of the tongue cannot be adequately listed. furthermore, researchers cannot compare the object of the study with more debate cases due to the researcher's time and place limitation. some of the points above are a limitation of this research, which is expected to be continued by other the researcher who are interested in this field. this study agrees that male speakers and female speakers have differences in various linguistic spectrums. some previous studies show that speech errors, especially slips of the tongue are assumed to be able to experience differences between male and female speakers. the difference between the two speakers of different genders is fairly broad in scope. based on this research, the analysis above shows that female speakers and male speakers experience a difference in the amount of slip of tongue production in their debate arguments. in this case, male speakers do produce more slip of the tongue than female. in another case, the study conducted by fitriana (2018) revealed that female speakers were also shown to produce fewer slips of the tongue than male speakers. this study took a large sample of speakers from various ages, genders and backgrounds who have good english language skills. fitriana assessed the entire slip of the tongue they produced by looking at the speech from the sample she had. a study conducted by altıparmak and kuruoğlu (2014) examined native turkish people with various backgrounds and age differences that were fairly varied without seeing gender as a problem. this research considers that there is a more important factor than gender maldini & indah slips of the tongue……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 368 differences in producing slips of the tongue. the factor is language education itself and also the age of the person. older people tend to produce more tongue slips than younger ones, educated people can also minimize the production of slips of the tongue asyura (2017) found that a female speaker also made fewer speech errors than a man. this research examines the stand-up comedians at one tv station in indonesia. in practice, one of the female comedians did produce the least speech errors, but asyura (2017) considered that the comedian's readiness factor was more influential in how much they produced speech errors. the comedian who prepare the material well, are not nervous, and are less confident in producing speech errors. some of the research above shows that there is indeed a difference between male and female speakers in producing tongue slips. in some other study, the finding showed no significant difference between male and female in producing speech error and both gender tend to use repetition (gascoigne, 2002). however, the different findings are in a broad spectrum, so some researchers are more likely to assume that more focused internal factors are the main reason female or men produce tongue slips. however, even more focused internal factors can be assumed to be influenced by different genders. therefore, the authors conclude that gender differences do affect the number of people producing slip of the tongue. conclusion the results of this study indicate that the types of tongue slips mentioned by caroll (1986) appeared in the adc debate. male debaters and female debaters experience some differences in producing a slip of the tongue. this research shows that male debaters produce more slip of the tongue than female debaters in the whole data. based on the data, male debaters produces substitution most often. there is no specific pattern in the texts in men. often, male debaters provide additions. in this case, addition often appears after the verb. occasional male debaters also produce anticipation. moreover, male debaters rarely produce deletion. male debaters also very rarely provide misderivation. in different cases, female debaters do produce fewer amounts of a slip of the tongue, but a slip of the tongue produced by female debaters are more varied. female debaters produce anticipation most often. anticipation always placed at the beginning of a sentence. female debaters also sometimes produce subtitution. there is no dominance pattern in this kind of slip of the tongue. it is rare for female debaters to provide an addition. they just produced it once. then, the female debater also provides a misderivation. female debaters produce a blend. only female debaters produced a blend. two types of a slip of the tongue were not produced by either male debaters or female debaters, they are preservation and reversal. there were indeed differences between male and female in producing tongue slip. however, this study does not explain in depth the rhetorical factors that occur in the debate mechanism, so that the elements that make a person produce a slip of the tongue besides the influence of gender can still happen. therefore, future researchers are suggested to examine how the debate mechanism and rhetorical factors in it, to find gender differences in producing tongue slips with more directed and focused analysis. in addition, they should use different methods that can display daily conversations between men and women. by doing so, the data obtained will be more evident that a slip of the tongue is also influenced by gender. maldini & indah slips of the tongue……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 369 references altıparmak, a., & kuruoğlu, g. 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(2006). slips of the tongue in second language production. sino-us english teaching, 3(7), 71. https://doi.org/10.17265/1539-8072/2006.07.014 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2848 october 2020. vol. 8, no,4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 412-421 jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 412 the forcasting power of task-based language teaching and self-efficacy on students' speaking performance 1dedi sumarsono, 1muliani, & 1abdul kadir bagis 1english language education, mandalika university of education, indonesia corresponding author email: dedisumarsono@ikipmataram.ac.id article info abstract article history received: august 2020 revised: september 2020 published: october 2020 this paper is aimed at finding out whether or not: (1) the students who were taught with task-based language teaching (tblt) have better speaking performance than those who do not; (2) the students having high self-efficacy have better speaking skill than those having low self-efficacy; and (3) there is an interaction between teaching methods and self-efficacy on students' speaking performance. the research was conducted at sman 8 mataram. each class was divided into two groups (the students having high (32 students) and low selfefficacy (30 students). the techniques used to collect the data were speaking test and self-efficacy questionnaire. the data was analyzed by using multifactor analysis of variance 2x2 through spss 21 software. the finding shows that taskbased language teaching (tblt) improved the students' speaking performance as this method focused on giving the students task to be discussed during the teaching and learning process. their self-efficacy also influenced students' speaking performance. the higher the students' self-efficacy, the better speaking skill could be performed. however, the study's finding didn't suggest that tblt is more effective in enhancing students' speaking performance for the students having high or low self-efficacy as there is no interaction between the teaching method and self-efficacy on the students' speaking performance. keywords speaking performance; task-based language teaching; self efficacy; how to cite: sumarsono, d., muliani, & bagis, a. k. (2020). the forcasting power of task-based language teaching and self efficacy on students' speaking performance. jollt journal of languages and language teaching, 8(4), 412-421. doi: https://doi.org/10.33394/jollt.v%vi%i.2848 introduction speaking is one of the skills which is very important to be mastered by the students. having well speaking ability, the students are able to have an interaction with others. speaking is the direct route from one mind to another and is the way one usually choose when he/she want to ask a question or give an explanation (turk, 2003: 9). at school, speaking is one of the subskills taught for three years with the expectation that after taking the speaking subject, the students will be able to communicate well in english (suadiyatno et al., 2020). besides, the students are also demanded to convey the utterance in english rather than use their native language; express their ideas without mixing the words or the sentence; pronounce the words correctly that makes the meaning does not change; use accurate grammar in composing the sentence (lingga, simanjuntak, & sembiring, 2020). on other words, it is hoped that the students will possess a high level of speaking. speaking is quite difficult to be possessed by the students when the media or the teacher's material is not based on the students' needs. this situation leads the teaching and learning process is not effective for the students as they can't maximize their ability in the classroom. to create the situation in which the students are learner-centered, the teachers need to provide or train them with the material or task relevant to their needs. tblt as an approach that aims to develop learners' communicative competence by engaging them in meaninghttp://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:dedisumarsono@ikipmataram.ac.id sumarsono, muliani, & bagis the forecasting power of task …….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 413 focused communication through the performance of tasks (ellis & shintani, 2014). taskbased language teaching (tblt) is an approach to language teaching that provides opportunities for students to engage in the authentic use of the target language through tasks. students learn the language and develop skills as they work toward completing the task, which motivates them to stretch their available language resources (ellis in douglas and kim, 2014). futhermore, ellis in zuniga (2016) explained that through tblt students are expected to conduct creative activities, infer meaning from readings and oral messages, and communicate their ideas well. in teaching speaking, the use of tbtl is not new and has been endorsed as an effective method of developing language proficiency for communication goals (edwards & willis, skehan, in du et al. 2017). tblt focusses on content-oriented meaningful activities, and it is made up of specific constituents such as goal, procedure, specific outcome (skehan murphy, nunan, in hismanoglu, 2011). on tblt, its focus on meaning-making and learning communication appropriacy binds together language knowledge and cultural knowledge, placing the meaning of the language within its cultural context (robertson, 2014). li in zuniga (2016) argued that tblt facilitates language learning because learners are the center of the language process and, in that way, it promotes higher proficiency levels in all language skills. hu (2013) also explained that the tblt method brought real-life purposes to the class in which learners are expected to constantly prepare and practice the language. tblt can expose students with communicative goal apart from form mastery. tblt introduced that language is the tool used to communicate ideas while working out tasks rather than as objects to learn (somawati et al. 2017). students' personality or psychological aspects also need to be considered by the teachers to provoke or attract them to be more active in classroom interaction. bandura in wilde and hsu (2019) argued that self-efficacy (se) refers to an individual's belief that they can succeed given any task they encounter. self-efficacy (se) can be general or task-specific, allowing individuals to have a range of se beliefs about themselves at any one time. an individual's beliefs surrounding their own levels of se can impact how they feel, think, and motivate themselves. bandura in yusuf (2011) claimed that self-efficacy theory stressed that human action and success depend on how deep the interactions between one's personal thoughts and a given task. bandura in benawa (2018) found that self-efficacy is a person's belief in his ability to achieve the expected outcome. individuals with high self-efficacy tend to do a greater effort by the unyielding spirit. bandura; (2001) stated that self-efficacy as a person's belief in his/her ability to take action by expectations. for instance, he/she followed the debate in english, because he believed he would be able to achieve achievement winner. therefore, self-efficacy influenced student achievement motivation. self-efficacy has a very significant influence on achievement motivation, and the achievement motivation itself is also influenced by self-efficacy (benawa, 2001). a student with high self-efficacy for a particular topic believes in his own ability to complete a task. in contrast, a student with low self-efficacy will feel depressed to complete the task. he observes that others can successfully perform a task that he considers too difficult (bandura in ifdil et al. 2016). in the explanation above, an experimental study with the implementation of taskbased language teaching (tblt) in teaching speaking by considering the students' self efficacy needs to be conducted. therefore, this research is intended to find out the effect of task based language teaching (tblt) and students' self efficacy towards students' speaking performance at sman 8 mataram. self-efficacy self-efficacy refers to the personal beliefs or to an individual's confidence in his own ability to perform effectively specified tasks (bandura in yusuf; 2011). self efficacy appears to play a vital role in predicting learners' performance in educational contexts and it can sumarsono, muliani, & bagis the forecasting power of task …….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 414 predict performance even better than actual abilities (bandura, 1997 in saeid raoofi, bee hoon tan & swee heng chan, 2012). bandura (1997) noted four sources that affect the development of self-efficacy beliefs: a) mastery experience, (b) vicarious experience, (c) social persuasion, and (d) physiological states. (bandura, 1997 in saeid raoofi, bee hoon tan & swee heng chan, 2012). furhermore, bandura in benawa (2018) opine that the perceived self-efficacy refers to beliefs in one's capabilities to organize and execute the course of action required to produce given attainments." self-efficacy is a person's belief in his ability to achieve the expected outcome. individuals with high self-efficacy tend to do a greater effort by the unyielding spirit. the research studies in the self-efficacy area have confirmed that self-efficacy has three dimensions outlined by bandura, namely (1) the magnitude, (2) generality, and (3) strength. magnitude is a person's level of confidence in doing business or actions. strength is the person's level of confidence in achieving good performance. generality is using the flexibility of the shape of one's self-efficacy in different situations. the higher self-efficacy of a person represents the level of his adjustment to the situation. in an academic setting, especially english language teaching, research in the area of self-efficacy has been done by many researchers. nariman-jahan and rahimpour (2010) revealed the importance of learners' self-efficacy in predicting their achievement. in line with previous research, this study's results indicate that learners' self-efficacy is significantly related to their performance in learning english (saeid raoofi, bee hoon tan & swee heng chan, 2012). the use of strategies is significantly related to self-efficacy beliefs. for example, magogwe and oliver (2007) did a longitudinal study on 480 botswana students learning english as a second language. the study found a significant relationship between botswana esl learners' strategy use and their self-efficacy beliefs. in taiwan, su and duo's (2012) study of 200 students, found that learning strategies are significantly associated with self-efficacy beliefs task-based language teaching tblt refer to the term 'pedagogical tasks', as goal-oriented classroom activities having a continuum of pre-, during, and post-tasks that allow learners to comprehend, manipulate, produce and engage themselves in the use of the learned language during which they pay attention on exercising the grammatical knowledge oriented toward meaning instead of form manipulation (nunan in (2004) in azis et al.(2020). tblt requires listening, speaking, reading, and writing in the same exercise to complete the problem posed by the task as it usually brings real-life work that allows the practice of all the language abilities.this helps students to explore different communicative opportunities inside and outside the classroom (nunan in zuniga; 2016). furthermore, richards and rodgers (2001) in zuniga (2016) added that tblt enhances the creation of learning tasks that suit the learners' needs and help them master all skills successfully by providing different class exercises to complete their work. douglas and kim (2014) asserted that there is a sense in the data received that the participants perceive tblt as a suitable approach for teaching eap because their students learn language and skills in natural contexts and situations. tblt motivates eap students to improve their language and skills. similarly, azis et al.(2020) discovered the application between tbtl theory and dst for writing in an efl context. this study's findings show that such a learning approach positively contributes to both the students' linguistic and sociocognitive competence. it promotes their language skills development, engagement, motivation, confidence, and social skills development. somawati et al. (2018) also found that tblt can expose students with communicative goals apart from form mastery. tblt designed could introduce the students with meaningful language learning as tblt introduced that language is the tool used to communicate ideas while working out tasks rather than learning. the sumarsono, muliani, & bagis the forecasting power of task …….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 415 implementation of tblt was an effective way to develop learners' self-awareness and class atmosphere where the teacher and the students participated in the lessons (zuniga (2016). swan in hismanoglu (2011) stated that there are some characteristics to the core principles of tblt such as; instructed language learning should mainly contain or naturalistic language use, and the activities are related to meaning rather than language; instruction should support learner-centeredness rather than teacher-centeredness; because totally naturalistic learning does not normally give rise to target-like accuracy, engagement is essential to promote the internalization of formal linguistic elements while keeping the perceived benefits of a natural approach; this can be realized best by offering opportunities for focus on the form, which will attract students' attention to linguistic components as they emerge incidentally in lessons whose main focus is on meaning or communication; communicative tasks are especially suitable devices for such an approach; more formal pre-or post-task language study may be beneficial. this may make a contribution to internalization by leading or maximizing familiarity with formal characteristics during communication; traditional approaches are unproductive and unsuitable, particularly where they require passive formal instruction and practice isolated from communicative work. research method the research method used in this study was experimental research. an experiment is a scientific investigation in which the researcher manipulates one or more independent variables, controls any other relevant variables, and observes the effect of the manipulations on the dependent variable(s) (ary: 2010). an experimental study is one in which studies participants are randomly assigned to experimental and control groups. this research is quasiexperimental research because the random assignment was not used in determining or distributing samples into experiment class or group and control class or group. the research design used for the research is a simple factorial design 2 x 2 by the technique of multifactor analysis of variance (anova). this study observed three variables, two independent variables (teching method and self-efficacy) and students' speaking performance as the independent variable. the independent variable is the factor that is manipulated or controlled by the research to determine its relationship to an observed phenomenon (tuckman (1978: 63). the dependent variable is a factor observed and measured to determine the effect of the independent being a factor that is measured, manipulated, or selected by the experimenter to discover whether it modifies the independent variable's relationship to an observed phenomenon. the population of the study was the students of sman 8 mataram. the sample of the study was two classes of the second-grade students, in obtaining the sample, cluster random sampling, as it was used to determine which class is used as an experimental class and which class is used as a control class. each class was divided into two groups, students who have high self efficacy and those having low self efficacy. one of the two classes was taught by task-based language teaching and the other class will be taught by the conventional method. to get the data, oral speaking test and questionnaire of students' self-efficacy were delivered to the students. some questionnaires were distributed to the students to obtain the students' self-efficacy score. furthermore, the students speaking skill score was gathered through a speaking test, which was in the form of an oral interview test, the students' speaking test was arranged based on the indicators at the blueprint formulated based on the construct. the item of the students' speaking test was tried out first, in order to know its readability. the techniques used in analyzing the data were descriptive analysis and inferential analysis by using spss 21 software. before analyzing the multifactor analysis of variance, the data should be in the normal distribution, and variance scoring should be homogenous. based on the output of sumarsono, muliani, & bagis the forecasting power of task …….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 416 homogeneous subsets by levenes' test of the equality of error variances, it is known that the data was homogenous. this study uses the multifactor analysis of variance (two-way anova) by using f-test at 0,05 significance level to determine the significant difference between two groups of means and the interaction between variables. the effect of different combinations of the two independent variables on the dependent variable is referred to as an interaction effect (ary: 2010). the following explanation is the process of treating the students for the experimental group (teaching the students with task-based language teaching). after stepping into the classroom to start teaching the students with task-based activity, the teacher explained the stages used, the reason why using the method, and what the goal of study through task-based activity. soon after the introduction is conducted, the teacher started the class by giving a pretask activity to the students in order they reviewing the material already been discussed. the next step was asking the students to work in pairs or small groups to do the assignment given. the material has been discussed then to be presented or shared with the class. after discussing the material and giving feedback to the class, the teacher then came up with an appropriate assignment or task to the students. the assignment was given then to be discussed for the next meeting. meanwhile, in obtaining the data about the students' self-efficacy, questionnaires were distributed to the class. each student then had to thick an option given to each statement (strongly agree; agree; moderate; disagree). the questionnaires delivered measured about the following aspects of self-efficacy such as: confident to complete a specific task; confident to motivate own self to take the necessary steps in completing a task; confident of being able to try hard, persistent, and diligent; confident that we survive to face obstacles and difficulties; confident of being able to task which has a general range or specific. research findings and discussion this study aims to find out the difference and interaction between the means of the students' speaking performance the experimental and control group with different selfefficacy. the result is displayed below: table 1 descriptive statistics of the experimental and control group dependent variable: speaking_performance teaching_method self_efficacy mean std. deviation n students taught with tblt students with high efficacy 64,06 9,699 16 students with low efficacy 57,31 8,321 13 total 61,03 9,579 29 students taught with conventional students with high efficacy 55,94 7,793 16 students with low efficacy 50,59 9,824 17 total 53,18 9,170 33 total students with high efficacy 60,00 9,588 32 students with low efficacy 53,50 9,662 30 total 56,85 10,091 62 table 1 summarizes the four groups' mean scores on the dependent variable. the students' speaking performance as the mean score of students who were taught with tblt (61.03) was higher than students who were taught with conventional strategy (53.28). it could be found that the difference between these means is 7.85 points. therefore, it could be concluded that tblt is more effective than the conventional strategy. it has a positive effect on the students' speaking performance. in addition, the mean score for the two high selfefficacy groups is 60.00 and the mean score for the two low-self efficacy group was 53.50. sumarsono, muliani, & bagis the forecasting power of task …….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 417 since this difference was 6.47 points, it could be stated that there is an effect attributable to the self-efficacy level. the high-self efficacy group has a markedly higher mean score. thus, regardless of the teaching strategy used, the highself-efficacy groups perform better than the low-self efficacy group. the data, then, reveals no interaction between the teaching strategy and students' speaking performance. in other words, the teaching strategy and students' speaking performance are independent of each other. the lack of interaction could be illustrated graphically in figure 1. however, the significant difference in the students' speaking performance should be statistically proved. the results of homogeneity and multifactor analysis of variance (anova) are elaborated in table 2. figure 1. estimated marginal means of speaking table 2 test of homogenety and tests of between-subjects effects source type iii sum of squares df mean square f sig. corrected model 1514,932a 3 504,977 6,236 ,001 intercept 199184,007 1 199184,007 2459,710 ,000 teaching_method 845,104 1 845,104 10,436 ,002 self_efficacy 561,881 1 561,881 6,939 ,011 teaching_method * self_efficacy 7,577 1 7,577 ,094 ,761 error 4696,762 58 80,979 total 206625,000 62 corrected total 6211,694 61 table 2 described the result of the homogeneity test and tests of between-subjects effects. as the sig.obtained was 0.628, it can be concluded that the data is homogenous. furthermore, this table also summarizes the sig. two tailed-ratio of each variable. the first sig.-ratio (teaching strategy) is 0.002 is lower than 0.05 at sig. two-tailed levels with 1 and 60 degrees of freedom. it indicates that the teaching strategies differ significantly from one another in their effect on the students' speaking performance. moreover, examining the data showed in table 1, it could be seen that those students who are treated under tblt obtained a mean score of 61.03 as compared with a mean score of 51.28 for those students who are treated under the conventional strategy. since it is obtained a significant difference, it can be concluded that under the different self-efficacy, tblt improves the students' speaking performance better as it focused on doing activities based on the task given by the teacher. tblt aslo increased the students' confidence and motivation in learning. the above result is supported by robertson (2014) argues that the activity (target language acquisition and use) designed or adapted and delivered by the teacher, or the focus of the pretask phase is the focus sumarsono, muliani, & bagis the forecasting power of task …….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 418 when implementing tblt. the present findings further confirm previous findings (branden and lauven: 2016), documenting that giving students extensive opportunities to practice and develop their communicative skills is a crucial feature of the approach of task-based work and grouping formats. hyde (2013) also added that task-based work also helps students build more self-confidence to use the target language. tasks are fun for learners and may enhance their language learning motivation in class. tblt is an ideal way to improve motivation and self-efficacy. somawati et al. (2017) also found that task-based language teaching (tblt) is effective in implementing as it could improve students' english competence both accuracy and fluency because the leaning model using tblt can improve not only student communication skill but also grammar skill. cordoba (2016) advocated that tblt may have let participants perceive tblt to reinforce, share decision-making, and praise their work. this finding was also supported by the result of the questionnaire obtained from the students as follows: questionnaire teacher were you focused on the method used by the teacher during the teaching and learning process? why? student yes. i was so happy taught by the teacher and was able to focus as it was fun. besides, the teacher also gave many materials as an example. teacher what do you think of the learning strategy used by the teacher? student i think the learning strategy used by the teacher was easy to understand as the teacher always explained the material very well teacher was the material given y the teacher improved your speaking performance? why? student yes because by comprehending and repeating the content of each topic made me able to speak clearly teacher how do you think of the exercises given by the teacher? student to me, the material given by the teacher made me understand the material easily because we were instructed to explain the questions given teacher were your english improved after being taught with the strategy used by the teacher? student yes, because i can remember each material given quickly. teacher were you more confident to speak in english with the strategy used by the teacher? student yes, because each part of the material/strategy given by the teacher was so clear and i could comprehend what was explained until it could repeat through speaking teacher were you more spirit in learning english after being taught with the strategy implemented by the teacher? why? student yes, i am always spirit in learning english as i could understand what was explained because english is used all over the world that made me used it in my daily life student were you motivated to do the exercises given by the teacher? st: why? yes, i am very motivated because teachers give me a lot exercises that can open my mind broadly. because of this, i can remember each course given. teacher yes, i was more motivated as the exercise given opened my knowledge/insight about each material clearer, and i could remember the exercise given sumarsono, muliani, & bagis the forecasting power of task …….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 419 then, the second sig.-ratio (self-efficacy) is 0.011 is lower than 0.05 at sig. two-tailed levels with 1 and 60 degrees of freedom. it could be inferred that the difference between the speaking performance of the students who have high and low self-efficacy is beyond expectation. in addition, examining the data presented in table 1, it could be seen that those students who have high self-efficacy obtain a combined mean of 60.00 as compared with a mean of 53.50 for those students who have low self-efficacy. since it is obtained a significant difference, it can be concluded that under the same teaching strategy, a higher speaking performance improved better when the students have high self-efficacy than when they have low self-efficacy. the current finding is similar to (bandura, 2006) who advocated that perceived efficacy plays a key role in human functioning because it affects behavior not only directly but by its impact on other determinants such as goals and aspirations, outcome expectations, affective proclivities, and perception of impediments and opportunities in the social environment. self-efficacy is concerned with people's beliefs in their capabilities to produce given attainments (bandura: 2013). pintrich et al. (1991) opined that self-efficacy is self-appraisal of students' ability, which becomes the foundation for self-confidence and motivation to perform and excel in their learning tasks. the present findings further confirm previous findings (benawa: 2018), documenting that there is a positive direct effect of selfefficacy toward student's achievement and motivation. students with low self-efficacy in terms of learning may avoid a variety of learning tasks, particularly challenging tasks. similarly, (hsieh and kang (2010) also found that students who had higher self-efficacy made more personal control attributions such as effort than those with lower self-efficacy. in contrast, students who had lower self-efficacy made more external attributions such as to the teacher for their success and failure in their test.on the other hand, students with high selfefficacy may not wait to finish the learning tasks (ifdil, 2016). the student with high selfefficacy contributes to a higher goal than the student with low self-efficacy (ahmad and safari, 2013). the third sig. two tailed-ratio shows whether or not there is an interaction effect between the two variables, teaching strategy, and speaking self-efficacy. the table shows that sig. two tailed obtained is 0.761. this indicates that the value obtained is higher than the value of sig. two-tailed (0.05). thus, it could be said that sig. two tailed obtained is not significant. on other words, it could be stated that there is no interaction between the teaching method and students' self-efficacy toward students' speaking performance. the result of this study shows the main effect of tblt as the teaching strategy on students' speaking performance without ignoring the students' self-efficacy. in addition, the finding shows that both students who are taught under the conventional teaching strategy and tblt showed better speaking performance if they have high self-efficacy. this result is in line with the study conducted by haerazi and irawan (2020) in their research, which found that students who have high selfefficacy will be able to solve learning problems themselves. however, it is not suggested that tblt is more effective in enhancing students' speaking performance of the students who have high or low self-efficacy. it also means that the effect of teaching strategy on the students' speaking performance does not depend on the students' self-efficacy. in other words, the teaching strategy and the students' speaking self-efficacy are independent of each other. conclusion task-based language teaching (tblt) improved the students' speaking performance as this method focused on giving the students task or material to be discussed during the teaching and learning process. the activity implemented through this method leads the students' confidence to perform their speaking skills. their self-efficacy also influences students' speaking performance. the higher the students' self-efficacy the better speaking skill sumarsono, muliani, & bagis the forecasting power of task …….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 420 could be performed. this is not surprising as bandura in ifdil et all (2016) comment that a student with high self-efficacy for a particular topic believes in his own ability to complete a task, find the correct answer, achieve goals, and often excel his peers. however, the study's finding didn't suggest that tblt is more effective in enhancing students' speaking performance of the students who have high or low self-efficacy. references alay a, triantoro s (2013). effects of self-efficacy on students' academic performance. journal of educational, health and community psychology. vol. 2, no. 1, 2013. ary d. et al. 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(2020) collaborative digital storytelling-based task for efl writing instruction: outcomes and perceptions. the journal of asia tefl. 17(2). summer 2020, 562-579 . http://dx.doi.org/10.18823/asiatefl.2020.17.2.16.562 yusuf, m (2011). the impact of self-efficacy, achievement motivation, and selfregulated learning strategies on students' academic achievement. procedia social and behavioral sciences 15 (2011) 2623–2626. 1877–0428 © 2011 published by elsevier ltd. doi:10.1016/j.sbspro.2011.04.158. https://doi.org/10.33394/jollt.v8i1.2266 https://doi.org/10.1186/s41239-019-0158-x jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5413 july 2022. vol.10, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 414-423 jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 414 an analysis of writing strategies used by students of english language department 1*retno wulan dari, 1eva rahmawati, 1suvi akhiriyah 1english lecturer, english language department, faculty of language and arts, universitas negeri surabaya, indonesia *corresponding author email: retnowulan@unesa.ac.id article info abstract article history received: june 2022 revised: june 2022 published: july 2022 the trend towards more process-oriented academic writing instructions require students to pay more attention to and develop their use of writing strategies to ensure learning success. accordingly, the current study investigates the use of writing strategies performed by freshmen of the english language department in an indonesian teaching university. the study is an initial effort to provide a theoretical basis for the development of more student-centered and processoriented writing instructions for the university’s academic writing courses. to attain its purpose, the study focuses its investigation into the stage where writing strategies are most likely to be used and the types of writing strategies being employed by students. questionnaires modified from petrić & czárl (2003) were distributed to 125 freshmen to obtain the data which constitute the types of writing strategies being used, their frequency of use, and the stages of writing within which they were used. descriptive quantitative analysis was performed afterwards to the collected data. results show that most freshman are medium users of the strategies, with while writing as the stage within which students tend to use writing strategies, followed by pre-writing and revising writing. this result implies that the development of learning instruction for academic writing needs to accommodate the development of writing strategies used in three stages of writing, particularly during the pre-writing and revising writing. further research is also required with different data collection method and instruments to allow for generalization to wider audience which is not possible with the current research, given its limited use of instrument and participants involved. keywords writing strategies; student-centered writing; academic writing; how to cite: dari, r. w., rahmawati, e., & akhiriyah, s. (2022). an analysis of writing strategies used by students of english language department, jollt journal of languages and language teaching, 10(3), pp. 414-423. doi: https://doi.org/10.33394/jollt.v%vi%i.5413 introduction the process approach in teaching writing in which the stages of writing become the main highlight of the learning process rather than the final product has been circulating for quite a long time. studies promoting this issue began in the 1980s, with some studies conducted by notable names such as fowler (fowler, 1989) and nunan (nunan, 1991). over the year, research on the process approach in teaching writing across education levels and genres has resulted in many studies promoting more attention to the writing strategies in teaching writing (brown, 2001; hyland, 2004; matsuda, 2003). studies on the use of writing strategies have revealed their significant importance in determining learners’ success in a writing course (kim, 2020; mastan et al., 2017; raoofi et al., 2017). it is often argued that the how and when learners employ these strategies are the reflection of their competence as writers. therefore, it is understandable that there have been some suggestions to promote their use in language classrooms. some studies even encourage the benefit of implementing instruction that encourages students’ use of writing strategies. among these studies are the ones conducted by (mastan et al., 2017). https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:retnowulan@unesa.ac.id dari, rahmawati, & akhiriyah an analysis of writing strategies... … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 415 writing strategy use, as previously mentioned, is among the factors that help determine learners’ success in writing course. but what exactly is meant by writing strategies? and how do their use affect learners’ performance in writing? according to bloom, based on its stages, writing strategies can be classified into pre-writing strategies (resourcing, elaboration, and grouping), writing strategies (rereading, substitution and strategic use of the l1), and revising strategies (guided proofreading, resourcing, and recombining) (bloom, 2008). the strategies involved within these writing stages help writers generate, organize, and fine-tune their writing. considering this role, it is not an understatement to say that writing strategies use is one factor that determine learners’ writing performance (he, 2005). to illustrate this point, research found that better writers appear to have more tendency in employing better writing strategies and are noted to use writing strategies more often than less proficient writers (lei, 2016). contrary to this recognition, however, most learners may not be taking their use of writing strategies seriously or neglect its role in improving their writing performance, as shown by recent studies (bai et al., 2020; chien, 2012; raoofi et al., 2017). the logical solution to face this discrepancy between expectations and reality would be to develop a writing instruction that fosters learners’ use of writing strategies. as the basis for the development of such instruction, a sound need analysis would be required to figure out learners’ initial writing strategy use prior to the implementation of the planned instruction. the result of the need analysis would then be used to predict the strengths and weaknesses of learners in their writing strategy use. over the years, there have been studies conducted to map out students’ use of writing strategies. among these studies are the ones conducted by (aluemalai & maniam, 2020; bai et al., 2020; fajrina et al., 2021; kim, 2020). within the aforementioned studies, writing strategies profile is investigated in its correlation to other aspects that affect students’ learning in efl/ esl writing instructions. among these aspects are proficiency level, gender, and level of education. not only that, it also appears that the main focus of discussion, in some of those researches, is not on profiling students’ use of writing strategies as a form of needs analysis. this not to mention that with the exception to a study by (fajrina et al., 2021), these previous studies are all conducted with nonindonesian students as participants of the study. in view of the lack of studies conducted to profile learners’ writing strategies in indonesian efl context, the current study aims to investigate learners’ writing strategies use, particularly concerning the stages when they are most likely to be used and their types. it should be noted also that this study’s investigation is a part of need analysis stage to develop an academic writing instruction to promote learners’ use of writing strategies and improve their writing performance. research method this study employed a quantitative approach where the data was analyzed descriptively. the data used in this study were collected from 125 english department freshmen in the first semester of their study. a questionnaire adapted from writing strategies inventory developed by b. petric´ & b. cza´rl (petrić & czárl, 2003) was used to get the data needed. the original questionnaire by petrić & czárl (2003) uses a five-point likert scale, however, the modified version used in this study questionnaire uses a four-point likert scale ranging from 1 (“never” or “almost never true of me”) to 4 (“always” or “almost always true of me”). this modification was made so that the participants are forced to avoid the “neutral” option since the midpoint tends to be chosen when the participant is facing an unfamiliar statement in the questionnaire (chyung et al., 2017). the questionnaire consists of two-part, where the first part of the questionnaire is about general questions related to students’ background information about learning english, especially in writing and the second part is related to the strategies that the students use for each dari, rahmawati, & akhiriyah an analysis of writing strategies... … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 416 stage in writing. there are 51 items which are divided into three dimensions focusing on prewriting strategies (11 items), while-writing strategies (19 items), and post writing strategies (21 items). the cronbach’s alpha of this questionnaire is 0.86, indicating that it has a good internal consistency reliability. research findings and discussion following the principal purposes of the study, this section aims to present the results and discussion of learners’ writing strategies use. furthermore, this section also elaborates in what stage the strategies are most likely be used and the types of strategies being used by the participants. to find the frequency of overall learners’ writing strategies use, descriptive statistics were employed and then the score were categorized into; high (mean ≥ 3.19), medium (mean= 3.19-2.77), and low (mean ≤ 2.76) writing strategies use. table 1 the frequency of learners’ writing strategies use frequency percent valid percent cumulative percent valid high 18 14,4 14,4 medium 91 72,8 72,8 low 16 12,8 12,8 total 125 100,0 100,0 based on table 1, 18 (14.4%) participants reported high use of writing strategies, 91 (72.8%) participants reported medium writing strategy use and 16 participant (12.8%) reported low writing strategy use. it means that most of participants, eventhough they are still in their first year, are quite used to the writing strategy. some studies focusing on writing strategies use also reported similar result, that the first-year students tend to be medium users of writing strategy (asmari, 2013; syahriani & madya, 2020). however, it should be noted that the frequent use of the writing strategy does not indicate the user’s proficiency in writing (maarof & murat, 2013; q. mutar & nimehchisalem, 2017). moreover, table 2 presented the mean score of the three stages of writing strategies employed by the participants. the table indicates that while writing strategies were the most employed writing strategies (m=3.097, sd=0.321), followed by pre-writing strategies (m=2.816, sd=0.317), and revising writing strategies (m=2.795, sd=0.315). this finding is in line with several previous studies that found the while writing strategies are the most used writing strategies compare to the other two strategies (y. chen, 2011; q. m. mutar, 2019; q. mutar & nimehchisalem, 2017). the fact that the teaching of writing at the secondary level of education is merely done to improve the students’ english grammar and vocabulary, instead of the writing itself (ramadani, 2014; tans, 2012) can be the cause of this condition since the while writing stage mainly deals with strategies that focus on mechanics, vocabulary and grammar. table 2 the learners’ writing strategies use in each stage n min max mean overall writing strategies use 125 2.18 3.44 2.9149 pre-writing strategies 125 1.82 3.73 2.8166 while writing strategies 125 2.11 3.68 3.0978 revising writing strategies 125 2.00 3.45 2.7956 dari, rahmawati, & akhiriyah an analysis of writing strategies... … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 417 to describe further the writing strategies most frequently used by students in every stage, a more detail descriptive analysis was conducted. the following table (table 3), shows that revise the assignment requirements before writing (m=3.22, sd= .670) is the most frequently used strategy in pre-writing stage, followed by look at an example written by a native speaker or more proficient writer (m=3.13, sd= .842) and make short notes related to the topic (m=3.02, sd= .823). while the least frequently used strategy in pre-writing stage are start writing without having a written or mental plan (m=2.20, sd= .898), make a timetable for the writing process (m=2.33, sd= .869), and write notes or an outline in my native language (m=2.54, sd= .938). pre-writing stage is a stage where the students start preparing themselves for writing and organizing the idea that they want to include in their writing (bui & van, 2018; morris, 2012). this stage is plays important role in writing, particularly in keeping student motivated and creative (mahnam & nejadansari, 2012; o’mealia, 2011). from the findings above, it can be concluded that most of the first-year students pay attention to the assignment requirements. moreover, not only they try to understand what are expected from their writing, but they also show effort to find an example written by someone that they believe is more proficient in writing than them and take notes related the topic of the writing. even though they seem to be mentally prepared to do the actual assignment, they still need to be taught to make a timetable for the writing process so that they can finish the writing on the time given. table 3 mean score of pre-writing strategies used by the freshmen n min max mean std. deviation make writing process time table 125 1 4 2.33 .869 review the class notes/handouts before writing. 125 1 4 2.91 .684 revise the assignment requirements before writing. 125 1 4 3.22 .670 discuss what to write with other students or teacher. 125 1 4 2.79 .873 look at an example written by a native speaker or more proficient writer. 125 1 4 3.13 .842 start writing without having a written or mental plan. 125 1 4 2.20 .898 think about what to write and have a plan in mind, but not on paper. 125 1 4 2.95 .841 note down words. 125 1 4 2.94 .780 make short notes. 125 1 4 3.02 .823 write an outline. 125 1 4 2.95 .879 write notes/an outline in native language. 125 1 4 2.54 .938 valid n (listwise) 125 moreover, as indicated in table 4, the most frequently used strategy in while writing stage are reread what have been written or the outline to get ideas how to continue (m=3.58, sd=.511), check the grammar after finishing each paragraph (m=3.45, sd=.701), and use the background knowledge to help elaborate the ideas (m=3.32, sd=.667). whereas the least frequently used strategy in while writing stage are use a monolingual dictionary (m=2.39, sd=.888), write a draft in the native language first and then translate it into english (m=2.49, dari, rahmawati, & akhiriyah an analysis of writing strategies... … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 418 sd=.981), write bits of the text in the native language and then translate them into english (m=2.86, sd=.936), and finish the introduction with the topic sentence (m=2.86, sd=.820). as stated above, the participants in this study were familiar with the while writing strategies. at strategy item level, the most used strategy is rereading the outline to get the ideas how to continue the writing. this finding shows that the participants were aware that outlining helped them in organizing the idea and smoothen the writing process. in the other hand, using a monolingual dictionary is perceived as the least frequently used strategy. it means that the participants preferred to use monolingual dictionary even though they are still freshmen. the freshmen’ preference in using monolingual dictionary is reported in other studies on esl/efl context (kung, 2015; yaman, 2015). table 4 mean score of while writing strategies used by the freshmen n min max mean std. deviation start with the intro. 125 1 4 3.30 .710 finish the intro with the topic sentence. 125 1 4 2.86 .820 stop after each sentence and read it again. 125 1 4 3.15 .773 use my background knowledge to elaborate my thoughts. 125 2 4 3.32 .667 stop after a few sentences or a whole paragraph, covering one idea. 125 2 4 3.13 .695 reread what the outline to get ideas how to continue. 125 2 4 3.58 .511 go back to my outline to make changes. 125 1 4 3.13 .751 write bits of the text in native language and then translate them into english later 125 1 4 2.86 .936 write a draft in my native language first and translate it into english later. 125 1 4 2.49 .981 check the grammar after completing each paragraph. 125 2 4 3.45 .701 check the vocabulary after completing each paragraph. 125 1 4 3.27 .755 check the mechanics after completing each paragraph. 125 1 4 3.03 .782 simplify what to write if it is difficult to express the ideas in english. 125 1 4 3.21 .722 write it in native language and later try to find an appropriate english word whenever unfamiliar words come up. 125 1 4 3.15 .907 find a similar english word whenever unfamiliar words come up. 125 1 4 3.30 .687 stop writing and check the dictionary whenever unfamiliar words come up. 125 1 4 3.20 .803 use a bilingual dictionary. 125 1 4 3.11 .815 use a monolingual dictionary. 125 1 4 2.39 .888 ask someone to help out when problems arise while writing. 125 1 4 2.91 .898 valid n (listwise) 125 dari, rahmawati, & akhiriyah an analysis of writing strategies... … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 419 in addition, related to the most frequently used strategy in revising writing stage, table 5 shows that check the mistakes after getting the feedback from the teacher (m=3.65, sd=.543), check whether the essay matches the requirements (m=3.40, sd=.622), ask the person who give comment to explain the comment if the comment is difficult to understand (m=3.34, sd=.832) and read the feedback from the previous writing and use it in the next writing (m=3.34, sd=.610) are the strategies that the students are familiar with. while the least frequently used strategy in revising writing stage are hand the essay in without reading it (m=1.60, sd=.741), make changes in the content or ideas (m=2.32, sd=.789), and make changes in the structure (organization) of the essay (m=2.44, sd=.777). table 5 mean score of revising writing strategies used by the freshmen n min max mean std. deviation read the text aloud. 125 1 4 2.50 .876 read what have written when the whole essay finished. 125 1 4 2.57 .901 hand in the essay without reading it. 125 1 4 1.60 .741 make changes in vocabulary using the dictionary. 125 2 4 3.05 .633 make changes in sentence structure. 125 1 4 2.79 .687 make changes in the organization of the essay. 125 1 4 2.44 .777 make changes in the content or ideas. 125 1 4 2.32 .789 make changes in the spelling and punctuation. 125 1 4 2.78 .779 focus on one thing at a time when revising (e.g., content, structure). 125 1 4 2.75 .839 check if the essay matches the requirements. 125 1 4 3.40 .622 drop the first draft and start writing again whenever the essay is not sufficient. 125 1 4 2.52 .858 leave the text aside for a couple of days to get a new perspective. 125 1 4 2.54 .788 show the text to somebody and ask for his/her opinion. 125 1 4 2.63 .963 compare the paper with the ones written by my friends on the same topic. 125 1 4 2.49 .876 give myself a reward for completing the task. 125 1 4 2.83 1.098 check the mistakes after the teacher give the feedback. 125 2 4 3.65 .543 ask another person to explain whenever a comment in the feedback is difficult to understand. 125 1 4 3.34 .832 make notes or try to remember feedback for the next writing assignments. 125 1 4 3.26 .728 record the types of errors i have made for the next writing assignments. 125 1 4 3.11 .710 rread the feedback from my previous writings and use it in the next writing assignments. 125 1 4 3.34 .610 valid n (listwise) 125 revising writing stage is the last stage in writing process. this study found that the strategies in the revising writing stage are the least frequently used by the participants. this finding is in line with some studies focusing on similar context (maarof & murat, 2013; syahriani & madya, 2020). however, most of the participants seems to understand the importance of teacher’s feedback since checking the mistakes they made after the teacher give them their feedback is the most used strategy in this level. this is congruent with the finding in a study focusing on the freshmen attitudes toward teachers’ written feedback (j. chen, 2012). the participants were interested in the feedback written by the teacher especially when they address all the writing aspects instead focus on solely language accuracy. moreover, most of the participants tend to read their writing carefully before they submit their assignment. in indicates that the students are positively motivated in fulfilling the requirement of the dari, rahmawati, & akhiriyah an analysis of writing strategies... … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 420 assignment. nevertheless, it must be noted that this attitude is shown when the assignments give the students autonomy (abuhassna et al., 2020; moos & marroquin, 2010) and pique their personal interest (ismailov & ono, 2021). although this research can shed light on the teaching of writing, especially the profile of first-year english students’ writing strategies, it has some limitations. first, the participant of this study come from the same department at the same university, so the findings in this study cannot be generalized on a larger scale. second, this study only employ descriptive approach with one questionnaire to gather the data needed; as a result, a more in-depth investigation to reveal the reason for using the strategy is impossible to conduct. thus, a further study employing more instruments and participants from different universities and across the four years of undergraduate education is still needed. conclusion the main purpose of this study is to investigate learners’ writing strategies use, particularly concerning the stages when they are most likely to be used. the result revealed that the majority of the freshman are medium users of the strategies, or in other words, they are quite familiar with the writing strategies. in terms of the writing stage, the while writing strategies were the most employed writing strategies and the review writing strategies were the least employed ones. further, this study also shed light on what strategies that the freshmen most and least frequently used in each stage of writing. as aforementioned, this study is a part of a need analysis proses in developing an academic writing instruction that foster learners’ use of writing strategies, henceforth, writing instructors or course designers can use the findings of this study as a basis for planning a better writing course that caters the freshmen’ needs. additionally, based on the finding which indicate the freshmen’s medium familiarity of writing strategies, particularly the while writing strategies, it is suggested that process approach is used in the freshmen’s writing course rather than product approach. various activities and materials that promote the use of strategies in both writing stage should also be employed to accommodate the freshmen’s low awareness of pre-writing and revising writing strategies. however, it should be also mentioned that the primary limitation of this study was the nature of the method used. employing a quantitative method with only one instrument prevents generalization to broader demographics possible. thus, to address the freshmen's needs toward an ideal esl writing course, future studies with different data collection method and instruments are still needed. dari, rahmawati, & akhiriyah an analysis of writing strategies... … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 421 references abuhassna, h., al-rahmi, w. m., yahya, n., zakaria, m. a. z. m., kosnin, a. bt. m., & darwish, m. 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(2015). exploring the dictionary preferences of prospective english language teachers. international journal of languages’ education, 1, 1478–1490. https://doi.org/10.18298/ijlet.345 the process approach in teaching writing in which the stages of writing become the main highlight of the learning process rather than the final product has been circulating for quite a long time. studies promoting this issue began in the 1980s, with s... studies on the use of writing strategies have revealed their significant importance in determining learners’ success in a writing course (kim, 2020; mastan et al., 2017; raoofi et al., 2017). it is often argued that the how and when learners employ th... writing strategy use, as previously mentioned, is among the factors that help determine learners’ success in writing course. but what exactly is meant by writing strategies? and how do their use affect learners’ performance in writing? according to bl... contrary to this recognition, however, most learners may not be taking their use of writing strategies seriously or neglect its role in improving their writing performance, as shown by recent studies (bai et al., 2020; chien, 2012; raoofi et al., 2017... within the aforementioned studies, writing strategies profile is investigated in its correlation to other aspects that affect students’ learning in efl/ esl writing instructions. among these aspects are proficiency level, gender, and level of educatio... in view of the lack of studies conducted to profile learners’ writing strategies in indonesian efl context, the current study aims to investigate learners’ writing strategies use, particularly concerning the stages when they are most likely to be used... this study employed a quantitative approach where the data was analyzed descriptively. the data used in this study were collected from 125 english department freshmen in the first semester of their study. a questionnaire adapted from writing strategie... the questionnaire consists of two-part, where the first part of the questionnaire is about general questions related to students’ background information about learning english, especially in writing and the second part is related to the strategies tha... following the principal purposes of the study, this section aims to present the results and discussion of learners’ writing strategies use. furthermore, this section also elaborates in what stage the strategies are most likely be used and the types of... table 1 the frequency of learners’ writing strategies use based on table 1, 18 (14.4%) participants reported high use of writing strategies, 91 (72.8%) participants reported medium writing strategy use and 16 participant (12.8%) reported low writing strategy use. it means that most of participants, eventhoug... moreover, table 2 presented the mean score of the three stages of writing strategies employed by the participants. the table indicates that while writing strategies were the most employed writing strategies (m=3.097, sd=0.321), followed by pre-writing... table 2 the learners’ writing strategies use in each stage to describe further the writing strategies most frequently used by students in every stage, a more detail descriptive analysis was conducted. the following table (table 3), shows that revise the assignment requirements before writing (m=3.22, sd= .670... pre-writing stage is a stage where the students start preparing themselves for writing and organizing the idea that they want to include in their writing (bui & van, 2018; morris, 2012). this stage is plays important role in writing, particularly in k... table 3 mean score of pre-writing strategies used by the freshmen moreover, as indicated in table 4, the most frequently used strategy in while writing stage are reread what have been written or the outline to get ideas how to continue (m=3.58, sd=.511), check the grammar after finishing each paragraph (m=3.45, sd=.... as stated above, the participants in this study were familiar with the while writing strategies. at strategy item level, the most used strategy is rereading the outline to get the ideas how to continue the writing. this finding shows that the particip... table 4 mean score of while writing strategies used by the freshmen in addition, related to the most frequently used strategy in revising writing stage, table 5 shows that check the mistakes after getting the feedback from the teacher (m=3.65, sd=.543), check whether the essay matches the requirements (m=3.40, sd=.62... table 5 mean score of revising writing strategies used by the freshmen revising writing stage is the last stage in writing process. this study found that the strategies in the revising writing stage are the least frequently used by the participants. this finding is in line with some studies focusing on similar context (... although this research can shed light on the teaching of writing, especially the profile of first-year english students’ writing strategies, it has some limitations. first, the participant of this study come from the same department at the same unive... the main purpose of this study is to investigate learners’ writing strategies use, particularly concerning the stages when they are most likely to be used. the result revealed that the majority of the freshman are medium users of the strategies, or in... as aforementioned, this study is a part of a need analysis proses in developing an academic writing instruction that foster learners’ use of writing strategies, henceforth, writing instructors or course designers can use the findings of this study as... however, it should be also mentioned that the primary limitation of this study was the nature of the method used. employing a quantitative method with only one instrument prevents generalization to broader demographics possible. thus, to address the ... jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4891 april 2022. vol. 10, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp.161-173 jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 161 english teachers’ pedagogical competence in regard to planning the teaching and learning process hasriani g faculty of languages and literature, universitas negeri makassar, indonesia corresponding author email: hasriani@unm.ac.id article info abstract article history received: february 2022 revised: march 2022 published: april 2022 this research is aimed at identifying the english teachers’ pedagogical competence in planning the teaching and learning process. the profile of english teachers’ pedagogical competence in planning the teaching and learning process was based on the national standard of education, in section 28, sub-section 3 points a. the researcher employed the descriptive, evaluative method. the subjects of this research were four english teachers from different schools of madrasah aliyah in kabupaten enrekang. the purpose of the research was to describe the teachers’ pedagogical competence in planning the teaching and learning process. based on the findings, the four teachers’ pedagogical competence in planning the teaching and learning process are in good because they can understand the basis of education, apply learning theories, determine what strategy to use based on the learners’ characteristics, and make the lesson plan based on the strategy chosen. based on the result and discussion, it could be concluded that the four teachers had good quality in terms of pedagogical competence in regard to planning the teaching and learning process. the four teachers realized the importance of the arrangement of lesson plans before teaching the students in the classroom. keywords pedagogical competence; planning teaching; learning process; how to cite: hasriani. (2022). english teachers’ pedagogical competence in regard to planning the teaching and learning process. jollt journal of languages and language teaching. 10(2), pp.161-173. doi: https://doi.org/10.33394/jollt.v%vi%i.4891 introduction instructional approaches in indonesia's education system, especially in english teaching and learning, have been changed several times, but the optimal result has not been shown yet. in this case, it can show the fact in the field that most students cannot speak english well, and they have low grades in the result of the examination. (risan et al., 2021) teachers play an important role in that process as the key to a successful teachinglearning process. the teacher should be of good quality on this point. the teacher's quality can be seen in her ability to pass on the knowledge she possesses. pedagogical skills include the ability to plan and improve the curriculum, to improve the interest of the students and the knowledge of the subject by the instructor. to put it another way, the teacher wants pedagogical skills that can make her classroom go well. a good teacher should have sufficient knowledge and skills in teaching; she should also master the subject matter which will be well taught to her students. (kumalasari et al 2017 p.148) teachers need to be able to educate the student and facilitate the potential that the students have so they can channel it according to their talent (kumalasari et al., 2017). teachers' pedagogical competencies continue to be used to apply the learning process in the classroom in lesson plans. in addition, the teacher needs clear communication in contact with the student so that both the instructor and the students can analyze the study outcome together to perform reflection in order to increase the quality of the learning process for the students. a https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& hasriani g english teachers’ pedagogical competence ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 162 teacher’s competence is very important in the learning process because the teacher is one of the components that control the learning process. (kumalasari et al., 2017). in the 2004 curriculum, it is mentioned that competencies are knowledge, skills, attitude and values manifested in daily way of thinking and behaving (depdiknas, 200:4). competencies can be recognized through a number of learning results and indicators that can be measured and observed. meanwhile, skills can be gained through learning experiences related to the learning and study materials contextually. e. mulyasa said that competence was a combination of knowledge, skills, value, and behavior reflected in daily ways of thinking and behaving (pravitasari & rimawati, 2020) pedagogical competence is the ability of the teacher to manage the education of the students. pedagogical competence refers to the ability of the teacher to deal with three aspects of teaching skills, namely the planning of the lesson, the implementation of teaching and learning process and the assessment of student learning. pedagogical competence includes the establishment of a learning apparatus, the implementation of learning and evaluation. in indonesian government regulation no. 74, 2008, pedagogical competence is the capacity of teacher to handle the learning of students. this means that a competent teacher is the one who has good knowledge of their subject matter and their performance in the classroom because both of them are two important factors in the learning process. another point is that teachers are people who have an effect on a very active teaching and learning process. all they say should have had an effect on their students. teachers need the ability to express their awareness of the subject or their awareness of the learning process (pahruddin et al., 2016) teachers’ competence is very important in the success of students learning because the teacher is one of the components that have an important role the teaching and learning process. the teacher should have a good ability to understand the students, design and implement the teaching and learning process, evaluate learning outcomes, and develop students'' potentials (sari et al., 2021). planning of the learning process deals with how the teachers plan the learning process, including understanding the basis of education, applying learning theories, determining what strategy to use based on the learners’ characteristics, and making the lesson plan based on the strategy chosen (sadilia, s. 2014). in relation to the second sub competence of pedagogical competence, general directorate of the quality improvement of teachers and education personnel (2010) decided that the second sub competence of pedagogical competence, that is planning the teaching and learning process covers two main points, that are written as the instrument to assess the teachers’ pedagogical competence, especially for the second sub competence, they are developing curriculum and understanding the learning theory and also educated learning principles. teacher as educator determines the success of an education because they are as central figure in learning. educators who have good pedagogical competence will be able to understand what is needed and desired by students in the learning process. therefore, educators are required to improve the quality and the performance of education. a study about pedagogical competence has been conducted, and the result of the study showed that if educators have good pedagogical competence and high work motivation, then the performance of educators will be optimized in a comprehensive manner and more quickly achieved in improving the quality of education. and vice versa, if educators have poor pedagogical competence and low work motivation, the teacher's performance is said to be poor or not qualified. (hanim et al., 2020) considering the importance of teachers' pedagogical competence as stated above, the researcher decided to conduct the study about the profile of some certified english teachers in terms of pedagogical competence to share the information, experince and reference about hasriani g english teachers’ pedagogical competence ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 163 teacher competence in regard to planning the teaching and learning process for the teachers and some university students who will become future teachers. research method research design this research employed a descriptive evaluative method. in this research, the researcher provided a description of english teachers’ pedagogical competence in planning the teaching and learning process at madrasah aliyah in kabupaten enrekang. planning of learning process deals with how teachers plan the learning process, including understanding the basis of education, applying learning theories, determining what strategy to use based on the learners’ characteristics, and making the lesson plan based on the strategy chosen (sadilia, s. 2014). there were four english teachers from different schools as the subjects of this research. those four english teachers were chosen as the subjects of this research since they were the certified english teachers from their schools and as the representative of each school. instruments the researcher used two kinds of instruments, namely classroom observation checklist and interview guide. the researcher used a classroom observation checklist to obtain the data by simply watching the participants during the teaching and learning process. the researcher used an observation matrix referring to pedagogical competence. the observation matrix covered some criteria that were scored with a final score 1 to 4. each score can be categorized as: 4= high (very good), 3= medium (good), 2= low (poor) and 1= very low (very poor). the researcher used a video recorder as the observation device in conducting the observation. in this research, an interview was a purposeful interaction in which the researcher tried to obtain information from the teachers and the students to clarify and support the data from observation. the students chosen as the interviewees were the high, average and low ability students. the researcher chose one student. the interview questions consisted of some structured questions about pedagogical competence. the interview was a semi-structured interview. the researcher asked previously structured questions and would be continued by asking other questions related to the teachers’ answers to get the deep data about the variable (arikunto, 2006:227). in this case, the english teachers’ pedagogical competence profile in planning the teaching and learning process. the researcher used a recorder as an interviewing device. data analysis descriptive analysis was used in analyzing the data, in which the researcher analyzed the data collected through the instruments previously mentioned. firstly, the researcher collected the by observing the teaching and learning activity in the classroom, and next the researcher interviewed english teacher and the students. secondly, the researcher analyzed the data through data reduction in which the researcher summarized, chose the main things, and focused on the important points. after reducing the data, the next step was data display, in which the researcher analyzed and described the data qualitatively. miles and huberman in sugiyono (2009:249) stated that looking at displays helps us understand what is happening and do something-further analysis or caution on that understanding. the last step was conclusion (drawing/verifying) in which the researcher took the conclusion about the result of analyzing the data. hasriani g english teachers’ pedagogical competence ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 164 research findings and discussion research findings the result of the research about the teachers’ competence in planning the teaching and learning process is discussed in the following description. it covers two main points; developing the curriculum and understanding the learning theory and educated learning principles. a. teacher 1 based on the result of observation for the second sub-competence, the first teacher’s score was 4 (high). it can be said that the first teacher has very good competence in planning the teaching and learning process. most of the second sub-competence characteristics of pedagogical competence were fulfilled, whether in understanding the learning theory and educated learning principles or developing a curriculum. however, the data from observation was elaborated with the data from the interview. the researcher asked the first teacher about the components should be included in the lesson plan. this refers to developing curriculum. here is the data of interviewing the teacher. r : “komponen apa saja yang perlu ibu perhatikan dalam penyusunan rpp atau lesson plan”? (“what are the important components you should pay attention to in arranging the lesson plan”?) t1 : ”rpp, otomatis kalau kita menyusun rpp kita akan berdasarkan dari silabus, jadi rpp itu tersusun dari, ada sk-nya, ada kd, ada indikator, ada tujuan pembelajaran, ada materi, ada metode kemudian ada step-step pembelajaran, tahap-tahap pembelajaran dan diakhiri dengan evaluasi”. (“lesson plan, automatically i arrange the lesson plan based on the syllabus, so lesson plan covers competence standard, basic competence, indicator, learning objective, material, method, and then learning steps and the last evaluation”) the data from interview above shows that the teacher knows the components should be included in arranging the lesson plan. the teacher understands about her duty as the planner before implementing the lesson. she arranges the lesson plan based on the curriculum or syllabus. it covers competence standard and basic competence. the teacher even realizes that she also has to know the learning objectives, learning material, steps and evaluation. based on the observation, she used to follow the steps in the teaching and learning process. besides those components, the teacher also has to know about the strategy in implementing certain material. r : “bagaimana tentang materi ini ibu? bagaimana strategi untuk mencapai tujuan pembelajaran di materi ini”? (“what about this material mam? what is your strategy in achieving the learning objective in this part”?) t1 : “……. ini adalah materi berbentuk narrative yah… taruhlah begini, sebelum mengajarkan naratif ini otomatis kita harus membuat rpp, didalam rpp itu kita tentukan indikator apa yang harus kita capai, tujuan pembelajaran yang akan kita capai nanti bagaimana, kemudian kita juga harus menentukan model pembelajaran dan metode yang akan kita pakai…………” (“this is a material of “narrative”… let say, before teaching about narrative automatically we have to arrange lesson plan, in lesson plan we decide the indicators to be achieved, how the learning objective is, and then we also have to decide the teaching and learning model and method will be applied”) the data gained above shows that the teacher knows well the strategy to achieve the learning objective of certain material. the researcher asked the teacher to show her book then asked her to explain the strategy in achieving the objective of the material chosen by the researcher. the teacher then explained it. it can be seen as prove that the teacher really understands well about what to do in achieving the learning objective as the one component in planning the lesson. telling the students’ about the learning objective is one of the important hasriani g english teachers’ pedagogical competence ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 165 points in planning the lesson. the teacher realizes that it is very important to tell the students about the learning objective before starting the lesson. r : “apakah ibu merasa bahwa menyampaikan tujuan pembelajaran sebelum memulai pelajaran penting”. (“do you think it is important to tell students about the learning objective”?) t1 : “iya penting”. (“yes i do, it is important”) r : “kenapa ibu”? (“why, mam”?) t1 : “dalam mengajar kan kita, apa sih gunanya kita mengajar kalau kita tidak tahu apa tujuan yang harus kita capai, jadi itu penting untuk memberitahukan kepada mereka bahwa nanti setelah mengajar ini, ini yang harus kalian dapatkan”. (“in teaching, what for we teach the students if we don’t know what should we achieve, that is why it is important to tell the students that “after learning about this, you will get this””) the data above can show that telling the learning objective before starting the lesson is considered by the teacher as important point. she does not only think it is important, but she also usually applies it. based on the observation on may 12th, 2012, the researcher saw that the teacher told the students about the learning objective. besides the data of interviewing and observing the teacher, the researcher also gained information from the student by interviewing her. r : “oh yah, apakah guru bahasa inggris adik ini sering atau pernah menyampaikan rancangan dan tujuan pembelajaran sebelum memulai pelajaran”? (“by the way, does your english teacher usually or ever tells you about the plan and learning objective before starting teaching”?) s1 : “tentu saja sering. setiap ada mata pelajaran pembahasan baru pasti disampaikan rancangan dan tujuan pembelajaran materi tersebut”. (“of course she does. she always tells us about learning objective before we discuss it”) the data gained from interviewing the student above can support the previous data. the researcher can say that the teacher really applies one of the important points in planning the lesson, which is telling the students about the learning objective. in this second subcompetence, based on the observation, there are many more things the teacher paid attention to in relation to the second sub-competence of pedagogical competence. the teacher reviewed the material in the previous meeting to identify how far the students understanding before starting presenting the new material. the teacher also implemented enjoyable and meaningful activities to encourage the students’ activation in learning. another point is the teacher prepared learning media, such as colorful cards, handout for reading activity, and those were related one another based on the learning objective. teacher used to ask to what extent is the students’ understanding about the lesson and clarified some things when she found that some students still did not understand. b. teacher 2 in terms of second sub-competence, the second teacher’s score is 3 (medium). she implemented most of the indicators of this second sub-competence, whether in understanding the learning theory and educated learning principle or developing curriculum. referring to developing curriculum, the first point is about the lesson plan. the lesson plan should be based on the syllabus or curriculum. r : “jadi setiap menyusun rpp ibu selalu berdasarkan silabus atau kurikulum sekolah”? (“so in arranging the lesson plan it is always based on the syllabus or curriculum”? hasriani g english teachers’ pedagogical competence ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 166 t2 : “iya, tetap berdasar pada silabus dan kurikulum yang digunakan pada saat ini”. (“yes, it is based on the syllabus and current curriculum”) based on the data from interview above, the teacher arranges the lesson plan based on the syllabus and curriculum of the school. it was also proved by directly seeing the syllabus and lesson plan in the classroom. before arranging the lesson plan, the teacher must also know about some components should be included in the lesson plan. the teacher explained about the arrangement of the lesson plan. she said that in arranging the lesson plan, firstly she pays attention to the syllabus then the lesson plan arranged is based on the syllabus. r : …. “jadi komponen apa saja yang perlu diperhatikan dalam penyusunan rpp ibu”? (“…..so what are the components you should pay attention to in arranging the lesson plan”?) t2 : “dalam menyusun rpp, yang pertama diperhatikan adalah bagaimana isi silabus, kita berpedoman ke silabus, setelah itu kita menyusun rpp sesuai apa yang tercantum dalam silabus”. (“in arranging the lesson plan, firstly we have to pay attention to the content of syllabus, it is based on the syllabus, after that we arrange the lesson plan based on the content of syllabus”) in planning the lesson, the teacher should also pay attention to some points, including the learning strategy of the students. the teacher said in interview that the lesson plan is designed by considering the learning strategy of the students. r : “ini mengenai penyusunan rpp yang tadi, apakah kegiatan pembelajaran ibu itu disesuaikan dengan usia, kesiapan belajar, atau cara belajar peserta didik”? (“this is about arranging the lesson plan, do you arrange the lesson by paying attention to the students’ age, readiness to study, or their learning style”?) t2 : “yang disesuaikan adalah cara belajar siswa didik, karena kita ini ditingkat sma kita harus mengikuti tentang silabus yang telah dikembangkan, silabus yang telah digunakan, maka kita menggunakan, siswa itu me… siswa belajar dengan buku yang desediakan”. (“i pay attention the their learning styles, because in senior high school level it must be based on the syllabus developed, syllabus used, so it is used, the students…. students learn by using the available books”) the data above indicates that the teacher follows the syllabus or curriculum of senior high school in which it is suitable for the students learning strategy. that is why the teacher uses the available book from the school to teach the students. the data from observation showed that she used to follow the steps of teaching material. she presented or discussed the material based on the sequence in students’ workbook. besides that, she presented the material and related it to the context of daily life and could be practiced in the classroom. another important point in planning the teaching and learning process is learning objective. the teacher should tell the students about learning objective in order that the students can try to reach what they have to gain in learning. when the teacher was interviewed by the researcher, she said that it is very important to tell the students about learning objectives. t2: “……….. saya kira itu penting karena kita sebagai guru itu berdasarkan kepada rpp. nah disitu rpp kita berikan informasi kepada siswa bahwa standar kompetensi yang akan kita capai pada materi ini adalah yang ini. misalnya dalam bahasa inggris, mendengarkan, maka kita memberikan bahwa dalam mendengarkan itu tujuannya adalah memahami makna dalam percakapan, atau memahami makna teks fungsional yang berbentuk naratif………”. (“…i think it is very important because as a teacher, we have to follow the lesson plan. in lesson plan, we give information to the students that “the competence standard will be achieved in this material is this”. for example, in english, listening, so we tell that that in listening hasriani g english teachers’ pedagogical competence ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 167 section they are hoped to understand the conversation, or understanding the fungsional text in the form of narrative……”) based on the data above, the teacher stated that the teacher must follow the lesson plan, in which one of the components in lesson plan is learning objective. based on the observation, the teacher prepared some pictures for listening class and then she explained that the learning objective of that activity was to understand the descriptive sentence uttered by the native speaker. when the reasercher saw the book used by the teacher, she chose one topic then asked the teacher to explain the strategy to reach the learning objective of that topic. r : “bisa saya lihat bukunya ibu”? (“may i see you book”?) t2 : “ iya” (“yes, you may”) r : “bagaimana strategi ibu untuk mencapai tujuan pembelajaran di bab ini”? (“what is your strategy to achieve the learning objective of this chapter”?) t2 : “pada bab ini, narrative, saya berikan siswa-siswi tentang cerita-cerita yang berbentuk naratif karena naratif itu banyak kejadiannya, misalnya kita mempunyai cerita yang lama, atau ide-ide yang lama maka saya suruh siswa untuk mengungkapkan atau dia menceritakan apa yang dilakukan pada liburan yang lalu atau semacam ide-idenya untuk menjelaskan apa yang telah lalu, apa yang telah dikerjakan pada masa yang lalu”. (“ in this chapter, narrative, i give the students narrative stories because there are many events of narrative, for example we talk about story in the past, or some ideas in the past, so i ask the students to express or retell about their past holiday or i ask their ideas to explain what they have done in the past event”) the teacher could explain the strategy to reach the learning objective of the topic chosen by the researcher. it can be indicated that the teacher understands about her responsibility to tell the students about the learning objective and what to do. besides that, the data related to learning objective was also gained from interviewing one of the students. r :“apakah guru bahasa inggris adik pernah atau sering menyampaikan tujuan pembelajaran sebelum memulai pelajaran”. (“does your english teacher usually or ever tells you about the plan and learning objective before starting teaching”?) s2 :“sering, karena saya sering disuruh memahami cara mengerjakan soal, menjelaskan proses pembelajaran, dan tugas-tugas yang akan dikerjakan”. (“yes she does, we are usually assigned to understand the technique of doing task, explain the teaching and learning process, and some assignment will be given”) based on the data gained by interviewing the student, the teacher usually tells the students about learning objective before starting the new lesson. the students are given explanation about the technique to do exercise, the learning process and some assignments they will finish. the data from observation showed that the teacher also implemented few things related to this second sub-competence. she gave the students same chance to involve in the teaching and learning process in which she asked the students to express some expression in giving opinion and practice it based on their understanding. besides that she used to ask the students whether they understood or not about the lesson before coming to the next activity. she also used to emphasize that english is very important to be learned so that the students would be motivated to learn. she also encouraged the students to learn english by telling the advantages in daily life of learning certain materials. the last point is the teacher gave the same chance to all students to ask question, and she answered then explained it. hasriani g english teachers’ pedagogical competence ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 168 c. teacher 3 based on the result of observation and interview, the third teacher’s score of the second sub-competence is 3 (medium). it indicates that the teacher has good competence in planning the teaching and learning process that covers understanding learning theory and educated learning principle or developing curriculum, just same as the second teacher. based on the result of observation, the teacher arranged the lesson plan based on the syllabus and current curriculum. from interview, the third teacher explained about the components should be included in the lesson plan. r : “……….komponen apa saja yang perlu ibu perhatikan dalam menyusun rpp”? (“……….what are the components you should pay attention to in arranging the lesson plan”?) t3 : “yang paling kita harus perhatikan adalah materi, kemudian kegiatan-kegiatan, karena di dalam kegiatan itu harus kita perhatikan kegiatan awalnya, kegiatan inti dan kegiatan akhir. dan yang paling kita harapkan adalah kegiatan penilaian, karena tanpa penilaian saya kira pembelajaran itu tidak lengkap……. ” (“the most important thing is material, and the next is activities, because in the activities we have to pay attention to the initial activity, the main activity and the final activity. and the most we hope is evaluation because without evaluation, i think teaching and learning is not complete”) it can be seen in the data above that the teacher said that some important things should be included in planning the lesson. those components are material, activities, starting from the beginning, main and last activities. she even said that a teacher must pay attention to the evaluation. in teaching and learning activities, the teacher also pays attention to certain things, including the readiness of the teacher to learn and the students’ age. it is also very important in planning the lesson as the second sub-competence of pedagogical competence. r : “………apakah kegiatan pembelajaran di kelas ibu desesuaikan dengan usia atau kesiapan belajar atau cara belajar peserta didik”? (“………are the activities arranged by paying attention to the students’ age, readiness to study, or their learning style”?) t3 : “kesiapan belajar dan usia itu saya kira usianya memang sudah… tidak mungkin dia sekolah di man kalau memang belum waktu usianya. kemudian kesiapan belajarnya ya tergantung dari anak didik tersebut, sehingga mempengaruhi kecerdasan dan keaktifan siswa tersebut…. ” (“readiness to study and age i think they have…. it is impossible for the students to be in man if their age is not suitable. and then about the readiness to study, it depends on the students, so it influence on their intelligence and activation”) another important point in the second sub-competence is learning objective. the teacher is obligated to tell the students about the learning objective. based on the observation, the teacher used to tell the students about the learning objective before starting presenting the material. it was also supported by the data from interviewing the student. r : “…….. apakah guru bahasa inggris adik pernah atau sering menyampaikan tujuan pembelajaran sebelum memulai pelajaran”? (“………does your english teacher ever or usually tell you about the learning objective before starting the lesson”?) s3 : “menurut saya sering,………. ”. (“in my opinion, yes she does”) the data above shows that the student admitted her teacher usually tells the students about the learning objective before starting the presenting or explaining the material. it aims at making the students realize what they should do in order to achieve the learning objective at the recent lesson. there are many more things the teacher implemented related to this second subcompetence. the result of observation showed that she gave the same chance to all students to hasriani g english teachers’ pedagogical competence ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 169 involve in teaching and learning process. she made sure that the students understood the material discussed by giving chance to make some examples and or doing exercise. she firstly told the students about the learning objective of material would be discussed in the classroom. besides that, she also applied different activity in the classroom to motivate the students’ learning, in which the students were asked to come forward to do the exercise or task directly in the whiteboard so that they were enthusiastic to understand the case before their name called by the teacher. she also considered the students’ understanding about the previous material before moving to the new one. she did not also ignore responding the students’ question and answer, and she explained again for the students more understand. d. teacher 4 in terms of the second sub-competence of pedagogical competence, same as the second and third teachers, the result from observation shows that the fourth teacher gained score 3 (medium). it can be said that the fourth teacher has good competence. however, the data from observation should be elaborated with the data from interview. starting from the lesson plan, the fourth teacher said that she has to pay attention certain components in planning the lesson. r :”ok. ibu, komponen apa saja yang perlu ibu perhatikan dalam penyusunan rpp”? (“……….what are the components you should pay attention to in arranging the lesson plan”?) t4 : “paling utama materi yah, kemudian apa yang ingin dicapai, kemudian langkah-langkah yang ditempuh dalam penyajian materi. nah itu harus sesuai semua dengan kurikulum”. (“the main thing is material, and next the learning objectivw, the steps in presenting the material. all must be suitable with the curriculum”.) based on the data above, the teacher said that the first important component is material, then learning objective, and the steps in presenting the material. she said also that all components in lesson plan must be suitable with the curriculum. one thing indicating that the teacher can master the material she is going to present or explain is when the teacher can explain the material of certain topic. the researcher asked the teacher to show her the book used by the teacher. after that, she chose one material and asked the teacher to explain the steps in teaching the students for that material. r : “ok. ibu saya bisa lihat bukunya”? (“ok, may i see your book”?) t4 : “boleh… boleh… silahkan”. (“yes of course, you may. please”) r :”ok, tentang topik yang ini. bagimana cara ibu menyampaikan atau tehnik apa yang ibu gunakan untuk mencapai tujuan pembelajaran di topik yang ini”? (“ok, about this topic. how do you present or what technique do you use to achieve the learning objective of this topic”?) t4 :“…….jadi biasanya pertama-tama itu saya, kita harus mengetahui tujuan apa yang akan kita capai dalam pembelajaran meteri, misalnya degrees of comparison, pertama itu siswa harus tahu apa yang dimaksud dengan comparison, degrees of comparison itu sendiri apa, karena apabila mereka tidak tahu, berarti kan mereka tidak bisa lebih lanjut belajar tentang ini…….”. (“……..so usually, firstly i, we have to know what objective we will achieve in learning the material, for example, degrees of comparison, firstly the students should know what the degrees of comparison is, because when they do not know, it means it will be hard for them to continue the next activity”) the teacher said that she must also teach the students by considering their readiness to study. it refers to developing curriculum. hasriani g english teachers’ pedagogical competence ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 170 r :“apakah kegiatan pembelajaran yang ibu laksanakan disesuaikan dengan kesiapan belajar siswa atau cara belajarnya”? (“is the learning activity assigned based on the students’ readiness to study or learning style? t4 : “disesuaikan dengan kesiapan”. (“based on the readiness to study”) as stated in the previous explanation, that it is very important to pay attention to the learning objective, in this case, the teacher should tell the students about the learning objective before starting the lesson. r :“…. apakah ibu perlu menyampaikan tujuan pembelajaran sebelum memulai mengajar”? (“……do you think it is important to tell the students about the learning objective before starting the lesson”?) t4 :” iya, perlu. itu sangat penting…..”. (“yes i do, it is very important”) the data above can show that the teacher thinks it important to tell the students about the learning objective for the recent material. it is important for the students to know about the learning objective of the recent material because the students have to know some rules or structure in learning certain topic. the student also admitted that his english teacher usually tells the students about the learning objective before starting the lesson. r : “ok, apakah guru bahasa inggris adik pernah atau sering menyampaikan tujuan pembelajaran sebelum memulai pelajaran”? (“ok, does your english teacher even or usually tell the students about learning objective before starting the lesson”?) s4 : “ya, sebelum memulai pelajaran, ibu guru memang sudah terlebih dahulu menyampaikan tujuan tentang pembelajaran yang akan dilaksanakan karena indikator-indikator yang akan dicapai oleh siswa itu memang sudah disampaikan oleh guru……”. (yeah, before starting the lesson, the teacher firstly tells us about the objectives of the learning will be discussed because the indicators should be achieved by the students are informed by the teacher………”) the student whom interviewed by the researcher said that before starting explaining the material, the teacher usually tells the students about the learning objectives, so they can focus on reaching the objective. besides some phenomena above, the researcher also gained the data from the observation related to this second sub-competence. in the classroom, the material presented by the teacher suited with the students’ ability in which she used various activities. in identifying the students’ understanding, it used to be measured and identified by asking question, and then it was explained again by the teacher for the clearance. in teaching, the teacher used interesting pictures as media to motivate the students learning, and she explained a topic by considering the learning objective. discussion planning the teaching and learning process deals with how the teacher plans the learning process, including understanding the basis of education, applying learning theories, determining what strategy to use based on the learners’ characteristics, and making the lesson plan based on the strategy chosen (sadilia, s. 2014). based on the findings, the four teachers have good quality in terms of pedagogical competence in planning the teaching and learning process because they can understand the basis of education, apply learning theories, determine what strategy to use based on the learners’ characteristics, and make the lesson plan based on the strategy chosen. the first important thing in planning the lesson is the teacher has to know the components that should be included in the lesson plan because the arrangement of the hasriani g english teachers’ pedagogical competence ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 171 learning program will be in the form of the lesson plan. hence, the lesson plan is a system consisting of components related to each other, including the steps to reach the objectives and form the competence (mulyasa, 2009:102). in arranging lesson plans, teachers should make sure that all steps planned for the teaching and learning process should be based on a learning strategy. it is not only made but the teacher should choose a strategy which is then matched with the lesson plan. based on the research findings, the four teachers realized how important the arrangement of lesson plans is before teaching the students in the classroom. teacher 1 knew the components should be included in arranging the lesson plan. the teacher understood her duty as the planner before implementing the lesson. she arranged the lesson plan based on the curriculum or syllabus. it covers competence standards and basic competence. she even realized that she also has to know the learning objectives, learning material, steps and evaluation. based on the observation, she used to follow the steps in the teaching and learning process. besides those components, the teacher also has to know about the strategy in implementing certain material (sadilia, 2014). for teacher 2, in arranging the lesson plan, firstly, she paid attention to the syllabus, then the lesson plan arranged is based on the syllabus. teacher 3 stated that the lesson plan's components are material, activities, starting from the beginning, main and last activities. in addition, she said that a teacher must pay attention to the evaluation. while according to teacher 4, the important components in arranging the lesson plan are material, the learning objective, and the steps in presenting the material. she also said that all components in the lesson plan must be suitable with the curriculum. the teacher should not only plan the learning strategy rather than they have to implement the strategy based on the students' needs. any strategies applied by teachers should be appropriate with the learners’ characteristics, competence to be reached, and the material (oxford, 1990). the researcher found that the four teachers had their own strategy in teaching the students in this current research. however, although they all use their own strategy, the researcher could see that the one who fully attracted the students in learning is teacher 1. she implemented different strategies, even in grouping the students. her strategy was interesting and made the students enjoy learning—every student was involved in teaching and learning activity. in developing the curriculum, the teachers should follow the sequence of learning materials with attention to learning objectives and choose learning materials that are in accordance with learning objectives; appropriate and timely, according to age and ability of students’ learning level, and can be implemented in the class and in the context of everyday life of students (sadilia, 2014). telling the students’ about the learning objective is one of the important points in planning the lesson. the teacher should tell the students about the learning objective to try to reach what they have to gain in learning. based on the findings, telling the learning objective before starting the lesson is considered by teacher 1 as an important point. she did not only think it is important, but she also used to apply it. teacher 2 also admitted that it was very important for the teacher to tell the students about the learning objective, and teacher 3 admitted as well. finally, teacher 4 stated that it was important for the students to know about the learning objective of the recent material because the students had to know some rules or structure in learning certain topics. in certain cases, the four teachers were different in implementing their teaching and learning process. it may be caused by some factors. factors that affect teacher performance include the level of teacher education, teaching supervision, upgrading programs, conducive climate, facilities and infrastructure, teacher's physical and mental condition, principal's leadership style, welfare guarantee, ability principal managerial, training, providing incentives. (yamin & maisah, 2011) hasriani g english teachers’ pedagogical competence ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 172 in planning the lesson, the teacher should also pay attention to the learning strategy of the students. the four teachers paid attention to the learning strategy in planning the teaching and learning activities. according to oxford in language learning strategy, learning strategy is divided into direct and indirect. any strategies applied by teacher should be appropriate with the learners’ characteristics, competence to be reached, and the material (oxford, 1990: 37). besides that, the teacher must also follow the teaching material and activity steps. the four teachers presented or discussed the material based on the sequence. one more important thing, they presented the material and related it to the context of daily life and could be practiced in the classroom. conclusion based on the result and discussion, the four teachers had different quality in terms of pedagogical competence especially in understanding the students. the scores of the teachers in planning the teaching and learning process were: teacher 1 = 4 (very good), teacher 2 = 3 (good), teacher 3 = 3 (good), and teacher 4 = 3 (good). based on the result and discussion, it could be concluded that the four teachers had good quality in terms of pedagogical competence in regard to understanding the students. the four teachers realized the importance of the arrangement of lesson plan before teaching the students in the classroom. they also considered that telling the students about the learning ojectives before teaching is very important. in planning the lesson, the four teachers paid attention to the learning strategy in planning the teaching and learning activities. the four teachers presented or discussed the material based on the sequence. one more important thing, they presented the material and related it to the context of daily life and could be practiced in the classroom. they also ha d their own strategy in teaching the students. however, although they all use their own strategy, the researcher could see that the one who fully attracted the students in learning was teacher 1. she implemented different strategy, even in grouping the students. her strategy was interesting and made the students enjoy learning. every student involved in teaching and learning activity. references apelgren, k., giertz, b. 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(2008). cambridge advanced learners’ dictionary 3rd edition. cambridge university press. http://www.bermutuprofesi.org/ jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v10i3.5460 july 2022. vol.10, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 343-355 jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 343 the correlation between undergraduate-students’ reading interest and their reading comprehension 1*dewi fatima nur alfatihah, 1peptia asrining tyas 1faculty of cultural studies, universitas brawijaya, indonesia *corresponding author email: dewifatima@student.ub.ac.id article info abstract article history received: june 2022 revised: july 2022 published: july 2022 reading interest is one aspect of encouraging the reading comprehension process. however, the level of reading interest in indonesia is still low. in this situation, as an academic component, undergraduate-students also have an obligation to read. this is driven by the academic life of lectures which require students to have reading comprehension skills. because of these two circumstances, the reason for this study was to investigate the correlation of students' reading interest and reading comprehension in higher education levels. this study was conducted through a quantitative approach and correlation study as the method. the population of this research is about 140 students of efl semester four who are active in the english language education study program of universitas brawijaya. by using a simple random sampling technique, there were 41 students from the 4th semester involved as participants in this research. this study was conducted by distributing questionnaires to students who were respondents and reading comprehension tests, after which they were input and analyzed through the spss program. the finding of this study showed that the significant value was .022 smaller than 0.05 (.022 < 0.05) which means that there was a correlation between interest and reading comprehension, with a pearson product moment (r-value) of .356, which indicates a weak positive correlation. therefore, it can be concluded that the null hypothesis (ho) was rejected and alternative hypothesis (ha) was accepted. it means that there is a significant correlation between reading interest and reading comprehension. keywords reading skills; reading interest; reading comprehension; how to cite: alfatihah, d.f.n., & tyas, p.a. (2022). the correlation between undergraduate-students’ reading interest and their reading comprehension, jollt journal of languages and language teaching, 10(3), pp. 343355. doi: https://doi.org/10.33394/jollt.v10i3.5460 introduction in the education context, processes and ways of learning are closely related (ama, 2021). one way of learning that is usually done by students is by reading. in learning english, reading is an activity to get information that has an important role as input for students. this idea is supported by fitriana (2012) who states that one of the most important skills in language acquisition and learning because reading is a strategy to gain new knowledge and improve information that requires thinking processes. through reading activities, readers gain new information, knowledge, and ideas by participating in these activities. reading activities have become one of the literacies needed to face the challenges of the 21st century. this is not an exaggeration, considering that reading is the basic literacy needed to shape global competencies (widodo, indraswati, & sobri, 2019). when compared to sight or hearing, reading is more challenging. reading involves the capacity to comprehend a sequence of phrases and then interpret them without assistance from others, and not everyone has the patience to do so (sudarsana, 2014). in addition, understanding reading comprehension is important since it helps students learn and develop new knowledge and information to attain academic achievement. https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 344 psychological factors related to reading that are sometimes significant in the reading process (maden, 2018), one of them is interest. in line with it, fitria (2018) mentioned that there are five aspects that influence students' reading comprehension: motivation, linguistic competence, interest, text characteristics, and the influence of the environment. as a factor that influences reading comprehension, interest plays an important role in encouraging someone to do work without coercion. interest motivates people to participate in activities and directs them to pay attention and give their time to do these activities. it is supported by sutarto et al. (2020), with the interest of students, it will increase students' attention to learning, especially in reading. further, aprilia et al., (2020) argued that interest is a feeling of love and eagerness in a thing or activity without the force of anyone. someone who has interest in reading will demonstrate this by his willingness to learn the points of reading material and then read it on his own motivation or with external encouragement. in line with it, reading interest is what drives a person's motivation for reading activities and is critical in text comprehension since it provides the foundation for students to progress toward their reading goals. (wigfield et al., 2015; kasper et al., 2018; aprila et al., 2020). in fact, indonesia is one of the countries with the lowest reading interest in the world. this condition can be seen in several survey results. one of them is a survey and assessment conducted in 2018 by the organization for economic co-operation and development (oecd, 2019). based on the findings from the program for international students assessment (pisa), it was found that indonesian people's literacy rate and reading interest are quite low. the statistics of the 2019 indonesian people's reading interest survey were ranked 72 out of 77 countries, or were in the bottom 6 countries. it may be a result of the impact of ever-faster technology advancements. in the era of technological development, people prefer things that are fast and instant. siswati (2010) also explained in her research article that since reading requires a certain concentration that cannot be combined with other activities, various types of entertainment like the use of social media that do not use book media are becoming increasingly attractive to the public along with technological advances. it may be a problem where people's low reading interest can affect the quality of their reading comprehension. discussing the problem of reading interest in indonesia, undergraduate students are a part of the community whose interest in reading is supposed to increase. this is because every college student needs reading skills and comprehension to get the most out of reading resources like books, journals, and other sources that support lecture and academic material (reflinda, 2017). other than that, according to wibawanto (2016), being a student means being ready to be involved in any changes in the environment. one of the change activities can be done by reading the phenomena that are around it and pouring it into written form. it means that being a student must be able to enrich knowledge not only for the purpose of academic activities, but also for the purpose of social change. siregar stated in a scientific article published by siswati (2010) that undergraduate students who are a part of the academic component have an obligation to read. it is undeniable that the situation and environmental conditions of the academic community, namely at the university level, require students to deepen their reading and expand their thinking. for students, reading interest not only affects academic success but also how students can channel critical thoughts and solutions that can help in social life in the future. according to patiung in lestari et al. (2021), reading has numerous advantages, such as stimulating the brain, reducing stress, increasing insight and knowledge, increasing vocabulary, improving memory quality, practicing thinking and analyzing skills, increasing focus and concentration, improving abilities, expanding one's mind, improving social relationships, and assisting in connecting with the outside world. in several studies, the relationship between reading interest and understanding is still an interesting topic to be studied, since those previous studies have different relationship results. rumaniah (2018) in her study found that there is no relationship between students’ reading interest and reading comprehension. in her research, she argued that there were other factors that further jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 345 encouraged students' reading comprehension, such as motivation. in contrast to the research findings conducted by fitria et.al (2019) which focuses on middle school students as research subjects. it was found that there was a significant relationship between students' reading interest and their reading comprehension. fitria argued that reading interest is one of factors which affects reading comprehension. students who have a deeper interest in reading have more information and are able to understand the text better. in line with the research conducted by despita (2020), she found that there is a high correlation between students' reading interest and reading comprehension, which is necessary for second semester students of stia satya negara palembang. she claimed that if students are interested in reading, their ability to comprehend the text will be great. considering the differences in the findings of previous studies and the previous background, the researcher wanted to know the relationship between students' reading interest and reading comprehension. in short, this study was conducted to investigate the relationship between students' reading interest and their reading comprehension. therefore, when the results of this study are found, they can be used as a basis for future research. in addition, this research can also be used as a reference for educators in improving students' reading comprehension activities. research method the research method section, the researcher used a quantitative approach as the method of study. the researcher examines the relationship between reading interest (x) and reading comprehension (y), where the relationship between the two variables in this study is more suitable using a quantitative approach which in its application is used to test the relationship between two or more variables. to analyze the correlation between reading interest and reading comprehension, the researcher does several tests to calculate if the data can be used for further research. the researcher also used two main instruments to collect the data; reading interest questionnaire and reading comprehension test. research design the researcher took a quantitative approach in this study. the quantitative method is used to collect numerical data using a variety of research instruments (cresswell, 2012). the method of this research is the correlational method. it is a research method that examines and investigates the relationship between two variables or more (independent variable and dependent variable), without any activity affecting each variable. it is supported by the theory of cresswell (2012), correlational research is a type of quantitative research in which researchers use the statistical process of correlational analysis to determine the relationship between two or more variables. therefore, the main focus of current research is to explore the relationship between 2 variables; reading interest as independent variable and reading comprehension as dependent variable. sampling & participants the population of this study was 140 efl of 4th-semester active students at the english education study program, universitas brawijaya malang in the academic year 2021/2022. in this study, the researcher used a simple random sampling technique. a simple random sample is a sample selected from a population in such a way that every individual in the population has an equal chance of being selected (fraenkel et. al, 2012; ary et. al, 2010). the 4th-semester students or the students of english language education batch 2020 were selected as participants of this research because they meet the research criteria such as currently taking the critical reading course and having passed the reading comprehension course in the previous semester. researchers determine students who take critical reading courses in this semester because critical reading courses are the highest and last level class of reading skills in the english language education study program. while conducting the research, the researcher was able to collect 41 responses from around 140 active students. the minimum valid sample size for the correlational research, jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 346 according to fraenkel and wallen (2012), is no less than 30. therefore, because the 41 participants who had been involved were more than 30, the researcher used their responses for this research. instruments the data were collected by the questionnaire items and reading tests which are distributed to students. the questionnaire is used to get the information about the students' reading interest. other than that, a test is used to investigate the students' reading comprehension, the researcher distributes the reading test in order to get the students’ score. the reading interest questionnaires used in this study to get the information of students reading interest were adapted from research questionnaires by noortyani (2015) and putro & lee (2017). both questionnaires were chosen to be adapted because it has several indicators that are appropriate and in accordance with the background of the research being studied. the instrument that is used by the researcher is a questionnaire that consists of 28 items; each of the items used a likert scale that has five choices. this questionnaire was scored using the likert scale, which is one of the rating scale scaling techniques. the items from the reading interest questionnaire consist of several indicators, including students' personal interest, situation and students' reading activity, and the benefits from interest in reading. the researcher distributes the questionnaire to the sample in order to get the information about the students reading interest. the questionnaire was distributed through the google form. the process of filling questionnaires took 20 minutes. after the data was collected, the data were analyzed to obtain the result. meanwhile, to get information about students' reading comprehension, the researcher used a reading comprehension test that was adapted by longman’s toefl preparation test (2003) and baron practice exercise for toefl (2007). the reading comprehension test is an objective test in the form of multiple-choice types. the test consists of 35 items with four alternative answers (a, b, c, dan d). the questions provided have several indicators, such as finding the main idea, the purpose of the text, understanding vocabulary, finding the conclusion of the text, and finding the detailed information of the text. the reading comprehension test was distributed through the google form. the test process takes about 55 minutes. the two instruments used were distributed asynchronously with the assistance of lecturers in charge of critical reading courses and several students from the class of 2020. before the researcher analyzes the correlation test and several other tests, the researcher must test the validity and reliability of the items and questions that have been distributed to participants. to assess the validity of the reading interest questionnaire and reading comprehension test, the researchers distributed 28 items of reading interest questionnaire and 35 questions of reading comprehension test to all of the students in the research sample (n = 41), and then only the valid data was analyzed. to analyze the data, the researcher utilized the spss 25.0 program. the researchers compared the rvalue to the r-table at a significant level of 5%, which is 0.308 (n=41). to get a valid item subject, the r value of each item must be higher than the table r. if the value of r is less than r table, then it is possible to conclude that these elements are not strongly related to the overall score and should be corrected or eliminated. based on the results of the analysis, there are 26 valid reading interest questionnaire items and 2 invalid items from the 28 items tested. for invalid items are numbers 20 and 23. the item is declared invalid because the value is less than 0.308. in addition, for the reading comprehension test, of the 35 questions tested, there were 25 valid questions and 10 invalid questions. for invalid items are numbers 2, 8, 14, 16, 18, 23, 24, 27, 32, and 34. according to the results of the analysis, there are 26 valid items and 2 invalid items of the reading interest questionnaire. for invalid items are numbers 20 and 23. these items were ruled invalid because their scores were less than 0.308. meanwhile, for the reading comprehension test of the 35 questions tested, the researcher got 26 valid questions and 9 invalid questions. meanwhile, jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 347 for the reading comprehension test, of the 35 questions tested, there were 25 valid questions and 10 invalid questions. for invalid items are numbers 2, 8, 14, 16,18, 23, 24, 27, 32, and 34. furthermore, regarding the reliability test of the reading interest questionnaire and reading comprehension test, the researcher also used the spss 25.0 program to find out whether the questionnaire and the test was reliable or not. based on the result of cronbach’s alpha, the value of cronbach alpha is .920 with 28 number of items. it means that the reading interest questionnaire is very high reliable level. meanwhile, the reliability of reading comprehension test is stated with a reliable test. it is proven by the result of cronbach’s aplha is .724 with 35 number of items. it can be concluded that the reading comprehension test is high reliable. therefore, the two instruments are reliable. data analysis in this quantitative study, the researcher analyzed the data descriptively. it also used the spss 25.0 program version to calculate a series of tests performed. to calculate the relationship between reading interest and reading comprehension, the first step that must be done is collect the data needed for research from the results of the distribution of questionnaires and reading comprehension tests. after collecting the data, researchers tested the validity and reliability of the data that had been obtained through data collection. furthermore, with the data that is considered valid and reliable, the examiner performs the next stage, namely the normality test. normality and linearity tests are carried out to find out whether the data to be tested is normal and linear or not and can be used for the further steps of research. to test for normality, the researcher interprets by looking at the results table from the spss 25.0 program, with an indication that: if the significant value is more than 0.05 then the data is normally distributed, and if the significance value is less than 0.05, the data is not normally distributed. likewise with the linearity test, in the linearity test, the researcher interprets by looking at the table of spss 25.0 calculations with two indications; (a) compare the f value with f table and (b) compare the value of deviation from linearity sig. with 0.05. for the first indication, the interpretation can be seen as follows: if f value < f table, then there is a significant linear relationship between the independent variable and the dependent variable. if f value > f table, there is no significant linear relationship between the independent variable and the dependent variable. meanwhile for the second indication, it can be seen as follows: if the value of deviation from linearity sig. > 0.05, then there is a significant linear relationship between the independent variable and the dependent variable. if the value of deviation from linearity sig. < 0.05, then there is a significant linear relationship between the independent variable and the dependent variable. the next step is to analyze the correlation between students’ reading interest and reading comprehension using spss version 25. the researcher interpreting the result of the data analysis, the researchers used the standard of pearson correlation category as in the table below by sugiyono (2017): table. 1 pearson correlation category product moment (r) interpretation 0,00 – 0,199 no correlation 0,20 – 0,399 weak correlation 0,40 – 0,599 medium correlation 0,60 – 0,799 strong correlation 0,80 – 1,00 perfect correlation in addition, apart from looking at the categories in the pearson product moment in analyzing the correlation of two variables, the researcher also tested the hypothesis of the correlation between variables x (reading interest) and y (reading comprehension). according to jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 348 anshori and iswati (2019:44), the hypothesis is formulated to describe the causal relationship between the two variables studied. there were two hypotheses in this study: ho, there is no significant relationship between students’ reading interest and achievement on reading comprehension (r value < r table). h1, there is a significant relationship between the higher the students' reading interest and the higher reading comprehension (r value > r table). one standard level of significance for decision making in hypothesis testing is 5% or 0.05, then ho is accepted or ha is rejected, if the significance is > 0.05 and ho is rejected or ha is accepted if the significance is < 0.05. as seen in the table below: research findings and discussion research findings in the section, the researcher is divided into 2 sub-sections; results and discussion. in the result section, the data collected and analyzed by the researcher then summarized and explained through the relevant data. in this section, the findings regarding correlation analysis relate to the relationship between students’ interest and reading comprehension. whereas, in the discussion section, the researcher will describe the findings obtained from the specific analysis. students’ reading interest in this study, students’ reading interest in reading activity is as an independent variable (x). the following table describes the result of students’ reading interest in reading activity after accumulated. the total score of 41 students’ is 3736, that consists of reading interest minimum score was 65 and the maximum score was 120. reading interest’s mean score was 91,12 and the standard deviation was 14,118. while the classes are divided into 5 criteria they are, very high, high, moderate, low, and very low in the class interval of students’ reading interest. figure 1 is the total score students’ reading interest as accumulation score from rate: figure 1.scores of students’ reading interest these reading interests have three dimensions which are certain students’ personal interest, situation and students’ reading activity, and the benefits from interest in reading. those dimensions were expanded into 26 items which were provided in the questionnaire. the responses varied in option ''strongly agree”, ''agree``,''doubt about me”. “disagree”, and “strongly disagree”. the jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 349 figure above shows the rate percentage of the 4th semester students in the questionnaire from 41 students. from 41 students, there were 8 students (20%) who got the highest score and there were 9 students (22%) who got moderate scores as well. the average score that can be seen from the figure above is included in a fairly good and high category. based on the table above, the students’ scores were highly classified, because most of them answered the questionnaire based on their experience for reading in a variety of reading materials. students’ reading comprehension in this study, students’ reading comprehension is the dependent variable (y). to know students' score, the researcher conducted a reading online test for the students. the total score of 41 students’ is 2840. the reading comprehension minimum score was 32 and the maximum score was 96. reading comprehension’s mean score was 66,83 and the standard deviation was 17.156. while the classes of criteria are, very high, high, moderate, low, and very low in the class interval of students’ reading interest. here is the graphic score reading comprehension as accumulation score from rate. figure. 2 the distribution frequency of students’ reading comprehension it can be seen from figure 2 that 5% had an excellent reading comprehension, 10% had a very good reading comprehension, 34% had good reading comprehension, 12% had average reading comprehension, 17% had fair reading comprehension, 7% had poor reading comprehension, and 15% had very poor reading comprehension achievement. based on the figure above, it can be seen that the majority of students have good reading comprehension, because most of them had taken reading comprehension courses in the previous semester and also took critical reading courses in the current semester. therefore, the questions from the test that are distributed are adjusted to the learning outcomes of their courses. the result of normality test and linearity test during normality testing and linearity testing of the two existing data variables, normal and linear results were obtained as follows. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 350 table. 2 the result of reading interest normality test one-sample kolmogorov-smirnov test students' reading interest n 41 normal parametersa,b mean 91.1220 std. deviation 14.20950 most extreme differences absolute .081 positive .081 negative -.078 test statistic .081 asymp. sig. (2-tailed) .200c,d a. test distribution is normal. b. calculated from data. c. lilliefors significance correction. d. this is a lower bound of the true significance. table. 3 the result of reading comprehension normality test one-sample kolmogorov-smirnov test students' reading comprehension n 41 normal parametersa,b mean 69.2683 std. deviation 17.55993 most extreme differences absolute .137 positive .082 negative -.137 test statistic .137 asymp. sig. (2-tailed) .051c a. test distribution is normal. b. calculated from data. c. lilliefors significance correction. based on the results of the normality test in table 2 that has been carried out by researchers after the required data has been collected. it was found that the significance value of the students' reading interest data was 0.200 and the significance value of the students' reading comprehension data was .051. the two variable values indicated that the result was more than 0.05, which was the minimum number of data that can be called normal. thus, with a significance value of .200 for students' reading interest (x) and .051 for residual reading comprehension (y), the results showed a normal distribution. therefore, the data were continued to further analysis. table. 4 the result of linearity test anova table sum of squares df mean square f sig. students' reading comprehension * students' reading interest between groups (combined) 9683.382 31 312.367 1.061 .497 linearity 1567.152 1 1567.152 5.321 .046 deviation from linearity 8116.230 30 270.541 .919 .600 within groups 2650.667 9 294.519 total 12334.049 40 jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 351 table 7 presents the results of linearity calculation analysis in which the calculated f value is .919 < f table is 2.21, the result showed that there is a significant linear between two variables. in line with the second indication, if we view from the probability value, it is known that the probability in deviation from linearity is .600 > 0.05, then there is a significant linear relationship between the independent variable (x) and the dependent variable (y). it can be seen that the results of the relationship between students' reading interest and reading comprehension have a linear relationship. therefore, from the results of normality and linearity tests, these data can be tested for the next test, namely hypothesis correlation testing and pearson product moment. the correlation between students’ reading interest and students’ reading comprehension in this study, both of students’ reading interest and reading comprehension are correlated by using spss. the following is the computation result of the two variables. table. 2 correlations students' reading interest students' reading comprehension students' reading interest pearson correlation 1 .356* sig. (2-tailed) .022 n 41 41 students' reading comprehension pearson correlation .356* 1 sig. (2-tailed) .022 n 41 41 *. correlation is significant at the 0.05 level (2-tailed). based on the result, it is shown that the correlation coefficient is .022, meaning that there is a significant relationship between reading interest and reading comprehension. the r-value (.356) indicates that its relationship’s strength belongs to weak correlation according to the sugiyono (2017). the r-value of the pearson correlation is positive, it means that if the independent variable (x) increases, the dependent variable (y) increases as well; the greater undergraduate students' reading interest in reading activities, the higher their reading comprehension score. the researcher had previously presented two hypotheses; null hypothesis (h0) and the alternative hypothesis (ha). whereas, null hypothesis (h0) stated that there is no correlation between undergraduate-students’ reading interest and their reading comprehension, while the alternative hypothesis (ha) stated that there is a correlation between undergraduate students’ reading interest and their reading comprehension. from hypothesis testing of the research, it was found that undergraduate students’ reading interest has a significant correlation to students’ reading comprehension. the correlation coefficient between reading interest (x) and reading comprehension (y) is (r) = .356, r-value (.356) > r-table (.308) with a significance of .022 (p-value < 0.05). based on those results of r-value and p-value, there was a positive although it has low or weak correlation between undergraduate students’ reading interest and reading comprehension. it shows that for students who want to be good in reading comprehension activities, reading interest plays an important role. discussion the results of the current investigation reveal a similar perspective in previous studies regarding the relationship between students' reading interest and reading comprehension (rumaniah, 2018; despita, 2020; fitria, 2019). therefore, in this study the author only focuses on jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 352 elaborating the relationship between reading interest and reading comprehension for undergraduate students. after the researcher conducted an analysis using the spss 25.0 version program to calculate the correlation, it was found that there was a significant positive relationship between students' reading interest and reading comprehension. in addition, it was found in the results of pearson product moment that the relationship between reading interest and reading comprehension was categorized in a weak relationship considering the finding of the correlation analysis, the current study has the same significance as the results of research conducted by fitria (2019) and despita (2020). their study mentioned that it has a significant correlation between students' reading interest and reading comprehension. however, despite having similar correlation results with previous studies, there is one difference between previous research and current research, namely the results of the pearson product correlation. from the results of previous studies, it was found that the category of the pearson correlation is a strong correlation. meanwhile, in the current study, it was found that the correlation bonds tend to be weak. even though the correlations are weak, the result indicates that students who had the least interest in reading also had the lowest reading comprehension (kirby et.al, 2011). other than that, the weak correlation between reading interest and reading comprehension can also be caused by the number of sample data results (n=41) obtained which are less than the actual sample size. other than that, on the analysis of the results of the study, it showed that the reading interest of undergraduate students was in the medium to high level, with a total of 54% of students participating in this study being in the high category, according to the ridhuwan (2011). the researcher found out that internal factors from the students themselves became one of the factors driving interest in reading, from the finding the average students answered that they liked reading because they were happy or their pleasure. it proves that students' interest in reading a text can be based on one aspect, namely personal pleasure. in addition, from the average results of the questionnaire, in addition to students reading for pleasure, a few students agreed to read because of their willingness. it also proves that personal interest is something that needs to be built as a basis for improving reading skill activity. furthermore, regarding the results of the reading comprehension data analysis that has been obtained, the reading test results showed that more than half of the sample has a good to high enough test score. when viewed from the percentage score of the questionnaire and reading test results that have been obtained in the finding section, it can be seen that the majority of the scores of the two research variables are quite high. however, there were some participants who got reading test results that were not comparable to the results of their questionnaire answers. it can be evidence that, despite its weakness, there is still a positive correlation between reading interest and reading comprehension. the result of weak correlation could be due to the influence of the presence of technology and other activities that can distract more from reading books, such as watching entertainment programs from television, playing social media and others (noortyani, 2018). as the researcher found through the questionnaire, on average most of the students chose to disagree on the statement items regarding choosing reading activities over other activities as entertainment. based on data analysis, it is known that there is a substantial relationship between undergraduate students' reading interest and reading comprehension. the results of this study which found a positive relationship between reading interest and reading comprehension at the university level, and found several factors that could encourage reading interest and reading comprehension to improve reading comprehension, namely personal interest and environmental situation. this can be a reference for teachers or lecturers to first focus on increasing students' reading interest. according to the findings of research by schraw, flowerday, & lehman (2001), in terms of situational interest, the teacher can do many things in the classroom to increase interest. the teacher can implement activities that promote reading interest in the classroom, such as jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 353 assigning reading material or reading on topics that students are interested in. it is in line with the research conducted by guthrie et al. (2006), the tasks that include reading activities given by the teacher to improve situational interest can increase long-term intrinsic motivation and reading comprehension. this activity can be included in learning activities, because with the classroom situation, environment, and activities that support students' reading interest, it can improve students' reading comprehension as well. conclusion the researcher can conclude that in this research the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. it means that there is the correlation between students’ reading interest and students' reading comprehension of the english language education study program, universitas brawijaya. other than that, the result of the pearson product correlation also shows that the correlation between students’ reading interest and students' reading comprehension of 4th semester students the english language education study program, universitas brawijaya is in the category of low or weak correlation. it can be implied that, although the two variables have a significant correlation, the nature of the relationship tends to be weak. therefore, it can be possible that the correlation between students' reading interest and students' reading comprehension does not have a strong influence, because it is caused by other factors that occur in learning activities. in addition, the findings of this study can be used as input or references for teachers and students to improve students' reading comprehension levels through increasing reading interest in the university level. to sum up, the limitation of this study lies in the lack of data obtained from the research sample. although the implementation is quite in accordance with the theory used, it can affect the results of the study. after conducting research on the correlation between reading interest and students' reading comprehension, the researcher suggests several points that can be made for future research, such as expanding the number of samples required in the study. acknowledgement first of all, we would like to thank god almighty, allah swt who has given us the opportunity to complete this research. then the researcher would like to thank all parties in the english education study program, universitas brawijaya for their support. we also want to thank our families, those around us for their moral support and always cheering us on. we also would like to thank all those who have always shared knowledge to develop this research. in addition, we would like to express our deepest gratitude to all parties who have helped in this research process, such as the lecturers of the critical reading course for their cooperation and also the class of 2020 friends who are willing to be participants in this research. hopefully this article can be useful for enthusiastic readers and future researchers. thank you again for everything. references ama, r. g. t. 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(2020). peningkatan minat baca dengan program generasi masyarakat gemar membaca di rptra cililitan jakarta timur. dinamisia : jurnal pengabdian kepada masyarakat, 5(1). https://doi.org/10.31849/dinamisia.v5i1.4300 https://doi.org/https:/doi.org/10.21067/jbpd.v4i1.3808 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4956 april 2022. vol. 10, no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp.174-186 jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 174 developing an instruction model for news writing based on the cooperative type group investigation strategy 1agus wismanto, 1suyoto, 1arisul ulumuddin 1faculty language and art, university of pgri semarang, indonesia corresponding author email: aguswismanto080860@gmail.com article info abstract article history received: february 2022 revised: march 2022 published: april 2022 this study aims to produce a learning model of news writing skills using the cooperative type group investigation strategy. this study was a research and development (r&d) that followed borg & gall's development procedure. the subject of study was students and lecturers at the university of pgri semarang. the developed learning model includes the components of introduction, concepts, advantages, objectives, characteristics, and steps in the learning of news writing based on the cooperative type group investigation strategy. the expert, user/practitioner, expert, user/practitioner, and field testing results showed that the developed learning model could improve the students’ news writing skills in terms of the process and the product. the success in the process was indicated by their activeness and seriousness in the steps of news writing activities based on the cooperative type group investigation strategy. the success in the product was indicated by the improvement of their news writing quality in the aspects of contents/substances and mechanics (spelling and punctuation). the ability to write news to pbsi students with learning models based on cooperative type group investigation strategy is better than students who study with conventional learning models. keywords learning model; news writing; cooperatif type group investigation strategy; how to cite: wismanto, a., suyoto, & ulumuddin, a. (2022). developing an instruction model for news writing based on the cooperative type group investigation strategy, jollt journal of languages and language teaching. 10(2), pp.174-186. doi: https://doi.org/10.33394/jollt.v%vi%i.4956 introduction writing is a creative activity and is unique to the educated. the ideal is that all educated people are capable of writing because the ability to write is a distinguishing feature of the intelligentsia from the general public (haerazi & kazemian, 2021). students as a group of educated people should be skilled at writing. but the fact is contrary, students tend to be passive and receptive. they attend and attend lectures only as part of their daily routine. meanwhile, lecturers are often considered as a source of knowledge that must be heard and accepted by the material. such a display is very apprehensive because students have to take and complete periodic assignments and final assignments related to writing (al-zumor, 2021; febiyanti et al., 2021). according to the author's cursory observation, the tendency and temptation to commit plagiarism is actually due to the powerlessness of the perpetrator in writing. if traced further back, this is due to a lack of writing skills. learning writing skills in tertiary institutions must be well managed in order to be able to encourage independent students in reasoning (kazemian, irawan, & haerazi, 2021). besides, students can see the relationship between concepts and materials, communicate in writing, find their own knowledge and skills, and solve problems at hand (haerazi & kazemian, 2021). in line with that, students must be trained to interact and negotiate well with their surroundings, be given the opportunity to reflect on the learning process they are taking, and be given the https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id wismanto, suyoto, & ulumuddin developing an instruction model … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 175 opportunity to develop their own learning strategies. thus, students can develop their abilities and skills as well as possible. the learning concept is a learning concept based on a cooperatif type group investigation strategy (vygotsky, 2002). the physical and psychological involvement of students in the learning process must take precedence. students are encouraged to discover and construct their own knowledge and skills that are being learned through interpretation/meaning and interaction carried out in various ways, such as observation, discussion, question and answer, discovery, collaboration, or experiment (vygotsky, 1978). lecturers should also give students the opportunity to be responsible for completing their learning tasks independently. learning based on a cooperative type group investigation strategy shows a number of advantages over conventional approach learning. learning based on a cooperative type group investigation strategy promises active student participation and students are seen as the focus of learning (shymansky, 2012). learning based on a cooperative type group investigation strategy is also considered to be able to realize democratic learning (basuki, 2008). as a democratic learning model, students can work together, discuss, exchange ideas, give and receive opinions from friends, correct each other's work, and help each other in their learning. the cooperative learning process based on a cooperative type group investigation strategy (suparno, 2017). the cooperative learning process arises when students work together to achieve the learning goals desired by all students. class management in cooperative learning aims to help students develop intentions and tips for working together and interacting with other students. there are three essential things that need to be considered in cooperative learning class management: grouping, cooperative spirit, and class arrangement. by referring to the learning principle based on a cooperatif type group investigation strategy that promises an innovative-creative-constructive-cooperative learning process, it is considered important that the learning process of news writing skills adopts a cooperative type group investigation strategy (tang et al., 2021). this is based on the consideration that based on the results of observations, the learning process of writing news so far tends to have a conventional approach and lecturers are seen as "omniscient" and the focus of learning is on the lecturers. the learning process with a conventional approach does not provide freedom and flexibility for students to be independent in building their knowledge and skills (awada & faour, 2018). lecturers still play a dominant role in building student knowledge and skills. knowledge comes from lecturers because lecturers are used to explaining scientific concepts to students, followed by a number of assignments that students must do (tamimyhttps, 2019). student work must be completed in accordance with the scientific concept described by the lecturer. the implementation of a cooperative type group investigation strategy that is cooperative in learning to write news is considered appropriate because the substance of the learning material for writing news demands students' independence in mastering their scientific knowledge and skills. the learning material for news writing skills cannot be explained theoretically and verbally by the lecturer, but must be constructed by the students themselves in collaboration with their peers under the guidance of the lecturer. news writing skills learning materials demand high and problematic thinking from students. therefore, learning news writing skills must be experienced and constructed by students themselves through interaction with their social environment (vigotsky, 1978). student social environment in the form of peers, lecturers, experts, and the surrounding community. the cooperative type group investigation strategy aims to learning view students as learning subjects and not learning objects. students as learning subjects will try to find their own ways of choosing themes, identifying and choosing topics, formulating topics into writing titles, formulating problems, compiling writing frameworks, compiling theses, developing ideas and paragraph clusters to discuss the problems posed, until drawing conclusions. wismanto, suyoto, & ulumuddin developing an instruction model … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 176 studentstudents do not solely carry out the process of constructing scientific knowledge and skills do not solely carry out the process of constructing scientific knowledge and skills, but through a process of interaction with the social environment and under the guidance of the lecturers. students cannot be separated alone without the guidance of lecturers in gaining scientific knowledge and skills. in this connection, the development of a learning model to write news based on a cooperative type group investigation strategy is carried out in order to assist lecturers in guiding the course of the learning process. lecturers need special signs in carrying out the learning process of writing news based on a cooperative type group investigation strategy. it is hoped that with the availability of a learning model based on a cooperative type group investigation strategy to product development, lecturers can carry out the learning process of news writing skills in accordance with the principles of learning based on a cooperative type group investigation strategy. on the other hand, the learning model developed can also be used to motivate student learning, increase interest in learning, and make learning innovations (basuki, 2008). thus, the quality of the process and the results of student news writing skills learning will improve. the cooperatif type group investigation strategy known as generative learning is believed to be able to realize the learning process of innovative-creative-constructive-cooperative news writing skills and treat students as the focus of learning. concept orientation activities, concept exploration, concept interpretation/discovery, concept application, and evaluation are a series of learning processes with a cooperatif type group investigation strategy that clearly focuses on students (nurjanah, 2015). students must undergo concept orientation steps, concept exploration, interpretation / discovery, application, and evaluation in the construction process of knowledge and scientific skills. mastery / construction of scientific knowledge and skills experienced by students will stick firmly in students' minds. it would be different if the lecturers fed scientific knowledge and skills through verbalistic explanations. verbalistic explanations will not last long in the minds of students. those are a number of explanations for why a cooperatif type group investigation strategy is used to provide a spirit in developing a news writing learning model. the developed learning model to write news has different characteristics from conventional learning models. this particularity is seen in the learning steps in the cooperatif type group investigation strategy, namely concept orientation, concept exploration, interpretation/concept discovery, concept application, and evaluation (nurjanah, 2015). a number of learning steps provide its own color in the learning process that reflects learning to write innovative news-creative-constructive cooperatives and treat students as the focus of learning. in a specific context, the realization of the development of a news writing learning model based on a cooperative type group investigation strategy is considered important and very much needed by lecturers and students in the learning process. the reason is that the learning model of writing news based on a cooperative type group investigation strategy is a realistic and steady guide that lecturers and students can use to realize an innovative-creative-constructivecooperative learning process and place students as learning subjects in constructing the scientific knowledge and skills they learn. it is said to be stable because this development product learning model has gone through a series of tests, namely (a) expert tests consisting of news writing learning material experts, news writing learning method experts, learning technology experts, (b) practitioner tests, and (c) field tests. in small groups and large groups. research method research design this type of research is research and development. research and development (research & development) in education is a process used to develop and validate educational products, wismanto, suyoto, & ulumuddin developing an instruction model … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 177 such as learning models and books (teaching materials). development research models in education are used to develop and validate educational products, such as learning models. according to sugiyono (2011: 408) the steps for implementing a research and development strategy carried out to produce certain products and to test the effectiveness of the product in question are potentials and problems, data collection, product design, design validation, design revision, product testing, revision products, usage trials, mass production. while borg and gall (1983) refer to the steps in development research as a cycle that includes 10 steps, namely: 1) research and information gathering, 2) planning, 3) initial product development, 4) preliminary field testing, 5) product revision, 6) main field test (main), 7) operational product revision, 8) operational field test, 9) final product revision, and 10) dissemination and implementation. the research and development modified from the ten steps of research and development from borg and gall above were broadly developed by sukmadinata and friends consisting of three stages: 1) preliminary study, 2) model development, and 3) model testing. instruments the focus of the determination is done by determining the product development and participatory team formation. product development is a learning model to write news based on a cooperative type group investigation strategy. the participatory team that was successfully formed consisted of: (a) students, (b) lecturers, (c) practitioners, and (d) experts. the team of experts consisted of (a) news writing material experts (amat), (b) news writing learning method experts (amet), and (c) learning technology experts (atp). design and development focus is carried out by designing learning models and conducting practitioner tests, expert tests, and product design tests in the field. the results of practitioner tests, expert tests, and product design tests in the field are used to make final revisions to product development. the activity of testing the effectiveness of the development product after the final development and revision process is completed. the product effectiveness test is carried out to determine whether the development product is feasible or not when used later in the learning process in this connection, development data is divided into two, namely qualitative data and quantitative data. the data of the current study are descriptive data and reflective data. descriptive data in the form of comments, criticisms, suggestions, corrections, and assessments given by practitioners and experts on product design. in addition, descriptive data are also in the form of utterances (oral and written) from lecturers, students, behavior of lecturers and students, and attitudes of lecturers and students in the learning process. reflective data in the form of comments and interpretations or interpretations of the descriptive data by researchers. on the other hand, quantitative data is the initial test score and the final test of the ability to write news in the form of student papers obtained from the implementation of the product effectiveness test. the data sources are practitioners, experts, students, lecturers, and the learning process of writing news. data from practitioners and experts are in the form of comments, criticisms, suggestions, corrections, and assessments of the design of the news writing learning model. data from students in the form of speech (oral and written), behavior, student attitudes in the learning process, and student news text scores before and after the learning process. data from lecturers in the form of speech (oral and written), behavior, attitudes in the learning process, comments, criticisms, suggestions, corrections, and assessments of the design of the news writing learning model. on the other hand, data from the learning process of writing news are in the form of student-student, student-lecturer, student-material interaction patterns, student participation in the learning process, reflection, and product development effectiveness test scores. wismanto, suyoto, & ulumuddin developing an instruction model … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 178 data analysis in the data analysis subsection, the author(s) must process data from the previous stage. different method used may result on different model of data processing. for a quantitative study, author(s) should show how s/he calculated derived variables (to deal with outlying values and missing data). hence, s/he has to summarize the data. analysis using software should be completed with details (name and version of the software). for statistical tests, please mention references for less commonly used tests and what was compared. it is also suggested to give a critical alpha probability (p) value at which differences or relationships were considered to be statistically significant. meanwhile, in a qualitative study, the author(s) should mention the model to be used in analyzing the data. this brief explanation is further followed by the application of each stage within the selected model. research findings and discussion this section of research and discussion results contains descriptions of: (1) the development process, (2) product development, and (3) discussion of the results of developing a learning model for writing news based on a cooperative type group investigation strategy to improve students' news writing skills. the following shows the three things in a row. learning model development process developing a learning model is carried out by collaborating with a lecturer who teaches the writing in mass media subject. collaboration with lecturers is carried out to design and develop learning models. through collaboration, a number of agreements were obtained about the format of the learning model developed, the preparation of learning models, practitioner and expert testing, product testing in the field, and product effectiveness testing. the formulation of learning models carried out in collaboration with lecturers is intended to obtain a common perception of the learning model being developedlearning model's format being developed. based on the results of collaboration with lecturers, a set of learning models to write news based on a cooperative type group investigation strategy was successfully developed. the characteristics of the learning model developed are as follows. the learning model consists of six important components, namely (a) introduction, (b) constructivist learning concepts, (c) the advantages of learning based on a cooperative type group investigation strategy, (d) learning objectives based on a cooperative type group investigation strategy, (e) learning characteristics based on a cooperative type group investigation strategy, and ( f) implementation of learning based on a cooperative type group investigation strategy. the learning implementation consists of (a) preparation, (b) general explanation, (c) technical explanation, and (d) material delivery stage. the introduction contains the importance of the learning tools developed in the research and the foundation used to develop this learning model. the introduction also contains the intention of implementing the development of the learning model. the introduction is developed based on collaboration with lecturers and the results of joint thoughts with lecturers. the concept of constructivist learning is developed based on the results of the joint thoughts of the lecturer. the concept of constructivist learning contains how learners master the knowledge and skills learned, things that affect learners, and the role of lecturers in learning based on a cooperative type group investigation strategy. the advantages of learning based on a cooperative type group investigation strategy are developed based on the results of the collective thinking of the lecturers. this section reveals a number of advantages possessed by a cooperative type group investigation strategy when compared to those based on conventional approaches. learning objectives based on a cooperatif type group investigation strategy, the characteristics of learning based on a cooperative type group investigation strategy, and the implementation of learning to write news based on a wismanto, suyoto, & ulumuddin developing an instruction model … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 179 cooperative type group investigation strategy are also developed based on collaboration and shared thinking with lecturers. the implementation of learning to write news based on a cooperative type group investigation strategy is also developed by considering the ease of its implementation in the learning process. learning based on a cooperative type group investigation strategy is designed to make learning easier for students. this convenience can be achieved if students are given the freedom to study independently in accordance with their respective learning styles. however, that freedom is still under the guidance and supervision of the lecturers. the learning model that has been designed is then carried out by practitioner testing and expert testing. relevant practitioner tests and expert tests are carried out to examine the learning model developed. the process of practitioner testing and expert testing is intended to obtain a proper and steady learning model. collaboration with practitioners and experts is carried out to get as much input as possible from practitioners and experts. the practitioner who is appointed to conduct the test is the supervisor in the news writing subject. they are people who have competence and skills in knowing that the material taught in the subject of news writing is the concepts of news texts and the practice of composing news texts. the team of experts appointed to carry out the validation are material/content experts for learning to write news (amat), experts in news writing learning methods (amet), and learning technology experts (atp). the review results by practitioners and experts are in the form of comments, criticisms, suggestions, improvements, and assessments set forth in the assessment guidelines or written directly in the syllabus format. testing activities by practitioners and experts are intended to strengthen the components of the learning model as a whole. practitioners and experts are also given the authority to provide comments, criticism, suggestions, improvements, and assessments on other aspects outside the six main components of the learning model. these other aspects are typeface, font size, consistency of use of terms, physical appearance, graphic appearance, and layout. the following exposures to practitioner and expert tests results are grouped based on the order of the six components in the learning model developed. introduction the introductory components of the learning model tested by practitioners and experts are (a) a cooperative type group investigation strategy in learning to write news texts, (b) the importance of learning to write news based on a cooperative type group investigation strategy to improve student news writing skills, the quality of the process, and the quality of learning outcomes, (c) the role of lecturers in constructivism-based learning, and (d) the need for a cooperative type group investigation strategy to learning in tertiary institutions. from the practitioner test and expert test, it can be stated that the introductory components of the learning model are correct and are in accordance with the aims and objectives of developing the learning model. group investigation strategy learning concepts the component of the constructivist learning concept in the learning model tested by practitioners and experts is how knowledge is organized in students. based on constructivist understanding, the lecturer does not necessarily transfer knowledge to students in a perfect form in the learning process. students must build knowledge based on their individual experiences. the role of lecturers in learning is only as a facilitator, study guide, a place for student questions, resource persons, and student learning motivators. from the practitioner test and expert test results, it can be stated that the components of the constructivist learning concept are correct and feasible to be applied in the learning process of writing news. wismanto, suyoto, & ulumuddin developing an instruction model … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 180 advantages of learning based on a cooperative type group investigation strategy the superior components of learning based on a cooperative type group investigation strategy in the learning model tested by practitioners and experts are: (a) the constructivism approach has a number of advantages over the behaviorism / conventional approach based in learning (writing news), (b) in learning based on the cooperative type group investigation strategy, students are seen as a focus. learning, and (c) in building student knowledge and skills must be independent and active through a number of meaningful interactions with their sociocultural environment (johnson, 2002). from the results of the practitioner test and expert test, it can be stated that the components of the excellence of learning based on a cooperative type group investigation strategy need to be elaborated again. even though advice comes from only one practitioner, it must still be heeded and carried out. the revision of the learning excellence component based on the cooperative type group investigation strategy in the learning model is poured directly into the development product learning model. learning objectives of writing news based on a cooperatif type group investigation strategy the components of the learning objectives of writing news based on a cooperatif type group investigation strategy in the learning model tested by practitioners and experts are: (a) learning to write news based on a cooperatif type group investigation strategy is intended to increase the active role of students intellectually and emotionally in the learning process, (b) learning to write news based on an approach constructivists are intended to improve student news writing skills, the quality of the process, and the quality of learning outcomes, (c) students are encouraged to discover or build their own learned concepts through interpretation carried out in various ways, such as observation, discussion, experiment, or others, and (d) cooperatif type group investigation strategy-based learning is intended to provide opportunities for students to be responsible for completing joint assignments. from the practitioner test and expert test results, it can be stated that the components of the learning objectives of writing news based on the cooperative type group investigation strategy in the learning model are in accordance with the learning needs. characteristics of learning based on a cooperative type group investigation strategy the components of learning characteristics based on a cooperative type group investigation strategy in the learning model tested by practitioners and experts are: (a) learning emphasizes changes in student behavior after learning, (b) active participation of students in learning becomes the main emphasis, and (c) knowledge is obtained by students through the process. meaningful interaction with the surrounding socio-cultural environment. from the results of expert and practitioner tests it can be stated that the components of the characteristics of learning based on a cooperatif type group investigation strategy in the learning model are correct / feasible. learning implementation of news writing based on a cooperative type group investigation strategy the components of the implementation of learning to write news based on a cooperatif type group investigation strategy in the news writing learning model tested by practitioners and experts are: (a) preliminary activities, (b) core activities, and (c) closing activities. first, preliminary activities are filled with orientation activities, namely opening lectures with activities conveying learning objectives, kd, the evaluation system to be used, and perceptions. second, core activities are concept exploration activities, concept interpretation/discovery activities, concept application activities, and evaluation. finally, thirdly, the closing activity is filled with reflection, inference, and formative evaluation activities. wismanto, suyoto, & ulumuddin developing an instruction model … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 181 from the practitioner test and expert test results, it can be stated that the components of the implementation of learning to write news based on the cooperative type group investigation strategy in the learning model need to be rearranged to make it more practical. instructions for implementing the learning process should use simple sentences. the revision of the implementation component of learning to write news based on a cooperatif type group investigation strategy in the learning model of writing news is completely outlined in the learning model of writing news on development products. based on the practitioner and expert test results, revisions were made to the components of the news writing learning model based on the cooperative type group investigation strategy. revisions are made based on a number of criticisms, comments, suggestions, improvements, and ratings given by practitioners and experts. revisions were also made to typing errors, typeface, font size, consistency in the use of words and terms, physical appearance, graphic display, and syllabus layout. the next development step is to try out the learning model in the field. the trial of the learning model was carried out in two stages, namely testing in small groups and testing in large groups. testing the learning model is carried out through collaboration with lecturers and students by implementing the learning model in the learning process. learning model trials were carried out to obtain as much input as possible from lecturers and students for the purposes of improving the learning model. broadly speaking, the results of the implementation of the learning model trial are described as follows. first, in general, the development product learning model can be tested well. the learning model can be implemented properly in the learning process of writing news. this is possible because lecturers are also involved in designing learning models. second, there are a number of weaknesses found in the learning model. these weaknesses are the existence of typos, mistakes in the choice of words and terms, and sentences are not very clear in the learning model. the vagueness of sentences is generally found in the learning implementation component so that sometimes it confuses the lecturer in carrying out the learning process.third, there are things that need to be considered by lecturers in learning to write news based on a cooperative type group investigation strategy. lecturers need to prepare their students mentally well. students must be informed from the start that active participation in the learning process is a major requirement. students are required to build knowledge and skills from the start in a series of news writing. students are also required to actively interact with lecturers, materials, peers, and strategies to build knowledge and news writing skills. fourth, it takes a relatively large amount of time to implement cooperative type group investigation strategy-based learning. this is because learning based on a cooperative type group investigation strategy requires a long series of processes to arrive at a final agreement. the revision of the learning model is carried out every time the learning model trial is finished at every meeting. revision of the learning model is carried out by reflecting and discussing together with lecturers and students. based on the test results, revisions were made to typing errors, errors in the use of words and terms and sentences that were unclear in the learning model. revisions were also made to errors and lack of communicative sentences, imperfections in lay out, and other linguistic aspects of the learning model. the results of these revisions/improvements are written directly in the revised learning model. the results of the refinement are in the form of a set of learning models to write news based on a cooperative type group investigation strategy that is feasible and steady, and is ready to be implemented in testing the effectiveness of development products in the field. news writing learning model development products the final product of implementing the development process is a set of learning models to write news based on a cooperative type group investigation strategy. the development product wismanto, suyoto, & ulumuddin developing an instruction model … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 182 is ready to be implemented in the learning process by all parties with an interest in improving student news writing skills, the quality of the process, and the quality of learning outcomes. the following briefly describes the final product of the process of developing a news writing learning model. the learning model to write news based on a cooperative type group investigation strategy was developed based on the results of collaboration with supervisor lecturers, the results of thoughts with the supervisor lecturers, examples of learning models to write news, ease of implementation in the learning process, and consideration of student learning needs. it is intended that the learning model to report news from the development results can be implemented in the learning process. the learning model of writing news based on the cooperative type group investigation strategy resulting from this development consists of six important components, namely: (a) introduction, (b) constructivist learning concepts, (c) superiority of learning based on a cooperative type group investigation strategy, (d) learning objectives of news writing skills based on a cooperative type group investigation strategy , (e) the characteristics of learning based on a cooperative type group investigation strategy, and (f) the implementation of learning skills in writing news based on a cooperative type group investigation strategy which consists of: (i) preparation, (ii) general explanation, (iii) technical explanation, and (iv) learning implementation. the complete learning model can be seen in the development product which is bound separately with a research report script. a brief explanation of each learning process implementation guide component is as follows. first, an introduction contains an explanation of the importance of developing a news writing learning model. in the background, it was revealed (a) the importance of using developmental learning tools to improve student news writing skills, the quality of the process, and the quality of learning outcomes, (b) the role of lecturers in learning based on the constructivism approach, (c) cooperative type group investigation strategies in learning to write news texts, and (d) the need for a cooperative type group investigation strategy to learning in higher education. second, the concept of constructivist learning explains how knowledge is organized in students. based on constructivist understanding, the lecturer does not necessarily transfer knowledge to students in a perfect form in the learning process. students must build knowledge and skills based on their individual experiences. the role of lecturers in learning is only as a facilitator, study guide, a place for student questions, resource persons, and student learning motivators. third, the advantages of learning based on a cooperative type group investigation strategy compared to those based on behaviorism / conventional approaches in learning (writing news). in learning based on a cooperative type group investigation strategy, students are seen as the focus of learning. that students as the focus of learning can be seen in the active participation of students in building the knowledge and skills they learn through a number of meaningful interactions with their socio-cultural environment and in everyday life. in that case, it is emphasized that students must be independent and active in building knowledge and skills through a number of meaningful interactions with their socio-cultural environment. the student's social environment includes peers, lecturers, materials, learning strategies, relevant experts, and even with other people. fourth, the purpose of learning news writing skills based on a cooperative type group investigation strategy is to increase the active role of students intellectually and emotionally in the learning process. learning to write news based on a cooperative type group investigation strategy is also intended to improve students' news writing skills, the quality of the process, and the quality of learning outcomes. students are encouraged to discover or build their own learned wismanto, suyoto, & ulumuddin developing an instruction model … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 183 concepts through an interpretation which is carried out in various ways, such as observation, discussion, experiment, or others. learning based on a cooperatif type group investigation strategy is also intended to provide opportunities for students to be responsible for completing joint assignments. fifth, learning based on a cooperative type group investigation strategy is different from learning that utilizes other types of approaches (behaviorism / conventional approaches). a number of characteristics of learning based on a cooperative type group investigation strategy are: (a) learning emphasizes changes in student behavior after learning, (b) active student participation in learning is the main emphasis, and studentsstudents obtain (c) knowledge obtain (c) knowledge through a process of meaningful interaction. sixth, the implementation of learning skills in writing news based on a cooperative type group investigation strategy is divided into three groups of activities, namely: (a) preliminary activities, (b) core activities, and (c) closing activities. first, preliminary activities are filled with orientation activities, namely opening lectures with activities conveying learning objectives, kd, the evaluation system to be used, and perceptions. second, core activities are concept exploration activities, concept interpretation/discovery activities, and concept application activities. finally, thirdly, the closing activity is filled with reflection, inference, and formative evaluation activities. development product effectiveness test the effectiveness test of development products is intended to obtain information about whether or not this development product is effective if it is implemented in the learning process of writing news based on a cooperative type group investigation strategy in the field. the effectiveness test is done by doing a different test of student achievement before and after the learning process using development products. the achievement of learning to write student news is manifested in the form of a score. the design used was a single group pretest and posttest design. from the results of statistical tests, it is found that there is a difference between the pretest and posttest scores in the learning process of writing news that uses development products. the average pretest score for the preparation of the paper was 71.23 and the average post-test score was 88.24. the difference in scores from the use of development products is 17.01. the results of the t-test sample associated showed significance (sign-2) p = 0.000 <α = 0.005. this means that there is a significant difference between the pretest and posttest scores. from the results of these calculations, it appears that the use of development products in the learning process of writing news has a significant positive effect on student achievement in learning news writing. based on the results of the calculation, it can be stated that there was an increase in student learning achievement in writing news significantly between before the learning process and after the learning process. in addition, improvements also occurred in students' news writing skills and the quality of the learning process. the improvement of students' news writing skills can be seen in the increased learning achievement of student news writing. improved quality of the learning process to write news can be seen in increased interest, motivation, student participation physically and psychologically, interaction with colleagues, lecturers, experts relevant to the field of study, an attitude of willingness to give and accept other people's opinions, openness, responsibility, social sensitivity, and a democratic attitude in learning. from the effectiveness test activity, it has been proven that this development product learning model can improve students' news writing skills, the quality of the process, and the quality of learning outcomes. the improvement of students' news writing skills can be observed from the increase in the quality of news texts in the form of journalistic news before and after the learning process based on a cooperatif type group investigation strategy. improving the wismanto, suyoto, & ulumuddin developing an instruction model … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 184 quality of the learning process can be observed from the increased interaction that occurs in the learning process. this interaction occurs reciprocally between lecturer-student-learning material-media, and learning strategies. the interactions that occur require active student participation, both physically and psychologically (intelligence, talents, interests, motivation, awareness, and emotions) in the learning process. improving the quality of learning outcomes can be seen from the difference in the pretest and posttest scores of student news text results in the form of journalistic news. from the trial activity of the learning model, it was obtained data that there was a real increase in news writing skills and student participation in the learning process. students have been motivated, enthusiastic, excited, physically and psychologically active in participating in the whole series of news writing learning processes for one semester. the improvement of news writing skills is important for students to support the smoothness and success of their studies in higher education. this development product learning model is used to meet the learning needs of news writing based on a cooperatif type group investigation strategy. given that the existing learning model has a behaviorism approach, this development product can be used to meet the learning needs of writing news based on this cooperatif type group investigation strategy. this development product learning model can be used as a guideline for the implementation of the learning process, the interaction of the learning process, and the implementation of the evaluation process, both process evaluation and evaluation of learning outcomes in news writing based on a cooperative type group investigation strategy. by utilizing a cooperative type group investigation strategy-based learning model that is feasible and steady, it is expected that students' news writing skills, process quality, and learning outcomes can be optimally improved. the use of this development product learning model in the learning process (effectiveness testing activities) has been proven to improve students' news writing skills, the quality of the process, and the quality of learning outcomes / achievements. conclusion based on the results of this development research, namely the development of a learning model to write news based on a cooperatif type group investigation strategy, it can be concluded as follows. in its implementation, this learning model is proven to improve students' news writing skills. skills improvement can be seen from two aspects: increasing student participation and student learning achievement. the increase in student participation is evident in the active participation of students, both physically and psychologically in the learning process. on the other hand, the increase in student learning achievement can be seen from the increase in their final learning score, namely the difference between the pretest and posttest scores. the increase in student learning achievement is very significant. the increase in student learning achievement can also be seen by the comparison between learning outcomes scores with constructivist models by utilizing development products and learning scores with conventional models without utilizing development products. the comparison between the two shows that the learning outcomes score with the constructivist learning model is higher than the learning outcome score with the conventional learning model. this shows that learning with a constructivist model can significantly improve the quality of the process and student learning outcomes. the results of experimental activities also prove that the cooperative type group investigation strategy-based learning process has shown a number of advantages over learning with behaviorism / conventional models. likewise, the learning process based on a cooperative type group investigation strategy can improve students' news writing skills. in addition, the learning process with a constructivist model can improve the quality of the learning process to write news in the direction of democratic learning. wismanto, suyoto, & ulumuddin developing an instruction model … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 185 references al zumor, a. 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(2015). a recursive, reflective instructional design model based on cooperatif -interpretivist theory. educational technology, (online),35 (6), 5-23. https://doi.org/10.1080/13670050.2021.1977777 https://doi.org/10.1080/17475759.2019.1639536 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6732 january 2023. vol.11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 83-93 jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 83 the effectiveness of contextual teaching and learning in improving students’ reading comprehension 1nurhikma utami, 1*muhamad yahrif, 1vivit rosmayanti, 1suharti siradjuddin 1faculty of teacher training and education, megarezky university, indonesia *corresponding author email: muhyahrif@unimerz.ac.id article info abstract article history received: november 2022 revised: december 2022 published: january 2022 contextual teaching and learning is one of the outstanding approaches that can help students understand the meaning of teaching materials based on personal, social, and cultural contexts. due to this, students can have the knowledge and skills to actively build their understanding of the materials. therefore, this study aims to find out the effectiveness of contextual teaching and learning in improving students' reading comprehension at smp negeri 2 mappakasunggu takalar. this study involved 56 students of seventh-grade students. this study used a quasi-experimental with two classes, the experimental class, and the control class. data was collected through a reading test that was given to students before and after giving the contextual teaching and learning method. in analyzing the data, the researchers used the spss version 22. the results of data analysis showed that the post-test mean value was 26.04 compared to without using ctl or conventional in the control class, the post-test mean value was 23.71. in addition, the calculation results of the spss version 22 application showed that the value of the t-count calculation was 2.3. compared with table df = 54, namely (2.0) the significance level was 5%, t count > t table, then ha was accepted and ho was rejected. in other words, accept the alternative hypothesis (ha) and reject the null hypothesis (ho) to test both variables. from the results of hypothesis testing, it was proven that there was a significant effect between the use of contextual learning. keywords contextual teaching and learning; learning methods; reading comprehension; how to cite: utami, n., yahrif, m., rosmayanti, v., & siradjuddin, s. (2023). the effectiveness of contextual teaching and learning in improving students’ reading comprehension, jollt journal of languages and language teaching, 11(1), pp. 83-93. doi: https://doi.org/10.33394/jollt.v%vi%i.6732 introduction reading is one of the language skills which is very important to be learned by students. through this activity, students can improve their language and experience. they can get information and ideas which they need to know through reading activities. moreover, they are able to know what they do not know before (yulia ade saputri, syamsul rizal, 2021). additionally, sinaga at al. (2020) said that reading can help students get ease in interpreting language. reading makes students able to find every message in texts. reading helps students learn to think. then, it is a good way to find out new ideas, facts, and experiences (sinaga et al., 2020). one of the most difficult tasks of a language teacher in the context of teaching english as a foreign language is to grow students' attitudes toward reading (dolba et al., 2022; firman et al., 2021). it is caused by the limited time and other obstacles they face during the teaching and learning process. teachers are often unable to encourage students to find entertaining and interesting information in reading materials. therefore, the role of the teaching method as a tool to create the teaching and learning process, this method is expected to grow various student learning activities in connection with teaching. the teachers act as a driver or mentors, while students act as recipients or those who are guided (dodi, 2013; baiq-sumarni https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& utami et al. the effectiveness of contextual …….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 84 et al., 2022). on the other hand, one of the problems that are often faced in reading is the difficulty for students to understand a reading effectively where this is also influenced by an interest in reading in students who are still low. based on test data from pirls (progress in international reading literacy study) interest in reading in school children in indonesia is ranked fourth from the bottom with a total of 45 countries participating in 2006 (bimrew sendekie belay, 2022). sianipar (2018) states that contextual teaching and learning (ctl) helps students relate subject matter content to real-world situations and motivate students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires. therefore, the students have to make connections between what they are learning and how they are applying their knowledge in real-life situations. while according to satriani, emilia, & gunawan, (2012) contextual teaching and learning is an approach that aims to help students understand the meaning of teaching materials based on personal, social, and cultural contexts so that they have the knowledge/skills to actively build their understanding of the material provided. the contextual teaching and learning (ctl) procedures according to crawford, (2001) consist of relating, experiencing, applying, cooperating, and transferring (react). according to khaefiatunnisa, (2015) states that these procedures enable students to relate their preexisting knowledge with the new concept, construct new knowledge by experiencing it in the classroom, implement the concept in problem-solving activities, work cooperatively in group or pair work activities, and use the knowledge they get in a new context. based on previous research, it has been proven that contextual learning in improving reading skills, speaking ability, listening skills, and writing skills are very effective in using contextual teaching and learning khaefiatunnisa (2015), muslem & yasin (2021), ghonivita et al., (2021), and madjid et al., (2017). so the researcher is interested in conducting research on conceptual teaching and learning in improving students' reading comprehension at smp negeri 2 mappakasunggu takalar. prasetyo, a. (2020) states that reading comprehension consists of the processes of constructing conceptual knowledge from a text through cognitive interaction and motivational involvement with the text. in another word, reading is a process of building up a sense using an intense motivation to understand the text. to understand the reading process and common characteristics of their students, teachers need to be familiar with various approaches to teaching reading so that they can make wise choices about how to teach. the teachers need to be good friends and good parents to their students to make the reading process in the classroom more effective by using various approaches and suitable strategies. sometimes the teacher becomes a friend to discuss the problems in the classroom, so the students enjoy the class. to facilitate teaching reading comprehension in the classroom, the students need to understand the approach. contextual teaching and learning may become a suitable approach to teaching reading comprehension in the classroom (sianipar, 2018; habibi et al., 2022). based on preliminary research conducted at smp negeri 2 mappakasunggu takalar, the problems obtained from the researchers were that students' reading comprehension was quite low, students were not able to read well, students' pronunciation did not match the content of the text, how to read was still wrong, and poor pronunciation. still wrong in reading english. have difficulty in reading because they are afraid to make mistakes and are afraid to pronounce or pronounce english, so they still have difficulty in reading english texts. the researcher found a problem when the researcher taught at smp negeri 2 mappakasunggu takalar, most of the students did not understand english reading. several factors can make it difficult for students at smp negeri 2 mappakasunggu takalar to learn and understand. this is caused by factors such as students' reading comprehension being quite utami et al. the effectiveness of contextual …….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 85 low, difficulty in pronouncing english, students cannot read well, how to read still wrong, pronunciation still wrong in reading english texts, students lazy to read, bored to reading, and motivation which is quite low in english. because it is a foreign language for those who are still in junior high school and they feel foreign to pronouncing a different language. to overcome this problem, researchers will use the method of contextual teaching and learning (ctl). in addition, one method that might help both teachers and students to increase their learning is cooperative integrated reading and composition (sirajuddin et al., 2022). the researcher is interested in researching contextual teaching and learning (ctl) in improving students' reading comprehension in seventh grade at smp negeri 2 mappakasunggu takalar. the researcher wants to see whether using contextual teaching and learning methods could solve problems such as students' reading comprehension being quite low, difficulty in pronouncing english, students cannot read well, how to read is still wrong, pronunciation is still wrong in reading english texts, students being lazy to read, bored to read and motivation which is quite low in english is it effective if using contextual teaching and learning methods can improve students' reading comprehension. due to this, researchers focus on investigating the effectiveness of contextual teaching and learning in improving students reading comprehension at middle schools. research method research design this research applied a quasi-experimental design with a nonequivalent control group design. in this design, neither the experimental group nor the control group can be selected randomly. in a quasi-experimental design, one group pre-test and one group post-test. this research aims to determine the effect of increasing students' reading comprehension by using contextual teaching and learning. in this research, there are two variables, namely the independent variable (x) and the dependent variable (y). the independent variable (x) is contextual teaching and learning (ctl), and the dependent variable (y) is reading comprehension. the research was conducted on eleventh-grade students of smp negeri 2 mappakasunggu takalar which is located in jalan mangulabbe, takalar village, patani subdistrict, mangulabbe district, takalar regency, and south sulawesi province. the population in this research was 116 students from class vii of smp negeri 2 mappakasunggu takalar in the 2021/2022 academic year. the sample was two classes, class vii.3 consists of 28 students as the experimental group taught by the contextual teaching and learning method while class vii.4 consists of 28 students as the control group taught without the contextual teaching and learning method. so the total sample in this study was 56 students. instruments the instrument used to collect data in this research was the test, treatment, and documentation. there are two tests in this research. they were pre-test and post-test. the test was in the form of an essay question consisting of 8 questions with two ratings such as main idea and specific information. the test aimed to test the students' basic competence in comprehending a reading text. while the treatment was given in six meetings. the purpose of this treatment was to apply ctl in training students to understand reading comprehension. documentation was to get the data about the student's achievement, and data collection pictures of students' pre-test, post-test, and treatment of students. data analysis in collecting data, the researcher conducted research on seventh-grade students of smp negeri 2 mappakasunggu takalar. the main procedure of this research was the instrument used consisting of a pre-test, post-test, treatment, and documentation. first, the researcher utami et al. the effectiveness of contextual …….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 86 gives the pre-test. furthermore, the researcher was given treatment after being given a pre-test at the first meeting. the treatment was given in six meetings. the purpose of this treatment is to apply ctl in improving students reading comprehension. in the last activity, students did a post-test. in this test, students had done a post-test which contains short story essay questions given by the researcher. the test material was the same as the previous test, which used essay questions containing eight questions but with a different story given by the researcher. then, the researcher took essay questions to calculate the correct answers. the dokumentation was to obtain data on student achievement, namely the collection of image data from the results of the pre-test, post-test, and treatment of students. the data analysis technique used was directed to answer the problem formulation or test the hypothesis that has been formulated, because the data was quantitative, the data analysis technique uses statistical methods. descriptive analysis and inferential analysis using spss 22 windows program. the type of data in the form of students' reading comprehension is further classification quantitatively based on the classification technique, namely: table 1 student’s reading scores no. classification score 1. very good 36 40 2. good 26-35 3. fairly 16 – 25 4. poor ≥ 15 research findings and discussion research findings descriptive statistical analysis this section shows students' english reading skills before and after learning using the contextual teaching and learning (ctl) method. after the data from the test was collected and then the data was analyzed through descriptive statistics, the results of data analysis are found and explained based on frequency and percentage as shown in this section. table 2 recapitulation of reading comprehension pre-test experiment post-test experiment pre-test control post-test control n valid 28 28 28 28 missing 0 0 0 0 mean 23.65 26.04 25.14 23.71 median 22,50 26.25 23.75 22.50 mode 21.25 23.75 23.75 21.25 std. deviation 4.99 4.88 5.67 5.09 variance 24.92 23.79 32.13 25.94 range 17.50 20.00 21.25 21.25 minimum 17.50 25.00 15.00 13.75 maximum 35.00 35.00 36.25 35.00 sum 638.50 703.10 678.75 640.25 table 2 showed the recapitulation of reading comprehension in which 28 students are stated valid and missing 0 students from the experimental class and the control class. the utami et al. the effectiveness of contextual …….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 87 mean in the experimental class pre-test was 23.65 and post-test 26.04. while in the control class the pre-test was 25.14 and the post-test was 23.71. experimental class the median pretest was 22.50 and the median post-test was 26.25. while in the control class the median pretest was 23.75 and the median post-test was 22.50. the experimental class mode pre-test was 21.25 and the post-test was 23.75. while in the control class the pre-test was 23.75 and the post-test was 21.25. experimental class std. the deviation pre-test was 4.99 and the post-test was 4.88. while in the control class the pre-test was 5.67 and the post-test was 5.09. the experimental class variance pre-test was 24.92 post-test was 23.79. while the control class pre-test was 32.13 and the post-test was 25.94. experimental class. the range of the pre-test was 17.50 and the post-test was 20.00. while the control class pre-test was 21.25 and the post-test was 21.25. an experimental class minimum pre-test was 17.50 and post-test was 25.00, while the control class pre-test was 15.00 and post-test was 13.75. the experimental class maximum pre-test was 35.00 and the post-test was 35.00. while the control class pretest was 36.25 and the post-test was 35.00. the experimental class sum pre-test was 638.50 and post-test was 703.10, while in the control class pre-test was 678.75 and post-test was 640.25. inferential statistical analysis table 3 distribution frequency of the pre-test experimental class and control class no classification interval score experimental class control class f % f % 1. very good 36 – 40 0 0% 1 4% 2. good 26 – 35 9 32% 11 39% 3. fairly 16 – 25 19 68% 15 54% 4. poor ≤ 15 0 0% 1 4% total 28 100% 28 100% based on the results of excel for windows calculation regarding the percentage of frequency, it shows that there were no students who had a very good category in the experimental pre-test class. there was 1 student (4%) who got the very good category and the score interval was 36-40 in the control class. besides that, there were 9 students (32%) who got a good category in the experimental class and there were 11 students (39%) who got a good category and the score interval was 26-35 in the control class. then there were 19 students (68%) who got the fairly category in the experimental class and there were 15 students (54%) who got the fair category and the interval score was 16-25 in the control class. and lastly, there were no students who had a poor category in the experimental class and there is 1 student (4%) who had a poor category with an interval score is ≤ 15. table 4 distribution frequency of the post-test experimental and control class no. classification interval score experimental class control class f % f % 1. very good 36 – 40 0 0% 0 0% 2. good 26 – 35 15 54% 9 32% 3. fairly 16 – 25 12 43% 18 64% 4. poor ≤ 15 1 4% 1 4% total 28 100% 28 100% utami et al. the effectiveness of contextual …….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 88 based on the results of excel for windows calculation regarding the percentage of frequency, it shows that there were no students who have a very good category in the post-test experiment class and there were no students who had a very good category in the post-test control class. there were 15 students (54%) who got a good category in the experimental class and there were 9 students (32%) who got a good category and the interval score was 26-35 in the control class. in addition, there were 12 students (43%) who got the fairly category in the experimental class, and there were 18 students (64%) who got the fair category and the score interval was 16-25. then there was 1 student (4%) who got the poor category in the experimental class and there was 1 student (4%) who got the poor category and the interval score was ≤ 15. normality test table 5 tests of normality class kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. hasil test pre test eksperimen .151 28 .103 .920 28 .035 post test eksperimen .151 28 .102 .940 28 .107 pre test kontrol .124 28 .200* .957 28 .290 post test kontrol .151 28 .102 .942 28 .122 based on the calculation results of the spss 22 application from the kolmogorovsmirnov sample table, the shapiro-wilk number was obtained. significant 0.554. this value is greater than 0.05 or using a significance level of 5%, it can be said that the data was normally distributed. homogeneity table 6 test of homogeneity of variance levene statistic df1 df2 sig. hasil test based on mean 1.100 3 108 .352 based on median .824 3 108 .483 based on the median and with adjusted df .824 3 99.868 .483 based on trimmed mean 1.107 3 108 .349 based on the calculation results of the spss 22 application. from the sample table for the test of homogeneity of variance, the based on the trimmed mean was obtained. significant 0.40. this value was greater than 0.05 or using a significance level of 5%, it can be said that the data is normally distributed utami et al. the effectiveness of contextual …….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 89 hypothesis testing table 7 post-test hypothesis testing independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean differe nce std. error differe nce 95% confidence interval of the difference lower upper total test equal variances assumed .04 4 .834 2.304 54 .025 2.95 1.28 .383 5.51 equal variances not assumed 2.304 53.11 .025 2.95 1.28 .382 5.51 if the t count is greater than the t table then ha is accepted and ho is rejected. from the results of the calculation of t the count is 2.304. compared with t-table df = 54, namely (2.00488) the significance level is 5%, then t count > t table, ha is accepted and ho is rejected. in other words, accept the alternative hypothesis (ha) and reject the null hypothesis (ho) to test both variables. thus, it can be concluded that variable x had a significant effect on variable y. from the results of hypothesis testing, it is proven that "there is a significant effect of students the used of contextual teaching and learning in improving students' reading comprehension". based on the results of the calculation process, it was found that the post-test experimental class had a mean of 26.09 and the post-test control class had a mean value of 23.71. based on the findings of this study, it can be shown that using the contextual teaching and learning method showed significant results. after conducting research and calculating data, it can be said that the use of contextual teaching and learning methods was effective in improving students' reading comprehension. then students who used the conventional method got lower scores than students who used contextual teaching and learning methods. according to nurbaeti halik et al., (2016) contextual teaching and learning is an alternative concept of new learning strategies, and the learning process through constructing and teaching was defined as a questioning activity, not just transferring knowledge to students. in ctl, students are expected to be able to develop their understanding of past experiences or knowledge (assimilation). after receiving treatment in the experimental class, it was easier for students to understand the content of the story text, and were more active in the lesson because they got interesting stories that were linked to the real world so which affected improving students' reading comprehension. discussion this study investigated the effectiveness of contextual teaching-learning approach to improve students’ reading comprehension. based on the research findings, this study showed that there were significant results on students' reading comprehension after using contextual teaching and learning. students are involved in various reading activities based on their contextual learning activities. in practice, students felt easy to find main ideas of reading texts utami et al. the effectiveness of contextual …….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 90 as they have background knowledge. it in line with firman et al. (2021) who argue that students who have background knowledge of the text being read are easier to understand the meaning of the reading texts. based on the results of the calculation process, it was proven by the mean score of students subjected to contextual teaching and learning activities was 26.09. it means the students’ reading comprehension grade was very good. the results of the study show that the application of contextual teaching and learning has a positive effect on students' reading comprehension. this was proven by the acquisition of increased vocabulary and synonym-antonym vocabulary through various reading tasks, and students' reading comprehension tests. not surprisingly, the use of the ctl method leads students to carry out reading activities more effectively and efficiently. in reading activities, students do vocabulary synonyms and then analyze them. by doing this activity, students are able to enhance the acquisition of new vocabulary. besides, students get some english expressions and colocation. it helps them comprehend some reading sentences containing some colocation. this finding is in line with habibi et al. (2022) who state that reading is an important skill because the more students read, the wider their knowledge they get. reading can lead students to acquire other skills at school (zano, 2022; herwanis et al., 2021). reading can help students understand the content of reading texts so that students can get information from reading activities. there are types of reading that are taught in schools, beginning reading, reading aloud/technique, reading silently, reading comprehension, and reading language. in the contextual approach (ctl), the teacher's role is to control and administer the reading class to work together in discovering new information for students. the new knowledge, information, and reading strategies are obtained by self-discovery, not obtained from the teacher (firdaus & mayasari, 2022; khonamri et al., 2021). this can be seen in the reading activities in class where students use the english dictionary to find the meaning of vocabulary that they do not understand. this activity also helps students to get to know and know how to pronounce the new vocabulary they get (putri et al., 2021; rafi et al., 2021). thus, the application of ctl in reading directs students to apply several important components in learning such as questioning and inquiry activities. in this study, students were trained to construct and discover their own knowledge and experience directly from the model exemplified by the teacher, to communicate in groups, then to reflect on the knowledge gained based on what was read in reading activities. the various background of students certainly affects the course of learning (rokhayati & alvionita, 2022; selim & islam, 2022). in applying this contextual approach, students with high affective and cognitive levels will be able to construct, find their own knowledge, always ask questions to dig up information, imitate the model from the teacher, and reflect on what they get, then students expand their knowledge with the learning context. with this application, ctl can develop students' reading skills. in contextual teaching-learning activities, students provided the wide chances to recognize and analyze the generic structure of the text being read. it facilitates students to find out the ideas from the texts (firman et al., 2021; habibi et al., 2022). based on the findings of this research, it can be shown that using the contextual teaching and learning method shows significant results. after conducting research and calculating data, it can be said that the use of contextual teaching and learning methods is effective in improving students' reading comprehension. then students who used the conventional method got lower scores than students who use contextual teaching and learning methods. according to nurbaeti halik et al., (2016) contextual teaching and learning is an alternative concept of new learning strategies, and the learning process through constructing and teaching is defined as a questioning activity, not just transferring knowledge to students. in ctl, students are expected to be able to develop their understanding of past experiences or knowledge (assimilation) (pebriantika & aristia, 2021). after receiving treatment in the utami et al. the effectiveness of contextual …….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 91 experimental class, it was easier for students to understand the content of the story text, and were more active in the lesson because they got interesting stories that were linked to the real world so which affected improving students' reading comprehension. the researchers discussed the effectiveness of contextual teaching and learning in improving students' reading comprehension and the results obtained from this study were effective and significant results using contextual teaching and learning methods in improving students' reading comprehension, especially for seventh-grade students of smp negeri 2 mappakasunggu takalar. conclusion the use of ctl can improve students' reading comprehension or it can be said that the use of contextual teaching and learning has a significant effect on students reading comprehension of seventh-grade students of smp negeri 2 mappakasunggu takalar. the result of statistical analysis using the spss version 22 application, shows that the reading comprehension of the experimental class increased from the pre-test mean score of 23.65 and the post-test mean score of 26.04. the hypothesis testing shows that the value of t-count (2.304) > 0.05. which indicates the result is significant. thus, it can be concluded that variable x has a significant effect on variable y. in other words, using contextual teaching and learning affects improving students' reading comprehension. references baiq-sumarni, dharma dev bhatta, & kho, s. f.-c. 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(2021). an analysis on english teacher strategies in teaching reading comprehension. jadila: journal of development and innovation e-issn: 2723-6900 in language and literature education, 1(3), 353–361. zano, k. (2022). breadth and depth-vocabulary knowledge and reading comprehension in an english first additional language context. journal of languages and language teaching, 10(2), 223. https://doi.org/10.33394/jollt.v10i2.4827 https://doi.org/10.33394/jollt.v10i2.4827 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id& jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5328 july 2022. vol.10, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 461-468 jollt journal of languages and language teaching, july 2022. vol.10, no.3 |461 the improvement of the students’ ability in writing procedure text using video recipe ahmad zakqi yamani lating english teacher, smp negeri 1 mojowarno, jombang corresponding author email: ahmadlating05@guru.smp.belajar.id article info abstract article history received: may 2022 revised: june 2022 published: july 2022 writing skill is one of the most difficult language skills to be mastered for foreign learners. learners are demanded not only to master linguistic features but also to acquire non-linguistic aspects. to train learners, teachers should provide their learners with writing exercises as much as possible in classes. this study is aimed at investigating the effectiveness of video recipes to improve students’ writing procedure texts at the nineth-grade students of smpn 1 mojowarno, east java. this study involved 32 students as participants that consisted of 16 males and 16 females. this study was designed in the classroom action research. the car procedure consisted of planning, implementing, observing, and reflecting. each phase has activities dealing with the use of video recipe to improve students’ writing procedural texts. to state students’ criterion of success, the researcher enacted the score of 76. this study passed two cycles. in the first cycle, students still are achieving the passing grade. students have achieved the passing in second cycle. based on the results, the students showed their interest, pleasure, enthusiasm and curiosity during the implementation of video recipes. therefore, this study can be inferred that video recipes was able to improve the students’ ability in writing procedure text at smpn 1 mojowarno. keywords writing skills; procedure text; video recipe; how to cite: lating, a. z. y. (2022). the improvement of the students’ ability in writing procedure text using video recipe, jollt journal of languages and language teaching, 10(3), pp. 461-468. doi: https://doi.org/10.33394/jollt.v%vi%i.5328 introduction writing is one of the necessary skills in english language learning (kazemian et al., 2021). it is considered as one of the most difficult among other skills. however, writing skill has the power to engage students’ academic success due to writing enables to reinforce the grammatical structure, enhance students’ vocabulary, shape the scientific structure of human life either verbally or in writing form, and help other language skills, such as listening, speaking, and reading (haerazi et al., 2019; javed, juan, & nazli, 2013; nodoushan, 2014). teaching writing is difficult because it needs mastery of not only grammatical and rhetorical strategies, but also intellectual and judgmental devices (banerjee, 2012). as a result, efl teachers are expected to embrace fantastic teaching strategies in order to pique students' interest in learning to write. brown (1992); plakans et al. (2019) state that writing can be used to create and sustain contact with others, communicate information, express feelings and emotions, entertain, and persuade as a mode of communication. as a result, efl teachers should provide plenty of opportunities for students to practice writing in english during the teaching and learning process (zhang et al., 2021; haerazi et al., 2021). they should be an example of english and should be able to select resources and present them in a manner that achieves the instruction's goal. i chose writing as a talent for this study since it is a productive skill. it signifies that writing entails creating rather than receiving language. students are expected to organize their thoughts, clarify concepts, and absorb and process information as foreign language learners. writing encourages students to become active participants rather than passive recipients of https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& lating the improvement of the students’ … … .. jollt journal of languages and language teaching, july 2022. vol.10, no.3 |462 knowledge (kazemian et al., 2021). they must be able to write quickly and effectively, producing solid sentences and even good content. one of the main abilities in the english syllabus for teaching english writing to ninth grade students in indonesian junior high schools is the students' capacity to convey their ideas in writing procedure text. in order to get things done, they are supplied the learning material through the presentation of process literature (kazemian et al., 2021). as a result, relevant activities should be implemented in the classroom so that students can write their ideas down in sentences, paragraphs, or essays, which will eventually constitute a procedure text. one of the writing skills that students must demonstrate is the ability to write a process text. a process text, according to anderson (2003), is a piece of writing that instructs the reader or listener on how to perform something. the goal is to give instructions on how to make something, do something, or get somewhere (see figure 1). he further claimed that the term "process" is widely used to describe how to manufacture anything that is related to our daily activities, such as a cup of tea. as a result, the students must write about their procedural text based on their daily experiences. another meaning of procedure text is a text that demonstrates a series of steps for manufacturing or performing something. procedure is a text that instructs readers on how to perform, utilize, or create something (fatimah, 2011). a recent study on process text discovered that procedure text can assist students to enhance their writing abilities because procedure text can entice students to produce the material (lusiana, 2013). efl teachers should provide materials in the form of procedural text, according to lusiana (2013), to make students enjoy writing activities. it could be about learning how to create a specific type of food, operate something, make something, or play with anything, for example. there must undoubtedly be steps for pupils to practice, particularly when it comes to relevant general structure, vocabulary, and grammar. the use of movies in efl and esl classrooms is not new (berk, 2009). berk stated that cave instructors used 16mm projectors to display cave student images of insurance company marketing commercials in business classes as far back as prehistoric times. even dvd players are no longer in use. so, what's new this time? there are four areas where things have changed: (a) the variety of video formats, (b) the ease with which technology can facilitate their use in the classroom, (c) the number of video techniques an instructor can use, and (d) the research on multimedia learning that provides the theoretical and empirical support for their use as an effective teaching tool. video clips can be simply embedded using a pc or laptop, an lcd projector, and speakers. the purpose of using video in learning process covers cognitive, affective, and psychomotor (anderson, 1987; arinai & tawali, 2021). berk (2009) state that employing various videos for students can improve their insight of what the tecahers provide through videos in learning courses. the use of video snippets in college classrooms and their potential value (arndt & woore, 2019). the findings of this study on video and multimedia learning give an empirical foundation for their usage in teaching to improve memory, comprehension, knowledge, and deeper learning, particularly in beginning courses for beginner learners. sumiarsih (2011) discovered that movies can help students understand natural conversation material better. she went on to say that watching movies allows pupils to practice understanding natural conversation topics. the pupils are having a good time and catching on to the fun aspect of learning english. according to daryanto (2011), video media has some advantages. they are video add new dimension in learning, it gives moving picture to student with voice and video can demonstrate difficult phenomena seen in real. firdaus (2011) investigated the use of video to enhance students’ listening comprehension. it was found that video materials can be used to teach listening. by using lating the improvement of the students’ … … .. jollt journal of languages and language teaching, july 2022. vol.10, no.3 |463 appropriate techniques in using the video, maximum benefits can begained for teaching listening. wahyuningsih (2011) reported that animated movies can improve young learners’ ability in speaking. the animated movies not only make the students learn the language but also grasp the idea to speak up and rehearse their language. another research finding also reveals that the use of video and dynamic pictures can improve learning of procedural contents (arguel & jamet, 2009). the study investigated the impact of presenting together both a video recording and a series of static pictures in which the researchers implemented two experiments. the first experiment compared 3 conditions namely video shown alone, static pictures displayed alone, and video plus static pictures. on average the best learning scores were found for the 3rd condition, that is, video plus static pictures. the second experiment investigates how best to present the static pictures, by examining the number of pictures required (low vs. high frequency) and their appearance type (static vs. dynamic). it was found that the dynamic presentation of pictures was superior to the static pictures mode; and showing fewer pictures (low frequency) was more beneficial. overall, the findings revealed that the use of video and static pictures can improve learners’ learning of procedural contents. kusumaningrum (2011) stated the use of youtube videos in teaching vocabulary to young learners. she reported that youtube videos are beneficial to be used as media in language classroom, especially to teach vocabulary to young learners. the combination between audio and visual elements, as well as the existence of pictures-sounds-songs as a package in such media, makes you tube videos more interesting than textbook, so that young learners will be motivated to gain a great number of words and use them in daily communication. based on reviewing some former research findings, i can argue that most research findings reveal that the use of video and dynamic pictures can promote to the improvement of learners’ proficiency and increase learners’ memory, comprehension, understanding, and deeper learning. however, i did not find any research findings on the use of video recipe in improving efl learners’ writing ability, particularly in writing procedure text. that is why it seems necessary for me to conduct this research. thus, this study aims at investigating the effect of video recipes in improving junior high school student's ability to write procedure text. procedure texts should be acquired by the ninth grade students of junior high school of smpn 1 mojowarno and the students are expected to be able to write a simple and short procedure text. however, based on the results of a preliminary study, it was found out that the students of smpn 1 mojowarno have a problem in writing procedure texts. the students cannot optimize themselves in written communication in english. the teachers seldom applied various activities in teaching writing procedure text; the teachers seldom give more practice in writing procedure text, and the students are seldom motivated. based on those problems, this study aims at examining whether the use of video recipes can improve junior high school students’ ability in writing procedure text. research method this study used classroom action research (car) which was intended to implement the use of video recipe to improve the junior high school students’ ability in writing procedure text. car is conducted through cyclical process in which the cycle continues until the criterion of success is achieved. this study was conducted in the nineth-grade (class 9d) of smpn 1 mojowarno, east java province. class 9d that consisted of 32 students (16 male and 16 female) was chosen as this class had been taught procedure text. the researcher conducted a preliminary study by administering a pretest on writing procedure text and most of the students gained score lower than 76. therefore, it was lating the improvement of the students’ … … .. jollt journal of languages and language teaching, july 2022. vol.10, no.3 |464 considered necessary for me to conduct this study to increase the students’ ability in writing procedure text. in this study, an observer was involved during the cycle. the observer observed the process of the on-going instruction and filled the observation checklist. he also took his time to record the teaching-learning process as the documentation of the study. the researcher applied the procedure of the action research through four phases; (1) planning the action based on the result of the preliminary study; (2) implementing the action in the form of teaching learning process; (3) observing and recording the action; (4) analyzing the data and reflection that came out from the action done in the cycle. the lesson plan covers the teaching and learning activities as well as the materials for the activities, and evaluation. the objectives of the instruction cover the ability of the students to understand procedure text and to write a simple procedure text. pursuant to the level of passing grade for junior high school (kkm) in smpn 1 mojowarno. it was found out that 76 is the passing grade for this level. then, the researcher applied the following criteria of success: 80% of the students could reach score greater or equal to 76. the steps of the instruction covered; (1) warming up; the students to make the lesson interesting, for instance having them to guess the name of a certain food by giving initial letter only; or by showing a picture of a certain food/drink on the lcd. (2) asking the students to identify the name of the foods and drinks along with their materials. (3) having the students to watch the recipe videos. the videos that are shown during the implementation were: how to make a cup of tea the video duration is 5 minutes; how to make fried rice (nasi goreng) the video duration is 10 minutes; how to cook rice the video duration is 8 minutes; and how to make omelet the video duration is 2 minutes. (4) asking the students in groups to identify the titles, materials and the steps of how to make the food. (5) asking the students in groups to identify the imperative verbs and the teacher guides them. and (6) asking the students to choose one familiar food and to make recipes of the food just like what they see on the video. at the third meeting, individually the students were tested using video recipe and were asked to write a procedure text. in addition, they were asked to write a procedure text by looking at the pictures shown on lcd. the videos that were used to test the students cover how to make ‘mie kuah’, and the video duration is 4 minutes, and how to make avocado juice, and the video duration is 3 minutes. after completing the cycle, i did the re flection through analyzing the result of the test and made a conclusion of the cycle. in this study the result of the reflection has met the criteria of success, which is why i stopped the cycle and came to the final conclusion. research findings and discussion research findings in this part, i elaborated the results of the investigation. the findings of the study determined the results of the investigation, which would finally conclude the investigation. at the end of the cycle, i administered two tests examining the students’ ability in writing procedure text. these tests were meant to see whether the plan that i have conducted in the cycle affected the junior high school student's ability in writing procedure text. the first test was in the form of video recipe on making indonesian familiar food called “mie kuah”. this video recipe lasted for 2 minutes and 7 seconds. the second test was in the form of video recipe on making indonesian famous drink called “avocado juice”. this video recipe lasted for 4 minutes and 3 seconds. after rating the students’ answer sheets from the first test, it was found that among 32 students, 22 students achieved a score greater than 76, and the rest achieved a score lower lating the improvement of the students’ … … .. jollt journal of languages and language teaching, july 2022. vol.10, no.3 |465 than 76. this indicated that 68,75 % of the students (22out of 32) have reached the targeted criterion of success. since the criterion of success that was set in this research was 85% of the students could reach score greater or equal to 76, and because 85% of the students (27 out of 32) have reached the targeted criterion of success, this result indicated that there was an increase on the students’ ability in writing procedure text. from the result of the second test, i found that 85% of the students (27 out of 32) have reached the targeted criterion of success, which also indicated an increase in the students’ ability in writing procedure text. after administering the tests, i conducted an interview to four students and the results showed that all of them were active in class, happy and motivated. they did the task well and enjoyed the class during the three meetings of the implementation. this can be seen from their participation in answering the researcher’s questions during the interview. the first interviewee said that she could understand easily and the lexicons used are easily remembered. the lesson was fun and she really enjoyed the teaching using video recipe. the second interviewee said that the implementation of video recipe is fun and interesting. he likes such a kind of video presentation. the third interviewee said that the teaching of writing procedure text is “asyik” (cool). the video presentation can motivate the students because this technique does not make the students feel bored. the fourth interviewee said that teaching writing procedure text using a video recipe is a pleasant technique. he said that the english teachers in smpn 1 mojowarno have never used video recipe in teaching writing procedure text. that is why he really feels motivated to learn writing procedure text. in addition to the results of the tests and interviews, the data also was taken from the results of observation checklists. three sheets observation checklists during the three meetings of implementation were transcribed and the results reveal that the activities implemented in the three meetings of the implementation have made the students actively involved in the class. the students showed their interest, pleasure, enthusiasm and curiosity toward the activity. based on the results of the tests which already met the criterion of success, the results of the interview, and the results of the observation checklists, it can be inferred that video recipes can improve the junior high school students’ ability in writing procedure text. discussion video is an innovative way for writing teachers to utilize technology to provide attractiveness to students. moore and filling (2012) argued that the teaching by utilizing video technology results in more interesting class activity as the video technology can trigger the students’ curiosity more through the video show than that of in written material. in this research, the video show attracted the students to learn while first watching, focused to the given task while first and second watching, did the task while or after second or third watching, and revised the task during or after the third or fourth watching. in this study, basically the students had positive attitudes toward the presentation of the recipe videos as they watch the videos of the foods and drinks that they are familiar with in their daily life. this course could even change the students’ attitudes from a reluctant writer to become a keen writer. this course can also bring to the students the love of writing especially when they were interviewed, they said that they wanted to write more procedure texts by asking the teacher to play different recipe videos. these positive attitudes emerge because the students were made aware that their writing was useful and purposeful for their self-knowledge and for becoming better in writing. in fact, cahyono and widiati (2011) postulated that all writings need a purpose that the learners can perceive clearly. in this research, it was discovered that the students were even serious enough in writing the procedure texts. this seriousness actually can be explained from the students’ motivation to write. they were serious enough to try their best to write the procedure texts as good as lating the improvement of the students’ … … .. jollt journal of languages and language teaching, july 2022. vol.10, no.3 |466 they could. at the first watching, some of their writings contained relatively minor errors, but after the second or third watching, the errors eventually decreased. when they found difficulties in certain lexicons, they directly consulted to their (digital) dictionary. this is in line to what kweldju (1998) postulated that at this stage students still needed to consult their dictionary and deliberately memorized the words. common imperative verbs used in the video recipe were mostly easy for them to remember, for instance the words mix, pour, wait, wash, prepare, cut, add, turn on, etc. in the meantime, when they found unfamiliar nouns such as pepper, cabbage, and cornmeal, they seldom questioned the teacher because they directly searched them in the dictionary. the students’ seriousness can be seen from their interest which was much influenced by the presentation of the recipe videos. seriously they watched the video and paid more attention to the kind of the foods and drinks to find the title, the materials of the recipe, and the process of sequences during the play. students reported that using video recipes in the instruction of writing procedure texts helped them improve their writing skills, notably their understanding of present verbs, temporal sequences, and the supplies needed to prepare the foods and drinks. although berk (2009) said that the use of videos in efl and esl education is not new, this study found that how the video is presented has an impact on the growth of learners' english ability, particularly in writing procedural texts. i've never seen video recipes used to help students improve their english skills, especially when writing procedure texts. however, based on the overall findings of this study (test results, interview results, and observation checklist data), it can be concluded that using video recipes can help junior high school students enhance their ability to write procedure language. as a result, this study has now added to the field of educational research, and hopefully, this video recipe technique can contribute to efl and esl settings, as i believe this study has vital implications for both junior high school writing teaching and research. conclusion after reviewing the data analysis, conclusions, and discussion, i can conclude that using video recipes can help students in class 9d of smpn 1 mojowarno enhance their ability to write procedure texts. because video technology can appeal to students and alleviate tension during education, it leads to more engaging class activities. the pupils' interest, enjoyment, passion, and curiosity in the activity are piqued by the video recipe presentation. the video's visual appeal successfully transforms pupils' attitudes from reluctant writers to eager writers. students demonstrate their sincerity and enthusiasm for producing process texts. the video recipe presentation also aids students in improving their ability to write process texts, notably their understanding of present verbs, temporal sequences, and the items required to prepare the dishes and beverages. i challenge all junior high and senior high school writing instructors to use video presentations or video clips in their classes and to do classroom research on the effectiveness of the approaches they use. the visual effect of the video or clips can bring a new dimension to education, potentially leading to improved l2 proficiency. lating the improvement of the students’ … … .. jollt journal of languages and language teaching, july 2022. vol.10, 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(2021). understanding how embedded peer comments affect student quiz scores, academic writing and lecture note-taking accuracy. interactive technology and smart education, ahead-of-print(ahead-of-print). https://doi.org/10.1108/itse-01-2021-0011 https://doi.org/10.1016/j.asw.2019.03.003 https://doi.org/10.1108/itse-01-2021-0011 research findings and discussion discussion conclusion jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6838 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 286-296 jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 286 developing english grammar instructional materials oriented to constructivism theory 1*andika, 2tahrun, 2masagus firdaus 1master of english language education, pgri university of palembang, indonesia 2english language education, pgri university of palembang, indonesia *corresponding author email: andika10november@gmail.com article info abstract article history received: january 2023 revised: february 2023 published: april 2023 the enhancement or modification of instructional materials is essential to ensure their effectiveness as teaching aids. for the purpose of improving the quality of instructional materials and making them more appealing to educators and students alike, a comprehensive approach must be taken that considers both the content and the form of the materials. in order to make the module an attractive teaching material, it is imperative to enhance its quality. this study aimed to identify the optimal approach for developing an english grammar instructional material based on the constructivist theory and to assess its validity. the research employed a research and development method using the ddr model. the study findings reveal that the english grammar subject 1 module, containing basic and simple materials, is the most suitable form for developing an instructional material oriented to constructivism theory. additionally, the presentation of the module is clear and well-organized, the language used is easily comprehensible, and the module's structure is user-friendly and engaging. furthermore, the validation results demonstrate that the developed module is highly effective as an instructional material for teaching english grammar, attesting to its overall quality. keywords module development; english grammar materials; constructivism theory; how to cite: andika, tahrun, & firdaus, m. (2023). developing english grammar instructional materials oriented to constructivism theory, jollt journal of languages and language teaching, 11(2), pp. 286-296. doi: https://doi.org/10.33394/jollt.v%vi%i.6838 introduction in this 4.0 industrial revolution, english is increasingly becoming one of the important means for communication, both in particular and in public places. thus, integrating effective english is very much needed in every country. according to simaibang, mulyadi, and lestari (2017), english is a communication tool used as a global language that is not only used by english speakers but also by most people in the world including indonesia. according to gani, fajrina, and hanifa (2015), english is known as the international language which can be considered as the first or second language in many countries in the world. there are several skills in language learning, i.e., listening, speaking, writing, and reading (fadli et al., 2022; firman et al., 2021). besides, there are also some language components, e.g., grammar, phonology, and pronunciation. grammar as one of the language components has significant roles in language skills. according to simaibang (2020), english grammar is a system of rules and principles of language such as sounds, words, and structures which are considered systematically as a unit in line with their relation to the official language used. in grammar also requires teaching to know how to make a good structure. teaching is an activity carried out by an educator to students designed to support the learning process (sequiera, 2012; kazemian et al., 2021). an educator needs teaching materials to ease the learning process especially in teaching grammar. teaching materials are all forms of materials used by an educator in carrying out the learning process and become https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& andika, tahrun, & firdaus developing an instructional material ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 287 materials for students to achieve learning targets (bahtiar, 2015; syarifuddin et al., 2022). many teaching materials that can be used by educators in teaching, one of which is a module. according to mulhayatiah et al. (2019), the learning module is one of the print and digital learning media. talib et al. (2015), modules are packages that relate to the concepts contained in each unit and help someone master a topic before moving on to the next sub-topic. it is teaching material that is very often used by educators when teaching students in schools or universities including in teaching grammar (aboh, 2025; athoniessen, 2020). it is inline with andika et al. (2021) who argue the use of the module as a media to become teaching material when the teaching and learning process is decreasing due to being displaced by increasingly sophisticated modern technology. so, there is a need for an improvement or modification of the quality so that it can become an attractive teaching material, both from the form and the contents of the module so that it can attract the attention of educators or students to use it as teaching material. if the quality of the module is not immediately addressed, the use of the module as teaching material will continue to decrease (christensen et al. 2021; deibel, 2020). to attract students to use the module as teaching material, it is necessary to firstly improve the quality of the module. based on the preliminary of the research through a distributed questionnaire conducting interviewed to lecturer of english grammar 1 subject at pgri university of palembang and the students of english education study program of pgri university of palembang who have recently studied grammar 1, it was found that in input elements there were still many students who sometimes even never prepared the facilities and infrastructure for learning grammar 1 including module because they had difficulty in preparing and using the facilities and infrastructure related to the grammar 1 subject. in the process element, the learning process of grammar 1 which was carried out was still experiencing many difficulties including there were still students who sometimes can understand and even some who never understood the material being studied which was explained by the lecturer. this was because the lecturer still sometimes even never brainstormed the students, gave motivation or perception, and informed learning objectives before starting the lesson (matsumoto, 2020; meguro, 2019). in addition, because the lecturer sometimes even never did question and answer, did comprehension exercises, concluded the learning material, and gave homework before ending the class after explaining the material. in the output element, there were still many students, sometimes even some who have never been able to understand what was explained by the lecturer related to grammar 1 subject. in the outcome element, there were still many students who sometimes even never get motivated after learning grammar materials and feel enthusiasm for the next materials (meguro, 2019; muter & snowling, 1997). ideally for learning fundamental grammar, students were expected to have basic knowledge of grammar in english (sanz, 1997; soares et al., 2021), be able to apply the knowledge and understanding of grammar in the use of good english sentences (deibel, 2020), and identify basic grammatical errors in sentences based on the syllabus (nava, 2017). however, in reality, based on the analysis of input, process, output, and outcome, students had not been able to achieve the learning achievement and it was not implemented properly so the results were poor. according to yulando et al. (2019), the module must pay attention to the following characteristics: (1) self-instruction, the module allows one to learn independently and not depend on other parties, (2) independently, all the learning material needed is contained in the module as a whole, (3) stand alone, the modules developed do not depend on other teaching materials, or do not have to be used in conjunction with other teaching materials, (4) adaptive, the modules are arranged according to the development of science and technology, and flexible for use in hardware, and (5) user-friendly, the module should contain instructions and presentation of useful information and be user-friendly, and easily accessible at will. in this andika, tahrun, & firdaus developing an instructional material ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 288 case the use of language that is simple, easy to understand, and uses terms that are commonly used. learning grammar 1 can be explained by learning theories by schunk or jordan, and etc. so from several existing theories, the researcher wanted to develop a grammar 1 module based on constructivism theory. according to dagar and yadav (2016), constructivism assumes that students must construct their own knowledge individually and collectively. each learner has a tool that contains the concepts and skills with which he or she must build knowledge to solve the problems presented by the environment. the role of the community, students, and other teachers is to provide the setting, challenge, and offer support that will encourage mathematical construction. jumaat, tazir, halim, and ashari (2017), constructivism can be defined as a learning theory in which individuals create their own new understandings based on interactions between what they already know and what they have encountered. while according to schrader (2015), constructivism has traditionally been thought to focus on how people create meaning or construct knowledge when interacting with knowledge content and the active processes of this interaction. based on the background above, the researcher was interested in the development of an instructional material of english grammar subject for the first semester students of english education study program of pgri university of palembang with the title “developing an instructional material of english grammar subject oriented to constructivism theory” to determine what is the form of developing an instructional material of english grammar subject oriented to constructivism theory based on user needs and how is the validation by experts, practitioner and students assessments of the module as a result of developing an instructional material of english grammar subject oriented to constructivism theory. research method research design as indicated by sugiyono (2017), research methodology refers to a systematic and scientific approach that aims to gather data for specific purposes and applications. in this study, the ddr (design and development research) model will be employed as the development model. research and development (r&d) methodology is a research approach used to produce new products that are different from previous ones by developing and validating the product. r&d serves to create new or improved products of higher quality than previous ones. the use of the r&d method with the ddr model was selected by the researcher due to the model's ability to provide a framework for product development that aligned with the study's research stages. according to sahrir et al. (2012), the selection of ddr methodology is justified as it is a pragmatic approach to testing theoretical constructs and validating practicality. furthermore, jaya et al. (2021) contend that the ddr model is a developmental approach that aims to provide an empirical basis for the production of instructional and non-instructional goods and tools, as well as new or improved development models. the category of design and development research in this research was product research. the comprehensive design and development project in this research was an instructional product. specific project phases in this research were analysis, design, and development. emphasis of design and development research was study of specific product design and development projects. outcome of design and development research was a lesson learned from developing specific products and analyzing the conditions which facilitate their use. the purpose of research of design and development in this research was descriptive and the common research and method of design and development in this research was interview, survey (questionnaire), and expert review. the type of participant of design and development research in this research was learners and instructor (the first semester students and lecturer of andika, tahrun, & firdaus developing an instructional material ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 289 english grammar 1 subject of the english education study program of pgri university of palembang). procedure of the study in the procedure of study of this research and development there are stages of preliminary study and stage of development. stage of preliminary study during the preliminary stage of this research and development project, the researcher conducted an analysis by means of interviews with a lecturer of english grammar 1 at pgri university of palembang and third-semester students in the english education program who had recently completed their study of grammar 1. the purpose of this analysis was to explore the process of learning grammar 1 during the first semester of the english education program at pgri university of palembang, with a particular focus on the teaching materials used in this process. stage of development during the development stage of this research and development project, the researcher designed a product and carried out product development. to inform the design of this product, the researcher administered a questionnaire to first and third-semester students in the english education program at pgri university of palembang, aimed at eliciting information about the specific teaching materials needed for the grammar 1 subject by first-semester students. the product was designed based on the results of the questionnaire, and consisted of a module containing grammar 1 materials that adhered to the syllabus, which comprised seven themes. the module included learning objectives, instructions, materials, exercises, a conclusion, answer key, references, and a biography of the authors. after the researcher designed the product, the product was validated by experts, assessment by practitioner (lecturer of english grammar 1 subject in pgri university of palembang), the first and the third semester students of the english education study program of pgri university of palembang. the results of validated by experts and assessment of practitioner (lecturer of english grammar 1 subject in pgri university of palembang), the first and the third semester students of the english education study program of pgri university of palembang toward the product design were known, and then the researcher developed the product. the result of the development of the product became the final result of the product in the form of a module developed in this research and development . research findings and discussion research findings the form of developing an instructional material of english grammar subject oriented to constructivism theory based on user needs table 1 results of needs analysis no. aspects of module statements assessments 1 content aspects nouns, pronouns, verb, adjectives, adverbs, preposition, conjuctions, articles, do, does, did, doing, is, am, are, being, have, has, had, present, present continues, present perfect, present perfect continuous tense, future tense, future continuous tense, future perfect tense, future perfect continuous tense, present modals, past modals, perfect modals, what, who, where, when, why, whom, whose, which, how really needed andika, tahrun, & firdaus developing an instructional material ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 290 no. aspects of module statements assessments 2 presentation aspects brainstorming; providing motivation or perception; explaining the learning objectives; presenting the learning steps; presenting the material logically and systematically; presenting the material in an orderly manner; focusing the material and learning process on the learners; encouraging learners to think creatively; encouraging learners to think actively; encouraging learners to think innovatively; guiding learners to explore information; presenting examples or illustrations that are relevant to the learning material; presenting material that involves discussion activities; presenting exercises related to the learning material; presenting formative tests or follow-up exercises; providing answer keys for the exercises or tests conducted; providing opinions or conclusions on the learning material; presenting conclusions from the learning material; easily understandable. needed and really needed 3 language aspects concise; effective; communicative; interactive; contextual. really needed discussion developing english teaching materials is essential to facilitate students to learn because it provides students with the necessary tools and resources to effectively learn and master the language (othman & kiely, 2016; bodric, 2015). a well-designed teaching material can improve the quality of english language learning by providing learners with a clear structure and organization of content (kazemian et al., 2021), relevant and engaging topics (haerazi et al., 2020), and varied activities that cater to different learning styles. additionally, it allows teachers to focus on their teaching methods and to adapt their approach to meet the individual needs of their students. without proper teaching materials, the learning process can be challenging and demotivating for students (yanto et al., 2020; ariati, 2018). this is because the lack of appropriate materials can lead to confusion, frustration, and disengagement. therefore, the preliminary stage of instructional material development for english grammar necessitated an extensive research and data gathering process to initiate the development process. to this end, a questionnaire was distributed to first and third semester students enrolled in the english education study program at pgri university of palembang. this initial research and data collection phase was undertaken to obtain essential information that would guide subsequent development processes. students may not be able to comprehend the content, which may result in them not being able to participate actively in class, leading to a loss of interest in learning (mngometulu & makgabo, 2023; naddumba & athiemoolam, 2022). this can have a negative impact on the learning outcomes of students. moreover, teaching materials provide students with a sense of direction and can be an effective tool to help students to achieve their language learning goals. by providing a clear and systematic approach to learning, teaching materials can help students to track their progress and understand their strengths and weaknesses (buana & irawan, 2021). this can be highly motivating for students and can enhance their self-confidence (haerazi & kazemian, 2021). in summary, developing english teaching materials is crucial in facilitating effective learning outcomes for students. it allows teachers to provide a well-structured and organized approach to teaching, which enhances andika, tahrun, & firdaus developing an instructional material ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 291 students' understanding and learning of the language. by providing relevant and engaging content, varied activities, and catering to different learning styles, students can enjoy and be motivated to learn english, which can lead to successful language acquisition. in this study, a thorough needs analysis was conducted prior to the development of an instructional material for the english grammar subject, which was oriented towards the constructivism theory and based on user needs. to obtain information on the form of instructional material required, a distributed questionnaire was administered to students of the first and third semesters of the english education program at pgri university of palembang. based on the findings, the researcher designed a module that satisfied the user requirements. to ensure the module's quality, experts, practitioners, and students provided feedback through distributed questionnaires, which were used to validate the designed module (kazemian et al., 2021). finally, the module was developed as the ultimate product, which was oriented towards the constructivism theory and catered to user needs. the research consisted of three stages: needs analysis, design, and development. the needs analysis stage was conducted to obtain data on an instructional material of english grammar subject oriented towards constructivism theory based on user needs. the design stage was initiated to create a module that met the outcomes of the previous needs analysis. finally, the development stage was undertaken to create the final product based on expert, practitioner, and student assessments. needs analysis at this stage, the researcher distributed questionnaire to the first and third semester students of the english education study program at pgri university of palembang to find out what the form of developing an instructional material of english grammar subject oriented to constructivism theory based on user needs is. the results obtained are that user needs an instructional material of english grammar subject oriented to constructivism theory as follows: in relation to the content aspect of studying parts of speech in english, the respondents expressed their desire for instructional materials covering a range of grammatical categories, such as nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and articles. specifically, in the study of the auxiliary verb "do," the participants indicated a need for materials on "do," "does," "did," and "doing." similarly, in the study of the auxiliary verb "be," they expressed a need for materials covering "am," "is," "are," "was," "were," "been," and "being." furthermore, to study the auxiliary verb "have," the respondents requested materials on "have," "has," and "had." finally, in the study of english tenses, they identified a need for instructional materials on a range of tenses, including present tense, present continuous tense, present perfect tense, present perfect continuous tense, past tense, past continuous tense, past perfect tense, past perfect continuous tense, future tense, future continuous tense, future perfect tense, and future perfect continuous tense. in order to effectively learn and comprehend english grammar, it is crucial to have adequate teaching materials that cover various aspects of the language (christensen et al., 2021). for instance, in terms of the content aspect of studying the parts of speech in english, students expressed a need for materials on nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and articles. additionally, to properly study the different forms of the verb "do", students identified a need for materials on "do", "does", "did", and "doing". similarly, for the verb "be", materials on "am", "is", "are", "was", "were", "been", and "being" were deemed necessary. furthermore, to study the various tenses in english, students stated that they required materials on present, present continuous, present perfect, present perfect continuous, past, past continuous, past perfect, past perfect continuous, future, future continuous, future perfect, and future perfect continuous tenses. other areas that students andika, tahrun, & firdaus developing an instructional material ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 292 identified as crucial for their understanding of english grammar were modals, question words, comparison degree, and compound sentences (aboh, 2015; deibel, 2020). in terms of presentation, the participants of the study identified several requirements for the preliminary activities, including brainstorming, motivation or perception building, explanation of learning objectives, and presentation of learning steps. similarly, for the core activities, they expressed the need for a logical and systematic presentation of material, a coherent approach to presenting material, student-centered learning processes, creative and active thinking encouragement, innovative thinking promotion, guidance in exploring information, provision of appropriate examples or illustrations, inclusion of discussion activities, and exercises related to learning materials. these identified presentation aspects are crucial in facilitating effective and efficient learning among students. in terms of the presentation aspect of final activities, the participants articulated their need for several components, including the presentation of formative tests or advanced exercises, provision of answer keys, expression of opinions or conclusions about the learning material, and presentation of the overall conclusion (deibel, 2020). with regards to language use, they emphasized the importance of language that is easy to understand, straightforward, effective, communicative, interactive, and contextual. these factors are crucial to ensure that the teaching materials are presented in a way that enables students to comprehend the content and effectively engage with the learning process. by utilizing language that is contextually appropriate, communicative, and interactive, teachers can provide an effective learning environment that fosters student success. in terms of graphic design, the participants specified their requirements for font size, font style, page size, page orientation, line and paragraph spacing, font marks, font color, page numbering, columns, cover color, and cover view. specifically, they expressed their preference for font size 12 or 14, and the use of times new roman font. they also required an a4 page size, portrait page orientation, and 1.5 line spacing. additionally, they identified the need for bold, italic, and underline font marks, and a black font color. they preferred page numbering to be located at the bottom right, and the use of one column. moreover, they preferred a bright color for the cover, which should feature both text and images. product design at this stage, the researcher designed the product based on the results of the need analysis carried out. the product designed by the researcher was an instructional material of english grammar subject oriented to constructivism theory for the first semester students in the form of a module. the module was designed to be used in 13 meetings which contains 7 themes namely 1) part of speech including nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and articles, 2) do be have including do, does, did, doing, am, is, are, was, were, been, being, have, has, and had, 3) tenses including, present tense, present continuous tense, present perfect tense, present perfect continuous tense, past tense, past continuous tense, past perfect tense, past perfect continuous tense, future tense, future continuous tense, future perfect tense, and future perfect continuous tense, 4) modals including present, past, and perfect modals, 5) question words including what, who, where, when, why, whom, whose, which, and how, 6) degree of comparison including comparison using the same (as), similar (to), different (from), -er and more, and –est and most, 7) elliptical sentence including elliptical sentence in positive and in negative form. the module also includes a table of contents, acknowledgements, and there are learning objectives, instructions, materials, exercises, test comprehension and conclusion at each meeting and there are answer keys, references, and biography of the authors at the end of the module. module was also designed using language that is easy to understand or often used in everyday life. the font size in the module was 12 with times a new roman font type. the andika, tahrun, & firdaus developing an instructional material ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 293 module paper size was a4 with a portrait paper position. the spacing used in the module was 1,5 and there were letter signs such as bold, italic and underline with the color of the letters was black. the number of content columns in the module was one column with page numbering below the right of the module. the cover was designed in a bright color and contains writing and pictures. product development at this stage, the researcher developed a product based on validation by experts, practitioner, and students assessments of the product that has been designed and suggestions provided through questionnaires distributed. the result of the development of the product became the final result of the product in the form of a module developed in this research and development. the results of validation by experts, practitioner, and students assessments of the product that has been designed are as follows: the results of the validation by expert 1 as a whole on the content aspect was very good, on the presentation aspect was good, on the language aspect was good, and on the graphic aspect was very good. the suggestions given by expert 1 are that one of the important components of constructivism is that students integrate new information with what they already know (prior knowledge). the expert does not see this component explicitly explained in the module’s learning instructions in which students can demonstrate their prior knowledge before they learn the material. then, exercises and test items can be reproduced to ensure the usability of the module. the results of the validation by expert 2 as a whole on the content aspect was very good, on the presentation aspect was very good, on the language aspect was good, and on the graphic aspect was very good. the suggestion given by expert 2 namely 1) the researcher should pay very careful attention to the grammar (and punctuations) of sentences in this module, 2) the researcher can use proofreading applications (e.g. quillbot or grammarly) or hire a proofreader, 3) the module involves students’ exploration and discussion. however, students’ construction of new knowledge by building upon their prior knowledge needs to be more developed in this module. similarly, the module should also involve students’ application of the new knowledge through active engagements other than discussions (e.g. conducting tasks; for example writing, speaking, making posters, etc.). remember that constructive pedagogy may also involve various approaches, such as task-based and projectbased approaches, and 4) in the references, online sources are not written in accordance with apa style, which is used for the other sources in the references (i.e. books). the results of the validation by practitioner of english grammar 1 subject at pgri university of palembang as a whole on the content aspect was very good, on the presentation aspect was very good, on the language aspect was good, and on the graphic aspect was very good. the suggestion given by a practitioner of english grammar 1 subject at pgri university of palembang is that the contents in the module should be given an image background to make it more attractive. the results of the students’ assessment as a whole on the content aspect was very good, on the presentation aspect was very good, on the language aspect was very good, and on the graphic aspect was very good. conclusion there exists a pressing need to enhance the quality of instructional materials to make them more appealing to educators and students alike, in terms of both their form and content. failure to address shortcomings in the quality of these materials will inevitably lead to a continued decline in their utilization as teaching aids. improving the quality of these materials is therefore paramount in order to attract students to use them as part of their learning process. following the research and development of an english grammar module for first-semester students, aimed at constructing knowledge in line with constructivism theory, several andika, tahrun, & firdaus developing an instructional material ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 294 conclusions can be drawn from the results. based on the analysis conducted, it was found that a module on english grammar for semester 1 students, containing basic concepts such as parts of speech, do be have, tenses, modals, question words, degree of comparison, and elliptical sentences, was best suited to fulfill user needs. to successfully study the material presented, it was deemed necessary to include activities such as brainstorming, giving motivation or perception, explaining learning objectives, and outlining learning steps. furthermore, it was essential that the presentation of the material be carried out logically and systematically, in a coherent manner that is centered on students, while simultaneously encouraging creative, active, and innovative thinking, and guiding students to explore information. the module should also include examples or illustrations that are pertinent to the learning material, as well as discussion activities, exercises, formative tests, answer keys, and a conclusion derived from the learning material. the language used in the module should be easily understandable, straightforward, effective, communicative, interactive, and contextual. additionally, the module's form should be user-friendly and aesthetically pleasing to attract students to use it as a learning tool. references aboh, e. o. 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(2019). electronic module design and development: an interactive learning. american journal of educational research. 7(10). 694-698. https://doi.org/10.17509/ijal.v6i1.2661 https://doi.org/10.1002/9781118784235.eelt0070 https://doi.org/10.1017/langcog.2021.12 https://doi.org/10.36312/jolls.v2i1.709 https://doi.org/10.33603/rill.v3i2.3468 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2746 july 2020. vol. 8, no, 3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 307-314 jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 307 fostering a natural atmosphere improving students' communication skill in a business meeting 1lia agustina and 1r. setiawan 1english lecturer, accounting department, state polytechnic of malang corresponding author email: rsetiawan@polinema.ac.id article info abstract article history received: june 2020 revised: june 2020 published: july 2020 engaging a fun class creates a positive classroom atmosphere. research has indicated that if a positive classroom atmosphere is created, students will have better learning and engage more, which means it is one of the most effective and powerful tools teachers can use to encourage students learning. oral communication skill is essential for thinking and learning. by getting the knowledge of it, students would be able to express information, opinions, understand concepts, and would be able to discuss experience and expertise. the researcher used an action research method. the purpose was to see the improvement of the students' ability to speak up. the subject was 32 students of accountant department – state polytechnic of malang. the result of the study showed that most students showed an improvement in all four language skills, but speaking skills had the most significant increase. keywords natural atmosphere; communicative skill; how to cite: agustina, l., & setiawan, r. (2020). fostering a natural atmosphere improving students' communication skill in a business meeting. jollt journal of languages and language teaching, 8(3), 307314, doi: https://doi.org/10.33394/jollt.v%vi%i.2746 introduction creating a positive and engaging classroom atmosphere naturally should be considered (francis et al., 2018; vercellotti, 2017). some research has indicated that if a positive classroom atmosphere is created, students learn better and engage more (haerazi et al., 2019; rachmawati, 2019). bringing a natural atmosphere and engaging students on the assignments would mean that it is one of the most effective and powerful tools teachers can use to encourage students' learning (gonzales-betancor et al., 2019). there are some factors that are related to a positive classroom atmosphere; one of the important factors is how teachers respond to students' behaviour. teachers' responses to students' behaviour will help to set the atmosphere of the class. the ability of the students to learn english may vary in the classroom. it is caused by the background knowledge and the environment, which are not the same. it would be wise if teachers are being friendlier to the ones who ask questions or have difficulties in learning english and help them to solve their problems. conducting a positive classroom atmosphere by setting it naturally would influence students' motivation to learn and to cover the students' problems in english. sometimes motivating efl students to speak up is not an easy job for a teacher. even though there is an opportunity, but some students choose to remain silent. in contrast, in fact, students only have a little exposure to the target language to practice their language outside the classroom. one of the considerations to help students to be brave to speak up english is by proposing a natural atmosphere in the classroom. teaching business english would be good when using the materials which will help the students to get ready with real-life situations in the workplace, and it relates to authenticity. "authentic material is any kind of material taken http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& agustina and setiawan fostering a natural atmosphere jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 308 from the real world and not specifically created for the purpose of language teaching" (ellis, 2000). the meaning of collaborative is a group work that generally involves a small number of students working together to achieve a task. this technique has been researched extensively for thirty years or more, as shown by slavin (1995) in his well-known book; slavin has listed more than 90 experimental researches about collaborative learning. slavin concluded that the reason for collaborative learning succeeds as an educational methodology is the use of convergent tasks; group goals based on the individual responsibility of all group members lead to increased learning achievement, regardless of subject or proficiency level of students involved. according to jacobs, power, and loh, (2002), there are eight basic principles of collaborative learning in the classroom. those include cooperation as a value, heterogeneous grouping, positive interdependence, individual accountability, simultaneous interaction, equal participation, collaborative skills, and group autonomy. collaborative learning also increases learner motivation and promotes harmonious group dynamics, lowering classroom anxiety, and facilitating interaction in the classroom as well as an individual sense of self-competence and self-worth (ushioda, 2006). perform a business meeting a teacher may introduce integrated skills since the skills lead to optimal english as a second language to be used as a means of communication and interactions. the english foreign language (efl) teaching and learning process would involve the four primary skills, i.e., listening, reading, speaking, and writing. this process also includes associated or related skills, such as knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and usage. according to rebecca, 2001, the integrated-skill approach, as contrasted with the purely segregated approach, exposes english language learners to authentic language and challenges them to interact naturally in the language. learners rapidly gain a true picture of the richness and complexity of the english language as employed for communication. integrating language skills also promotes the learning of real content, not just the dissection of language forms (o'malley & valdez pierce, 1996). the main objective of learning english as a foreign language (efl) is on how students should be able to communicate effectively by using the language, which may help the students to develop certain skills and abilities that would be demanded by their target goals. doing oral presentations plays a significant role in engaging the students in the process of foreign language learning cognitively. based on all the reasons above, this study was directed to see the effective feedback obtained from fostering a natural atmosphere in implementing a business meeting project that would motivate students to improve their oral communication skills. theoretically, the result of the study could enrich teachers' knowledge of teaching english, and the study positively impact on the observerprofessional practices and effect on increasing students' performance research method lewin (in kemmis and taggart 1992:8) describes action research proceeds with a spiral of steps. the steps consist of planning, action, and evaluation of the result of the action. kemmis and taggart (1992:11) define planning as constructed action and, by definition, must be prospective to action, which must be forward-looking. it must be recognized that all social actions were, to some degree, unpredictable and, therefore, somewhat risky. the general plan must be flexible enough to adapt to unforeseen effects and previously unrecognized constraints. while the action is deliberate and controlled, it is a careful and thoughtful variation of practice and is critically informed. furthermore, they mention that observation has the function of documenting the effects of critically informed action, while reflection recalls action has been recorded in observation, but it was also active. the last step in a circle is the reflection. reflection seeks to make sense of processes, problems, issues, and agustina and setiawan fostering a natural atmosphere jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 309 constraints made to be manifested in strategic action. action research is a dynamic process in which these four moments are to be understood as moments in the action research spiral of planning, action, observing and reflecting. figure 1. action research spiral (kemmis & taggart, 1992) thirty-two students of the second-year students of the fourth semester of the accountancy department-state polytechnic of malang 2017/2018 were the subjects of the study. the students have four hours (4 x 45 minutes) per week in the fourth semester. the location of conducting the research was at the english laboratory at the accounting department-state polytechnic of malang. in order to be easier to monitor the implementation of the teaching and learning process in the classroom, some instruments were prepared. the first instrument was a pre-test. it was used to inspect, to observe, to record, and to judge the ability of the students. the second instrument was a project planning form or students' activities' sheets. it was used to record the students-activities during the process of doing the project. the third instrument was a weekly goal sheet; it was used to record the data weekly for the teacher. it contained written descriptions of what the observer heard, saw, experienced, and thought when collecting the data during the teaching and learning process in the classroom. these were intended to anticipate the possibility of losing the relevant data during the implementation of the action. the fourth instruments were observation checklist 1 and checklist 2, which were used to record the data for the students' improvement. the last instrument was a questionnaire, which was used to see the students' opinions about the model implemented. in the classroom management in performing a business meeting project in the researcher classroom, the teachers implemented a strategy for the whole course. they then concentrated on the individual lessons with the typical structure of the warm-up, core activities, and wrap-up. business english classroom management combines with basic english language teaching management such as class size and structures. it can be seen in table 1 as follows. table 1 learning activities no activities meetings 1 searching for the materials – project 1 and consultation 1 2 comprehending, summarizing and synthesize and consultation 2-3 3 creating powerpoint, dialogue and consultation 4 4 doing practice 5 5 performing the business meeting – group 1&2 6 6 performing the business meeting – group 3&4 7 agustina and setiawan fostering a natural atmosphere jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 310 note consultation was done in and outside the classroom the classroom management done by the teachers in the class includes the students are involved in setting the chairs and the tables originally as an authentic-meeting room. students are asked to wear authentic costumes, such as an officer's uniform. they are asked to present their tasks using powerpoint, and the presentation is done in the form of discussion. students are asked to pretend to disagree on some points of the discussion to create a dynamic and lively presentation. creativity, either in the concept, powerpoint, and setting the room, is claimed. active, responsible, creative, diligent, independent students are also claimed by the researcher. the natural presentation as a real meeting outside the room is really expected (students have to do the practice a lot to look like a real presentation). in the teaching-learning process, the researcher places herself as a facilitator and a consultant. the teaching method is carried out in the form of a discussion and a consultation. also, the explanation of the projects is only given in the introduction. in the rest of the meetings, the teacher do in the form of the consultations. research findings and discussion the purpose of doing the research was aimed to implement a strategy of fostering a natural atmosphere by doing business meeting presentations; it was used to improve the students' communicative competence. the obtained results from the students' questionnaire and teachers' interview revealed that fostering the natural atmosphere in implementing business meeting projects were the ideal way through which english foreign language students could improve their communicative competence. a teacher's role involves more than just standing in front of a classroom and teaching. benedik (2005:23) describes them as "…assessor, organizer, prompter, participant and as a source." at the same time, richards et al. (1986) stressed more the roles of needs' analyst, counselor, and group manager. a successful teacher brings a real and natural atmosphere in order to make the students enjoy the sessions. in this vein, dobson (1992:69) advocated that "realia is not only good for stimulating conversation skills; it tends to make the session especially inexorable." it should be, the teachers have to encourage the students to practice their oral english and speak spontaneously by involving them in communicative tasks. below was the situation facing during the implementation of the study; the projects were implemented for one semester of 16 meetings with two meetings for doing the pre-test and post-test, 14 meetings for assigning the business meeting project (7 meetings – 1st project, the rest of the seven meetings for 2nd project). the result of the pre-test showed that the students' ability was in the level of very unsatisfactory either on reading skill, writing skill, or on oral report skill. the students got problems comprehending texts and on delivering spoken language. one of the source problems of the students was their limited vocabulary. the model that is implemented in the class is to foster the natural atmosphere in the business meeting projects in the classroom. it would give benefits to the students to invest more knowledge on content, improve communicative competence with the different components that contain; all language systems areas (vocabulary, grammar, discourse, and phonology) and skills (speaking, reading, writing and listening) and even effected on build students' confidence that demanded the students reach the target goal. during the implementation of the model, the students found difficulties in comprehending the authentic materials but the teacher-researcher forcing the students to use them because in the researcher's mind authentic materials were considered to be important and needed to be continued on finishing the project since authentic materials helped the students to improve their reading skills as well as to introduce them to content. the researcher agustina and setiawan fostering a natural atmosphere jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 311 suggested the solution by asking the students to find the simplest articles that related to the content proposed. fortunately, in the second project, the students' difficulty in reading the authentic materials was decreased. the researcher realized it when the students were having the consultation of their second project. it seemed the students had started to adapt and to find a strategy to get the article's proposed and to comprehend the articles, which means that the students' skill in reading was improved during the process of the study, and it was made the researcher happy. to develop the limited vocabularies of the students' problem, the researcher suggested to use the new vocabularies found in the authentic articlematerials' read by the students (reading the authentic materials was suggested to be used as the references to support the content knowledge) to be implemented in the dialogue created that should be presented in the business meeting presentation. the new vocabularies were implemented, and they were not only used for memorizing, but it was used to enrich the students' vocabulary and to improve the students' fluency. the students' writing on the form of the dialogue was a problem in the first project; the grammar mistakes done was almost around 40% on the dialogue's created. but after reading some authentic articles and doing a consultation, seemed the mistakes could be minimized, and the result was decreased in the second project, it was amazing that the students had made progress during the implementation of the study. it is in keeping with what haerazi and irawan (2020) conducted in their research in which authentic materials can help students to recognize the real english patterns. the script of the students' first project designed was just only for presenting the assigned' s points in the project without trying to involve the design in creating the discussion or doing the augmentations to make the presentation looked dynamically and lifely as a natural meeting created outside the classroom, and the researcher was really disappointed on experiencing it because the presentation was flat. the improvement was made well after having feedback. the students did the performance by implementing the discussions and the argumentation during the second project of their presentation, as suggested by the researcher and the result was amazing, it seemed the problem was on the motivation and lack of selfconfidence. comparing between the first project and the second project, the second one was much better since the students' capability, the students' fluency, the students' content knowledge, the students' creativities: on content knowledge, on students' performance and on setting the room, all were improved well. the performance that was created, gesture, expression, intonation, appreciation to someone's talk was played well; the nervous could be kept well; the powerpoint created was excellent. the students' lack confidence which was faced as a problem has only appeared in the first project, but since the researcher implemented a model of the natural atmosphere in the classroom in which the teacher functioned as a facilitator, a counselor, and a manager, then students' enthusiasm was succeeding to be improved. the students' responsibility improved was caused by the students' involvement in their learning in doing the project. the strategy of involving the students on the content knowledge (students' major subject), developing the content in the form of dialogue of the business meeting project, and simulated in the real performance of business meeting was a success to be a good way. the strategy applied was changed the transition from spoon-feeding strategy into independence strategy that made the second project was done successfully, the key was also coming from the result of how the researcher gave reinforcement toward the students' work since the reinforcement became the new stimulus for the students to do better in the future. in the second project, the students' motivation, responsible and selfconfidence were improved significantly. the students work harder and seriously comparing to the previous agustina and setiawan fostering a natural atmosphere jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 312 project that effected on the result of the students' performance on doing the presentation. the students did the presentation quite well, and unexpectedly their products' produced to come to the above target of the teacher-researchers' mind. they were creative and innovative. students' responses to the questionnaire give a positive one. for instance, the question of "is english important to be learned?' students who chose english is very important to be learned who though that they are living in the global era. the need for english is important either in oral or in writing. most big companies would need their employee to talk in english to be used as a means of communication. it would be unfortunate if we ignore english at this time being. the competition to get a job is very competitive, if we do not have a skill of english it would be a problem, by english, we could talk about business, education, technology, problems about social life an others. while 20 students chose, english is important to be learned. in the sense of some of the students' reference books are written in english, and they have to learn it to be used to complete their assignments and thought that campus is a place to study and to practice english. fortunately, no one chose for the last chosen – english is not important to be learned, it might students already realized that it would be impossible to live with no english. state polytechnic of malang is a vocational institution; the portion of practicing skills is higher than learning the theoretical knowledge. speaking is not only tested in the end of every semester but also done in the students' final report test, which is used for the last test that was done before students get graduation – a comprehension test, so speaking skill has a bigger portion to be learned by the students. students chose that the most important skill should be learned speaking, even though speaking was the most difficult skill to be learned since they have limited time to learn at school – students learn the english subject would depend on the english schedule and they only had limited time to practice the oral communication, it has happened that most students would not do the english practice outside the classroom. seven students chose reading skills. the consideration was by reading the articles a lot, and it would help them to enlarge the content knowledge, learn the structure, and enlarge the vocabularies. another question is provided for students, such as "is speaking skill needed to be practiced outside the classroom to improve the fluency? students chose very needed to be practiced, learning a language should be done routinely, and it was used as a habit, take for some minutes to talk with the classmate or with their own in english that would improve their fluency. those who already have the self-confidence to speak english would think to do english practice was important because 13 students are mentioning that it was not so needed since they though they have practiced in the classroom, and it was enough for them. unfortunately, two students said it was not needed to practice speaking outside the classroom. the question of how often does you practice oral communication. students considered should be done often, learning a language need practices a lot, it should be used as a habit; practicing to express an idea or an opinion in english often would help them to talk automatically and helped them to increase their vocabularies because during the practice students would find some new words to be expressed and the practice would improve students' fluency. students thought that when having the english class, they already did a practice ( the students' reason were; too many assignments from other subjects so it would be impossible to consider only english as a focused subject, the major subject was accounting) while unluckily two students thought doing the presentation in the classroom was enough practice for them. besides, the question of why oral communication is important to be learned. oral communication is important to be learned as it is an international language. modern countries and some of developing countries think english must be learned. it is used to communicate in business, education or in other fields in all countries in the world. almost agustina and setiawan fostering a natural atmosphere jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 313 all junior, senior high schools or universities in the world has an english subject in the curriculum since it is badly needed. motivation seemed is the first key to learn english (haerazi, vikasari, & prayati, 2019). if there is no motivation, students would have no willingness to learn. the atmosphere and strategy implemented also has an important role that could influence a lot on the students' willingness to learn english. it is in line with haerazi, utama, and hidayatullah (2020) who state that creating good atmosphere in efl classes help students to acquire the language skills well. twenty-nine students said, yes i do, we need it, it is important to have the english skill, i want to get a good future life, i like the subject the lecturer given, it is struggling, it arouses our critical thinking, it enlarges my knowledge not only in english but also in the major subjects we are learning. two students said, not so special. we do the assignments because we have to do it. it must do it to complete the assignments. one student said i do not like english before. english is difficult for me. but after having the new model implemented, i hope i will change my mind by starting to like the subject. all students liked the strategy implemented. the model really decreased the fear, motivated to do the discussion with the classmate for sharing opinions, and no anxiety appeared as the atmosphere created was natural. the role of the teacher (as a facilitator) affected a lot on the atmosphere and students' motivation. we did the project happily, and immediately we have responsibilities to do the best. we like our friends' tolerance and appreciation on processing doing our project. we developed our knowledge not only in english subjects but also on our major subject, including in operating the computer to create the animation in the powerpoint. all students chosen were above 75. we liked doing the project using the model implemented, it was struggling and interesting. the project forced us to learn deeper about the subject we were learning. it was amusing. we enjoyed the atmosphere created, it was relaxing, but we worked seriously, everybody was busy with the responsible gotten. we could share our work happily and discussed it together. tolerance was increased, and it made us happy in finishing the project. what makes you active in doing the project by implementing the model proposed. motivation and responsible made the students did the project well. the atmosphere created also affected doing it. since the students could enjoy the atmosphere, no scare in expressing ideas or speak in english even though the way students delivered the speaking was not fluent, but the effort could be seen clearly, and the students felt they have already developed their english. what makes the students thought that sharping english was important; the answered given by the students was motivation. when students have a good motivation, then automatically, students wanted to learn better. in the accounting department (where i am working), english is not the major subject, that was why teachers really needed students' motivation as a means of a key to learning english. thirty-two students answered that they needed english for their future lives because they wanted to work in a good office. furthermore, they also said that they are living in the global era where english is needed everywhere that functions as an international language. because of that reason, students needed to develop their english. conclusion in summary, it could be concluded that implementing the natural atmosphere was an effective learning strategy, particularly because it promoted students' interactions. obviously, active learning cultivated multifaceted thinking procedures and developed maintenance, absorption, comprehension, and appropriate use of course content. as a result, practicing presentations must be an experience offered to students. agustina and setiawan fostering a natural atmosphere jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 314 references dobson, james c. 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(2018). do interactive learning spaces increase student achievement? a comparison of classroom context. active learning in higher education, 19(3), 197– 210. https://doi.org/10.1177/1469787417735606 https://doi.org/10.1080/01626620.2018.1424053 https://doi.org/10.1177/1469787417735604 https://doi.org/10.25134/erjee.v8i1.2011 https://doi.org/10.18326/rgt.v12i2.157-180 https://doi.org/10.3991/ijim.v14i07.11900 https://doi.org/10.3991/ijet.v15i01.11495 https://doi.org/10.33394/jollt.v%25vi%25i.2537 https://doi.org/10.1177/1469787417735606 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/index email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5281 july 2022. vol. 10, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 424-433 jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 424 engaged reading: moving from theory to implication for l2 learners 1*sheikh mohammad masud selim, 2a b m shafiqul islam 1ph.d candidate, school of languages, literacies and translation, universiti sains malaysia, penang-11800, malaysia 2phd student, department of english, illinois state university, normal, illinois-61761, usa *corresponding author email: smmselim.academic@gmail.com article info abstract article history received: june 2022 revised: june 2022 published: july 2022 there have been a good number of research studies on ‘engaged reading’ in general but not much literature is known about the ‘engaged reading’ that makes connections between theory and practice with special reference to esl/efl teachers. hence, this paper aims to examine the efficacy of engaged reading and shows how it can be facilitated through mass awareness among the esl or efl teachers. teachers’ adequate knowledge and perception about engaged reading can only ensure the implementation of it as a means of learning by owning the language thus creating a real attachment to it. this article uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. the literature revealed that attitudes and strategy instruction of teachers in the classroom play a significant role in terms of increasing the learners’ motivation for reading with interest and their reading engagement for better academic achievement. the paper finally demonstrates how teachers with the best of their potential and concentration can immensely contribute to the growth of a reader to be an engaged reader. keywords engaged reading; implementation; reading interest; reading motivation; instruction strategy; how to cite: selim, s.m.m., & islam, a. b. m. s. (2022). engaged reading:moving from theory to implication for l2 learners. jollt journal of languages and language teaching, 10(3), pp. 424-433. doi: https://doi.org/10.33394/jollt.v%vi%i.5281 introduction in an efl or esl teaching/learning context, most of the teachers and learners teach/learn the language (english) as only an academic subject like all other subjects and tend to ignore the basic purpose of teaching/learning a language to be able to communicate. as a result, most learners lose the intrinsic motivational spirit to learn the language and more precisely, lose the interest for reading in that language. (o’brien, beach & scharber, 2007). so, when an efl or esl reader has to interact with more challenging and complicated texts and tasks which are largely uninteresting, those texts and tasks often seem constricting and tenuous for the learners. in addition, due to the lack of linguistic, cultural, content and strategic knowledge, the learners fail to comprehend the full meaning of the text, and in most cases, remain passive in social interaction about their reading which could have led them to engagement. furthermore, the assessment-based learning criteria do not allow them to be guided only by their interests; instead, they force them to focus only on exam grades. consequently, in such a learning context, they do not feel encouraged to participate in academic discussions either with the peers or with the more capable others (interlocutors) like teachers, parents, seniors in the academic arena, family or society regarding their reading. https://e-journal.undikma.ac.id/index.php/index mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& selim & islam engaged reading: moving from ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 425 this article thus attempts to conceptualize ‘reading’ and ‘engaged reading’ with special reference to the relation between l1 and l2 reading. while providing the definition and dimensions of engaged reading, we have tried to review the major components of engaged reading and hence, explore its strategies that are suitable both in classrooms and out of classrooms. this article also aims to illustrate some related theories in order to validate the necessity of engaged reading for making greater achievements in and creating attachment to the language. this article finally sheds some light on the teachers’ responsibility, focusing on why and how to help english language learners (ells) attain this quality (reading with engagement) which ultimately would help the ells to make connections with the language they study and the language they use as a means of study. research method using the qualitative research method, this review article uses already available materials and looks for dominant themes or recurring ideas and tries to find new research directions. the primary objective of qualitative research is to uncover emerging themes, patterns, concepts, insights, and understandings from the existing literature (patton, 2002). thus, this research reinforces support for prevalent theories, adds knowledge to current literature on this research topic and provides an excellent overview of the current literature on the topic. based on the secondary sources of data and information, this study incorporates relevant articles and books to re-analyze, interpret, or review the available data in this area. as this is a small-scale study, all the materials available on the subject of the present research are not included. however, we attempt to find such literature that fits the topic and follows a particular set of inclusion and exclusion criteria while selecting the research materials for review. although we found that studies on ‘engaged reading’ with special reference to l2 are scarce at any level of education, the review for this paper focused only on the studies at university level. for studying the theoretical background of relevant theories and research, peer-reviewed journal articles and books, which got published during the last couple of decades, were reviewed. this paper also used university library databases, google scholar, and online peerreviewed journals as data sources. to gather data, this study searched articles with keywords such as ‘engaged reading, ‘theories connected to engaged reading’, ‘implementation of engaged reading’, and ‘teachers’ and students’ perceptions of it’. to find additional supporting information for the review purpose, a reference list of selected articlesboth conceptual and empirical was meticulously chosen for dealing with the research topic. all findings and relevant information were recorded with specific reference and then a general synthesis of the arguments was drawn to look for coherence among concepts or themes. research findings and discussion in the field of elt, reading as a construct refers to the ability to read the language efficiently, and more importantly effectively for academic purposes in order to extract, or build meaning from a text. in other words, it is said to be the interaction process between a reader and a text. precisely this ability includes recognizing words rapidly and efficiently by developing and using large vocabulary, deriving meaning from sentences, deploying strategies to unfold the cognitive skills to interpret meaning in relation to schema and get ting them aligned with the goals and purposes of reading (grabe,2009). kern (2000) has depicted it beautifully by saying that reading is not only an act of absorbing information but also a communicative act that engages in making discourse from a text. reading has got both individualistic and social nature where it deploys the strategies, skills, and knowledge of the individuals to interpret the meaning of the text being read within specific cultural and historical contexts (smagorinsky, 2001). thus, reading is partially a cultural activity held in a selim & islam engaged reading: moving from ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 426 cultural context based on what elley (1992) terms as ‘the ability to understand and use those written language forms required by society and/ or valued by the individual’. relation between l1 and l2 reading reading in l2 is more complicated than that in l1 as “it involves not only the ability to read but also the knowledge of and the ability to use the second or foreign language” (alderson, haapakangas, huhta, nieminen, and ullakonoja, 2015). even though the underlying cognitive processes related to l1 and l2 reading are of the same nature and both cognitive and linguistic component skills for l1 and l2 reading abilities manifest sheer similarities, linguistic resources or issues like poor foundations of l2 linguistic knowledge and less reading exposure in the l2, distinct social and cultural assumptions, different content schema (how the world works) and separate cognitive processes for two different language systems make the l2 reading difficult to its readers. for the particular aspect of l2 reading where the cultural components remain absent or ignored in the reading text for the l2 readers, jimenez et.al., (1999) raised a big question whether it would be appropriate to adopt the l1 literacy (reading) instructions in the realm of l2 reading. l2 reading ability is considered a dual language processing system which integrates l1 language resources too. it is claimed that major differences between the l1 and l2 reading center around three aspects: linguistic and processing differences, educational and developmental differences, and institutional and sociocultural differences (grabe, 2009). what is engaged reading? the concept of engaged reading as a construct is new in the domain of reading. it is an effective procedure involving or actuating motivation, building conceptual knowledge, and utilizing cognitive strategy while reading (guthrie & wigfield,2000) in which conceptual knowledge is gained constantly through motivation and cognitive strategies. a reader engaged in a certain task refers to the state of “flow” that makes him totally absorbed – mentally, emotionally and even physically in the process which also can alternatively be described as consistent commitment to creating comprehension of what he/she reads (kelly & grace,2009). csikszentmihalyi (1990) also depicted engagement as being in a zone when a reader loses track of time and place to accomplish a task with intense attention. therefore, it can be claimed that engagement mediates learning and achievement. shernoff & csikszentmihalyi (2009) have depicted ‘engaged reading’ as composed of three dimensions interest, enjoyment & concentration which are so intricately related to each other that without any of them, engagement would not be established. lutz, guthrie & davis (2006) have illustrated ‘engagement’ as a multidimensional construct both at community and classroom level, diversified in emotional, behavioral, cognitive and social engagements. engagement has got an essentially dynamic quality which can be oscillating over time even within a single lesson, a learner, and an interaction, though initially a reader might be engaged but the engagement may wane overtime or the reverse happens due to the reader’s attributes (i.e., comprehension skills), text properties (i.e., text type, topic), reading goals, and classroom situations (i.e., teacher instructions, learner autonomy). engagement at its highest level leads the reader to enjoy reading through intrinsic motivation and therefore, a more engaged reader is often found demonstrating the higher level of achievement than the less engaged reader. ‘engaged reading’ is not only about the interactions held among the students or students with other people at school, home or in the society but also between the reader and the text (rosenblatt, 1983). it elicits awareness with and for the characters of the text (ivey & johnston,2013). mccarthy, hoffman, & galda (1999) also refer to engagement as a social process and say that “reading does not occur just within a child’s head, but rather through interactions with particular texts and other people” (p.60) which is similar to the view of selim & islam engaged reading: moving from ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 427 guthrie and wigfield (2000) when they define engaged readers as “socially interactive while reading”. characteristics of an engaged reader in light of the above discussion regarding ‘engaged reading’, an engaged reader can be identified as motivated, knowledgeable, and socially interactive who tend to value learning highly as it makes them more meditative (reflective) and selfreliant in their reading tasks. engaged readers must enjoy reading the text and have strong desire and curiosity to earn knowledge (guthrie, mcgough, bennett, & rice, 1996). in addition, reading based tasks and activities always let the readers get engaged. in this regard, it is contended that the complexity of tasks (highly challenging tasks) ensures and increases engagement gains and comprehension even for low-capacity students. finally, engaged readers also share their reading comprehension and experience in a social manner (guthrie, mcgough et. al., 1996). major factors related to engaged reading motivation baker, dreher, & guthrie (2000) assert that cognition, motivation, and social interaction are closely associated to establish engagement in reading. among these three components, motivation has been the most focused area of research studies to discover different facets of it. guthrie (2011) defines motivation as “the values, the beliefs, and behaviors surrounding reading”, while engagement is referred to the “behavioral displays of effort, time, and persistence in attaining desired outcomes”. eccles and wang (2012) posit that motivation promotes engagement by increasing time, effort and amount of reading and thus engagement facilitates achievement. contrarily, learners with low motivation grow as disengaged readers with regard to effort, attention, and persistence and subsequently show low achievement. interest though, to many researchers, interest is synonymous to intrinsic motivation, it is essentially different. being a multidimensional motivational construct (schraw & lehman, 2001), interest is a quality that leads a reader to try harder by drawing optimum effort to be involved with a text in order to be a ludic reader, not a coerced reader. researchers have posited two forms of interest: situational and personal interest, the latter one follows the first one though their being of opposite attributes. originated by the external stimuli (i.e., initial classroom opening activities), the situational interest, spontaneous in nature, is transient and context dependent. on the other hand, the personal interest, also named as topic interest, is grounded on schema (previous knowledge, exposure, preferences and emotions) and explicated as stable, content specific and less spontaneous in nature (flowerday et.al.,2004). in a classroom context where a teacher has to ‘catch and hold’ a learner’s interest, the situational interest refers to ‘catch’ and personal interest refers to ‘hold’ (bergin, 1999). therefore, to create, nourish and nurture this interest and convert it gradually to involvement and engagement. hidi and renninger (2006) propounded a four-phase-model including: phase1:triggered situational interest, phase 2: maintained situational interest, phase 3: emerging individual interest, and phase 4: well-developed individual interest. parental influences family involvement in literacy and more specifically in reading engagement has got substantial importance to the researchers and subsequently is well documented. this influence as explicated by the researchers has concentrated much on the environment at home offering the learner both instrumental and integrative motivation to read even when family members are not avid readers. in the study of loera et.al., 2011, parental involvement in various motivational activities, like listening children to read, reading to children, allowing the selim & islam engaged reading: moving from ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 428 children to read according to their choice, helping them in the reading process and so on are mentioned. also, in the collective case study of martinez (2011), parents and caregivers have been regarded as the most important factor by the learners in their literacy growth which similarly reflects the contribution of the parents in determining reading as a leisure activity or a voluntary activity. parents’ contribution in enhancing the children’s interest and motivation to acquire the necessary skills for reading, even to ensure the growth to be engaged readers is found in many researchers’ studies regardless of family socioeconomic status, gender and age (volk,1994). in different contexts around the globe, studies on reading activities at home are found to lay the foundation of readers’ achievement, attitude towards reading, interest in classroom reading (moll & gonzalez,1994). strategies for engaged reading strategies used in engaged reading are very closely connected to reading motivation. various goals for reading may set off different types of engagement which again warrant diverse sets of strategies. while reading, for different readers, using suitable strategies is one of the key skills of engaged readers. allowing and motivating students to raise questions is one of the basic strategies to engage learners in their reading. visualization or imagery has been considered another important strategy which can bring the text-worlds in the mind of the readers and thus helps them see the text worlds. in order to develop this strategic skill required for engagement, the learners should be given scopes to draw, go through picture books and many other activities (guthrie and anderson, 1999). another engagement strategy could be the literature circles in which learners can participate in conversation or discuss with teachers or peers so that different perspectives can be developed among themselves, and their reading becomes purposeful and reflective. in this way, the learners can be inquisitive enough to question that would lead them to comprehension. almasi & mckewon (1996) in their findings also showed that readers if shared what they read are more likely to be engaged in reading. farnan and kelly (1993), in order to increase engagement, suggest establishing connections between the readers and the text by ascertaining responses from the learners. this very ascertaining of responses incorporates three components perception, affect and association through which22 the readers in their reading process observe important, interesting, ambiguous aspects under the shade of perception. long & gove (2003) have mentioned a few other strategies to improve engagement and participation of students, like asking open-ended questions, listening to, honoring, and responding to students and encouraging students to read between the lines of the text and inviting students to investigate and find out about explicit or implicit text information to dig a little deeper into the text’s meaning. ultimately these instructional practices being mediated by student engagement affirm student achievement. writing as a pre-reading task, when carefully planned to create a platform where the reader’s relevant background knowledge and experience can be reflected before reading started, can considerably enhance the understanding of and engagement in the text. by integrating writing with reading, tierney, et. al., (1995) have proposed a process approach called reading-writing workshop which consists of four elements: a) time to write, b) forums for response, c) conferences with the teacher, and d) mini-lessons. this approach is based on two basic ideas. firstly, students would choose what to read and decide on what to write and secondly the teachers would remain only as guides and experts rather than judges. similar to this, there is another approach, incorporating social constructivism and reader response theory, which also has four components: reading, writing, community share and book club. through different instructional strategies in the classroom like keeping reading journals, writing notebooks, writing reflective comments on the texts, teachers can create scopes after reading tasks to increase engagement in reading. ivey and broaddus (2007) have selim & islam engaged reading: moving from ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 429 also mentioned a few other instructional strategies which can increase engagement in reading and writing.the choice of the texts is based on individual academic and cultural complexities, and instead of focusing on low level language skills, the content and concepts of the texts are interesting to the readers. so, the instructional strategies from the teachers’ side to enhance the engagement include (a) conscious understanding of the learning goals, (b) reading topics connected to real life interactions, (c) appealing and engaging texts use for comprehension strategy instruction, (d) promoting learner autonomy, and (e) contributing to learner collaboration (guthrie, wigfield, barbosa et.al., 2004). theories related to engaged reading self-determination theory based on the above discussion, we can refer to a theory regarding reading engagement namely self-determination theory, which has been formulated keeping interest as the central theme in it. deci & ryan (1985) view that social contexts that satisfy readers’ needs of competence, autonomy, and relatedness (car) foster intrinsic motivation which plays the vital role to transform a general reader to an engaged readera ludic reader. intrinsic motivation, again, as a construct, has two powerful componentscuriosity and interest where curiosity is believed to be a profound awareness in a specific topic and interest is taken as fascination with that topic. in a classroom context, curiosity when subsequently followed by interest, leads a reader to involvement, and thus with positive reading experience, engages the reader. this concept can be illustrated in the flowchart below social contents promoting: car→ curiosity→ interest→ involvement→ engaged reader→ ludic reader emergent motivation theory and engaged reading though this theory has focused more on learners’ engagement with school, a few studies have reflected the pertinence of it with reading engagement, especially regarding the during-reading effect (csikszentmihalyi, 1990) where the central theme is “flow” a state of high attention, concentration, interest, involvement, and enjoyment. as in reading, people experience flow most frequently, engagement is more likely to occur. reader’s skill, task challenge and personal control are the three conditions based on what the emergent motivation theory explains why reading engagement does and does not occur. according to this theory, in order to experience flow in reading, there needs to be a balanced interaction between challenge and skill (moneta & csikzentmihalyi, 1996). with regard to different types of interaction between skills (readers’) and challenges (task) due to differing proportions of these two conditions, four possible outcomes are observed: flow, anxiety, boredom or relaxation, and apathy. firstly, when there is the worst balance between the two (poor skill and low challenge), a reader experiences apathy which causes reduction in motivation, attention, emotional sensitivity, happiness, thought process, interest, and enthusiasm (paul et.al., 2005). on the other hand, with a high skill and high challenge interaction, the reader exhibits a high level of attention, interest, concentration and satisfaction allowing new things to learn. this high balance is related to flow and subject to a striking balance that ensures increasing competence and engagement. now, due to an imbalance between skill and challenge anxiety (when poor skill and high challenge interact) and boredom or relaxation (when high skill and poor challenge interact) might be the outcomes wherein both cases engagement appears to be unattainable. anxiety impedes optimal performance, causes less attention and short-term memory, affects concentration, reduces thinking capacity and ultimately elicits poor reading comprehension (shany, wiener, & feingold, 2011). similarly, boredom also creates such a negative impact on reading, i.e. selim & islam engaged reading: moving from ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 430 poor motivation, low involvement and gradual waning of skill over time (larson & richards, 1991). in relation to students’ reading engagement, the skill-challenge relationship has got substantial efficacy either to create flow or optimal states to boredom, anxiety, and apathy in academic settings. the third condition in the emergent theory of motivation, reader’s perception of personal control, in other words the choice of what, when and how to read, is vital in reading engagement (vieria & grantham, 2011). readers display greater engagement when it is felt that they have control over the conditions, i.e., privilege to a wide domain of reading materials, flexibility in choosing the texts, and pleasure reading being the goal, which facilitates active engagement. this control is greatly integrated with anticipation, pleasure, and effort even though the tasks are challenging while anxiety, fear and boredom are the consequences of lack of control (musher-eizenman, nesselroade, & schmitz, 2002). reader-response theory as it is claimed that engaged readers are “motivated, knowledgeable and socially interactive”, an interactional relationship between the text and the readers are implicitly recognized where the readers are construed as active who connect their experience, knowledge of the textual structure and the world with the text to derive meaning which inculcates inter-textual, interpersonal, and societal understanding of the text. this view regarding reading is supported by reader-response theorists which basically have shifted the focus from the text as the main determiner of meaning to the reader as an active and the principal participant in the reading process to deduce meaning of the text (bressler, 1999). similar to a reader as depicted by reader-response theory, an engaged reader, as we think, becomes absorbed to the text and the reading process that he/she tends to be consistently committed to creating comprehension of what he/she reads (kelly & grace, 2009). moreover, louise rosenblatt (1983) also posits that in reading, engagement is concentrated not only on apprehension or evaluation of a text but also on experiencing the reading through the experience of the reader. this reading of a text is referred to as ‘livewire’ between the text and the reader when by being absorbed through memories, sensations, images, and emotional connections to the text, the reader within a social context (zone of proximal development, vygotsky, 1978) interacts with the ‘more capable others’ not only to expose his or her comprehension but also to share the interpretation of the text. this kind of engaged reading can be regarded as an aesthetic reading that integrates focus on information, language structure, and evaluative responses. though rosenblatt’s reader-response theory is considered one of the renowned critical theories related to literature teaching and learning pedagogy, the knowledge and application of this theory is believed to be useful and effective in esl/efl classroom context as it promotes aesthetic experience by involving the reader emotionally and intrinsically to the text. by being actively involved in creating meaning, a reader in the reader-response theory not only gets rid of apathy but also is liberated to be a critical reader which is the pinnacle of the engaged reading process (tucker, 2000). gonzalez and courtland (2009) also hold the similar view based on their empirical study which again is affirmed by baurain (2007), through his ‘multitasking’ covering six steps: study, teach, create artistic works, do metacognitive activities, respond and write to increase aesthetic experiences. conclusion though it is generally accepted that engagement in reading facilitates achievement in esl or efl reading, there has not been much study on ells’ engaged reading experiences in or outside classroom contexts. still, based on the basic concept of engaged reading propounded by guthrei and anderson (1999), the prime role of a efl or esl teacher is evidently conceived to let the learners attain this quality which is also exquisitely resonated in selim & islam engaged reading: moving from ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 431 the definition of ‘engagement’ by mcmahon (2003) where the teachers are presenters of strategies, facilitators of interests and workers for students to integrate their experiences with reading. even to sustain the engagement of the learners, the teachers still can play an invaluable role by guiding them through the whole process of understanding and monitoring the progress. teachers, well known about the inevitable importance of engagement, should present themselves to the learners as engaged readers and ideal models to motivate them and contrarily should try to avoid the credibility issues by being an appropriate source of book referrals. time spent in reading printed books and in using computers has got a consistent relationship with pleasure reading and academic achievement. therefore, especially for the struggling readers at different levels who lack motivation, cognitive competence and confidence and show self-handicapping strategies, the teachers with their best knowledge about engagement strategies can convert them to be avid readers. they can help the learners to set their goals for reading-both short term and long term goals, either in segregation or in integration, which would be intellectually challenging but attainable, to become engaged in reading tasks. in addition, by introducing different types of strategies (mentioned above), they should allow the learners themselves to choose or check the best strategy which benefits them the most and also help them find an alternative if the current chosen one is found ineffective or exacerbating. in short, they would help the learners increase knowledge about what, why, when and how to use any specific strategy in their reading process fluently and effectively. furthermore, the learners can be introduced to the cognitive apprenticeship in the selection process of the strategies where the teachers by instructing, modeling and scaffolding help students earn expertise in reading and thereby, become engaged readers. with all those efforts, teachers can create a bond between the readers and the texts (language) where it becomes a personalized like ‘i-you’ relationship instead of a third person relationship, and which also generates a feeling of ownership among the readers for the language of the texts as they by being ‘socially interactive’ would not merely transact but also interact with the text, others and selves on their way to owning the language. references 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(1978). mind in society: the development of higher psychological processes. cambridge, ma: harvard university press. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5621 october 2022. vol.10, no.4 p-issn: 2338-0810 e-issn: 2621-1378 pp.469-482 jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 469 preservice teachers’ perception on the implementation of online project-based learning 1arrizalu arsa ringotama, 1endang setyaningsih, 1ellisa indriyani putri handayani 1faculty of teacher training and education, sebelas maret university, indonesia corresponding author email: endangsetyaningsih@staff.uns.ac.id article info abstract article history received: july 2022 revised: august 2022 published: october 2022 current studies provide compelling evidence that project-based learning (pbl) is an effective method for the students. considering the empirical findings, pbl is highly endorsed in many efl contexts. however, with the major shift to online learning due the pandemic, little is known about the possibility of pbl implementation within this new context. this current case study attempts to portray the pbl implementation within the online context and how the students perceive the implementation. the study was carried out in an english education department involving 36 seventh-grade preservice teachers (pts). the data were collected through classroom observations, online questionnaires, and in-depth semi-structured interviews. the data were analyzed using the interactive model and the results of the analysis show the stages of pbl can be implemented in the similar way to that in the offline setting. however, the technological use in the online setting differs in terms of the amount of its usage frequency. the study also revealed that the students consider the implementation of pbl in online setting as challenging yet motivating. the findings imply that the changes of teaching and learning setting do not affect the durability of the pbl. it means that with a little tweak, mainly in terms of technological usage, grouping and group communication, pbl might be successfully implemented in the online setting. keywords project-based learning; online learning; online pbl; technology in education. how to cite: ringotama, a. a., setyaningsih, e., & handayani, e.i. (2022). preservice teachers’ perception on the implementation of online project-based learning, jollt journal of languages and language teaching, 10(4), pp. 469-482. doi: https://doi.org/10.33394/jollt.v%vi%i.5621 introduction project-based learning is widely used in traditional classroom settings all around the world and is one of the methods that has been around for long time. pbl (project-based learning) refers a systematic teaching and learning method which is intended to inspire students to solve real problems through social interaction and group collaboration to produce the final product at the end of learning (blumenfeld et al., 1991; bondi et al., 2014; genc, 2015; vaca torres & gómez rodríguez, 2017). regardless of the prominence of pbl in the conventional in-person class, its implementation in the online setting is vague. earlier investigation of pbl were mainly focused in the offline setting. a number of scientific studies on the field of pbl reported it brings positive impact on students’ performance such as communication skills, improving problem-solving skills (sultan & javaid, 2018; wong et al., 2014), enhancing students’ creativity (marshall et al., 2018), as well as developing teamwork skills (asan, 2005; kiraly, 2005; sultan & javaid, 2018). previous research also claimed that pbl improves english proficiency by providing more useful language learning experiences (chang, 2014; farouck, 2016; x. liu, 2016). in terms of pbl implementation, there have been numerous attempts to portray the practice of pbl (aldabbus, 2018; fatmawati, 2018; syarifah & emiliasari, 2019; vaca torres & gómez rodríguez, 2017). however, only few emphasize how pbl is conducted in the online setting. a study by haniah et al. (2021) repoted five steps of online pbl implementation, beginning with identifying the topic and goal, defining the project, rehearsing the product, presenting the product, and evaluating the https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:endangsetyaningsih@staff.uns.ac. ringotama, setyaningsih, & handayani preservice teachers’ perception on ………. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 470 outcome. in addition, liu et al. (2010) conducted a study focused on the implementation of online pbl stressed that there were three stages of implementing pbl started from initial discovery, developing project activities, and it ends with final presentation and feedback. in this study, online project-based learning defined as a learning method that involves students gaining knowledge to produce a final product through discussions and strategies guided by the teacher using students’ prior knowledge with the help of online tools and platforms. while pbl and online learning have been widely explored per se, the blending of the two is rarely found and results in a lingering question on its implementation. there have been attempts to study project-based learning in the context of online pbl (amissah, 2019; cholifah et al., 2019; yuliansyah & ayu, 2021). however, the number is still limited and remains unclear due to the lack of study in this subject. considering the limited study on the area of the online pbl, this study was aimed to add understanding on implementation within the online context and how the students perceive the implementation in an english education department involving 36 seventh-grade preservice teachers. research method research design the method used in this study is a descriptive qualitative research method through case study. these research data were taken by observing the online classroom, likert-scale questionnaire, and semi-structured interview. in addition, this research was conducted at one of the universities in surakarta, indonesia. the following were some of the reasons why the researcher picked the current participants: 1) the researcher had easy access to collect the data because of the outbreak of the covid-19 pandemic situation, which limits the researcher's ability to collect data, 2) for the current semester, the only course that is eligible to conduct a project-based learning method is the translation course. population and sample the participants of this research were the 36 seventh-semester preservice teacher enrolled at translation course at the english education department of a university in surakarta, indonesia, followed by interviews with 6 selected participants using purposive sampling using 2 characteristics; he/she was actively involved in the group’s work and he/she can communicate experiences and opinions in an articulate, expressive, and reflective manner. purposive sampling was used in this study because the researcher wanted to have two certain classifications of respondents. in addition, the researcher purposefully chose the students of the english education department because they are prepared to become teachers (as they are called preservice teachers (pts) in the current research) and their perception is important to develop a better project-based learning implementation in the online learning situation. instruments this study was carried out using observation, questionnaire, and interview. in this this research, the observation was conducted in a translation class consisted of 36 seventh-semester students. the purpose of the observation is to acquire how project-based learning was implemented in the context of online learning. the observation was conducted using google meet due to the online situation. the questionnaire, done through microsoft form, was shared to 36 students to identify students’ perception on the teaching and learning process. meanwhile, the observation was conducted using google meet to ease the researchers to record the interview data. the interview was in form of semi-structured interview to let the participants elaborate their answer. ringotama, setyaningsih, & handayani preservice teachers’ perception on ………. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 471 data analysis the data were analyzed using the interactive model (miles et al, 2014). following this model, the analysis was carried out through the stages of: 1) data reduction, 2) data display, and 3) data conclusion and verification. this interactive model allows the researchers to revisit certain stage when considered necessary. data collection involved started with summarizing all data collected in the field and focusing on key elements to search for themes and patterns through actions reducing and classifying data. data categorization is done by data grouping and looking for patterns by writing or typing in the form of a description. the next step is displaying data resulted from reduction and categorization in a matrix based on certain criteria, followed by creating an explanatory sentence about the findings obtained from the results of observations, questionnaire, interviews, and documents in the field the before the data is compiled based on research focus. the last step is the data conclusion and verification. in this phase, the researchers conducted verification from research results. if the results of the data display show that the data obtained is sufficient and follows the required information, conclusions will be drawn using the theory and results of the data in the field. after the researcher finished the verification, the researchers discussed the findings from the field. these processes of analyzing the data required full attention through analysis which consequently takes a lot of time. however, these processes make the data to be more refined to the cycle of validation and analysis. research findings and discussion research findings based on the findings of the researcher's observations, questionnaires, and interviews conducted about the pts’ perception of the implementation of online pbl as well as how online pbl was implemented, the result was as follows: the implementation of online project-based learning previous studies had discussed about the implementation of pbl and a concept by chua et al., (2016) was one of the methods in implementing pbl. however, due to the same stages between pbl and online pbl implementation, this study was using the same stages formulated by chua et al., (2016). the stages were written as follows: meeting the problem the first step of implementing pbl is to meet the problem that going to be discussed. to stir up pts’ critical thinking skills, a real-world scenario is presented as a topic. an “entry case” that attracts pts can be one of the methods used by the lecturer to stimulate pts’ motivation on doing a project. it usually started with interesting or challenging questions. in this observation, the researcher noted that the lecturer began the project with an explanation of the problem/topic. the project that going to be done by the pts is entitled “final fun project: indonesian folklore project”. lecturer also stated that the challenging question is “are pts able to produce a final product about translated indonesian folklore?”. however, researchers find it quite difficult to recognize pts’ facial expressions to know their perception of the upcoming project. problem analysis and learning issues in this phase, the lecturer was building motivation for the pts to acquire new knowledge as stated in the purpose of the project. in the observation, the researcher found out the purpose of the project was “to apply the knowledge that has been obtained during the delivery of translation theory and introduce indonesian culture that may not be known by people outside of indonesia”. next, the lecturer showed the weekly tasks the pts should have done as the steps of completing the project for the next meeting. the reason why pts did not turn their camera on was that if they did, the signal would be delayed and it would be “lagged”. ringotama, setyaningsih, & handayani preservice teachers’ perception on ………. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 472 figure 1. first project task pts were given tasks by the lecturer to form groups consisting of 6-7 students each afterward. pts were given the freedom to choose their teammates and their title of the indonesian folklore by the lecturer as the realization of pbl characteristics “extracting students’ voice and choice”. moreover, to keep track of the pts and ensure that they are still on track with the project, the lecturer established weekly project supervision, which pts could request outside of the weekly schedule. discovery and reporting in the process of discovery and reporting, pts conducted an inquiry to search for the information needed for the project within their group done online by using several media to support their online learning. the study revealed that communication, critical thinking, collaboration, and technological skills were highly needed in this phase because pts did the project online and not face-to-face as stated by the pt: “the aspects were very important. the communication aspect will relate to the effectiveness and the progress of the group. collaboration is needed to complement each other's performance among members and critical thinking is useful for analyzing the translation of the selected folklore content. the technology aspect is also important because this project is carried out online so my group always uses technology in every process.” (interview_s3) communication, critical thinking, collaboration, and technological skills were the skills required in this online pbl process. the first activity is to form a group. with 36 students enrolled in the translation class, there would be 6 groups consisting of 5-6 students with their group name and indonesian folklore title. communication skills were used in any kind of group work such as how the work will be divided, the design of the final project, etc. table 1 list of indonesian folklore project groups group name title anggur ibuku seekor kucing apel atu belah mangga la upe persik asal usul sungai banyuwangi talok si lebai yang malang technological skill means being able to use technological capabilities in this project because pts will search for e-books on the internet using their laptops or cellphones. pts also use google docs to collect weekly drafts of final projects that can be monitored by lecturers and researchers. ringotama, setyaningsih, & handayani preservice teachers’ perception on ………. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 473 figure 2. weekly supervision while doing the project, pts must search for the information needed for their project on the internet based on the lecturer’s sources or they could use their source. in this phase, critical thinking was important because in surfing the web, pts could not just take what was displayed. they had to sort and filter the data to see if it was relevant or not. besides, the lecturer also asked pts to look for the translation aspects (collocation, idiomatic expression, etc.). the next skill is the collaboration skill as pts were done collecting the data from the internet. in this current study, pts were using the google docs platform to work on the final project draft. the platform was chosen because it has the feature of being able to see who has contributed to the draft project. their peers could also complement or add each other’s work within the group to enrich the data. for the lecturer, this platform was helpful to monitor the drafts worked on by the pts group. figure 3. google docs used by one of the groups in this phase, pts reported their weekly progress on the google meet participated by all of the groups involved in this project. through google meet, the lecturer gave feedback and advice based on the group’s work shown through the share screen feature on the platform for each group starting from the first group until the last group. solution presentation and evaluation ringotama, setyaningsih, & handayani preservice teachers’ perception on ………. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 474 figure 4. lecturer asked pts to upload the project the group presents its issue statement and suggested solutions to their teacher and peers. the presentation may contain mind maps, a record of their investigation process, ideas, and other evidence that leads to the findings. the main purpose of the presentation is to explain and defend the group's suggested solutions. students must consider, assess, and evaluate their findings. after the numbers of feedback and revision for their group work were done, the lecturer asked pts to check their work for the last time before they uploaded their work to the bookcreator website in the last meeting of the course. first, they were requested to create a new account for their project. after that, the lecturer sent the bookcreator class code so that pts were able to upload the project to the bookcreator website. lecturer expressed that asking the pts to do the presentation after what they had been through just weighed the students down. consequently, the lecturer stated that there was no presentation needed to be done because they reported their progress weekly and they did the project via google docs in which their peers and lecturer could monitor every group’s project progress. figure 5. one of the pts' group works on bookcreator preservice teachers’ perception on the implementation of online project-based learning after analyzing the data, the researchers were able to define how pts’ perception on the implementation of online pbl. the perception described as follows: ringotama, setyaningsih, & handayani preservice teachers’ perception on ………. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 475 online pbl is challenging figure 6. chart of pts felt that online pb: was challenging based on the statistical data, 72% of pts stated that they were challenged during the process of the online pbl. besides the project itself, some factors affected them such as lack of communication, require self-motivation, and privacy risk. when it came to the interview, all the 6 participants admitted that they had been taught using pbl in offline class situations. "i've been taught with pbl before but i think online pbl is more challenging because during discussions there is often a lack of communication due to signal interference which causes communication to be ineffective. online pbl also feels short and requires selfmotivation to complete the project.” (interview_s5) the lack of communication was noticeable not only during the group discussion process but even during the weekly google meet meeting. the observation also revealed that the pts were not turned on their camera while being in the google meet due to the signal problem. if the pts turned their camera on, then the voice of the lecturer as well as their peers would be delayed. the self-motivation aspect also played a role in this project because if pts’ selfmotivation was low, the group work would be delayed and it made the group work not effective. online pbl is interesting the reason pts are interested in the online pbl as follows: • gained a better understanding of a problem figure 7. chart of pts are gained a better understanding of a problem 96% of pts claimed that they gained a better understanding of the topic they discussed. exploring new things, flexibility, being free to explore, and producing real/memorable output is the reason behind it. pts also mentioned that the lecturer gave them the freedom to create a group, free to choose the folklore title as well as the freedom to design it. one of the participants assumed that pbl is interesting due to its variety of learning when compared to the normal class ringotama, setyaningsih, & handayani preservice teachers’ perception on ………. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 476 “pbl is not boring when compared to learning that is only centered on theory. in pbl i feel freer to explore what is being discussed and pbl also produces output that i think is more memorable and makes me understand more about the lessons i have learned.” (interview_s5) • feedback helps pts to learn figure 8. chart of the importance of feedback when it comes to the revision of the project, feedback comes in handy to help pts determine their mistake in their project. the likert scale showed that 84% of the pts strongly agree that feedback is crucial for their work progress. in the interview, one of the pts stated that feedback is used to fix the work’s errors and even the group could acquire new insight. “i think it’s very important because, through feedback, we can improve things that we may not have thought of before.” (interview_s6) feedback is not limited to the group’s work progress. in reality, when the group is unlucky, feedback could also be used by the lecturer as a medium to warn the inactive group member. • authentic learning figure 9. chart of the authenticity of the online pbl question the data showed that most of the pts assumed that the project questions are based on the real world. this supports the importance of authentic material in the learning process, in this scenario is pbl. when the participant was interviewed, they expressed their feelings about the relevance of the topic raised in the project. according to the other participant, this project could also be the bridge to the fact that folklore in indonesia is very diverse but there are still many of them that have not been explored yet. some of them answered that they learned something in translation, that they cannot just directly translate from the source language to the target language because it could bring misinterpretation. ringotama, setyaningsih, & handayani preservice teachers’ perception on ………. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 477 “it’s relevant because we criticize the parts that cannot be translated directly into english.” (interview_s3) improve communication, critical thinking, technological, and collaboration skills figure 10. chart of the importance of communication skill the data showed that all of the participants agreed that communication is a vital part when completing the online project. pts assumed that communication will relate to the effectiveness and performance of the group. if the communication is not effective, the work will not be synchronized and the group performance will not be well. pts also claimed that critical thinking is important in this project. 84% of them believed that critical thinking helps them to complete the project in the aspect of translating the folklore from the source language to the target language. however, one of the subjects stated that in this online situation, albeit the critical thinking aspect is important, his group members did not want to be stressed with the work and they did not take the project take their time. “in terms of critical thinking, it's very important, but in an online situation like this, my group members didn't want to be overburdened with assignments and in the end, they don't take their assignments seriously.” (interview_s6) figure 11. chart of pts' perception on collecting project information in the context of collecting information for the project, the graph revealed that 88% of pts did not find difficulties in collecting the information needed for the project. aside from the sources given by the lecturer, pts claimed that they also use google to find their folklore title. pts added that they used canva to design; whatsapp & google meet to communicate; google docs to work on the draft as well as the bookcreator as its final destination for submitting the project. youtube and any flip were believed to be the alternatives of the source according to s5. furthermore, most of the pts believed that they collaborate in their group. all of them worked with spreading the job desk through the random pick. when pts were asked about the effectiveness of their group, 4 of 6 representatives stated that their group was quite effective to ringotama, setyaningsih, & handayani preservice teachers’ perception on ………. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 478 handle the project albeit with a lack of communication. however, one of the subjects believed that still it was not as effective as offline pbl. “it was effective, i think. because every time there is a message in the whatsapp group, other members will still contribute even though it's late. but still, it was not as effective as offline pbl.” (interview_s3) the online pbl advantages and challenges while doing the project, the observation revealed that pts conducted the learning-bydoing method. an example was when they were going to know about the information of their folklore title. they had to surf through some websites and other sources to collect the knowledge of the folklore. moreover, the flexibility of online pbl is believed to be one of the pros of online pbl as they did not have to always be ready in front of their gadget. they could do their work in anytime and anywhere they want. moreover, the current result study showed that pts assumed that online pbl is a fun learning method. besides the mentioned aspect, the freedom of pts choice given by the lecturer is the factor why pts believed that pbl is fun. in completing their work, pts were given the freedom to creatively design their work as well as the freedom to choose their folklore title. furthermore, pbl is also well-known for its noticeable learning through its final project. the output produced from the learning is believed to be the reason why pts feel like they have learned something and they produced something. through the following graph, pts stated that they gained a better understanding of the topic through online pbl. albeit the online pbl seems to have success in the online learning, the current study reveals the cons of the online pbl implementation. online pbl stuck with the use of technology in its implementation. by that means, the lack of technical skills could affect the accomplishment of online pbl. in this study, pts stated that some of their group members did not know how to use the technology or how the website worked. the ineffective communication also played a role in this situation. due to the gap in time and place of each pt, they were forced to the communication process through online platforms such as whatsapp and google meet. this situation was worsened by the lack of motivation by the pts themselves. the reason why some of their group members lack motivation is due to ineffective communication. this circular problem needs to be taken care of to create an effective online pbl implementation. pts’ suggestion for the more effective online pbl for the lecturers, pts believed that lecturers/teachers could introduce the source of media that might be helpful to be used by the pts in completing the project. furthermore, pts stated that the lecturer could also ask the pts to make an output that might be useful to show students' understanding of their work. “a project must also have the output that can show students' understanding of the project they are making. for example, verbal practice/video summaries about their project.” (interview_s5) in addition, pts suggested the group formation be picked by the lecturer to avoid bias. pt mentioned that his group consisted of the “unchosen” or the pts that did not have the group yet. this statement was also supported by another subject which claimed the future pbl should feature a fair group formation and choose the coordinator for each group if the project wanted to be more effective. "the non-random selection of group members makes each group have an unbalanced member quality." (interview_s6) ringotama, setyaningsih, & handayani preservice teachers’ perception on ………. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 479 "with the division of teams evenly and balanced and determined who will coordinate, i believe online pbl will be able to run more effectively." (interview_s4) discussion for the implementation of online pbl, the stages used in this situation were more or less the same as those used in the offline pbl constructed by chua et al., (2016). however, there were differences in the detail of its implementation that still the previous study did not cover. in this online situation, the output produced by the pts was considered as online products such as pdf, video, and any other soft files (haniah et al., 2021; yuliansyah & ayu, 2021). this was because when the online situation occurred, pts and lecturers could not meet with each other in real life, therefore the final output of this study was uploaded on book creator to ease the evaluation and flexibility to access the final products. furthermore, the communication of online pbl in this current study is labeled as ineffective communication due to the poor internet connection and other facilities as it was experienced in the previous studies (aldabbus, 2018; yuzulia, 2021). in the interview, pts admitted the group formation was handled by the pts themselves and some interviewees stated that there was inequality of member skills in each group. there were groups made up of experienced members and groups made up of pts with less ability. the interviewees believed that there would be fair if the grouping process was done by the lecturer to avoid bias in choosing the member. when it came to the presentation, the lecturer expressed that no presentation needed to be done due to their weekly progress report in google meet, and their easily-monitored project was done in google docs . on the other hand, a study done by haniah et al. (2021) stated that the students were asked to create 2 speech videos (persuasive and informative) and then submitted to google drive. this showed that online pbl could have 2 last stages outcomes: the presented and submitted (haniah et al., 2021; yuliansyah & ayu, 2021), and the submitted one as this study and (aisuwarya, 2022). furthermore, previous studies had several arguments about the amount of the stages. for instance, liu et al., (2010) stated that there were three stages of online pbl, while a study conducted by haniah et al., (2021) stressed in implementing the online pbl, there were five stages to conduct it. from the pts’ perception, the findings showed that there are some excitements in using online pbl. the freedom is given by the lecturer such as the formation of the groups, the flexibility of doing the project, learning something new through exploring the internet while searching the information of the project, a teamwork approach, and meaningful learning. pts also stated that online pbl is one of the effective ways to implement the knowledge due to its learning-by-doing system. in addition, online pbl is also supporting the development of the technology because it uses various media and technology in its implementation as well as the online learning’s flexibility of spaces (lasamahu et al., 2021; yuzulia, 2021). in this study, pts believed that the project is relevant for them, especially as the person who is going to be a teacher. they stated that the project could be their inspiration for their learning material. from the feedback aspect, pts also assumed that the feedback used in the process of online pbl helped them to gain new insight into doing their project. they believed that feedback is a vital part of the implementation of pbl, this supports the previous study conducted by hugerat (2016) investigated how teaching science using project-based learning strategies affects the classroom learning environment. the result showed sharing activities and feedback creates a positive atmosphere in the classroom, promotes better teacher-student relationships, and further enhances proactive learning attitudes. however, there were some challenges stated by pts. lack of communication is still one of the challenges of using the online pbl (alawamleh et al., 2022). this lack of communication held up the effectiveness of the group work within the ringotama, setyaningsih, & handayani preservice teachers’ perception on ………. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 480 project. as the result, the output of the group will not be satisfying. these conditions are followed by the privacy risks faced by the pts in doing the project within the online platform (chen & he, 2013). as they were using the internet to perform their group project, there were risks of their credentials might be stolen by the other person (sari et al., 2020). furthermore, online pbl requires self-motivation to be completed due to its long-time learning. as gülbahar & tinmaz (2006) previously mentioned in their study showed that pbl makes students lose self-motivation, this current research also faced the same problem. pts assumed that their peers in their group lost motivation while doing this project. however, one of the interviewees believed that this online pbl is not as challenging as the offline pbl because the output of the project is usually a soft file (pdf, jpg, or word). the discussion concluded that the changes of teacher and learning setting do not affect the use of the pbl. it means that with a little tweak, mainly in terms of technological usage, grouping and communication aspect, pbl may be successfully implemented in the online setting. conclusion this study concludes that preservice teachers perceive online pbl positively. they noticed that online pbl is a challenging yet fun learning method that requires them to act with learning-by-doing. the things such as the freedom given by the lecturer, the authentic learning materials, and the supportive help of the lecturer as well as keeping the learners in line with the project are seen as the remarkable ways to implement the knowledge due to its learning-bydoing system. they saw online pbl as one of the authentic learning experiences because they could produce output at the end of the lesson. the implementation of online pbl in this study is more or less the same as the traditional pbl with few differences in the detail of its enactment. however, this method is still having its several drawbacks in its implementation especially in the online learning situation to become one of the alternative solutions. earlier studies (asan, 2005; chang, 2014; farouck, 2016; kiraly, 2005; x. liu, 2016; marshall et al., 2018; sultan & javaid, 2018; wong et al., 2014) have already showed that pbl gave positive impacts on students’ performance. however, it is also important to know how the students perceive pbl and how the pbl is implemented. thus, this study implies that the changes of teaching and learning setting do not affect the suitability of the pbl. it means that with a little adjustment, mainly in the aspect of technological usage, grouping and communication, pbl might be successfully implemented in the online setting. from the examined data, because students were able to produce something at the end of the course, they saw online pbl as an authentic learning experience. furthermore, the implementation of online pbl is more or less the same as the traditional offline pbl. thus, if the teacher is planning to use pbl in the online learning situation, the teacher could just use the traditional pbl with some minor differences and needs to have some changes in order to be suitable in the online learning. references aldabbus, s. 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(2005). project-based learning: a case for situated translation. meta, 50(4), 1098– 1111. https://doi.org/10.7202/012063ar lasamahu, b., siregar, e., & sukardjo, m. (2021). online learning with project based learning approach in the human performance technology course. journal of education research and evaluation, 5(2), 208. https://doi.org/10.23887/jere.v5i2.32387 liu, x. (2016). motivation management of project-based learning for business english adult learners. international journal of higher education, 5(3), 137–145. https://doi.org/10.5430/ijhe.v5n3p137 liu, y., lou, s., shih, r., meng, h., & lee, c. (2010). a case study of online project-based learning : the beer king project. international journal of technology in teaching and learning, 6(116), 43–57. marshall, j., bhasin, a., boyles, s., david, b., james, r., & patrick, a. (2018). a project-based cornerstone course in civil engineering: student perceptions and identity development. advances in engineering education, 6(3), 1–25. ringotama, setyaningsih, & handayani preservice teachers’ perception on ………. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 482 sultan, s., & javaid, s. t. (2018). pakistani undergraduate students’ perceptions of projectbased learning in the english composition course. journal of applied research in higher education, 10(3), 217–229. https://doi.org/10.1108/jarhe-11-2017-0135 syarifah, e. f., & emiliasari, r. n. (2019). project-based learning to develop students’ ability and creativity in writing narrative story. indonesian efl journal, 5(1), 85. https://doi.org/10.25134/ieflj.v5i1.1627 vaca torres, a. m., & gómez rodríguez, l. f. (2017). increasing efl learners’ oral production at a public school through project-based learning. profile issues in teachers’ professional development, 19(2), 57–71. https://doi.org/10.15446/profile.v19n2.59889 wong, c. h. h., wong, m. c. e., & tang, s. l. t. (2014). examining the effectiveness of adopting an inductive approach to the teaching of english grammar. 177–200. http://www.edb.org.hk/hktc/download/eras/10-11/eras1011_r09.pdf yuliansyah, a., & ayu, m. (2021). the implementation of project-based assignment in online learning during covid-19. journal of english language teaching and learning (jeltl), 2(1), 32–38. http://jim.teknokrat.ac.id/index.php/english-language-teaching/index yuzulia, i. (2021). the challenges of online learning during pandemic: students’ voice. wanastra: jurnal bahasa dan sastra, 13(1), 08–12. https://doi.org/10.31294/w.v13i1.9759 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2756 july 2020. vol. 8, no, 3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 264-275 jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 264 perception and optimism about two-semester off-campus internship program of the policy of kampus merdeka-merdeka belajar among university students 1lalu jaswadi putera, 2riris sugianto 1english lecturer, faculty of teacher training and education, mataram university, indonesia 2english lecturer, mataram university of technology, indonesia corresponding author email: lalujaswadi1981@gmail article info abstract article history received: june 2020 revised: july 2020 published: july 2020 the education and culture ministry of indonesia has just launched a newlyreformed national education system called the “merdeka belajar-kampus merdeka” (freedom campus-freedom to learn)” policy. one of the four hallmarks of the merdeka belajar-kampus merdeka policy is the three-semester off-campus internship program for university students. despite the supports, there is still debate as to whether the program will be effective and pro-students when implemented. apart from the policy’s pros and cons, the program needs to be objectively understood not only from the government’s and academics’ perspectives but also from the students’ whose voice is time and again marginalized when a new policy is being planned, drafted, and implemented. besides, there are still limited studies that deal with this issue. therefore, further studies need to be conducted. this study investigates the students’ perception and optimism toward the off-campus internship program of the kampus merdekamerdeka belajar policy. the probing questions about perceptions were related to whether the program was satisfactory, overwhelming, inflicting, or simply industry-oriented instead of student-oriented according to the students. the probing questions about optimism were related to whether the students were optimistic that the program would bring improvement to their knowledge, skills, and pre-working experiences. data were collected from 229 2nd and 4thsemester students across departments in mataram university by conducting an online questionnaire. results show that the students had a positive perception of the off-campus internship program (49%) and they were very optimistic that this program would be effective when implemented (71%). keywords off-campus internship program; merdeka belajar policy; freedom campus; how to cite: putera, l. j., & sugianto, r. (2020). perception and optimism about two-semester off-campus internship program of the policy of kampus merdeka-merdeka belajar among university students. jollt journal languages and language teaching, 8(3), 264-275, doi: https://doi.org/10.33394/jollt.v%vi%i.2756 introduction the ministry of education and culture of the republic of indonesia has just reformed the national education system with a new direction policy called the “merdeka belajar” or freedom to learn policy. this policy was issued in 2 (two) stages. stage 1 was the merdeka belajar 1 policy for primary and secondary education (kemendikbud, 11/12/2019) and stage 2 was the merdeka belajar 2 policy for higher education (kemendikbud, 24/01/2020). the merdeka belajar 1 policy – which is for the primary and secondary education – has four main programs that include reforming the national standard school examination (usbn), national examination (un), lesson plan (rpp), and zoning regulations for new student enrollment (ppdb). meanwhile, the merdeka belajar 2 policy or better known as the http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id putera and sugianto perception and optimism about ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 265 “kampus merdeka” (freedom campus) has also four main programs that include the opening of new study programs, reformed higher education accreditation systems, state-owned tertiary institutions, and three-semester off-campus internship program or known as “magang” for university students (ministry of education and culture, 01/24/2020). figure 1. the four principles of merdeka belajar: kampus merdeka policy (source: www.kemdikbud.go.id) speaking of the kampus merdeka policy, several reports indicate that there are a lot of supports from the universities and academics such as those from ugm academics claiming to be ready to contribute and hoped to be in the frontline (tempo, 01/26/2020). in line with ugm, academics at ui and itb also positively welcomed this policy (tempo, 01/26/2020). despite receiving a lot of support, the program has also drawn criticism from several academics and student union executives. the chairperson of the university of indonesia’s student executive board (bem) criticizes the time given to make an adjustment to this new policy is too short. he also prejudices that this policy is promoting “modern slavery” by utilizing students as cheap workers (rational media, 02/18/2020). other critics argue that this policy favors the industries for their own profit. prabowo (29/01/2020) argues that this policy does not endorse education as a true education that carves and shapes students to become philosophers and innovators. rather, it reinforces a form of commercialization of education that positions teachers and students as part of the market industry (hemlata & sharma, 2019:1266; borgohain, 2016:71; richards et al, 1988:149). apart from the policy’s pros and cons, the program needs to be objectively seen not only from the government’s and the academics’ points of view but also from the students’ whose voice is time and again unheard when a new policy is being planned, drafted, and implemented. besides, there are still limited studies that deal with this issue. therefore, it is necessary to conduct further studies as to how the students perceive the kampus merdekamerdeka belajar policy and how optimistic they are towards it. in order to identify how students perceive this policy and how optimistic they are concerning the effectiveness of this policy, the researcher put them into two categories: the perception and the optimism categories. the probing questions in the perception category were related to whether the program was satisfactory, overwhelming, inflicting for the students, or simply industryoriented instead of student-oriented. meanwhile, the probing questions in the optimism category were related to the students’ optimism as to whether the program could improve their knowledge, skills, and pre-working experiences. the concept of merdeka belajar according to the kemendikbud’s director general of higher education (kemendikbud, 2020), the new concept of the kampus merdeka redefines the meaning of school and learning https://www.kemdikbud.go.id/main/blog/2020/01/kebijakan-merdeka-belajar--kampus-merdeka putera and sugianto perception and optimism about ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 266 from what was originally only a narrow and limited space to become more widespread and deeper meaning. school and learning no longer always have to be inside the classroom building or on-campus but can also be off-campus. in addition to that, the head of the communication and community services bureau of the education and culture ministry stated that the philosophy of the freedom to learn policy is how to create a fun and happy learning environment for students, teachers, the community, and all the people. merdeka or free in terms of freedom from rules that limit the space for the students to create and develop themselves (media indonesia, 18/12/2019). the concept of merdeka belajar itself is not a new concept (mustaghfiroh, 2020:141). it is connected with the progressivism theory put forward by john dewey who longed for a fundamental change in the implementation of education to achieve quality and benefit for students. he emphasized the importance of the foundation of “independence learning” for students to explore their hidden talents and abilities. this concept later came to be known as constructivism theory which focused more on education for the community (dewey, 1920; ornstein, 2018; watson & coso, 2013 in nugroho, 2013 in nugroho & purwanta, 2020:133; dewey in dasein 2018:61-69). the concept of freedom to learn had also been coined by the father of indonesian education, ki hajar dewantara, as outlined in his two books titled bagian pertama: pendidikan (dewantara, 2004) and menjadi manusia merdeka (dewantara, 2009) where the desired goal was to establish human beings who are independent and free from the enslavement of other human beings. in his opinion, education – in its real sense – is the process of humanizing humans (dewantara, 2009:3 in mujito, 2014:69). so, the concept of merdeka belajar is fundamentally a noble concept that was tailored and grown by a noble conceptor throughout the epic struggle for our national independence. unicef highlights education as fundamental for humans that all of us have a right to learn. “we are entitled to an effective learning environment in multiple spaces, not just the school setting and at the primary level. all people are entitled to express their views and have them given due weight.” (unicef, 2007:36). people have right to enjoy their own culture, practice their own religion, use their own language, and gain an education that is free from fear, boundaries, and discrimination. the concept of merdeka belajar is in line with this international human rights convention that affirms everybody must be given the freedom to education and let them experience the process of excerpting education in the happiest and most motivating way. osman (2013, p.144) quotes hook (1974) who states that a democratic society whose moral premise is that each individual has a right to an education that will permit him to achieve his maximum growth as a person, therefore, everyone’s duty is to work for or support to remove the social obstacle to freedom of learning. in addition, the psychological theory of learning also supports the idea that learning through free play and exploration is good for psychological development, through those means we acquired skills, values, ideas, and information that will stay with us for life, not just for the next test. and, perhaps most importantly, we discovered what we most enjoy, which is the first step in finding a satisfying career.” (gray, 2011:1). the effectiveness of internship programs several studies have reported the success in implementing the internship programs. commonly, many studies have revealed that students who had the experience in doing the internship programs realize the advantages and benefits they get. basically, both students and the companies/industries found the program effective and mutual. the first previous study conducted by muslih (2014) investigated the effectiveness of an internship program between the students of muhammadiyah university majoring in management of economics studies and rs. muhammadiyah hospital, rs haji hospital, and putera and sugianto perception and optimism about ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 267 pt perkebunan nusantara in north sumatera. the results showed that both students and companies found the program effective. in the second study, conducted by wijaya (2019) investigating the effectiveness of a certified internship program in several state-owned companies such as pt inka, ptpn x, ptpn xi, pelindo iii, pt pal, petrokimia gresik, pt sier, dan pt surveyor indonesia in kalimantan. the participants were students of hang tuah university majoring in psychology, business administration, and electrical engineering departments from three different backgrounds: active students, unemployed graduated students and employed graduate students. the results showed that the program was effective in improving students’ working skills and work ethics. in the third study conducted by wirawan et al (2017), it investigated the motivation of students majoring in tourism in bali to take a job practice training conducted in the usa. the motivation was concerned with factors such as knowledge, skill, self-concept/value, personal characteristic, and motives. the results showed that the students were so motivated to take an internship program and argued that job training in the us would provide excellent benefits in terms of knowledge, skills, self-concept, personal characteristic, and motive. in the fourth study conducted by nofiani and julianto (2018), investigating the effectiveness of the implementation of internship program toward the capability of tpack (technological pedagogical content knowledge) among prospective biology teachers who had taken batch 1, 2, and 3 of the internship program at fkip muhammadiyah university in purwokerto. the results showed that the students considered the internship program was effective. research method research design in this study, the qualitative method which utilized questionnaire was used, since this study focused on the perceptions and optimism that were directly collected from the respondents. at the initial phase of the research, participants were given a brief explanation about what kampus merdeka and merdeka belajar policy were and what were the concept and philosophy behind it. this phase lasted about 20-30 minutes right after the class was over. students were allowed to ask questions. after that, students were asked to read more information about this policy from other relevant resources such as the official kemendikbud website and leading online newspapers like the jakarta post, kompas, and many others. at the second phase of the research, the researcher collected, drafted, and sorted questions relevant to the research scope and objectives. the researcher then designed a questionnaire and distributed it to the students or the participants via class whatsapp groups. at the final phase, data were analyzed and divided into several categories to meet the research objectives. finally, the findings were discussed and conclusions were drawn to ascertain that this study had achieved the objectives. population and sample the target samples of this study were all 2nd and 4th-semester students from different faculties at mataram university. the samples were selected based on the researcher’s preference that all students were taking courses managed by the researcher himself during the semester since, first, it would make it easier for the researcher to socialize the kampus merdeka-merdeka belajar policy to the students in class and instruct them to read more information about the policy from other relevant sources after class; and second, easier for the researcher to coordinate with all participants during data collection phase since both researcher and students used to see each other during the weekly class. putera and sugianto perception and optimism about ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 268 of the total samples, 229 respondents submitted the questionnaire. the submission lasted for about 1 month starting from the 1st of february 2020 to the 1st of march 2020. instruments this study used an online questionnaire as a data collection instrument. the questionnaire was created by using google forms that comprised 8 (eight) question items divided into two question categories, those are, the perception category with 4 questions and the optimism category with 4 questions as well. the perception category would answer the questions about the students’ perceptions of the off-campus internship program of the kampus merdeka-merdeka belajar policy. in this category, the probing questions were related to whether the program was satisfactory (q1), overwhelming (q2), inflicting to the students (q3), or simply industry-oriented instead of student-oriented one (q4) (see table 1 below). table 1. perception questions category no perception questions 1 menurut anda, apakah program magang dua semester di luar kampus ini bagus bagi mahasiswa? is the two-semester off-campus internship program satisfying for students? 2 menurut anda, apakah program magang dua semester di luar kampus ini membebani mahasiswa? in your opinion, is the two-semester off-campus internship program overwhelming to students? 3 menurut anda, apakah program magang dua semester di luar kampus merugikan mahasiswa? in your opinion, is the two-semester off-campus internship program inflicting for students? 4 menurut anda, apakah program magang dua semester di luar kampus hanya menguntungkan perusahaan/industri? in your opinion, does the two-semester off-campus internship program only benefit companies/industry? meanwhile, the optimism category would seek to answer questions about the students’ optimism on the effectiveness of the off-campus internship program of kampus merdekamerdeka belajar policy. in this category, the probing questions were related to whether the students were optimistic that the program would make an improvement in their knowledge (q1), skills, and pre-working experiences (q2). in addition, it asked the students as to whether they were optimistic that the quality of our national education would improve under the new minister with his kampus merdeka-merdeka belajar policy (q3); and whether they were optimistic the two-semester off-campus internship program would greatly contribute to the drop in the undergraduate unemployment rate (q4) (see table 2 below). table 2. optimism questions category no optimism questions 1 apakah anda optimis program magang dua semester di luar kampus dapat meningkatkan keilmuan mahasiswa? how optimistic are you that the two-semester off-campus internship program will improve students’ knowledge? 2 apakah anda optimis program magang dua semester di luar kampus ini dapat meningkatkan keterampilan dan pengalaman pra-kerja mahasiswa? how optimistic are you that the two-semester off-campus internship program will improve students’ skills and pre-working experiences? 3 apakah anda optimis kualitas pendidikan nasional dapat meningkat di bawah kepemimpinan menteri muda dengan program merdeka belajar? how optimistic are you that the quality of our national education will improve under a new minister with his merdeka belajar policy? 4 apakah anda optimis program magang dua semester di luar kampus dapat mengurangi jumlah pengangguran sarjana di indonesia 5-10 tahun ke depan? putera and sugianto perception and optimism about ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 269 how optimistic are you that the two-semester off-campus internship program will contribute to the decrease of the undergraduate unemployment rate? for the questionnaire responses, 5-option likert scale was provided in each question. the 5 scales in the perception category ranged from 1-strongly agree, 2-agree, 3-neutral, 4disagree, and 5-strongly disagree (see table 3 below). table 3. likert scale options in perception category while the 5 scales in the optimism category ranged from 1-very optimistic, 2optimistic, 3-neutral, 4-pessimistic, and 5-very pessimistic (see table 4 below). table 4. likert scale options in optimism category no options 1 very optimistic 2 optimistic 3 neutral 4 pessimistic 5 very pessimistic data collection this study used google forms spreadsheet (gf) to create a questionnaire, distribute it to the participants for data collection, and graph data for analysis. gf was used in order for the researcher to collect data immediately and analyze the results with ease since gf presents or displays real-time data (rtd). the gf questionnaire was then distributed to each class via the whatsapp group. to maintain the confidentiality of the survey results, the questionnaire did not request any personal information such as the respondent’s name and identification number. the “limit to 1 response” feature was activated to let only 1 respondent using 1 device (orod = one respondent one device) be able to fill in the questionnaire. to check the validity of the study, the researcher provides a link address to the survey at https://bit.ly/2persepsimerdekabelajar. kindly notice that prior to data collection, the researcher socialized the topic about the off-campus internship program, kampus merdeka, and merdeka belajar policy to the students 20-25 minutes before/after class. he also assigned them to read more information from relevant offline and online sources such as kemendikbud.go.id, kompas, or the jakarta post, in order to get them accustomed to the topic, would be asked in the questionnaire. data analysis the data were analyzed using qualitative data analysis. for the frequency of responses in the questionnaire, the statistical data were not analyzed manually by the researcher but calculated and displayed automatically by gf in real-time data (rtd) based on each question and criterion (1-strongly agree, 2-agree, 3-neutral, 4-disagree, and 5-strongly disagree) for perception category and (1-very optimistic, 2-optimistic, 3-neutral, 4-pessimistic, and 5very pessimistic) for optimism category. the researcher took the statistic data and presented them in the findings and discussion section. finally, the researcher calculated and interpreted the given statistic data into qualitative data based on the two categories (1-strongly agree, 2no options 1 strongly agree 2 agree 3 neutral 4 disagree 5 strongly disagree https://bit.ly/2persepsimerdekabelajar putera and sugianto perception and optimism about ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 270 agree, 3-neutral, 4-disagree, and 5-strongly disagree) for perception category and (1-very optimistic, 2-optimistic, 3-neutral, 4-pessimistic, and 5-very pessimistic) for optimism category. in the perception category, the statistic data were interpreted into three criteria: positive perception, neutral perception, and negative perception. in the optimism category, the statistic data were interpreted into three criteria: optimistic, neutral, and pessimistic. research findings and discussion research findings this section presents scores for questions on perception and optimism about the offcampus internship program of the kampus merdeka-merdeka belajar policy among students. the data presentation is begun with the scores of perception questions (as shown in table 5) and ended with the score of optimism questions (as shown in table 6). table 5 scores of perception questions no. 1–4 note: qp = perception questions criteria qp-1 qp-2 qp-3 qp-4 freq. % freq. % freq. % freq. % positive perception strongly agree 42 18.3 10 4.4 4 1.7 6 2.6 agree 98 42.8 49 21.4 8 3.5 15 6.6 subtotal 140 61.1 59 25.8 12 5.2 21 9.2 neutral perception neutral 72 31.4 107 46.7 84 36.7 95 41.5 subtotal 72 31.4 107 46.7 84 36.7 95 41.5 negative perception disagree 13 5.7 58 25.3 112 48.9 102 44.5 strongly disagree 4 1.7 5 2.2 21 9.2 11 4.8 subtotal 17 7.4 63 27.5 133 58.1 113 49.3 total 229 100.0 229 100.0 229 100.0 229 100.0 qp-1 in table 5 shows the percentage of respondents’ answers to perception question no 1 “is the two-semester off-campus internship program satisfying for students?” in terms of whether the program would be good according to students. the score shows that the majority of respondents (61.1%) thought that the off-campus internship program was “satisfying”. only 7.5% who thought it was “not satisfying”. qp-2 in table 5 shows the percentage of respondents’ answers to perception question no 2 “is the two-semester off-campus internship program overwhelming for students?” in terms of whether this internship program would add to the learning burden for students. the results showed that 27.5% of respondents thought this internship program “did not add to their learning burden”. this number is almost the same as the number of respondents who considered this program would give them more work to accomplish (25.8%). while the number of respondents who were neutral scored the highest of the three by 46.7%. the almost equal number of respondents who felt “overwhelmed” vs. “not overwhelmed” seemed to be caused by an incomplete picture of the total credits students would take when the program began as can be seen from the high percentage of neutral answers the participants took. qp-3 in table 5 shows the percentage of respondents’ answers to the perception question no 3 “is the two-semester off-campus internship program inflicting for students?” in terms of whether the off-campus internship program would be detrimental or inflicting to students both physically, psychologically, and financially. the survey results show that the majority of respondents (58.1%) answered this apprenticeship program “is not inflicting” to them. only a very insignificant number who considered the program “is detrimental” to the students (5.2%). putera and sugianto perception and optimism about ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 271 qp-4 in table 5 shows the percentage of respondents’ answers to the question of whether the off-campus internship policy would only benefit companies or industries instead of the students themselves. this question is related to the claim that this policy is so industryoriented rather than the studentor education-oriented. the claim that argued that the program would create university graduates as cheap workers rather than innovators or job creators. the survey results showed that 49.3% of respondents “disagreed” with the claim, while only a very insignificant number who considered the program only benefited companies or industries (9.2%). the number of neutral respondents was almost as much as the agreed ones that is by 46.7%. table 6 optimism questions no. 1–4 note: qo = optimism question criteria qo-1 qo-2 qo-3 qo-4 freq. % freq. % freq. % freq. % optimistic very optimistic 62 27.1 86 37.6 40 17.5 15 6.6 optimistic 124 54.1 106 46.3 102 44.5 120 52.4 subtotal 186 81.2 192 83.9 142 62 135 59 neutral neutral 35 15.3 31 13.5 64 27.9 58 25.3 subtotal 35 15.3 31 13.5 64 27.9 58 25.3 pessimistic pessimistic 6 2.6 4 1.7 8 3.5 21 9.2 very pessimistic 2 0.9 2 0.9 15 6.6 15 6.6 subtotal 8 3.5 6 2.6 23 10.1 36 15.8 total 229 100.0 229 100.0 229 100.0 229 100.0 qo-1 in table 6 shows the percentage of students’ answers to optimism question no 1 in terms of whether the students were optimistic that the off-campus internship program could improve students’ knowledge. the survey results showed that respondents had very high optimism at 81.2% that the apprenticeship program would be “able to improve their knowledge”. insignificantly, 3.5% of respondents thought that their understanding gained would not improve through this program. qo-2 in table 6 shows the percentage of answers to optimism question no 2 as to whether students were optimistic that this off-campus internship program could improve their skills and pre-working experiences. the survey results showed respondents had very high optimism by 83.9% that the internship program could “improve the skills and pre-working experiences” required by students. only 2.6% of respondents were pessimistic about this program. qo-3 in table 6 shows the percentage of answers to optimism question no 3 as to whether the students were optimistic that the quality of indonesian education would improve through this program under the administration of the new minister of education and culture of, nadiem anwar makarim. the survey results showed that respondents had high optimism at 62% that this program would succeed. 28% had a neutral position and only 10% of respondents were pessimistic about the success of this program under his leadership. qo-4 in table 6 shows the percentage of answers to optimism questions as to whether the students were optimistic about the program would be effective in cutting the undergraduate unemployment rate within the next 10-15 years. the survey results showed that 59% of respondents were optimistic that this program could cut the unemployment rate among university graduates. only 15.8% of respondents thought that this program would fail to cut undergraduate unemployment rate among university students in indonesia. putera and sugianto perception and optimism about ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 272 discussion this section discusses the answers of the two questions stated previously in the introduction section, those questions asked about the students’ perception concerning the offcampus internship program of the kampus merdeka-merdeka belajar policy of the ministry of education and culture of the republic of indonesia, and the level of optimism among students concerning the off-campus internship program of the kampus merdeka-merdeka belajar policy of the ministry of education and culture of the republic of indonesia. figures 2 and 3 show the summary scores of each question category (perception and optimism) complete with its variables. perception about off-campus internship program of the kampus merdeka-merdeka belajar policy among students perception variables frequency percentage positive perception 112 49.0 neutral perception 90 39.1 negative perception 27 11.9 total 229 100.0 figure 2. summary scores of perception variables figure 2 shows the summary scores of students’ perceptions about the off-campus internship program of the kampus merdeka-merdeka belajar policy of the ministry of education and culture of indonesia. the results show that the positive perception among students scored the highest at 49% compared to the other variables – neutral 39%; negative 12%. the percentage is below 50% which means it is not so significant. however, the negative perception about this program is very low which is only 12% compared to that of the positive one. so, based on this score, the students had a positive perception toward the offcampus internship program of the kampus merdeka-merdeka belajar policy. 49.0 39.1 11.9 0.0 10.0 20.0 30.0 40.0 50.0 60.0 positive perception neutral perception negative perception putera and sugianto perception and optimism about ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 273 optimism about off-campus internship program of the kampus merdeka-merdeka belajar policy among students optimism variables frequency percentage optimistic 164 71.5 neutral 47 20.5 pessimistic 18 8.0 total 229 100.0 figure 3. summary of average scores of optimism variables figure 3 shows the summary average scores of students’ optimism concerning the offcampus internship program of the kampus merdeka-merdeka belajar policy of the ministry of education and culture of indonesia. the scores show that the optimistic variable scored the highest at 71.5% compared to the neutral (20.5%) and the negative ones (8%). the percentage is more than 70% which means the number is very significant compared to those who have a pessimistic notion about this program which is only 8%. so, based on this score, the students had a high level of optimism toward the effectiveness of the off-campus internship program of the kampus merdeka-merdeka belajar policy. conclusion the results of the study reveal that for perception questions: (1) the majority of students perceived the off-campus internship program of kampus merdeka-merdeka belajar policy would be satisfying (61%); (2) most of the students had neutral opinion concerning whether this program would be overwhelming for them (47%), while those who perceived that it would be vs. would not be (overwhelming) shared almost the same scores, respectively, 27% vs. 26%; (3) majority of students (58%) perceived that this program would not be a burden for them; (4) 49% of students disagreed with the claim that this program would only give benefit for the companies or industries, while a very small number of them perceived that it would (9.2%). thus, based on the summary scores of perception variables shown in figure 2 (the discussion section), it can be concluded that the students had a positive perception about the off-campus internship program of the kampus merdeka-merdeka belajar policy. while for optimism questions, the results expose that: (1) the majority of students (81%) had very high optimism that the internship program would improve their familiarity, understanding, or knowledge of the study; (2) the majority of the students (84%) had very high optimism that the program would improve their skills and pre-working experiences; (3) a significant number of students had strong optimism (62%) that the leadership of the ministry of education and culture in the hands of new minister would hit the target to upgrade the quality of our national education; (4) 59% of students were optimistic that this program would be effective to reduce the skyrocketing number of unemployed undergraduates. accordingly, 71.5 20.5 8.0 0 10 20 30 40 50 60 70 80 optimistic neutral pessimistic putera and sugianto perception and optimism about ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 274 based on the summary scores of optimism variables shown in figure 3 (in the discussion section), this study concludes that the students had 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(2017). motivasi magang kerja mahasiswa pariwisata bali di amerika serikat. jumpa. volume 3 nomor 2, januari 2017. https://tirto.id/pro-dan-kontra-atas-kebijakan-kampus-merdeka-nadiem-evs2 https://tirto.id/pro-dan-kontra-atas-kebijakan-kampus-merdeka-nadiem-evs2 https://rasionalmedia.id/post/kampus-merdeka-ala-nadiem-menuai-kritik https://rasionalmedia.id/post/kampus-merdeka-ala-nadiem-menuai-kritik https://republika.co.id/berita/q6pzwx428/kemendikbud-magang-dan-kkn-di-kampus-merdeka-bisa-setahun https://republika.co.id/berita/q6pzwx428/kemendikbud-magang-dan-kkn-di-kampus-merdeka-bisa-setahun https://en.tempo.co/read/1299779/ugm-supports-nadiem-makarims-independent-campus-policy-rector https://en.tempo.co/read/1299779/ugm-supports-nadiem-makarims-independent-campus-policy-rector https://nasional.tempo.co/read/1299809/ui-hingga-ugm-respons-positif-kampus-merdeka-nadiem-makarim https://nasional.tempo.co/read/1299809/ui-hingga-ugm-respons-positif-kampus-merdeka-nadiem-makarim mailto:pubdoc@unicef.org http://www.unicef.org/ mailto:nirmalasari@hangtuah.ac.id qp-2 in table 5 shows the percentage of respondents’ answers to perception question no 2 “is the two-semester off-campus internship program overwhelming for students?” in terms of whether this internship program would add to the learning burden for s... qp-3 in table 5 shows the percentage of respondents’ answers to the perception question no 3 “is the two-semester off-campus internship program inflicting for students?” in terms of whether the off-campus internship program would be detrimental or in... qp-4 in table 5 shows the percentage of respondents’ answers to the question of whether the off-campus internship policy would only benefit companies or industries instead of the students themselves. this question is related to the claim that this po... qo-1 in table 6 shows the percentage of students’ answers to optimism question no 1 in terms of whether the students were optimistic that the off-campus internship program could improve students’ knowledge. the survey results showed that respondents ... qo-2 in table 6 shows the percentage of answers to optimism question no 2 as to whether students were optimistic that this off-campus internship program could improve their skills and pre-working experiences. the survey results showed respondents had... qo-3 in table 6 shows the percentage of answers to optimism question no 3 as to whether the students were optimistic that the quality of indonesian education would improve through this program under the administration of the new minister of education... qo-4 in table 6 shows the percentage of answers to optimism questions as to whether the students were optimistic about the program would be effective in cutting the undergraduate unemployment rate within the next 10-15 years. the survey results showe... jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6975 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 275-285 jollt journal of languages and language teaching, april 2023. vol.11, no.2 |275 gue, saya, aku, kita: person deictic comparison between male and female indonesian food vloggers dwi indarti faculty of communication and language, bina sarana informatika university, indonesia corresponding author email: dwi.diw@bsi.ac.id article info abstract article history received: january 2023 revised: february 2023 published: april 2023 youtubers, content creators, or vloggers link in some way to influence their viewers. therefore, the use of creative languages and a good linguistic approach is crucial to convey the content of the videos. deictic expression is a common and universal feature in regular conversation as well as in written productions. deixis features a word or a phrase that points out peo ple as person deixis, time as temporal deixis or place as spatial deixis. this study aims to analyze and compare the use of person deictic expressions from six videos taken from three indonesian male food vloggers and three indonesian female food vloggers who have the most subscribers. the findings show that there is a difference between indonesian male and female food vloggers. while indonesian male food vloggers mostly use the informal person deictic expression gue (english: i, informal style), indonesian female food vloggers use the formal-polite person deictic expression aku, saya (english: i, formal style). they also use kita (english: inclusive-we) to minimize the distance between them and the viewers, indicating that they are having the same experiences. the findings could help the readers and the youtube viewers to understand the function of a person deictic expression which is to place the food vloggers at the center of the situation. keywords youtubers; food vloggers; person deictic; how to cite: indarti, d. (2023). gue, saya, aku, kita: person deictic comparison between male and female indonesian food vloggers, jollt journal of languages and language teaching, 11(2), pp. 275-285. doi: https://doi.org/10.33394/jollt.v%vi%i.6975 introduction social media’s rapid growth has changed not only how to interact, but also shifted other life facets such as education, information technology, entertainment, and self-existence. the use of social media influenced users’ language use (hadi & karyadi, 2023; rahmawati et al., 2023). language becomes the key of interaction in the cyberspace since it is a medium to convey opinions, ideas and thoughts to the viewers. since the dynamic of language and its possibility to provide a large database, social media has attracted immense enthusiasm from many researchers and become one of the contemporary subjects in different fields; linguistics, media sciences, psychology, and sociology (ilyas & kushi, 2012; crystal, 2004; appel, et al, 2020; goyanes, et al, 2021; aicher, et al, 2021; hruska & maresova, 2020). youtube is viewed as a modern publishing media and it offers a broad collection of videosharing activities such as uploading, viewing, liking, rating, sharing, adding to favorites, reporting, commenting on videos, and subscribing (rahayu, 2019). numbers of youtube viewers and subscribers play a significant role since youtube users are able to gain income from advertisement fund based on several criteria such as amount of viewers, subscribers, engagements, quality of content, compliance with youtube’s terms and use, and many more (wattenhofer, et al, 2012, https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& indarti gue, saya, aku, kita… … …. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |276 p.4). youtube uploaders, commonly known as vloggers (video bloggers), youtubers, or content creators connect in an organized way to leverage their viewers in order to promote both themselves and the endorsement brands (rybaczewska & chesire, 2020). therefore, the use of creative languages and a good linguistic approach is crucial to convey the content of video as (searle, 1979) states that language is purposed to do actions and the essence compliance with the utterance. numbers of studies in linguistics field have been conducted by using youtube and vlogs as the source of data. (zubbir et al., 2021) take 24 hours first comments from five youtube videos of japan’s number one youtuber, hajimeshachoo in january 2020 and reveals that the adjective suki is the most significant na-adjective used in the youtube comments. kusumawardhani (2021) uses short-stories on youtube to seek the use and the most dominant of hyponymy as one of semantics relations through short-story hank and the horse and finds 40 hyponymies classified into nouns, pronouns, adverbs, verb and adjective. rahayu (2019) analyzes the types and the function of illocutionary acts performed by youtubers from two categories: people & blogs and how-to & style. the study finds 545 speech act utterances and identified by using typology speech acts types: assertive, directives, commissive, and expressive. meanwhile, (fiorensera & handayani, 2021) focus on types of code switching used in public figures interviews in deddy corbuzier’s podcast broadcasted in youtube. using (stockwell, 2007)’s theory, the data was categorized into tag switching, inter-sentential switching, and intra-sentential switching and shows that intrasentential code switching becomes the most frequently used. as one of the branches in pragmatic, deixis has drawn numerous interests in linguistic studies since it is a common and a universal feature in regular conversation as well as in written productions. fillmore (1997) and alkhawaldeh (2022) mentions that deixis features a word or a phrase that points out people (e.g., i, you) known as person deixis, time (e.g., yesterday, today) known as temporal deixis, or place (e.g., there, here) known as spatial deixis. furthermore (c. j. fillmore, 1997) adds two other kinds of deixis: discourse deixis which reveals the fraction of text (e.g., this, that) and social deixis that refers to the social class (e.g., your highness, your majesty). the context plays a significant role in carrying a deictic usage and it causes variety in form and function in different languages. deictic and non-deictic expressions rely on whether the expression receives parts of its meaning from the current situation context. according to alkhawaldeh (2022), there is a vague boundary to differentiate between deictic and non-deictic expressions by which several expressions can provide both deictic and non-deictic role based on the context. alkhawaldeh (2022) provides examples as follows: i couldn’t help you yesterday, but today is fine. ‘yesterday’ and ‘today’ in this sentence are deictics as they refer to a specific time based on the speaker’s intention. meanwhile, in the sentence yesterday’s dreams are today’s facts., ‘yesterday’ and ‘today’ are non-deictics since they do not indicate the exact time but they merely illustrate past and present time in general (p. 419). further examples are delivered by (fitria, 2020), as follows: i give you some money. the personal pronoun ‘you’ is a deictic expression since the speaker points out a specific character. meanwhile in the sentence: there is a library there where you can borrow a book for a week and you can restore it. in this sentence, ‘you’ is a non-deictic expression because it does not refer to specific person, but it implies that anyone can borrow books from the library (p. 113). plenty studies regarding deixis have been done, such as nisa et al. (2020) analyze the types and the functions of deixis in two soundtracks lyrics of the greatest showman movie, and reveal five types of deixis; person deixis, spatial deixis, temporal deixis, discourse deixis, and social deixis. in term of function, deixis serves the information and gives a reference to deixis word. alkhawaldeh (2022) examines a corpus of 70 islamic friday sermons from online websites to indarti gue, saya, aku, kita… … …. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |277 analyze three main types of deixis (personal, temporal and spatial) and focuses on forms, features, functions and frequency. his study reveals that personal type deixis is dominant and it is used to persuade the audiences by grabbing their attention and enlisting the sermons’ messages. meanwhile, (abdulameer, 2019) identifies the occurrences and finds out the dominant type of deixis in a religious lecture presented by imam john starling at queens college in 2014. person deixis occurs for 202 times, place deixis for 11 times, while time deixis for 6 times. however, to the best the writer’s knowledge, research on deixis in food vlogger utterances has not been conducted yet. understanding deixis helps the readers and the hearers to detect the content of words since it affiliates between language and its context (rahayu & kurniawan, 2019). moreover o’keeffe et al. (2011) as cited in alkhawaldeh (2022) argue that research in deixis is significant to linguistic field since it mirrors the basic relationship between linguistic pattern and its situation background. furthermore, according to alkhawaldeh (2022), there are two facts that highlight the importance of deixis in english and other languages: first, deixis can be found everywhere and recurrent in all languages. second, deixis has been broadly explored in different genre and discourse types in particular languages and viewpoints. this study purposes to fill the gap by analyzing and comparing the use of deixis between indonesian male and female food vloggers. the results of this study are expected to increase the academic consideration about social media discourse and to contribute the current literature with in-depth research of the use of deixis in cyber space, especially vlogs. research method research design this study applies qualitative comparative analysis (qca) method to analyze and to compare deixis of indonesian male and female food vloggers. roig-tierno et al. (2017) state that qca is an analytic technique which combines quantitative and qualitative methodologies (p. 16). according to roig-tierno et al. (2017), the applications of qca focused on case studies. this method is able to generalize the analysis and offers results which complement and enrich previous studies. research object there are six videos taken from three indonesian male food vloggers and three indonesian female food vloggers who have the most subscribers (azzahra, 2022) used as the data of this study, as presented in the following table. these videos were broadcasted in the first week of october 2022, when the writer began to conduct the research. table 1 male food vlogger youtube channel subscribers vlog title duration tan boy kun 16,7 million mukbang di rumah makan padang yang rasanya kaya di padang asli 21:16 minutes nex carlos 4.64 million tengkleng langganannya para presiden 13:23 minutes gerry girianza 1.26 million biadab! nasi gila goreng mercon cabe carolina reaper pertama di dunia ada di bangkok 13:19 minutes table 2 indarti gue, saya, aku, kita… … …. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |278 female food vlogger youtube channel subscribers vlog title duration jessica jane 11 million 24 jam makan serba pasta 17:42 minutes mgdalenaf 4.15 million mie nyemek pedas viral sehari laku ratusan dan bar bar banget 20:02 minutes ria sw 4.05 million denpasar night market 20:21 minutes instruments this study uses the categorization of deixis proposed by (culpeper & haugh, 2014 as cited in nisa, et al, 2020) as a theoretical framework since it has comprehensive categorizes to indicate each type of deixis. table 3 types of deixis types of deixis description example person deixis indicates the person in communication i, you, we spatial deixis indicates the place refer to the speaker here, there temporal deixis indicates the time of the speaker context now, then, today, next week, tomorrow social deixis pointing the referent from the social status relative to the speaker prince, your majesty, your highness discourse deixis indicates the relation to the utterance previously following, in the next, this, that data analysis as a preliminary measure, the writer began by extracting the transcript provided on youtube and importing it into microsoft word. in order to accurately identify deictic expression present within the conversation, the writer diligently watched each video while simultaneously perusing the transcription texts. deictic expressions were subsequently highlighted and marked for further analysis. this process was repeated multiple times to ensure that the expressions identified were indeed deictic, as determined by the context of the conversation. ultimately, the findings of deictic words were compiled into a table for further examination and analysis. result findings and discussions research findings this section discusses the results of deixis used by the most subscribed indonesian male and female food vloggers. the circulation of personal deixis is presented and summarized in the form of tables. it has been known that personal deixis concerns with, “the identity of the interlocutors in a communication situation” (fillmore, 1997, p.61). it presents to conceal the participants’ performance in the situation where an utterance is spoken (levinson, 1983). according to (wieczorek, 2013 as cited in alkhawaldeh, 2022) some pronouns can be distinguished in terms of clusivity: inclusive and exclusive (p.420). below is the findings of personal deixis found in the utterances of indonesian male food vloggers. table 4 indarti gue, saya, aku, kita… … …. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |279 personal deixis of indonesian male food vloggers person deixis nex carlos tan boy kun gerry girianza gue 14 (67%) 15 (42%) 13 (56%) saya 2 (10%) 2 (6%) 1 (4%) aku kita 5 (23%) 21 (100%) 19 (52%) 36 (100%) 9 (40%) 23 (100%) figure 1. personal deixis of indonesian male food vloggers as can be seen in table 4 and figure 1 above that the three most subscribed indonesian male food vloggers are mostly use pronoun gue (english: i, informal style), followed by pronoun kita (english: we), and pronoun saya (english: i, formal style). meanwhile, pronoun aku (english: i, semi-formal style) is not found in the utterances of indonesian male food vloggers. nex carlos uses mostly pronoun gue (english: i, informal style) 14 times (67%), followed by pronoun kita (english: we) 5 times (23%) and pronoun saya (english: i, formal style) 2 times (10%). tan boy kun uses mostly pronoun kita (english: we) 19 times (52%), followed by pronoun gue: 15 times (42%) and pronoun saya: 2 times (6%). meanwhile, gerry girianza uses pronoun gue: 13 times (56%), followed by pronoun kita: 9 times (40%), and pronoun saya: 1 time (4%). table 5 personal deixis of indonesian female food vloggers personal deixis mgdalenaf ria sw jessica jane gue 4 (40%) 3 (14%) saya 2 (20%) aku 3 (30%) 15 (68%) 50 (100%) kita 1 (10%) 10 (100%) 4 (18%) 22 (100%) 50 (100%) 0 5 10 15 20 gue saya aku kita personal deixis of indonesian male food vloggers nex carlos tan boy kun gerry girianza indarti gue, saya, aku, kita… … …. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |280 figure 2. personal deixis of indonesian male food vloggers table 5. shows that indonesian female food vloggers prefer to use formal person deixis aku, saya (english: i) rather than informal person deixis gue (english: i). mgdalenaf uses pronoun gue (english: i, informal style) 4 times (40%), followed by pronoun saya (english: i, formal style) 2 times (20%), aku (english: i) 3 times (30%) and kita 1 (english: we) time (1%). ria sw uses pronoun aku (english:i) 15 times (68%), pronoun kita (english: we) 4 times (18%), pronoun gue (english: i, informal style) 3 times (14%) and do not use pronoun saya (english: i, formal style). meanwhile, female food vlogger jessica jane only uses pronoun aku (english: i, formal style) 50 times or 100%. gue personal deixis gue (english: i, informal style) are mostly used by indonesian male food vloggers. (nex carlos: 67%; tan boy kun: 42%; gerry girianza: 56%). below are some excerpts of personal deixis gue used by indonesian food vloggers: ➢ kali ini gue pengen makan … (this time i want to eat). ➢ udah lama gue gak makan tengkleng… (i haven’t eaten tengkleng) ➢ … dan gue menemukan salah satu restaurant … ( and i found a restaurant) ➢ seperti biasa, gue bakalan ngambil, bakalan gue mukbang dan selebihnya bakalan dimakan sama tim gue … (as usual, i will eat and after that my team will eat) personal deixis gue (english: i, informal style) is used in the situation when the indonesian food vloggers narrate the video by themselves. gue is generally used by youth speaker in big cities, such as jakarta in a non-formal situation. the interlocutor intends to show that he is part of resident of the capital city of jakarta, beside gue is also used to minimize the social gap with the viewers (subandowo, 2020). (wicaksono, 2020) argues that those who use pronoun gue are flexible, easy going, easy to start a conversation with new acquaintance, and extroverts. aku, saya person deixis aku, saya are mostly used by indonesian female food vloggers. mgdalenaf uses saya (20%) and aku (30%). ria sw uses aku (68%), while jessica jane uses aku (100%). it means that jessica jane only uses personal deixis aku and does not use any other pronouns. below are some excerpts of personal deixis aku, saya used by indonesian food vloggers. ➢ aku pesan yang level sedang … (i order the middle level) ➢ aku mau ajak kalian makan ice cream … (i want to take you to eat ice cream) 0 10 20 30 40 50 60 gue saya aku kita personal deixis of indonesian female food vloggers mgdalenaf ria sw jessica jane indarti gue, saya, aku, kita… … …. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |281 ➢ aku nginap di sebelah sana … (i stay over there) ➢ aku pasti bingung … (i must be confused) ➢ saya mau pesan masing-masing satu … (i want to order each one portion) ➢ saya mau pesan ya, bu… (i want to order, mam) ➢ kalau saya mau order kemana, pak? … (where should i order, sir?) ➢ saya dengar-dengar nih, pak … (i hear something, sir) personal deixis saya (english: i, formal style) has been described as a formal, neutral term and it is also the polite form and is suitable for any situation. kbbi (kamus besar bahasa indonesia; indonesian great dictionary) defines that aku berarti kata ganti orang pertama yang berbicara atau yang menulis dalam ragam akrab, sedangkan saya berarti orang yang berbicara atau menulis dalam ragam resmi atau biasa. aku means the first pronoun in informal or familiar relationship, while saya means the first pronoun in formal or casual style. according to (edubirdie, 2022) women are more polite in using language, take the thought of others into consideration rather than imposing their own claims or ideas, and pay more attention to grace their manners to express their feelings. kita person deixis kita (english: we) is used by indonesian food vloggers quite often. male food vloggers nex carlos uses 23%, tan boy kun uses 52% and gerry girianza uses 40% of person deixis kita. meanwhile, female food vloggers mgdalenaf uses 10% and ria sw uses 18% of person deixis kita. below are some excerpts of personal deixis kita used by indonesian food vloggers. ➢ langsung aja kita mulai makan… (let’s start to eat) ➢ kita coba ayam bumbu … (we try the chicken) ➢ sekarang kita nyebrang buat makan … (now we cross the road to eat) ➢ kita coba ya … (let’s try) ➢ kita lanjut ke menu yang lain … according to the pragmatic assumption, there are two main uses of personal pronoun “we”; exclusive ‘we’ and inclusive ‘we’. exclusive ‘we’ excludes the hearers, while inclusive ‘we’ includes the hearers and the audiences (inigo-mora, 2004). the findings show that the deictic kita (english: we) used by indonesian food vloggers are mostly inclusive ’we’ referring to the youtubers themselves and the viewers of their vlogs. discussion indonesians have several different ways to state ‘i’. in addition to formal-polite pronoun aku, saya, they also use the hokkien-derived pronoun gue or gua and proper names (e.g. fina lapar ‘i (fina) am hungry) (djenar, 2007). not to mention, most indonesians also speak one or more regional languages, such as kulo (javanese), abdi (sundanese), beta (ambonese), ambo, awak (padangnese), aye (betawinese), au (bataknese), kamek (pontianak-malay), tyang (balinese) and many more, which all indicate the first pronoun ‘i’. the choice of term is dependent on statically founded by demographic characteristics such as age, sex, or first language (ewing, 2016). the possibility of various approach usually distracts foreign language learners, especially those whose first language has narrowed of first person pronouns, such as english (djenar, 2007). aku can be used between adults and children or between equals who have a close relationship or same level of social status (kaswanti, 1984, p.57). saya is considered neutral in social connotation, indarti gue, saya, aku, kita… … …. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |282 suitable for any situation and polite, while gue occurs in informal situation, involving interlocutors in very casual situation (kushartanti, saraswati, & yowono, 2019). the six indonesian food vloggers in this research are categorized as jakarta youth, since their age range is between 23-35 years old and home-based in jakarta. the role of jakarta as the capital city which has homogeneous and educated citizen and where the powerful, wealthy and attractive people are one of the great influence factors due to exposure in technology and social media (sneddon, 1996). person deictic gue used by the majority of indonesian male food vloggers to emphasize their identification as the member of the metropolitan civil, minimize the social gap with the viewers (subandowo, 2020) and to indicate that they are flexible, easygoing, easy to start a conversation with new acquaintance and extroverts. while talking to the elderly, the person deictic shifted into the formal-neutral-polite form saya. below are the excerpts of dialogs where shifting occurs: gue mau pesen sekarang. saya mau pesen ya, bu. saya pesan masing-masing satu. (i want to order now. i want to order, mam. i order each one) nex carlos: 04:50-04:53 gue bersama pak tri. saya dengar-dengar, nih pak … (i am with mr tri. i hear something, sir) mgdalenaf: 02:29-03:03 those two examples above show that indonesian food vloggers, both male and female shifted the person deictic from informal style gue into formal-polite style saya whenever they communicate with people who are older, in this case the food sellers or the owners of the restaurant. female indonesian food vloggers mostly use aku, saya as the person deictic in informal or familiar relationship, while saya means the first pronoun in formal or casual style. according to (edubirdie, 2022) women are more polite in using language, take the thought of others into consideration rather than imposing their own claims or ideas, and pay more attention to grace their manners to express their feelings. in the special case of female food vlogger jessica jane, the use of aku demonstrates an unusual use that occurs in a domain conversation, such as a monologue or narration. aku is generally characterized as an intimate form, used between equals who have a close relationship with each other (djenar, 2007). in her vlogs, jessica jane mostly does the monologues by herself without having conversation with other people, but she tries to minimize the gap with the viewers by using aku as her self-reference. person deictic kita (english: we) is also used by the indonesian food vloggers several times. as (alkhawaldeh, 2022, p. 424) presumed that ‘we’ is referentially complex, whose meaning is not classify and cannot be understood without reference to a conversation context and the interlocutor’s intentions. meanwhile, (quirk, et al, 1985) recognize eight different uses of ‘we’: (1) generic which include the whole human race; (2) inclusive authorial which is used in serious writing and seeks to involve the reader in a joint enterprise; (3) editorial which is used by a single individual in scientific writing in order to avoid egoistical ‘i’; (4) rhetorical which is used in the collective sense of ‘the nation’, ‘the party’; (5) to refer the hearer which is normally used by doctors when talking to a patient and by teachers when giving instructions to students; (6) to refer to a third person , such as used by a secretary to another with reference to their boss; (7) royal which is virtually obsolete and is used by a monarch and (8) nonstandard: plural “use” used for the singular “me”. the person deictic kita (english: we) used by indonesian food vloggers are mostly inclusive ’we’ referring to the youtubers themselves and the viewers of their vlogs. for example: kita mau tambah nasi dan kita cobain gulainya. (we will add the rice and try the gulai). the food indarti gue, saya, aku, kita… … …. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |283 vloggers use inclusive-we to minimize the distance between them and the viewers, indicating that they are having the same experience. the food vloggers also try to treat the viewers with intimate relationship and to taste the experiences. conclusion the use of person deictic by the indonesian male and female food vloggers shows an important social data, like the quality of relation influenced by age, demographic and social status. since indonesians use some approach to say ‘i’, such as aku, saya, gue or gua, proper name and many regional language terms, it is so compelling to analyze the use of person deictic, particularly in social media such as youtube. the results of the study show that there are a quite significant difference between indonesian male and female food vloggers. while indonesian male food vloggers are mostly use informal person deictic gue (english: i, informal style), indonesian female food vloggers use formal-polite person deictic aku, saya (english: i, formal style). the shifting from informal to formal of person deictic occurs when the indonesian food vloggers communicate with those who’s older such as the sellers or the owners of the restaurant. the findings could help the readers and the youtube viewers to understand the different use of person deictic to place the food vloggers at the center of the situation. references abdulameer, s. a. 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(2021). analysis on adjective suki and its co-occurrences in japanese youtube’s comment. social sciences & humanities, 29(2), 1357–1374. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6339 january 2023. vol.11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 27-38 jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 27 learning experiences in small group discussions in the third semester of english education students widya syafitri english education, faculty of teacher training and education, universitas islam negeri sjech m. djamil djambek bukittinggi, indonesia corresponding author email: widyasyafitri260780@gmail.com article info abstract article history received: october 2022 revised: november 2022 published: january 2022 collaborative learning remains to be a range that is progressively getting consideration in academic fields. as it has many advantages to individual student learning. one of collaborative learning methods is small group discussion. furthermore, this study was aimed at describing the result of students’ evaluation of the learning experiences in a small group discussion in the third semester of english education students in uin sjech m. djamil djambek (smdd) bukittinggi based on the students experience questionnaire (seq). this study is categorized as a quantitative study. this descriptive quantitative research collected data by distributing a questionnaire to the thirdsemester students. the issues addressed are students’ learning experiences in doing a small group discussion. based on the data analysis, the result showed that the third-semester students had a good learning experience in all aspects; in the good teaching scale, understanding of learning, assessment, appropriate workload, the skills of affective and psychomotor, motivation, and satisfaction with the module used during the learning process through the small group discussion. however, the teachers still need to improve their ability in managing small group discussions. keywords learning experience; small group discussions; how to cite: syafitri, w. (2023). learning experiences in small group discussions in the third semester of english education students, jollt journal of languages and language teaching, 11(1), pp. 27-38. doi: https://doi.org/10.33394/jollt.v%vi%i.6339 introduction learning activities provide students with an essential learning experience that can improve their learning achievement. it is defined that learning experiences become a series of processes and events that acted by students in certain discussions to elicit educational knowledge and achieve learning objectives (sari & muhartono, 2018; sofa et al., 2021; ammigan et al., 2021; darmawan, 2021; fazey et al., 2005; gonzález-ceballos et al., 2021; hassanien, 2006; khushnoor et al., 2018; miller et al., 2011; syaharuddin et al., 2021). the learning experience can influence students’ competence and achievement (aryanty et al., 2013) because the students will apply their learning experience to face the test. since shifting the learning method into student-centered, the curriculum is arranged to encourage students to be more active participants. the teachers need to plan various activities to support students’ activeness. they also have to boost student-centered learning by giving students space to share ideas and decisions, trusting in their capability to lead, and remembering the impression of the exciting learning experience. applying a student-centered in the classroom means including students to plan, implement and assess their teaching and learning (irawan et al., 2022; kazemian at al., 2021) because involving them in this decision can activate them in learning, and it creates a good thing. putting them as the core of their learning need collaboration among fellow students. teachers must have bright ideas about students’ learning experiences to be conducted (haerazi & kazemian, 2021). learning activities enable students actively involved in the https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& syafitri learning experiences in small ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 28 learning process. in this case, a learning experience is a series of activities done by learners to elicit information and attain a learning goal. it is very crucial, thus it can’t be separated from the learning process. meaningful learning experiences are vital for improving student learning achievement (sari & muhartono, 2018; school, 2019). in another word, experiencing learning through some activities is expected so that students can gain information and competencies prescribed by teachers. of course, it is a student-centered learning activity. the third-semester students of the english department at uin smdd bukittinggi experience collaborative learning activity in form of small-group learning discussions. collaborative learning is still to be a range that is progressively getting consideration in academic fields, as it has many advantages (laal & ghodsi, 2012; scager et al., 2016). meanwhile, small group discussion, as part of collaborative learning, is a common method used in higher education which provides much opportunity for students to be active since the students will act and talk more than lecturers. moreover, they also interact with fellow students (ningsih, 2018). small group discussion is a social interaction between two or more students who give and take information, deliver ideas, and overcomes problems (agustina et al., 2022; ahmad et al., 2014; christiani & mintohari, 2014; ertmer, 2006; ningsi et al., 2021; ningsih, 2018; saputri, 2017; school, 2019; sulistyowati, 2017). it means in this discussion there will be interaction among fellow students and also students with lecturers. there will be four skills involved in this small group discussion, namely; cognitive, affective, psychomotor, and cooperative (sulistyowati, 2017). furthermore, it can be concluded that enjoying the learning experience through small group discussion enable students to master the four domains. it needs an instrument to enhance and improve the quality of learning activities through small group discussions. the instrument is known as seq (student experience questionnaire). it was developed from the research conducted by tucker et al., (2008) called ceq or course experience questionnaire. it is to measure the learning experience in general. ceq is an australian university survey utilized to know the graduate's point of view and their satisfaction following their course. the finding would show information indicating which part has improved in satisfaction and what part must be increased. however, both ceq and seq are used to examine students’ insight and satisfaction with the process of learning. the present research developed a pedagogical method to measure students’ experience. the instruments of seq elaborated 20 items which were established by ncaaa (national commission of assessment and academic accreditation) of saudi. the seq instrument consisted of three subpoints of advice and support (as), learning resources and facilities (lr&f), and learning and teaching (lt) and was completed with overall evaluation (oe) (khushnoor et al., 2018). those indicators can be broken down into seven points to measure the quality of collaborative learning in form of small-group discussions conducted at the english department of third-semester students for the tertiary level. the result can be the basis for improvement in conducting small-group discussions. measuring students' learning experience sari & muhartono (2018) claimed that to measure students’ perceptions and learning experience, the study can use the student experience questionnaire (seq). this kind of assessment is in form of a questionnaire to measure students' learning experience which is done at the end of the learning process. this questionnaire consists of seven indicators which were developed from ncaaa of saudi (khushnoor et al., 2018): good teaching (instructor), clear outcomes (understanding about learning), appropriate assessment (assessment of learning outcomes), appropriate workload, generic skills (psychomotor & affective ability), motivation, and satisfaction with the module (learning satisfaction). syafitri learning experiences in small ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 29 the first indicator is to examine students’ perception of teaching standards, for instance, the teacher’s responsiveness, enthusiasm, attention, intellectual capacity toward students’ problems, and teaching skill. meanwhile, the second indicator is to measure students’ perceptions of the teacher’s clarity in academic communicative skills. the next indicator is the assessment of learning outcomes which measures students’ perception of the extent to which the test emphasizes the ability to remember information compared with supplementary intellectual skills. then, the questionnaire about applicable workload is to know students’ perceptions about the appropriateness of students’ workload. on the other side, generic skills or psychomotor & affective ability to elicit information about whether students’ problem skills, communication skills, planning, and team working skill are improved. the sixth indicator is motivation, and last but not least is students’ satisfaction with the module used in the learning process. research method research design the study was descriptive quantitative research aimed at describing the result of investigating how the learning experience in small group discussions at third-semester students of english education in uin sjech m. djamil djambek bukittinggi, indonesia. the sample included 31 students. the instrument was a questionnaire called the students experience questionnaire (good teaching, clear outcomes, appropriate assessment, appropriate workload, generic skills, motivation, and satisfaction with the module). it consisted of 24-item statements which were used to have students respond to the learning experience in conducting a small-group discussion. three experts claimed that the instrument was valid and reliable (content validity) after analyzing it with the aiken index. to elicit the data, the questionnaire was distributed to one class in the third semester (31 students) of the english department. the students feel free to give respond about their feeling during the lecture with small-group discussion. they acted in some kinds of small-group discussions in the third semester: presentation, role play, simulation, and jigsaw. data analysis students' responses to the questionnaire were analyzed based on the theory of sugiyono (2013). there were five scores used; very good, good, good enough, bad, and very bad. and the result of the analysis would be very good if the mean ranged between 81 and 100. 61-80 was good, 41-60 was good enough, 21-40 was bad, and the last was 0-20 was very bad. then continued by concluding the result. research findings and discussion research findings the seq results of the third-semester students in small group discussion indicator of good teaching of english instructors the questionnaire for this indicator consists of six statements. it is about good teaching related to teaching standards, for instance, the teacher’s responsiveness, enthusiasm, attention, intellectual capacity toward students’ problems, and teaching skill. all of these issues are included as the contents of the questionnaire of distributing for students and instructors in english language teaching at third semester students. the following table explores the result of the first indicator. syafitri learning experiences in small ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 30 table 1 students’ learning experience on instructors' aspect no statements scale f percen tage x f.x m= 𝛴𝑓.x/n 1 the lecturer motivates students to conduct small discussions well very good 11 35.5 5 55 123/155 good 10 32.2 4 40 good enough 8 25.8 3 24 bad 2 6.5 2 4 very bad 0 0 1 0 total 123 79,3 2 the lecturer comments on small discussions if there is a difference in comprehension among students very good 12 38.7 5 60 113/155 good 6 19.4 4 24 good enough 6 19.4 3 18 bad 4 12.9 2 8 very bad 3 9.6 1 3 total 113 72,9 3 the lecturer explains to clearance the difficulty faced by a small group very good 14 45.2 5 70 129/155 good 9 29 4 36 good enough 7 22.6 3 21 bad 1 3.2 2 2 very bad 0 0 1 0 total 129 83,2 4 the lecturer gives respond to small group discussion very good 11 35.5 5 55 119/155 good 8 25.8 4 32 good enough 9 29 3 27 bad 2 6.4 2 4 very bad 1 3.2 1 1 total 119 76,7 5 there is a prior explanation before the small group discussion conducted very good 13 41.9 5 65 120/155 good 11 35 4 44 good enough 3 9.6 3 9 bad 2 6.4 2 4 very bad 2 6.4 1 2 total 120 77,4 6 the lecturer has a high motivation to create an interesting small-group discussion very good 9 29 5 45 112/155 good 5 16.2 4 20 good enough 13 41.9 3 39 bad 4 12.9 2 8 very bad 0 0 1 0 totality 112 72,2 amount 76,9 the mean score for the first indicator was 76,9. it was in a good position. from the six statements distributed, the statement “teacher explains the clearance of the difficulty faced by a small group (attention)” got the highest score 83,2. on contrary, the statement “the lecturer has a high motivation to create an interesting small-group discussion (teaching skill)” stayed at the lowest with 72,2 points. understanding on learning the second indicator was about an understanding of learning measures students’ perceptions of teacher’s clarity in academic communicative skill which involved four statements. the students’ perception is described in table 2. syafitri learning experiences in small ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 31 table 2 students' learning experience about understanding on learning aspect no statement option f percentage x f.x m= 𝛴𝑓.x/n 7 i do understand what i am going to do in the small group discussion very good 9 29 5 45 111/155 good 6 19.4 4 24 good enough 12 38,7 3 36 bad 2 3.2 2 4 very bad 2 3.2 1 2 total 111 71,6 8 i can comprehend the material easily through learning in small group discussion very good 12 38.7 5 60 124/155 good 10 32.2 4 40 good enough 7 22.6 3 21 bad 1 3.2 2 2 very bad 1 3.2 1 1 total 124 80 9 i often get difficulty studying through the small group discussion method very good 7 22.6 1 7 88/155 good 5 16.1 2 10 good enough 6 19.4 3 18 bad 2 6.4 4 8 very bad 11 35.5 5 55 total 98 63,2 10 the lecturer explains about learning objective before the lesson begins very good 15 48.3 5 75 125/155 good 8 25.8 4 32 good enough 4 12.9 3 12 bad 2 6.4 2 4 very bad 2 6.5 1 2 totality 125 80,7 amount 73,9 the mean score for the second indicator was 73,9. it was also in a good position. from the four statements spread, the statement “the lecturer explains about learning objective before the lesson begins” got the highest score 80,7. on contrary, the students still get difficulty studying through the small group discussion method. assessment of learning outcomes the assessment of learning outcomes is aimed at measuring students’ perception of the extent to which the test emphasizes the ability to remember information compared with supplementary intellectual skills. the result is in following table 3: table 3 learning experience of students on appropriate assessment aspects no statement option f percentage x f.x m= 𝛴𝑓.x/ n 11 it needs a good comprehension in conducting small group discussion very good 11 35.5 5 55 107/155 good 4 12.9 4 16 good enough 7 22.6 3 21 bad 6 6.4 2 12 very bad 3 9.7 1 3 total 107 69,3 12 the lecturer assess me on what i understood very good 7 22.6 5 35 100/155 good 5 16.1 4 20 syafitri learning experiences in small ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 32 no statement option f percentage x f.x m= 𝛴𝑓.x/ n about the topic i presented in the small group discussion good enough 11 35.5 3 33 bad 4 12.9 2 8 very bad 4 12.9 1 4 total 100 65,5 amount 67,4 the mean score for the third indicator was 67,4. it was also in a good position. but this score is also close to the lowest point in good criteria (61-80). workload appropriateness the questionnaire about applicable workload is to know students’ perceptions about the appropriateness of students’ workload. four statements had been distributed to students and the result is explored in table 4 as follows. table 4 learning experience of students on workload appropriateness aspects no statement option f percen tage x f.x m= 𝛴𝑓.x/n 13 i find difficulty studying through small group discussion very good 9 29 1 9 76/155 good 5 16.1 2 10 good enough 13 41.9 3 39 bad 2 6.4 4 8 very bad 2 6.4 5 10 total 76 49 14 i need sufficient time to be able to comprehend the lesson when implementing the small group discussion method very good 5 16.1 5 25 95/155 good 8 25.8 4 32 good enough 9 29 3 27 bad 2 6.4 2 4 very bad 7 22.6 1 7 total 95 61,2 15 there are some obstacles i feel in conducting small group discussion very good 7 22.6 1 7 106/155 good 2 6.4 2 4 good enough 7 22.6 3 31 bad 11 35.5 4 44 very bad 4 12.9 5 20 total 106 68,4 16 i feel bored so often since many activities should be done in small group discussion very good 7 22.6 1 7 92/155 good 2 6.4 2 4 good enough 11 35.5 3 33 bad 7 22.6 4 28 very bad 4 12.9 5 20 total 92 59,4 sum 59,5 the mean score for the fourth indicator was 59,5. it was also in good enough classification. from the four statements spread, the statement “i find difficulty studying through small group discussion” got the lowest score 49. it means the students admitted they still get difficulty studying through the small group discussion method. syafitri learning experiences in small ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 33 psychomotor & affective ability psychomotor & affective ability or generic skills are to elicit information about whether students’ problem skills, communication skills, planning, and team working skill are improved. the following table 5 explores concern on generic skill which consisted of six statements. table 5 students’ learning experience on the generic skill aspects no statement option f percenta ge x f.x m= 𝛴𝑓. x/n 17 conducting learning with small group discussions can develop my problemsolving skill very good 17 54.8 5 85 131/155 good 8 25.8 4 32 good enough 3 9.6 3 9 bad 2 6.4 2 4 very bad 1 3.2 1 1 total 131 84,5 18 the lecturer will comment on students’ ideas and differences very good 9 29 5 45 123/155 good 15 48.4 4 60 good enough 4 12.9 3 12 bad 3 9.6 2 6 very bad 0 0 1 0 total 123 79,3 19 studying through group discussion can develop my collaborative skill very good 17 54.8 5 85 127/155 good 5 16.1 4 20 good enough 4 12.9 3 12 bad 5 16.1 2 10 very bad 0 0 1 0 total 127 81,9 20 conducting small group discussions enables belief to solve a problem found during the learning process very good 18 58.1 5 90 125/155 good 5 16.1 4 20 good enough 3 9.6 3 9 bad 1 3.2 2 2 very bad 4 12.9 1 4 total 125 80,6 21 small group discussions increase my skill in oral and written communication very good 19 613 5 95 137/155 good 7 212.9 4 28 good enough 4 9.6 3 12 bad 1 3.2 2 2 very bad 0 0 1 0 total 137 88,3 22 small group discussion helps me to develop my skill in planning my future work very good 9 29 5 45 113/155 good 8 25.8 4 32 good enough 10 32.2 3 30 bad 2 6.4 2 4 very bad 2 6.4 1 2 total 113 72,9 amount 81,2 syafitri learning experiences in small ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 34 the mean score for the fifth indicator was 81,2. it was classified as good. from the six statements spread, the statement “small group discussions increase my skill in oral and written communication” was the highest score 88,3. and, the statement “the lecturer will comment on students’ ideas and differences” got the lowest point. aspect of motivation the result of students’ perception related to the learning experience on motivation on small group discussion can be gotten as following table 6: table 6 students’ learning experience on the motivation aspects no statement option f percentage x f.x m= 𝛴𝑓.x/n 23 i need motivation from teamwork to grasp lessons during small group discussions employed very good 17 54,8% 5 85 131/155 good 8 25,8% 4 32 good enough 3 9,6% 3 9 bad 2 6,4% 2 4 very bad 1 3,2% 1 1 amount 131 84,5 the mean score for the sixth indicator was 84,5. it was classified as very good. aspects on module satisfaction there was only one statement asked students related to module satisfaction and the result as in table 7 as foolows. table 7 students learning experience on module satisfaction aspects no statement option f percenta ge x f.x m= 𝛴𝑓.x /n 24 the module can ease me to understand the material being learned in small group discussion very good 11 35.5 5 55 131/1 55 good 7 22.6 4 28 good enough 7 22.6 3 21 bad 2 6.4 2 4 very bad 4 12.9 1 4 amount 112 72,2 the mean score for the last indicator was 72,2. it was classified as good. this finding showed that the students need the particular module to assist their studying through small group discussions. discussion conducting collaborative learning and small group discussion provide benefits to the learning process and the students as stated in the research result of laal & ghodsi (2012); padugupati et al., (2017); and school (2019). for instance, it can improve learning, students’ remembrances, and student's performance in the examination. after conducting seq, however, the findings of this research also need much attention especially for the lecturers before holding the small group discussion for a third-semester student at the english department of uin sjech m. djamil djambek bukittinggi, since it has positive and negative syafitri learning experiences in small ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 35 of students’ point of view. even though, the mean score for whole indicators was in good criteria. the followings are the explanation for each indicator used in this research. the first indicator is good teaching. it covers teaching standards, for instance, the teacher’s responsiveness, enthusiasm, attention, intellectual capacity toward students’ problems, and teaching skill. the mean score was 76,9. it was in good criteria. the statement “teacher explains to clearance the difficulty faced by a small group” got the highest score of 83,2. it means that the lecturer can overcome the obstacles faced by the student in conducting the small group. this finding was in line with school (2019) statement that the lecturer has to give clear information from the start that the class will hold small-group work, and avoid ambiguity about the way small-group work will meet learning objectives. ertmer (2006) stated that meaningful group discussion might take students to cognitive advantages by engaging them in proper reflections on student ideas. it means by mastering the procedure of conducting small group discussions, the students can be self-confident to exchange ideas, reflect their background knowledge as well as collaborate with new ideas. the second indicator was about an understanding of learning. it measures students’ perceptions of the teacher’s clarity in academic communicative skills. the mean score for this second indicator was 73,9. it was also in good criteria. from the four statements spread, the statement “the lecturer explains about learning objective before the lesson begins” got the highest score 80,7. referring to the first indicator finding is that the lecturer needs to explain clearly how to conduct the small group discussion to achieve the course objective. one of the ways is to explain to the students about the learning objective before the class begins. the objective will guide the students in focusing on the topic. agnihotri & ngorosha (2018) explained that in small group discussions, the teacher plays the role of a facilitator who can manage the learning process. teachers must be able to promote discussion and inspire them to think and share ideas among students through a series of activities. to smooth this activity, the teacher manages the lesson plan including explaining the learning objective before small group discussion begins. on contrary, the students still get difficulty studying through the small group discussion method. it indicated that the teacher has not played the role well. nevertheless, lestari (2019) advises the teacher to give a precise and simple explanation about what should do in small group discussions. the next discussion is about the assessment of learning outcomes. it was aimed at measuring students’ perception of the extent to which the test emphasizes the ability to remember information (memory skill) compared with supplementary intellectual skills. the result shows that after experiencing group discussion, the students feel need a good comprehension in conducting small group discussions. quoted from the cambridge dictionary, comprehension means students' ability to completely understand and be acquainted with a condition, facts, and so on. to comprehend a thing, students need to have more than a good memory. since small group discussions can expand students’ critical thinking, communication skill, and many other advantages (agnihotri & ngorosha, 2018; lestari, 2019; school, 2019). the fourth indicator was about applicable workload. it is to know students’ perceptions about the appropriateness of their workload. the mean score for the fourth indicator was 59,5. it is in good enough criteria. from the four statements spread, the statement “there are some obstacles i feel in conducting small group discussion” got the highest score, 68,4. it means the students admitted they still get difficulty studying through the small group discussion method. this condition can be a result that the students feeling the workload or the learning activity was too heavy for them and they do not have enough time to comprehend every single of their workload. since their roles as a manager of small group discussions (agnihotri & ngorosha, 2018), the teacher must be able to manage the time effectively to achieve learning objectives and arrange the procedure for each workload efficiently. the important thing lecturer has to syafitri learning experiences in small ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 36 do is to know students’ needs on workload and also their ability level (axmedovna et al., 2019; iswati & triastuti, 2021; rachmawati et al., 2021). the fifth is about generic skills. psychomotor & affective skills or generic skills are to elicit information about whether students’ problem skills, communication skills, planning, and team working skill are improved. the mean score for the fifth indicator was 81,2. it was classified as good. from the six statements spread, the statement “small group discussions increase my skill in oral and written communication” was the highest score 88,3. this finding was in line with the research result of christiani & mintohari, (2014); laal & ghodsi, (2012); saputri, (2017); sulistyowati, (2017). it shows us that the students get advantages through holding small group discussions, especially to increase their speaking and writing skills. the next is students’ perception related to the learning experience on motivation in small group discussions. the mean score for the sixth indicator was 84,5. it was classified as very good. the result shows that the students need motivation from teamwork to grasp lessons during small group discussions employed. a small group consists of 5 – 8 students. each student in the group member must be able to motivate themselves and also motivate fellow students in a group. fellow students can motivate each other if they can avoid poor communication, poor group meeting attendance, the diversity of grade expectations, obtaining scores without deed the same work, various work principle, lack of formal direction, and culturally dissimilarity methods to work (hassanien, 2006). overall, the students preferred the lecturers who had a high dedication and showed educational activities as their professional role. it means they must be knowledgeable, experienced, well-prepared, and able to motivate students to engage in group discussion (schiekirka et al., 2012). the last one, we saw in the general data description that the average percentage is 72,2. the percentage described is a good level. it is about the availability of modules. module becomes a must, to support a successful learning process (nepal, 2018). conclusion based on the finding and discussion above, it may be summarized that the thirdsemester students of the english department in uin smdd bukittinggi have good learning experience related to all aspects; of structure or teaching quality, understanding about learning, assessment of learning outcomes, workload, appropriateness, generic skills (psychomotor, affective ability), motivation, and last but not least they have a good learning experience with the module used during learning process through small group discussion. despite the students’ perceptions being good, the teacher needs to improve all items of each indicator, especially the indicator of good teaching. the english teacher of uin smdd bukittinggi must master the kind of small group discussion and how to conduct them in english class with the appropriate method for all english language skills. references agnihotri, a. k., & ngorosha, t. 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(2008). online student evaluation improves course experience questionnaire results in a physiotherapy program. higher education research and development, 27(3), 281–296. https://doi.org/10.1080/07294360802259067 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6567 january 2023. vol.11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 1-13 jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 1 pedagogical practices in teaching siswati as a first language in diverse linguistic settings 1tholakele constance mngometulu, 2*connie makgabo 1siswati lecturer, department of languages, ngwane teachers college, south africa 2sepedi lecturer, faculty of education, university of pretoria, republic of south africa *corresponding author email: connie.makgabo@up.ac.za article info abstract article history received: october 2022 revised: december 2022 published: january 2023 this article reports on pedagogical practices in teaching siswati as a first language (sl1) in diverse linguistic settings of eswatini. in response to educational research indicating the vital role played by a learner’s first language in learning, the eswatini government embarked on an exercise of decolonising the curriculum in 2011 by using siswati as the medium of instruction and learning in the foundation and middle phases and a core subject throughout primary and senior secondary school. however, arguably, research on african language pedagogy is scanty, let alone teaching of siswati, as the little available research has been on issues of policy, thus leaving a knowledge gap on the pedagogy in siswati first language (sl1). therefore, the purpose of this study is to explore pedagogical practices that are used in the sl1 class in compliance with the policy, which provides for siswati to be a compulsory subject and a vehicle for teaching and learning in early primary schools.. this qualitative case study involved eight teachers who taught sl1 in the foundation and middle phases. data were generated through interviews. the findings indicated that teachers’ practices were anchored in the understanding that teaching sl1 meant equipping learners with functional language skills, such as productive and receptive skills, essential for studying across subject curricula. however, a lack of pedagogical knowledge thwarted teachers’ practices to teach language in general, let alone to multilingual learners as expository pedagogy dominated sl1 classrooms, as opposed to curriculum requirements that learner-centred pedagogies anchored in social practice be used. besides, these findings advocate for culturally responsive pedagogies appropriate to teach sl1 to learners from diverse linguistic backgrounds. keywords first language; pedagogical practices; socio-cultural theory; social practice; how to cite: mngometulu, t.c., & makgabo, c. (2022). pedagogical practices in teaching siswati as a first language in diverse linguistic settings, jollt journal of languages and language teaching, 11(1). pp. 113. doi: https://doi.org/10.33394/jollt.v%vi%i.6567 introduction human language is the most important tool for learning. sustainable development goal 4, which focuses on quality education (un 2015), can only be attained through language, which is the key instrument to equip learners with fundamental core skills of the 21st century. for eswatini learners to survive in this competitive world, they need to be good collaborators, effective communicators, novel creators and critical thinkers. the attainment of these fundamental skills requires language proficiency. eswatini, where this study was conducted, practices the assimilation approach to language teaching and learning, particularly at primary school where learners who are non-mother tongue (mt) speakers of siswati must adapt and conform to the language and culture of the siswati. siswati has a dual role of being lolt from grade 1 up to grade 4 and a school subject from the former grade one up to senior secondary (emoet 2018:39a; emoet 2011:27). this is compulsory for all learners, native and nonnative speakers of siswati. (milner 2017; milner 2012, milner 2010) alert teachers that their pedagogical practices should be inclusive and embrace all learners since the world has become https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:connie.makgabo@up.ac.za mngometulu & makgabo pedagogical practices in teaching jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 2 a global village with learners in most classrooms coming from different socio-economic and political contexts. the situation in eswatini primary schools is, that most rural schools have learners whose first language (l1) is siswati. these learners learn sl1 and the use of siswati as lolt seems to augur well with these learners as there is also research evidence that learners from rural schools perform better in siswati than those in urban areas (world bank 2021:7) because they study a language they are most comfortable with and also learn other subjects through their native language and a language they use at home (emoet 2011). however, the environment in urban areas is totally different. schools in urban areas are made of learners from diverse linguistic backgrounds. moreover, in primary schools, there is no option in the language curriculum for non-mt learners of siswati to do siswati as the second language, an option and privilege that non-mt speakers of siswati at junior secondary and senior secondary have. therefore, the purpose of the study was to explore pedagogy in sl1 in diverse linguistic classrooms in two urban schools of the kingdom of eswatini in light of the scanty research on african language pedagogy, let alone teaching of siswati, as the little available research has been on issues of policy, thus leaving a knowledge gap on sl1 pedagogy. as language is the principal vehicle through which learners can learn various subject content, equipping them with skills required in the world market (stauffer 2020), first language advocates (bamgbose 2011; unesco 2010) in the context of africa call for education systems in the continent to make a learner’s first language (l1) a core subject in schools and for at least the first four years of the education of the learner to be conducted in his/her first language. considering the history of most education systems in africa being influenced by imperial education structures, this has proved difficult, and limited progress has been made, as several african countries have an indigenous language as the language of teaching and learning (lolt) or a subject in its school curriculum (ikome 2019; amaechi 2017). in response to the call to decolonise the african language curriculum, eswatini where this study was conducted made some gains through the ministry of education and training (emoet) by making siswati, the mother tongue of about 95% of the population the lolt from grade 1 to 4 and a core language subject from grade 1 to senior secondary (emoet 2018; emoet 2011). according to the language-in-education policy (liep) and the eswatini national curriculum framework for general education (emoet 2018; emoet, 2017; emoet 2011). all learners at primary school learn siswati as a first language (sl1), irrespective of whether they are native or non-native speakers of the language. this arrangement seems to augur well with teaching sl1 in rural schools where almost all learners are mother-tongue speakers of siswati, but it is a challenge in urban schools where learners are from diverse linguistic backgrounds. mokibelo (2016) and unesco (2010) equate this arrangement as a divide-and-rule approach in the sense that speakers of minority languages are made to assimilate into the language and culture of the majority. in such a situation, the question is how does the teacher navigate the language teaching and learning process in a classroom environment where there is linguistic diversity in the sense that some learners are proficient in the language yet others are not? this is the question we wanted to get answered in this study. this is more so because scholars (milner 2017; milner 2012) advise teachers that their pedagogical practices should be inclusive and embrace all learners since the world has become a global village, with learners in most classrooms coming from different socio-economic and political contexts. according to milner (2012), teachers must afford all learners the best possible learning opportunities. in the case of the study, the eswatini curriculum framework requires that constructivist approaches grounded in cognitive and social interaction be used by teachers when teaching learners across all subject curricular to meet the needs of diverse learners (emoet 2018). thus, milner (2017) contends that teachers have to determine how effective learning is, mngometulu & makgabo pedagogical practices in teaching jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 3 and also see to it that pedagogical approaches and practices used in teaching and learning are formulated in ways that attend to learners' diverse needs, as these learners are from diverse backgrounds, and they bring with them diversities to classrooms. in such a situation, teachers need to appreciate and embrace diversity in their language classrooms and make use of an array of culturally responsive pedagogical approaches that cater for the needs of learners from diverse socio-economic and language backgrounds. these could be culturally responsive constructivist pedagogies that promote active learning, such as participatory, diversity and discovery pedagogies which are characterised by inclusion, personalisation and individualised instruction and whose emergence was to meet the needs of 21st century classrooms, which are made up of learners from diverse backgrounds (waring & evans 2014; sheets 2009). for richards et al. (2007), culturally responsive approaches like diverse and participatory pedagogies facilitate and support the successes of all learners in the sense that teaching and learning are made effective through the use of learner-centred pedagogical practices. such pedagogical practices could be the use of collaborative strategies like the use of small groups instead of expository pedagogies, which view the teacher as the master of knowledge like the lecture and questionand-answer methods. some authors (ma, tang & lin 2021; dooly & vallejo 2020; chambers 2019; hannaway & steyn 2017; boulton & cobb, 2017; cheng 2015) note that through culturally responsive pedagogies such as translanguaging or plurilingual pedagogies, learners’ heterogeneous linguistic abilities are appreciated and used in the language learning process such that no one language controls the teaching and learning process. however, in the language class, there is a place for multiple languages which are used as a resource for learning. for example, each learner’s l1 can be used to aid learning. for li (2018) and van viegen and zappa-hollman (2019), the focus on plurilingualism and translanguaging pedagogies is to bring out multiple modalities and the use of different semiotic tools such as language and technology to be integrated into classroom practices such that all communicative experiences learners bring to class are used to gain new knowledge. zano (2022) concurs that translanguaging and pluralistic strategies are tools that empower learners to use their pre-existing linguistic knowledge to explore new given tasks, thus taking ownership of the learning process. for example, the above can be achieved through code-switching strategies, where the teacher temporarily alternates between languages to aid learning as cheng (2015) found that code-switching between l1 and l2 motivated learners and helped them to understand the conversation, particularly if the strategy was accompanied by visual aids, such as pictures and short videos which were related to learners’ lived experiences. thus, pedagogical practices that have to be used in diverse linguistic classrooms are those anchored in situated learning where learning is made authentic and knowledge derived from the context or the environment (vygotsky 1986). the implication of this for the language teacher is to employ pedagogy that is appropriate and relevant to the context of the learner, as knowledge construction is a result of the social interaction between learners and other skilled individuals in the learners’ context, such as the teacher who is a facilitator of learning rather than the spreader of information and the mediator between the learner and the subject content (vygotsky 1978). this means that the prior knowledge and experiences the learners bring to class are used as a scaffold to facilitate learning. it is for this reason that joubert (2015) and vygotsky (1978) contend that both oral and written language should not be taught in decontextualised ways but should be contextualised to the learners’ environment such that learners are made to do activities such as working in groups, singing songs, telling jokes and reciting poems and rhymes which are effective and fun methods of teaching language to the foundation phase and middle phase (fomip) learners. these collaborative and cooperative learning strategies (hedge & cullen 2012; cheng 2015; whong 2013; kalina & powell, 2009) are central to learners acquiring a deep understanding of concepts, as all learners are included and none feels left out. mngometulu & makgabo pedagogical practices in teaching jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 4 moreover, research indicates that teacher-centred expository pedagogy is widely used by teachers in teaching african home languages, where language forms are taught in isolation without paying any consideration to meaning and decontextualising the content, thus making the teaching and learning process mechanical and does not support the acquisition of language (mbele 2019; mkhwanazi 2014). as a result, this study aims at exploring the pedagogical practices that are used by teachers in the sl1 class as a vehicle for teaching and learning in early primary schools. theoretical framework to understand pedagogy in sl1, the researchers used the socio-cultural theory (sct), particularly its interrelated and intertwined constructs, that is, the social interaction, mediation, zone of proximal development (zpd) and collaboration. the sct views language acquisition and learning as social constructs anchored in human interaction (vygotsky 1978). as learners are social beings, the sct posits that their learning is not an independent phenomenon, but it is interdependent, as its foundations are on socialising with skilled individuals in the child’s environment like teachers, guardians and peers who work collaboratively or in partnership to facilitate cognitive development in the learner. in the case of the classroom, the teacher is a facilitator who has to guide learners and employ collaborative pedagogical practices that are learner-centred such as the use of groups, oral presentations and debates that tap into the learner’s pre-existing knowledge to acquire new knowledge. thus, for khanahmadi and sarkhosh (2018) and lantolf, thorne and poehner (2015), teachers provide both symbolic and human mediation. with the former, both teachers and learners use semiotic tools such as language and all its manifestations and other technologies to mediate connections to themselves, each other and the world at large (dewey 2018; lantolf et al., 2015). with the latter, the language teacher as the human mediator has the responsibility of ensuring that learners acquire all the textual and linguistic skills of listening, speaking, reading and writing that guarantee communicative competence. since this study focused on teaching sl1 to learners of diverse cultural and linguistic backgrounds, the teacher is anticipated to be a cultural mediator, that is the glue that holds the class together by facilitating an understanding of different cultures in his/her language classroom and by playing the role of intermediary and creating a conducive social environment. thus, according to the vygotskyian perspective, the language teacher as a human mediator has to provide scaffolding, which according to lantolf et al. (2015) is the support and guidance adults offer to learners through a variety of pedagogical practices to develop and organise their behaviour and thinking processes such that they can independently solve problems that they could not solve on their own. in the case of this study, we view the sl1 teachers as experts, their pedagogical practices and instructional strategies are scaffolds through which they demonstrate the desired task within the zpd where maximum support and thoughtful coaching ought to be provided to these novice learners (vygotsky 1978), and where responsibility is supposed to be gradually shifted, as their understanding and self-reliance grow and they ultimately acquire linguistic competencies they will use independently in future. this practice augurs well with fomip learners who need a bit more attention, assistance and approval. thus, this strategy requires teachers to regulate the classroom environment by ensuring that learners get gradual instruction devoid of frustration while they expand their knowledge depth. therefore, the sct suggests that teachers must be cognisant of the developed abilities of a learner, but must not limit their instruction to these abilities which have already developed. instead, they should utilise effective tools in the form of sound and effective pedagogical practices to develop functions in the process of maturing. hence, the overlapping relationship between these constructs of the sct are intertwined and they show an elaborate relationship that synchronises and intersects, pointing out that thoughtful incorporation of all these constructs guarantees an efficacious teaching and learning of language. these constructs mngometulu & makgabo pedagogical practices in teaching jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 5 of the theory also indicate that an effective language teacher has to look in and beyond the language classroom for successful teaching and language learning. research method this study aimed at exploring pedagogical practices that are used in the sl1 because of the policy which provides for siswati to be a compulsory subject and a vehicle for teaching and learning in early primary, despite the country’s linguistic heterogeneous classrooms in urban schools. participants who were drawn from a population of teachers who taught sl1 in two urban schools were interviewed and observed in class while teaching. those educators teach learners whose mother tongue was siswati and those whose mother tongue was not siswati but studied it as l1. data were generated from eight teachers who taught sl1 to more than five hundred learners from grades 1 to 4 in both schools and was analysed themartically. this was significant because besides being a core language subject, sl1 is also a lolt in these grades. all participants were native speakers of siswati and had over five years of experience teaching sl1 in both schools. the participants’ identities were hidden by using pseudonyms sea1-sea4 and seb1-seb4 respectively. in this article, only one data collection tool, which is the individual interview was chosen for the scope of the study. participants addressed two research questions which were: what is your conceptualisation of teaching sl1 in diverse linguistic classrooms? which pedagogical practices do you use to teach sl1 in linguistically diverse classrooms? before the individual interview, participants were briefed about the aim of the study which was to explore pedagogy in sl1 in light of the language in education policy which provides for siswati to be a compulsory subject and lolt in early primary, despite the country’s multilingual classrooms in urban schools. they were also acquainted with the interview schedule which had six semi-structured questions to whom teachers had to respond to individually. all in all, researchers conducted eight individual interviews with the participant teachers. since, this was a qualitative exploratory case study, data that were generated were purely qualitative, thus they were analysed through a content analysis where teachers’ responses and information relating to pedagogy in sl1 were sorted and condensed into meaningful patterns. through an in-depth analysis of all the data, information relating to pedagogy in sl1 was sought by finding connections and resemblances in all data, thus properly coding and condensing the results into themes. research findings and discussion research findings with respect to the aim of the study which was to explore pedagogy in sl1 in light of the language in education policy which provides for siswati to be a compulsory subject and lolt in early primary, despite the country’s multilingual classrooms in urban schools, this section provides the findings of the research questions which were: what is your conceptualisation of teaching sl1 in diverse linguistic classrooms? which pedagogical practices do you use to teach sl1 in linguistically diverse classrooms? two themes emerged from these research questions. the first theme pertained to participants’ understanding of teaching sl1 and the second addressed pedagogical strategies participants used to teach sl1. below are the findings from these two themes. theme 1: participants’ conceptualisation of teaching sl1 this theme revealed that teachers’ understanding of sl1 was rooted in both a conventional and assimilation point of view. from the conventional viewpoint, teachers conceptualised that teaching sl1 meant teaching learners the productive skill of speaking, which is in the oral mode and the productive skill of writing, which is in the written mode. it also meant teaching learners the receptive skills of listening in the oral mode and that of reading, mngometulu & makgabo pedagogical practices in teaching jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 6 which is in the written mode. thus, teachers’ conceptualisation of teaching sl1 in the fomip was that it should be taught to develop holistic literacy, for learners to acquire linguistic skills of being able to use the language both in speech and writing, which are a foundation of lifelong learning that ensures that learners are eloquent in language and demonstrate creativity, critical thinking and reasoning skills. these ideas were provided by teachers from schools sea and seb, who when asked about their understanding of teaching sl1, gave the following responses: teaching sl1 means equipping learners with speaking, reading and writing skills which are essential skills for learning. (sea1) it is to teach the siswati language so that the learner can be able to make conversation with others. it is to train them to listen to what is said and to teach them how to read and write anything in the language. (seb4) it is apparent, therefore, that teachers understood that teaching the siswati language in the fomip meant teaching language literacy so that all learners can have functional use of the language across the subject curricula both in its oral and print form, which is consistent with objectives of most language curriculums around the world. in this regard, participant teachers demonstrated knowledge and purpose of the sl1 content and its importance in being acquired by the young learners. thus, participants had the fundamental knowledge required for them to teach sl1 which is content knowledge (ck) which according to authors (baser, kopcha & ozden 2015; pachler, evans & lawes, 2007; shulman 1987) is the primary prerequisite and quality a teacher should possess to qualify to teach any subject area. however, as much as teachers understood that teaching sl1 to learners meant equipping them with holistic functional use of the language, their views disregarded that they were not only teaching sl1 to mother tongue (mt) speakers of the language, but also to learners who had no proficiency in the language. not once in their submissions did they mention what they understood teaching sl1 to learners of diverse linguistic backgrounds meant. it was evident from the submissions of participant teachers that they believed that teaching sl1 in the fomip meant aggressively assimilating non-native speakers of siswati into the language and culture of the siswati-speaking learners: this is the mother tongue of most learners. it is a policy that all learners in eswatini primary schools should learn siswati as a first language, even those who are non-native speakers. my understanding of teaching sl1, therefore, is that all learners have to study the language until they are proficient in it. the learners who are immigrants have to know our language, culture and our way of life because they are in our country, so they need to know our language so that they can communicate with us. if i go to study in another country, i learn their language first so that i can be able to understand what is taught. the same is true with the learners who are immigrants, they first have to learn siswati as this is the language of learning and a core subject in schools here. (seb1) although there is some truth in the above view, it overlooks the fact that here teachers were dealing with young learners from diverse linguistic backgrounds and whose l1 was the sole tool for socialisation and learning. according to milner (2017), joubert (2015) and barone and mallette (2013), educators teaching in linguistically diverse classrooms have to be inclusive and ensure that all learners in their classrooms experience a sense of belonging, irrespective of ethnicity, race and language. this is because children found in today’s schools are an illustration of present-day society where multiculturalism and multilingualism reign. thus, for barone and mallette (2013) and joubert (2015), learners who speak diverse languages, and are from culturally different backgrounds, should not be disadvantaged in the teaching and learning process, but in such situations, diversity should be viewed as an advantage that provides opportunities for understanding different cultures. theme 2: inappropriate and inadequate pedagogical practices in teaching sl1 mngometulu & makgabo pedagogical practices in teaching jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 7 the findings indicated that teachers engaged in several pedagogical practices which were predominantly teacher-centred and did not cater for learners from diverse language backgrounds. participants' practices were in total contrast to the sl1 curriculum, which required teachers to employ social constructivist approaches grounded in social interaction to teach sl1. thus, teachers lacked the appropriate pedagogy to teach sl1, and they acknowledged this knowledge gap. the following excerpt is representative of the participants’ views: i use the listening and speaking skills method. i speak and they listen. the only way you can teach listening and speaking is by speaking and asking them to listen. ( sea2) when teaching listening and speaking, i use the modelling teaching method. i want learners to copy the correct language from me. ( sea3) the above views indicate some pedagogical knowledge deficiency on the part of the participants. in the above excerpts, sea2 did not mention any teaching method but reproduced the question as an answer. our interpretation of her views was that she could not distinguish between a skill to be acquired or learnt by a learner, the procedure (method) the teacher or learner follows so that the skill is acquired or learnt and the tactic (strategy) the teacher employs for easy acquisition of the skill. participant sea3 had the idea but assumed modelling was a teaching method, yet in this instance, this was a strategy or a tool that language teachers used to demonstrate the correct pronunciation of siswati words and concepts. moreover, the teachercentred lecture method dominated sl1 classrooms instead of learner-centred methods: i emulate my trainers at college. the lecture and discussion methods worked for them; they explained a concept to us as they were the ones with knowledge and we would discuss it. i do that now. ( sea2) i use the lecture method when teaching oral and written language. when i teach listening and speaking, i use the question-and-answer method a lot. i ask learners questions that they answer orally. this helps them to listen, speak and learn new words. these are the methods of teaching i know. (seb1) the foregoing views indicate that participants lacked knowledge of the appropriate pedagogy for teaching language to young learners. according to leach and moon (2008) and shulman (1987), teachers ought to have pedagogic knowledge (pk), which includes not only the methods and strategies for teaching but also the understanding of the learners, how they learn, the tools of learning and the context where learning occurs. according to brown (2007), teachers who are to implement a language curriculum should possess methods and strategies of teaching the language curriculum: knowledge being comprehensive and prescribed set of classroom specifications to achieve linguistic objectives and techniques being an extensive range of activities and exercises used to achieve objectives. therefore, the preceding views of teachers indicate that they held the traditional view that the teacher is the master of knowledge and learners are blank slates, thus conforming to the ‘jug and mug’ strategy where the learners (mug) begin school without the knowledge and the teacher (jug) fills them with it. however, the understanding that teachers as trained individuals are equipped and prepared to teach a curriculum is not always factual because learners always come to school with pre-existing knowledge that the teacher can use to foster understanding of new concepts. although the teachers might have gone to college, some still lacked that pedagogical knowledge. furthermore, teachers’ rationale for using expository pedagogy because it worked for their lecturers shows a lack of understanding of the context under which they teach. the lecture method might have been suitable for them as they were college students, but it is unsuitable and inappropriate for foundation phase learners who learn by discovering things for themselves and participating in their learning. moreover, participants also alluded to using culturally responsive strategies like codeswitching to teach sl1: mngometulu & makgabo pedagogical practices in teaching jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 8 code-switching is another strategy i use to teach sl1. code-switching comes naturally to me because at college, i was trained to teach siswati in english. i find it hard to relate what i studied in english to siswati and that is why now and then i find myself using the two languages interchangeably in a siswati lesson. to me, this is unconscious. (sea1) according to mati (2004), code-switching, a strategy where the teacher temporality alternates between languages in one communication is an effective practice when teaching learners in multilingual classrooms as it promotes communication, and it is a collaborative and cooperative strategy that if properly used, it can result in the foundation phase learners acquiring problem solving and communication skills. however, there should be a clear purpose and rationale for why this strategy should be used in the language classroom and that should be to aid communication and learning. in the case of the foregoing view, the teacher code-switched because of siswati metalanguage limitations. according to teacher participants, this was a result of their training where they were taught siswati content and how to teach it in the second language english. in this regard, it cannot be said that teachers’ use of code-switching solely benefitted the learner, as their uncontrolled use of english when teaching sl1 could be because of a lack of the siswati metalanguage, which could have dire effects on learners learning the language. discussion of findings regarding research question, which is to explore which pedagogical practices they use to teach and the teacher’s conceptualisation of teaching sl1 in diverse linguistic classrooms, the findings are not in harmony with findings by mbele (2019) and nkosi (2011) who found that teachers lacked knowledge of the purpose of teaching reading isizulu among foundation phase learners. participant teachers in this study had ck and understood that the purpose of teaching sl1 to learners was to help them become articulate in both oral and written forms of the language, as it is a core language subject and lolt. moreover, as much as the results show that teachers understood that teaching sl1 to fomip learners meant equipping them with communicative competence in the language, those good motives were defeated by their failure to understand and appreciate the beauty of linguistic diversity in their language classrooms. the finding of the study showed that participants believed that teaching sl1 to multilingual learners meant assimilating the learners who were non-native speakers of siswati into the culture and language of the majority (swati). in this regard, their views seemed to affirm the assimilation approach adopted by the emoet to sl1 teaching and learning in eswatini primary schools where non-mt learners of siswati have to learn siswati as a first language (emoet 2018; emoet 2017; emoet 2011). such an understanding by teachers is contrary to the conclusions made by some authors (bailey & marsden 2017; cummins 2005; macdonald 2002) who advised against assimilating mt learners of another language into the language of the majority in light of the many challenges learners encounter, including lagging in instruction, poor cognitive development and socialisation. this is more so because research evidence (macdonald 2002) indicates that a child’s l1 is vital for intellectual growth and forcefully assimilating them into another language may result in the contrary. in this regard, it appears that it is the responsibility of the 21st century language teacher to ensure that in his/her class diversity is appreciated. the issue of responsibility of the 21st century language teachers tallies with the ideas of milner (2012) and milner (2017) who in their opportunity gap explanatory framework designed to help researchers and philosophers in examining, explaining and identifying instructional practices, particularly in extremely diverse and urban schools as in this study’s context, warn teachers against taking a colour-blind approach in their language classrooms. by colour blindness, they mean lacking awareness of the ethnic diversity of learners in their class and the impact that awareness has on language pedagogy. thus, teachers as curriculum developers are expected to design content and instructional practices that show an awareness of the diversity mngometulu & makgabo pedagogical practices in teaching jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 9 of learners found in their classrooms. that being said, when teaching in their language classrooms, teachers can teach different language skills by manipulating them to create an awareness and appreciation that being different is not a bad thing but humankind is different. concerning research question two, which was about the pedagogical practices teachers use to teach sl1 in linguistically diverse classrooms, the results showed that participants heavily relied on expository pedagogy to teach sl1 to fomip learners. common expository pedagogies in the sl1 classrooms were the question-and-answer method and lecture methods where learners had to respond to either oral or written questions. this confirmed the finding by ramdan (2015) who found that foundation phase teachers lacked a socio-cultural methodology for teaching language literacy as they employed teacher-centred pedagogies. teachers’ reliance on expository pedagogy shows that they lacked the relevant methodology to teach sl1 in the context of learners from diverse language backgrounds. teachers with intimate knowledge of young learners would use culturally responsive approaches that encourage learner engagement (ma et al., 2021; dooly & vallejo 2020; dewey 2018; hannaway & steyn, 2017; & joubert 2015), such as discovery, participatory, translanguaging pedagogy. these results confirm findings by several researchers (schaffler, nel & booysen 2021; de vos, van der merwe & van der mescht, 2014) who found that there was a gap between teacher content knowledge and pedagogic knowledge. for example, schaffler (2015) found that teachers lacked knowledge of phonological awareness and the appropriate pedagogy to teach the reading content to foundation phase learners which was a consequence of inadequate training and the teacher’s lack of proficiency in english. furthermore, the finding indicates that by using expository pedagogy like the lecture and question and answer method, which did not provide many communicative opportunities for learners to construct knowledge from personal experiences, teachers deprived learners of meaningful learning of the language. this is because there were few opportunities for communicative language learning as required by the socio-cultural theory and other learnercentred approaches like participatory, diversity, discovery and communicative language teaching pedagogies (dooly & vallejo 2020; de sousa et al., 2019; mckinley 2015; joubert 2015; whong 2013; vygotsky 1978). based on this finding, the teaching and learning of both oral and written forms of sl1 were made unrealistic and mechanical, as it did not mirror realworld situations of the learners, which were not in harmony with the socio-cultural theory that posits that language learning can be made authentic when learners are actively involved in their learning and when they learn about issues they understand and themes that relate to real-world experiences (vygotsky 1978). this is the case as teachers controlled the teaching-learning process of sl1 and interactive strategies such as play, storytelling and group work which promote linguistic interaction were never used by teachers to teach sl1. even though participant teachers espoused using social constructivist pedagogies to meet the needs of learners from diverse language backgrounds, such as translanguaging pedagogy through the use of code-switching, the purpose of using this strategy was misguided as there was no clear picture of why it was used. according to mati (2004), the major purpose of codeswitching should be to facilitate communication, which will subsequently aid learning. in the case of the study, the results showed that participants code-switched from siswati to english because of their siswati metalanguage limitations. in this regard, code-switching was not a resource for teaching and learning in linguistically diverse classrooms, but it was a tool to hide teacher inadequacies in the siswati language. this finding confirms findings by thomson and stakhnevich (2010) which showed that language teachers code-switched from english to isizulu in their english lessons for non-pedagogic reasons like disciplining learners when they did not follow instructions. this is despite the fact that the use of code-switching in classes with linguistic diversity and where the language of learning is foreign to some learners is both an integral and integrated part of teaching and learning because it aids learning by accommodating mngometulu & makgabo pedagogical practices in teaching jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 10 all learners (mati 2004). moreover, the findings of the study also confirm the results of a study by babane and maruma (2017) which showed that whilst learners code-switched because they lacked vocabulary in the home language, teachers code-switched to english for class control and social reasons. thus, it was the finding of the study that the only learner-centred pedagogical practice that participants espoused using in teaching sl1 was plagued by incorrect use, as the purpose for using it was not to support student learning. in essence, teachers failed to effectively employ translanguaging and plurilingual pedagogies, as all the linguistic experiences that learners brought to class were never used as a resource for learning. this finding is not in line with several authors (dooly & vallejo 2020; hannaway & steyn 2017; ma et al., 2021; chambers 2019; boulton & cobb 2017; cheng 2015) who noted that through culturally responsive pedagogies, such as translanguaging or plurilingual pedagogies, learners’ heterogeneous linguistic abilities are appreciated and used in the language learning process such that no one language controls the teaching and learning process. conclusion the purpose of the study was to explore pedagogy in sl1 in light of the liep which provides for siswati to be a mandatory subject and lolt in early primary, despite the country’s multilingual classrooms in urban schools. the results showed that teachers believed that teaching sl1 meant equipping learners with language skills that would enable them to use the language in functional ways, and they knew the sl1 content to be taught to learners. however, teachers’ ignored that they were teaching multilingual learners, as their practices were to assimilate learners who were non-mother speakers of siswati into the siswati culture and language. the implication for the language educator teaching in diverse linguistic settings is to do a self-introspection and accept and appreciate diversity as a feature of 21st century classrooms. teachers should refrain from making learners feel like their languages and cultures are substandard or that what the learners have known for years is useless and has no value in his/her learning of the target language. therefore, they have to create a community of language learners by ensuring that learners are not stigmatised because they speak a different language, but the teacher should guide all learners to accommodate each other, thus all experiencing language as inclusive, not exclusive and teachers building knew knowledge on the learners’ pre-existing cultural and linguistic experiences. in terms of pedagogical practices employed to teach sl1, participants lacked the appropriate pedagogy to teach sl1 to fomip learners, let alone to multilingual learners. this is because teacher-centred expository pedagogy dominated sl1 classrooms as opposed to learner-centred culturally responsive pedagogies suitable to teach learners from diverse linguistic settings. furthermore, even though teachers espoused to using code-switching as a learner-centred pedagogy, their purpose of using the strategy was misguided, as it was not to support learning, but to conceal teacher limitations. it can be concluded that teachers’ uncontrolled code-switching between siswati and english showed that teachers lacked fluidity in the siswati metalanguage, as its use was not to facilitate meaningful and functional learning of the siswati language. therefore, the study revealed that as much as knowledge of content is integral for the effective teaching of language, the mere knowledge of content is insufficient, but teachers ought to be a total package, having both content and pedagogical skills to teach language to learners which is termed pedagogical content knowledge. thus, the study revealed that there should be no gaps between the teacher’s content knowledge and pedagogical knowledge. based on the foregoing, the study has implications for pre-serving and in-service training and reconceptualising the kinds of skills and knowledge that should be provided to language teachers to be effective in their practice. mngometulu & makgabo pedagogical practices in teaching jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 11 references amaechi, a. 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(2022). a multilingual turn: translanguaging by design activity in an efl context, jollt journal of languages and language teaching, 10(2), pp. 199-210. doi: https://doi.org/10.33394/jollt.v%vi%i.4826. https://ebookcentral-proquest-com.uplib.idm.oclc.org/ https://ebookcentral-proquest-com.uplib.idm.oclc.org/ discussion of findings jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2802 october 2020. vol. 8, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 391-401 jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 391 students' perception on learning technical vocabularies through vocabulary self-collection strategy 1difa viola, 1elih sutisna yanto, & 1mobit 1english language department, universitas singaperbangsa karawang, indonesia corresponding author email: diva.viola98@gmail.com article info abstract article history received: august 2020 revised: september 2020 published: october 2020 the objective of this research was to investigate vocational students' perception on learning technical vocabularies through vocabulary self-collection strategy. this research provides two research questions, in what ways vocabulary selfcollection strategy facilitates students in learning technical vocabulary? what are the constraints of the students in the learning of technical vocabulary using vocabulary self-collection strategy? this research was using qualitative methodology and virtual classroom action research as a research design due to the pandemic of covid-19. the participants of this research are grade 10th students of audio-video engineering from one of vocational high school in karawang, west java, indonesia. a chosen audio-video engineering journal was distributed in order for the students to explored and selected new important words and added the information they got from it to the vocabulary selfcollection strategy (vss) chart. and also, semi-structured interviews have been completed to know their perception on vocabulary self-collection strategy during learning technical vocabulary using vss (selecting and nominating new words). the result of this study showed that the vocabulary self-collection strategy had positive impacts on students' vocabulary size, their ability to comprehend text, and the constraints that the students had during the vss process. keywords vocabulary self-collection strategy; technical vocabulary; students' perception; how to cite: viola, d., yanto, e.s., & mobit. (2020). students' perception on learning technical vocabularies through vocabulary self-collection strategy. jollt journal of languages and language teaching. 8(4), 391401, doi: https://doi.org/10.33394/jollt.v%vi%i.2802 introduction secondary school teachers reported that their students had no specialized or disciplinary vocabulary; as a result, they found it difficult to understand disciplinary textbooks and manuals in english (widodo, 2015). regarding preliminary research within the observation during teaching practicum in november-december of 2019, the researcher found that most students are hard and difficult to understand the lesson that is being delivered in the classroom. vocational students still ignored the importance of english vocabulary size to their future careers. according to keliat, virgianita, banna, & aryanto (2013), while indonesia was the largest labor contributor to asean, the level of english competence of indonesian labor is still below the expected standard. a study conducted by education first (valentina, j 2017) clarified that indonesia was ranked 39th out of 80 countries with 52.15 scores of english skills, and this has an impact on the hiring process. this research describes a review of students' perception of learning technical vocabularies using vocabulary self-collection strategy (vss) and students' perceptions of the use of technical journals for understanding disciplinary vocabulary in content-based efl instruction. vss is one of the approaches that facilitate the use of context throughout vocabulary selection (haggard, 1982). vss is mainly used for format development in academic disciplines and is characterized as a "collaborative framework that offers practice in defining http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& viola, yanto, & mobit students’ perception on learning ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 392 key terms or words and using meaning to determine context" (manzo, manzo & thomas, 2005, pp. 174-175). vss has also been introduced to encourage students to create a list of selected words from the post-reading content to analyze and understand the selected words. it is used to encourage them to extend their prior knowledge of the chosen words or terms, deepen their comprehension of them, and inspire them to improve their knowledge of the words. the approach not only introduces student word skills but also creates solutions to unlock keywords or terms in a text that will allow them to open up to content information. it contains the following steps: the selection of words, interpretation of chosen words, and finalization of the word list and extension of the knowledge of words (wulansari, 2016). martin (2002: 89-90) categorizes vss in the following steps: teachers introducing the purpose of vss to students. teachers demonstrate how important words can be selected and nominated from readings. teachers will demonstrate how to use context and other resources to learn the meaning of words. teachers write the word, the context in which the selected word used, the meaning of the selected word, and the reason for choosing the words on the vss chart paper. teachers engage students in the vocabulary self-collection process. after students familiar with the strategy, teachers guide how to encourage the use of vss during reading. students in the small groups discuss the words that they want to dominate. and then the students write the words to the chart. the development of vocabulary is essential for the effective use of second languages and takes a significant part in the development of comprehensive spoken and written texts (laufer & nation, 1999), (maximo, 2000), (read, 2000), (gu, 2003), (marion, 2008), and (nation, 2011). learning technical vocabulary is very beneficial to the students, particularly for second-language english students (thornburry & nakata, 2004; 2008). based on the employers' perspective, according to adawiyah and bambang (2003), english is very important in terms of supporting their technical skills in their work. the key requirement for engineers is english language proficiency, from the scale of their participation in the professional settings to reach the desired position in their career path and international project. english language skills also provide a tremendous benefit for those willing to work outside their own country (arkoudis et al. 2014, cole & tibby 2013, knight & yorke 2004). the vss offers the advantages of a more efficient teaching and learning process. the main advantages are that students can develop their learning skills, find the best way to recognize words from their readings, strengthen their vocabulary, and be consistent (martin, 2002:88). other advantages include an improvement in the student vocabulary list that is suitable for pre-and post-reading, which helps students assess the meaning of reading (meiningsih, 2004). vss's primary benefits are that the students can keep their way of study, find the best way to identify the words from their readings, improve their vocabulary and be a word conscious (martin, 2002:88). using this strategy, the students will have a new vocabulary list that can help them use english. during vss, students use their rationale in selecting new words in understanding certain words that they have already found. teaching vss is facilitated to help students finding new words in a way they are learning. thus, vss is a suit and good strategy for learners in discovering the new meaning of the word that use within the classroom as well as they are encounter unfamiliar and important words on their own. the process of vss would make students interested in learning vocabulary because they select the words that they should learn. therefore, the present study examines the following questions: in what ways vocabulary self-collection strategy facilitate students in learning technical vocabulary? what are the constraints of the students in the learning of technical vocabulary using vocabulary self-collection strategy? viola, yanto, & mobit students’ perception on learning ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 393 research method research materials was prepared by finding the source that was distributed to the students to learn english using vss, that the selected words were put into vss chart. to collect the data, the researcher conducted the following procedures: (1) the researcher created google classroom classes and whatsapp group to interact with the students during collecting the data; (2) after all of the students were in the group, the researcher explained how the activities would be worked and done; (3) scaffolding or pre-stage: the first step taken before starting research was to explain to students about vss and its purpose in the process of learning in class. by gave them a stimulus so that they were interested and curious. to choose words that were suitable and important to them, in what context it was used, and how to find the meaning of the word. then the teacher gave an example to later be followed by students from the audio-video engineering journal that already contained text about engineering, the workplace, or around academia that students need to know. throughout the process, the teacher demonstrated how to use the strategy; (4) during stage or small group discussion: the teacher instructed students to form groups of 5 people in one group, then look for 5 words per person if they found it was difficult and important to know, discussed it and then filled in the charts according to their respective parts (choice of words, which part of the word, what it means according to them, what they mean in the dictionary, and the reason for choosing the word). in this process, it was encouraged the students to determine the meaning and every part of the vss chart as best as they can; (5) post-stage or present: after the students have finished the discussion and got as many as 25 words in one group, all members in the group were presented and explained the findings of their words and put them in the vss chart. if needed, the researcher added more important words that have not been included yet; (6) the students submitted vocabulary self-collection strategy chart and reflective journals to google classroom. after all the steps above were done, the researcher interviewed the students. the researcher applied a semi-structured interview to get the data. research design this research uses a qualitative methodology and the type of research design used in this research is virtual classroom action research. virtual classroom action research is online learning where participants can communicate, interact, and learn resources during the pandemic of covid-19. virtual learning environments can provide learners with opportunities for accessibility, engagement, and collaboration (gedera, williams & wright, 2013). this section contains author(s) 's sufficient detail of the preparation of the current study dealing with data collection and processing. the researcher conducted some following steps to collect the data about responses of students to the use of vocabulary self-collection strategies (vss), such as vocabulary selfcollection strategy (vss) chart of the students, reflective journals, and interviews. 1) vss chart was used to see the students' process of selecting unfamiliar words and the reason why they chose it, in this part explained that the students have a lack of vocabulary. 2) reflective journals of the students, reflective journals were obtained from students' diary about their experience during the english learning process of using vss. vss chart and reflective journal charts submitted to the google classroom by the students. 3) semi-structured interview; interview was used to gained in-depth information on their vocabulary learning experience and vocabulary learning thoughts using vss. the interview was done by interviewing the students via whatsapp. basically, this study is investigating the use of vocabulary selfcollection strategy to learn technical english vocabulary in online platform based on audiovideo engineering students' perceptions. the platform that used is google classroom and whatsapp. viola, yanto, & mobit students’ perception on learning ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 394 sample of the current study this study was conducted in one of the vocational high school located in karawang, west java, indonesia. the participants of this study contain students who are in the 10th grade majoring in audio-video engineering. they come from the age range of 16 to 17 years old. the participants have an average of english skills; vocabulary. they spoke in three languages: indonesian, sundanese, and javanese. they have difficulties learning english because of the lack of vocabulary and the lack of interest to learn english. language proficiency helps students to compete with others in either an academic field or a professional field. instruments the researcher conducted some following steps to collect the data about responses of students to the use of vocabulary self-collection strategies (vss), such as vocabulary selfcollection strategy (vss) chart of the students, reflective journals, and interviews. 1) vss chart was used to see the students' process of selecting unfamiliar words and the reason why they chose it, in this part explained that the students have a lack of vocabulary. 2) reflective journals of the students, reflective journals were obtained from students' diary about their experience during the english learning process of using vss. vss chart and reflective journal charts submitted to the google classroom by the students. 3) semi-structured interview; interview was used to gained in-depth information on their vocabulary learning experience and vocabulary learning thoughts using vss. the interview was done by interviewing the students via whatsapp. basically, this study is investigating the use of vocabulary selfcollection strategy to learn technical english vocabulary in online platform based on audiovideo engineering students' perceptions. data analysis to analyze the data from the reflective journals and interviews, the researcher used some steps which deal with the procedures/steps in analyzing qualitative. in analyzed the data, the researcher used six phases of thematic analysis provided by braun & clarke (2006). the steps are explained as follows; (1) familiarizing with the data: the researcher became familiar with the data (interviews and reflective journals) by reading and re-reading the data from students' reflective journals, assignments from vocabulary self-collection strategy chart, and chat interview with the students; (2) coding: this involved generating conceptual and systematic by removed or reduced unnecessary data from reflective journals of the students and interviews. the researcher was coded every data item and ended this phase by collated all their codes and relevant data extracts. the data were managed so that there were no data that are unclear and unimportant data were reduced; (3) searching for themes: this 'searching' is an active process; themes were not hidden in the data waiting to be discovered by the researcher, rather the researcher constructs themes. the researcher was ended this phase by collated all the coded data relevant to each theme. from this step, the researcher found and divided three themes from all of the data (students' reflective journals and interviews) that have been collected; (4) reviewing themes: the researcher reflected on whether the themes were relevant to each theme of data, and began to define the nature of each theme, and the relationship between the themes. all the data were reviewed to make sure when explaining it that the data were connected to each theme; (5) defining and naming themes: it required the researcher to conduct and write a detailed analysis of each theme by identified the 'essence' of each theme and constructed a concise, punchy, and informative name for each theme. in this process, all of the data that has been constructed through themes were added names to each of the themes to define the themes. viola, yanto, & mobit students’ perception on learning ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 395 writing up: writing-up involved weaving together the analytic narrative and (vivid) data extracts to tell the reader a coherent and persuasive story about the data, and contextual it concerning existed literature. the data that already has been completed then they were reported and explained in detail and in-depth explanation, providing the shreds of evidence to support the report of the research. research findings and discussion research findings three main themes were identified from students' reflective journals and interviews: (1) vocabulary self-collection strategy helps students to comprehend text. (2) vocabulary selfcollection strategy helps students to increase new vocabulary size and (3) constraints of the students during the process of vocabulary self-collection strategy. vocabulary self-collection strategy helps students to comprehend text the students' responses and perceptions during the process of vss were very positive when they studied the assignment they were gaining many advantages in using this strategy, one of them was in the way they comprehend the meaning of a text through the new words. this enables students to learn new vocabulary depending on individual experiences and world awareness (martin, martin, & ying, 2002, p. 34). this strategy was very useful, helpful, and valuable to be applied by the teachers for learning and teaching english to the students, especially with the specialized field. all of the students agreed and claimed the same argument which is good and it should be used more in learning english. this explanation from the students will be pointed out as student's vignette 1 and 2. student's vignette 1 vss helped me in understanding new words that i had never learned in school and i have never seen in textbooks. the process of selecting new words and their meaning helped me and made me a little bit easier to comprehend a text and to be applied english in education, communication, or even in my specialization. student's vignette 2 through the process of selecting the words, the vss helped me became familiar with the words. the words i found were important to know as an engineer and i'm sure it will be valuable for me and my classmates. this can be done in learning individually or in a group. from the vignettes of the students, it indicates that vocabulary self-collection strategy is a suitable strategy that can be used by the teachers in teaching english as the students find some new words that they believe were important for them and for their classmates to know it. they also reported that during this process, they felt the positive impacts. students were exposed to found new words by themselves that made them familiar with words and they could use it in any other areas that have the same context. this strategy could be work in individuals and in groups that made the students feel enjoy and interest more to learn english. vocabulary self-collection strategy helps students increase new vocabulary vocabulary self-collection strategy provided another advantage of learning english by using it. this strategy did not only help students to comprehend new vocabulary but also increased their vocabulary list as the students were familiar with the words that they already found in the previous meeting they were submitted to google classroom. vocabulary selfcollection strategy made them independent and active in finding new important words and they will be familiar with the words that they have already found. this was such a good move for them to learn and master english skills when they applied in the workplace, education, or any other purposes. there are several cognitive processes involved in reading comprehension, good vocabulary skills are provided to facilitate learners to read competently (taylor et al. 2009). the students' comments about this idea is presented in the following vignette 3 and 4. viola, yanto, & mobit students’ perception on learning ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 396 student's vignette 3 when i was searching for the new words and its meaning, vss made me remember or memorize the meaning of it as i searched it. this will make me familiar if i see and hear the words in a text or spoken. i.e: video auxiliary data, multicasting, video sequence, etc. i learned the words naturally when i did not know the words before. student's vignette 4 through vss, i learned about the confidence for myself as i searched the words based on what i think it was important to know, and i gained a lot of new words that i did not know and i did not understand before. but as i searched for new words, i became aware of any words that i had just learned in sources like texts or spoken. from these evidences, it showed that the vocabulary self-collection strategy provided the students with a good opportunity in students' learning outcomes that is increasing the vocabulary list of the students. the more often the activities are performed by searching or selecting for new words as many as possible, the more important words were gained to be used in different fields. and it also could be used to give students the opportunities to demonstrate their knowledge. vocabulary self-collection strategy also could use their knowledge to maximize the progress of their vocabulary list. constraints of the students during the process of learning technical vocabularies during the process of this strategy, most of the students have had constraints in searching the meaning of the words and lots of time-consuming in finding it. they had no idea what the words mean and that was the first time they saw the words because in school or english subject they were never learned about that vocabulary to them before as they explained in a reflective journal; when i was searching the words, i did not understand at all because i never taught about it in school and for that, i had a hard time in understanding the meaning. this is why students should learn from their more qualified peers and their teachers as a more professional person (vygotsky's 1978, p. 86). this is the right time for them to learn new vocabulary that is related to their specialized field to use it for any purposes. the students mentioned this challenging activity explained below: student's vignette 5 when i was selecting and nominating the words, i did not understand at all. so i had a difficult time finding the meaning because i'm not good at english and i can't understand the words but i tried to search the meaning in online and offline dictionaries. student's vignette 6 through the process of vss, i found some words that were difficult for me also there were words that i did not understand. when i was searching for meaning, i did not understand it and i was confused when it was already translated into indonesian. the words were new for me, i never saw it before so that's the reason why i was confused about it. student's vignette 7 during searching and nominating new words was a very difficult thing for me, because i just knew the words when i study it and i've done it so confused in a way of how the words should be placed in using it and how to apply it when we will be using it in a different context. fortunately, i used online dictionaries to translate it from english into indonesian. student's vignette 8 when i was learning specialized vocabulary through vss, i felt the difficulty in finding the meaning of the words. it indeed allowed me to explore the words independently but i found a lot of words that i did not understand. for me, the words on the text were the new ones and a lot of words that i was never found in school textbooks before. student's vignette 9 during the process of selecting the words, i did not understand all the words in the text that has been given. there were a lot of new words i just found that i never learned during teaching and learning in class or even in textbooks. besides, i had a difficult time when i searched the meaning and i'm not good at english. the constraints faced by the students based on the process of translating english words into indonesian were when they read the text there were so many words they did not know it viola, yanto, & mobit students’ perception on learning ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 397 goes the same in searching for the meaning in the dictionary, many unrecognized words were found by students. the reason why there were so many unrecognized words for them was because of the lack of vocabulary list that they have. due to so many unfamiliar words, the student found it difficult to read and understand the texts. and it also took lots of timeconsuming when the words that they have already translated into indonesian are very confusing. they should make sure the right meaning of the words by searching or translating it in google or asking their friends and their teacher. according to lerner (2000), learners with a rich knowledge of reading prefer to read more and enhancing their skills compared to those with bad reading experience. the more they read, the more they get used to the words. discussion the discussion focused on the findings of the two proposed research questions. the discussion are: (1) in what ways vocabulary self-collection strategy facilitate students in learning technical vocabulary? (2) what are the constraints of the students in the learning of technical vocabulary using vocabulary self-collection strategy? ways that facilitate students in learning technical vocabulary through vocabulary selfcollection strategy teaching words is a vital element of learning a language as languages are word-based (thornbury, 2002). learning english using vocabulary self-collection strategy facilitates students in so many advantages that help students to comprehend new words that they have never learned before and helps students to get a new vocabulary list. since the more frequently students searching for new words or reading texts that are important to them and the more they have learned a lot, the more vocabulary it makes their comprehension in reading that is relevant to their context increasingly, they will also become a good reader in understanding the meaning in detail. they have gotten benefit from learning words or making a connection for a better understanding of new words. shiotsu and weir (2007) reported that the level of linguistic comprehension of the learner plays a role in their understanding of reading materials. so, when they use this strategy, they can quickly get a new vocabulary that will be useful for them. and if they get a new vocabulary, their english skills will be improved. in the future, this has a positive impact on the students. richards and renandya (2002) have noted the importance of vocabulary, suggesting that vocabulary plays a crucial role in the learning of a foreign language and in language skills that can influence how well learners speak, listen, read and write. calderon et al. (2005) with english-language learners have shown that, in addition to teaching vocabulary before reading, their discourse on the text after reading leads to the development of students' vocabulary. this affected students in their enthusiasm and eagerness to learn vocabulary, as well as their ability to comprehend a text. their background knowledge, associated with the new materials since they were used to them, often enhances their critical thinking skills. according to j. d. salinger (2006), vss helps students learn how to use meaning to decide what is meant by words. it also helps students to learn how to make choices relevant to the value of concepts. what are the constraints of the students in the learning of technical vocabulary using vocabulary self-collection strategy? the constraints that are experienced by students when using this strategy were the process of searching the meaning of the words and lots of time-consuming just as already explained in findings. when they were selecting for new words, most of them had problems in understanding the word in their native language, indonesian, and when they had already translated the words that are unfamiliar for them, it made them confused about the meaning. but this was only the initial case because they won't experience obstacles like this when they viola, yanto, & mobit students’ perception on learning ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 398 are used to it. students experience difficulties in reading english texts, inadequate awareness of vocabulary has been described as one of the main problems (gunning, 2002). harmon and hedrick (2005) say that struggling readers learn vocabulary when teachers "promote independent learning by allowing students to study self-selecting words" (p. 275). cain and oakhill (2011) found that reading influences the improvement of vocabulary since the vocabulary skills of learners who do not read regularly are affected negatively. to overcome the constraints of this activity, efforts are needed to improve the ability of students to acquire vocabulary, as well as the ability of students to learn english. the only effort that can be made is to enhance the quality of learning through the implementation of effective learning strategies. learning techniques are correct if a strategy that focuses on students and the vocabulary self-collection strategy is a suitable strategy for them. the research has a purpose that is to know the students' perceptions of learning technical vocabularies through vocabulary self-collection strategy. briefly, the vocabulary self-collection strategy aims to draw students' attention and interest in learning english, to make students collected and gained new vocabulary, and to understand keywords in reading, and the ability to comprehend in reading a text. there have been several attempts in the building of the students' vocabulary list to make them interested and attract their attention. they have been provided with an appropriate source, which is a journal that related to their specialization in their vocational high school; audio-video engineering. throughout the process of collecting the words, students had an individual involvement and engagement in word acquisition, they are expected to develop and acquire new vocabulary by reading the journal. by their involvement and demand in the world learning experience, the vss allows students to play an active role in the collection of words, to continually active search for meaning on their own, and then to retain words for a longer period. each student was given the vocabulary self-collection strategy before the start of the learning process. on the chart, students put new collected words and other information obtained from a journal that was previously given and then fill it in the chart. they had to collect unfamiliar and important words and list them to the chart such as the reason for selecting the words, students' definition, and dictionary/corpus dictionary's definition. this activity encouraged the students to be more active and independent in collecting words. besides, from the perceptions of the students about learning technical vocabulary through vocabulary self-collection strategy showed that there was significant information from using this strategy. the vss was able to retrieve students' motivation in learning vocabulary and was encouraged and interested in learning words through the vss. when they have finished doing this activity, students received many benefits from using the vocabulary self-collection strategy (vss). it caught their attention and made them curious, stimulates students, made them interested, and they can demonstrate the new vocabulary they have learned. more importantly, they can comprehend the text after they have got a new vocabulary. in addition, the result of this research showed that it has positive and valuable impacts such as constructed the students to become active and independent learners, encouraged them in learning english, and increased their vocabulary list in understanding new words in learning technical vocabulary using vss as same as previous research that also have positive results for students. secondary school teachers reported that their students had no specialized or disciplinary vocabulary; as a result, they found it difficult to understand disciplinary textbooks and manuals in english (widodo, 2015). viola, yanto, & mobit students’ perception on learning ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 399 in using this strategy, students got advantages that they can develop their learning skills, find the best way to recognize words from their readings, strengthen their vocabulary, and be consistent (martin, 2002:88). conclusion the research was about to know the perceptions of vocational students on learning technical vocabularies through vocabulary self-collection strategy (vss). from the research, the researcher received information about vocabulary self-collection strategy that facilitate in students' learning process and the constraints that the students have during learning technical vocabulary using this strategy. learning vocabulary is one of the most frequently debated aspects of learning english as a foreign language as it is something different and new from the native language of a student, if a word is selected as an interesting and important word to know and to use, it can be translated into the native language of students who are studying english. learning vocabulary can be difficult as many teachers do not have confidence in the best practice in vocabulary teaching and often do not know where to begin to develop the educational importance in word learning. to meet this matter and target, the teacher should prepare and identify the appropriate strategy to be implemented in the teaching and learning process. the teaching of vocabulary self-collection strategy (vss) will be obtained satisfying results for both teachers and students. the strategy involved some acts, notably generating attention and interest among students, collecting and discovering key vocabulary contained in the text, establishing a connection between key vocabulary and text material, and comprehending the text as a whole. this strategy also supposed to learn in groups so the students can share their ideas and thinking with their friends, group activity makes the students more confident and enthusiastic. vocabulary self-collection strategy (vss) chart is a media to define and collect the information and key vocabularies that can help them in comprehending the text that has already given to the students. this strategy not only helps students become more interested, actively, and independently in learning words, but also helps them increase their vocabulary list and improve their cognitive ability to learn words. the vss leads to better comprehension and production words and influences the students' learning experience in english. in this section, the author(s) should give his/her comprise statement regarding the major findings and implications of the study, but not the whole study. it is not suggested to bring any new information in the conclusion. acknowledgement i would like to express my sincere gratitude to the participants and the school english teacher that engaged in this research project. my heartfelt thanks also go to mr. elih sutisna yanto, s.pd., m.pd. and mr. mobit, s.pd., m.pd. (universitas singaperbangsa karawang) as my advisors who guided me until i finished making this research since preliminary draft. viola, yanto, & mobit students’ perception on learning ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 400 references alqatani, m. (2015). the importance of vocabulary in learning and how to be taught. international journal of teaching and education, 3, 21-34. amantina pervizaj, vehebi sofiu, bujar kelmendi. (2016, august). professional vocabulary learning strategies in content courses taught in english. international journal of scientific & engineering research, 7(8), 395-439. asyiah, d. n. (2017). the vocabulary teaching and vocabulary learning: perception, strategies, and influences on students' vocabulary mastery. jurnal bahasa lingua scientia, 9, 293-318. bower, m. (2006). virtual classroom pedagogy. research gate, 148-152. gedera, d. s. 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(2017). using the vocabulary self-collection strategy plus to develop university efl students' vocabulary learning. english language teaching, 10, 135144. krich rajprasit, panadda pratoomrat, tuntiga wang, supanit kulsiri & saengchan hemchua. (2014). use of the english language prior to and during employment: experiences and needs of thai novice engineers. global journal of engineering education, 16, 27-33. krich rajrasit, saengchan hemchua. (n.d.). the english language & communication in the international workplace: an examination of thai computer engineering professionals. the southeast asian journal of english language studies, 21, 109-124. muhamad fauzi rahman, rendi rinaldi, iman santoso. (2019). the use of vocabulary selfcollection strategy to improve students' vocabulary mastery. professional journal of english education, 2, 93-99. natalie kang, j.-a. n.-s. 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(2003). technical vocabulary in specialised texts. reading in a foreign language, 15, 103-116. teresa mihwa chung, paul nation. (2004). identifying technical vocabulary. elsevier system, 251-263. virginia braun, victoria clarke. (2013). successful qualitative research a practical guide for beginners. london: sage book. yanto, e. s. (n.d.). implementing vocabulary self-collection strategy in the efl college classroom in engaging students' communicative classroom. journal of teaching & learning english in multicultural contexts, 1, 14-22. yanto, e.s., & nugraha, s.i. (2018). video viewing as a mediation of learning content-based vocabulary: assisting students in understanding disciplinary vocabulary in context. indonesian journal of applied linguistics, 8, 316-324. journal of languages and language teaching, vol. 4 no.1, mei 2016 13 the effectiveness of using individual learning in teaching listening sulistia wardani mts. nw. lingsar, lombok barat, ntb wardanisulistia@ymail.com abstract this research was aimed to find out the effectiveness of using individual learning in teaching listening of song and conversation. the research was experimental research and the design that was used was the one group pretest post-test design. the population of the study was the second grade students of mts. nw. lingsar which consisted of one class and this research took all population as sample, consisting of 27 students. data of the research were primarily gathered from the pre-test and post-test of listening test, in which the result of pre-test was used as control class and the result of posttest was as the experimental class. in analyzing data of the research, the researcher used t–test formula. based on the analysis, it was gotten that t-test score was 27.76 with the degree of freedom (df) = 26 and t-table was 2,056 at the significant level =0.05. because t-test is higher than t-table meaning that individual learning is effective in teaching listening at the second grade students’ of mts. nw. lingsar in the academic year 2017/2018. key words: individual learning and listening abstrak penelitian ini bertujuan untuk mengetahui efektifitas penggunaan pembelajaran individu dalam pengajaran mendengarkan lagu dan percakapan. penelitian ini merupakan penelitian ekperimental dan model yang digunakan adalah model satu kelompok pratespostes. populasi penelitian adalah siswa kelas dua mts nw lingsar yang terdiri dari satu kelas dan penelitian ini mengambil seluruh populasi sebagai sampel, terdiri dari 27 siswa. data di kumpulkan melalui prates dan postes dari tes mendengarkan, dimana prates digunakan sebagai kelas control postes digunakan sebagai kelas eksperimen. dalam menganalisis data penelitian, peneliti menggunakan rumus uji t. berdasarkan hasil analisis didapatkan skor t-test 27,76 dengan derajat kebebasan (df)= 26 dan t-table adalah 2,056 pada tingkat signifikasi = 0.05.karena t-test lebih besar dari t-table berarti bahwa pembelajaran individual efektif dalam pengajaran mendengarkan siswa kelas dua mts nw lingsar tahun ajaran 2017/2018. kata kunci: pembelajaran individu dan mendengarkan introduction listening is one of the most important skills to mastering english well. listening is the way of learning the language (nation/newton, 2009: 38). from the statement, listening means the activity of paying attention and trying to get meaning from something hears. after getting the meaning, the learners build up the knowledge then the learner can begin to speak. individual learning is defined as the capacity to build up knowledge through individual reflection about external stimuli sources and through the personal journal of languages and language teaching, vol. 4 no.1, mei 2016 14 elaboration of individual knowledge and experience in light of interaction with others and environments. meanwhile, in junior high school the students are must to improve their listening skill. however, there are some problems to improving students’ listening skill especially in english because every word has different meaning and need a concentration, so that’s why the teacher should have a good method and media to motivate the students in teaching and learning process. based on an observation conducted on october 10, 2016 at second grade students of mts nw lingsar, there were problems rise up, such as students cannot understand about listening english, it cause of they do not have ability in listening, students also have difficulty in listening when explain them by using english. the researcher also found the students cannot distinguish between one words to another which has same pronunciation. so it makes them feel english was the most difficult subject to learn. it means the way in teaching learning process were inappropriate unsuitable, uninterested, and made students bored in learning the materials. the method was used by the teacher before in teaching listening was speech only, the teacher explain the material first, after that the teacher gave the test for the students to know the student’s ability. to solve the problems above, the researcher applied “individual learning” for teaching listening. individual learning is one of the methods that can help the students in teaching english especially for english listening. this method can build up knowledge and concentration through individual reflection without interaction with others. by using individual learning the students are hoped to be able to interest in learning english. it is also hoped can helped the students mastering english easily. based on the reasons above, the researcher chosen the title “the effectiveness of individual learning in teaching listening: an experimental study at the second grade students of mts. nw lingsar in academic years 2016/2017.” review of the related literature according to nation & newton (2009: 38), listening is the way of learning the language. it gives the learner information from which to build up the knowledge necessary for using the language. when this knowledge is built up, the learner can begin to speak. thompson & rubin (1996: 331) defined listening process as an active process through which the listeners select and interpret information that comes from auditory and visual clues in order to define what is going on and what the speakers are trying to express. to be a good listener, the listener need focused on what they hear for getting the meaning. as duzer, c v (1997: 1) states listening is a critical element in the competent language performance of adult second language learners, whether they are communicating at school, at work, or in the community. almost every day listening was more used by the learners than any other skill. to conclude, listening comprehension skills should have two important processes. firstly, the processing sound by which the listener can recognize word utterance, sentences recognize significance of language related features such as, intonation, pitch, and tone. secondly, the processing journal of languages and language teaching, vol. 4 no.1, mei 2016 15 meaning, by which the listeners can organize the heard speech into meaningful sections, to identify the language data to understand what speakers are going to say, and to store information in memory and know how to get them back later, by organizing meaning and details. indicators of listening listening is the one of for skill of a language. it involves an active involvement of an individual. listening involves a sender, a massage and a receiver. it is the psychological process of receiving, attending to constructing meaning from and responding to spoken and/or nonverbal messages. (1) the students can understanding intonation and stress. (2) the students can find the meaning of words and phrases. (3) the students can find the specific information. (4) the students can find the main idea and messages in text or oral forms. individual learning is “the capacity to build knowledge through individual reflection about external stimuli and sources and through the personal re-elaboration of individual knowledge and experience in light of interaction with other and the environment” (siniitsa, 2000). this capacity is demanded to be practiced whether within a group or not. according to dehaan& doll (1964: 11), learning is personal, unique, unstandardized. furthermore, learning has numerous dimensions and it is without limit. in individual learning, the learning objectives and content preferences are not uniform, one learner may wish to maximize the amount of content for the allowed time, and the other will look for the most enjoyable wax of doing it. the content may be studied in depth or scanned to evaluate the coverage of the resource. according to dehaan & doll (1964: 11), learning is personal, unique, unstandardized. furthermore, learning has numerous dimensions and it is without limit. in individual learning, the learning objectives and content preferences are not uniform, one learner may wish to maximize the amount of content for the allowed time, and the other will look for the most enjoyable wax of doing it. the content may be studied in depth or scanned to evaluate the coverage of the resource. in teaching listening skill, teachers need planning for the teaching and learning process. it is generally the teacher who takes the main responsibility for planning learning. however, by having well-organized planning, the teacher can model how planning can take place and inculcate good planning for the future, especially in teaching listening. so, the teacher must prepare a good planning if he/ she want to be success in teaching learning process mainly in teaching listening. the researcher tries giving teacher strategy in teaching listening using individual learning. according to nunan (1999: 200), listening comprehension requires the active construction of the original meaning of the speaker using incoming sounds as clues while using prior knowledge of the context and situation within which the listening take place. it seems that the individual learning or the learners’ cognitive style might have an effect on their listening comprehension ability. there are the planning models of individual learning: (1) established what needs to be taught. first, consider the standards, benchmarks, essential questions, or journal of languages and language teaching, vol. 4 no.1, mei 2016 16 expectation to be taught. it should be clear what the students should know, to be able to do, or be like after the learning experience. (2) identify the content, including facts, vocabulary, and essential skills. (3) activate. determine what students know and what they need to learn next. (4) acquire. decide what new information and skills students need to learn and how they will acquire the knowledge. also decide whether the acquisition will take place in a total group setting or in small groups. now it is time to lay out the plan. determine how the information is the best taught to this particular group of students. research method the research was conducted by using experimental research method. experimental research is the research that is purposed to investigate whether there is an effect of something that is treated to subject of the research. the type of experimental method has been used in this research was pre experimental design, where in this design there was only one group without control group. so that way, the researcher used one group pretest post-test design. in conducting one group pretest post-test design, the researcher gave the pre-test to the students to know the ability of students before the students getting the treatment, after that the researcher giving the treatment to the students, the treatment was individual learning, this strategy has been used in teaching students of listening skill. after the researcher giving the treatment, the researcher gave the post-test to the students, to know the ability of students after getting the treatment by using individual learning. according to (sugiyono, 2013:117), population is the generalization which consists of objects and subjects that have a certain quantity and characteristics defined by researcher to learn term population is use in statistics to refer to all possible object of particular type. the researcher took the numbers of population were limited, it just only 27 students as population after identifying a list of possible participants, the next step is selected a sample. sampling technique is the selection process in determining sample (sugiyono, 2014: 62). in this case, the researcher used surfeited sampling. surfeited sampling is the technique to determine sample if the whole of population used as sample and the population is less than 30 students (sugiyono, 2014: 85). based on the construct above, the researcher used the whole of population as sample, the population were 27 students and it also for sample. the researcher will take conclusion the research instrument is the tool or facility that used to measure the nature or social phenomena that being research and collecting the data. the test in form of multiple choices which is consists of 50 questions. this test is aims to find out how well the students understand the spoken english and to know the student’s ability. the research gave the student test of listening. in this test the research use pre-test and post-test. pre-test was conducted before the treatment given to the students. the test is aims to know the journal of languages and language teaching, vol. 4 no.1, mei 2016 17 student’s initial ability in listening before treatment. post-test was conducted after treatment. this test is aims to find out of the students listening ability after treatment. the data was analyzed descriptive it used to know mean, mode, median and standard deviation. besides, t-test (inferential analysis) is to know the significant after collecting data, the next step is analyze the carefully. research finding the research has been conducted since 26 july to 03august 2017. the researcher gave students pre-test and the researcher treated the students by individual learning in several meetings. in giving treatment the researcher gave students material about song and conversation. testing hypothesis is procedure for deciding if the null hypothesis should be rejected or the alternative hypothesis should be accepted. the hypothesis was tested by using t-test. the hypothesis of this research is t-test > t-table value at significance level of 0.05 (95%) with 27 samples. the researcher determined the levels of significance as well as the degree of freedom of samples minus one with the numbers of samples were 27 students. the degree of freedom used here was df=(n-1). therefore, the degree of freedom is df = 27–1= 26.level of significance or influence of freedom degree was determined as follow: t-test = 27,76> t-table = 2,056 (0,05) (95%) based on the condition above the researcher concluded that individual learning is effective in teaching listening (ha).meaning that, individual learning was very appropriate in teaching students’ listening skill. therefore, it also was clear that t-test was higher than ttable in which the degree of difference of the mean scores was significant in confidence level 0.05, meaning that ha is accepted, the ho is rejected. according to nunan (1999: 200), listening comprehension requires the active construction of the original meaning of the speaker using incoming sounds as clues while using prior knowledge of the context and situation within which the listening take place. it seems that the individual learning or the learners’ cognitive style might have an effect on their listening comprehension ability. there was only one statement of the problems proposed as follows: “is there any significant effect of individual learning in teaching listening at mts nw lingsar?” this statement of the problems had been answered based on the research result above. based on previous chapter, there was explained about the comparison between t-test and t-table, where if ttest is smaller than t-table or t-test equal with t-table, therefore ho is accepted and ha is rejected, but if ttable smaller than t-test, ho is rejected and ha is accepted. in previous chapter, it was analyzed that, the value of pre-test and post-test of students listening by using descriptive analysis. it was found that, in pre-test the value of mean was 36.42, median was 36,375, mode was 34,4 and the standard deviation was 70,96. then the value of descriptive analysis of students listening skill in post-test were; the value of mean was 73,37, median was 80,37, mode was 77,3, and the standard deviation was 153,81. from the explanation above, it can be seen journal of languages and language teaching, vol. 4 no.1, mei 2016 18 that, there was significant different between the results of pre-test and post-test . to make a conclution or to draw a conclution about the population, this research used inferential analysis by using t-test formula. it wasfound that the value of t-test = 27,76> t-table = 2,056 (0,05) (95%). from the result of comparison between the results of ttest with the value of t-table above, it can be seen the result of t-test is higher than the value of t-table.it means that, individual learning was appropriate in teaching listening song and conversation, individual learning gave much contribution to the students in studying english especially english listening. where the students can describe the real condition that has been drown on individual learning. based on the discussion above, the researcher concluded, the effectiveness of individual learning in teaching listening at mts nw lingsaris accepted. in other word, the alternative hypothesis (ha) is accepted conclussion and suggestion conclussion based on the data analysis and the discussion in previous chapter, the researcher finally comes to the conclusion: (1) under testing students’ listening skill, the researcher found there were a lot of students having poor listening skill. (2) teaching english listening at mts. nw lingsar by using individual learning produced much greater change in the students' listening skill. on the other words, individual learning had significant effect toward students' listening skill. (3) under the application of t-test formula, it was found out that the ttest was 27,76with t-table degree of freedom (df) = 26 was 2,056 it was shown that t-test was higher than ttable. it means that the null hypothesis (ho) was rejected because the t-table is lower than ttest; therefore, the alternative hypothesis (ha) was accepted it can be seen that, the t-test is higher than t-table and it means that individual learning is effective in teaching listening. suggestion english teachers should be creative in teaching and creating comfortable situation during the teaching learning process, so that the students will be interested in learning english especially in listening. the english teachers should consider selectively the suitable teaching method which will be used in teaching english for all stages of education. the teacher also has to train student to listen english trough songs or conversation for make student habitually in listening and sharpen them memorize the word and comprehending the meaning of the word that shown by songs or conversation itself. the students student should habitually listening for sharpen them memory as listening a song because songs is entertain and while listening, student encourage to find out the difficult word to add them vocabulary. references arikunto, suharsimi. 1998. prosedurpenelitiansuatupende katanpraktek. rineka.cipta: jakarta. journal of languages and language teaching, vol. 4 no.1, mei 2016 19 brown, h. d. 2003. language assessment principles and classroom practices. __________ 1994.teaching by principles: an interactive approach toll language pedagogy. englewood clifts, nj: prentice hall regents. byrne, d, (1986) teaching oral english, longman, malaysia. dehaan, r.f., & doll, r.c. (1964) individualizing instruction. association for supervision and curriculum development, nea 1201 sixteenth street, n, w., washington d. c. fathurrahman imran. 2015. penelitian experiment. handout, unpublished. ikip mataram. hoskin, c. 2006. focused listening: development of a balanced listening curriculum in eap.international christian university: tokyo. j.b. heaton. 1998. writing english language tests. longmanhandbookforlanguag eteacher. khotari, c.r, 2004. research methologi methods and technique.new delhi, new age international publishers. miller, steve. 2015. experimental design and statistic. france: internalsional thomson publishing company. nation, i.s.p., & newton, j. 2009. teaching esl/efl listening and speaking.by routledge 270 madison ave, new york, ny 10016. rost, m, (1993) listening in language learning. longman: new york. sugiyono, 2014.metode penelitian kuantitatif kualitatif dan r&d. bandung penerbit alfabeta. thompson, i., & rubin, j. (1996) can strategy instruction improve listening comprehension? fore underwood, m. (1989). teaching listening. new york. longman language annals, 29 (3),331-342.s underwood, mary. 1997: 1.teaching listening. new york: longman. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4995 april 2022. vol. 10, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp.211-222 jollt journal of languages and language teaching, april 2022. vol.10, no.2 | 211 the effects of vocabulary mastery on englishspeaking ability: a meta-analysis study 1helli kristiana br bangun, 2debora chaterin simanjuntak 1fakultas keguruan dan ilmu pendidikan universitas advent indonesia corresponding author email: bangunhelli@gmail.com article info abstract article history received: february 2022 revised: march 2022 published: april 2022 the purpose of this meta-analysis is to analyse the effects of vocabulary mastery on english-speaking ability, which has been a extensively focused on english language teaching. a descriptive qualitative technique was utilized in this study. the data of this study consisted of 820 samples from 21 studies that focused on the correlation between students' sufficient academic vocabulary and englishspeaking ability. the meta-analysis involves the studies conducted in indonesia to draw deeper characteristics of the phenomena. the r and n were found in the data. n is the number of respondents, and r is the coefficient value. the researchers utilized five procedures to acquire the data: collecting studies or meta-analysis materials; calculating the effect size of each study; estimating the summary effect or mean effect size; analyzing the standard error; and evaluating publication bias. the data was analyzed with the help of jasp program. because k = 21, 5k+10 equals 115. the obtained fail-safe n value is 4727.000, with a significant target of 0.05 and p < 0.001. because n > 5k+10 is a safe value, it is assumed that no publication bias exists in the meta-analysis study. in addition, the study's findings demonstrate that having an adequate academic vocabulary has a positive impact on english-speaking skills. keywords vocabulary mastery; speaking skills; meta-analysis how to cite: bangun, h. k. b., & simanjuntak, d. c. (2022). the effects of vocabulary mastery on englishspeaking ability: a meta-analysis study. jollt journal of languages and language teaching, 10(2), pp. 211-222. doi: https://doi.org/10.33394/jollt.v%vi%i.4995 introduction focusing on indonesia, english has been the most in-demand subject at schools (syafrizal et al., 2021). viewed from parents’ perspectives, english language is to be learned from an early age. realizing the importance of the language, most parents require their children to learn english from kindergarten to university because they believe that learning at the early age will help their children establish good thinking stimulation in absorbing knowledge (bissonnette & boyer, 2022). there is ample research done in various countries investigating the importance of vocabulary mastery on speaking ability development. it is undeniable that the majority of efl learners struggle in enhancing their speaking skills because when it comes to speaking, they have to consider various abilities, namely fluency, complexity, pronunciation, enunciation, voice quality development, and so forth (fatimah, t., purwanti, s. e., & mustajib, 2019). however, a variety of factors hinder efl learners’ capacity to communicate in english. in speaking, students tend to use recognized or high-frequency words in daily speech. they end up having insufficient academic vocabulary. when they come across novel terms, they are likewise inexperienced with how to comprehend and use them in classroom settings. vocabulary mastery, according to putri and refnaldi (2020), could be one of the factors influencing students' english-speaking ability. the students' limited vocabularies may make it difficult for them to speak english in a more natural way. as a result, it's possible that this is causing the slow improvement in speaking. vocabulary knowledge has been seen as an initial skill that must be mastered by efl learners to improve other language skills. fundamentally, https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:bangunhelli@gmail.com bangun and simanjuntak the effect of vocabulary mastery ……….. jollt journal of languages and language teaching, april 2022. vol.10, no.2 | 212 vocabulary knowledge is a prerequisite for most other language skills (dakhi & fitria, 2019). several studies on vocabulary and speech have been undertaken in the past. uzer (2017) conducted one of the most widely cited studies, in which he investigated the relationship between vocabulary mastery and improved speaking skills in efl students in senior high school. the statistical connection between them was 0.630, indicating that studying vocabulary plays a major influence in improving students' speaking skills. (taslim, t., asrifan, a., chen, y., & nurdania, 2019)investigated the relationship between students' vocabulary knowledge and speaking ability in eleventh graders. to link the two variables, they used a correlative design. the participants in this study were all science students in the eleventh grade (xi2), with a total of thirty-two students in the subject. to test their hypothesis, the researchers analyzed the data using the spss 21 program using pearson product moment correlation and linear regression. as a result of the computations, the r value of 0.532 was determined. it has been demonstrated that a student's vocabulary mastery and speaking abilities have a considerable significant correlation. there have been numerous analytical discussions and comprehensive studies on the importance of improving vocabulary knowledge; however, this study is unique in that it explains the magnitude of the effect of vocabulary mastery in acquiring sufficient academic words, as well as what factors should be controlled for to help increase the effect size. in mild of the foregoing discussion and to add to the literature, toward the existing day the researchers wanted to delve into correlation between students' vocabulary mastery and english-speaking ability in meta-analysis study. meta-analysis is considered to be a statistical tool for estimating the advocate and variance of underlying populace penalties from a collection of empirical research (field ap, 2010). henceforth, general impact of vocabulary mastery on englishspeaking ability is discovered in this study. this study provides an opportunity to obtain an overview of vocabulary mastery that has been intensively discussed in the world of english language teaching. in addition, the following research questions will be addressed by this project: 1. what is the effect size of vocabulary mastery on english-speaking ability? 2. is there publication bias? 3. is there a positive relationship between vocabulary mastery and english speaking ability? vocabulary as main communication tool english has been a particular subject at schools and many efl learners struggle in having sufficient number of vocabulary to develop the four macro skills: listening, speaking, reading and writing (syafrizal et al., 2021). the value of vocabulary is predominant; wherein, efl learners must consider that vocabulary is an important part of standards-based curriculum alignment. unfortunately, most efl learners hesitantly learn english because they do not have the audacity to speak in classroom situation (studies et al., 2022). in order to have a successful communication on expressing thoughts and ideas, vocabulary mastery should be established. the larger the vocabulary of the learners, the more effective they speak in the target language. in classroom setting, vocabulary teaching and learning is the most crucial part of a lesson. english-speaking ability human communication is important in our lives. people communicate in general to deliver messages, convey and change information, and report on what is going on in their life. this is the fundamental foundation of the efl setting, in which the ability to speak a global language offers learners with enormous benefits, as it allows them to expand their knowledge and skills in terms of job-related matters. as a result, speaking is known as the main skill for efl students to possess. it can also be characterized as a process that necessitates the expressing bangun and simanjuntak the effect of vocabulary mastery ……….. jollt journal of languages and language teaching, april 2022. vol.10, no.2 | 213 of thoughts and feelings: which means that thoughts will spring to mind and a person will articulate what he thinks. however, many research claims that students’ speaking skill is significantly low. insights on tackling speaking difficulties should be obtained from various research (zainurrahman & sangaji, 2019). with the advancement of education, there has been a pressing need for new teaching and learning models that are suited to the needs of today's youth. on improving speaking ability (omar et al., 2020). speaking is a type of spoken language that is used to express thoughts and feelings. one of the most crucial language skills that students and everyone must master is speaking. therefore, everyone must be aware of the importance of vocabulary mastery (taslim, t., asrifan, a., chen, y., & nurdania, 2019). according to (nunan, 2003), speaking ability is a set of abilities that includes oral language and results in a system for communicating verbal meanings. the ability to express and convey feelings, ideas, or concepts to another person through the use of words or sentences is referred to as speaking ability. (richards & willy, 2003) define speaking as an action that defines the active language of language users who demand actual initiatives in the use of language to express themselves vocally. in english classroom settings, speaking plays a crucial part because it is considered as a productive talent that generates language through sound, necessitating the employment of the vocal track and the brain. people frequently rate a person's language proficiency based on their ability to talk rather than their other language skills in many situations. people are becoming more conscious of the importance of communicating in many facets of life, which is causing this issue. people want to say something to accomplish a specific aim, according to (mcdonough, 2013). this action includes expressing one's thoughts and beliefs, expressing a desire to achieve something, negotiating or resolving a situation, and establishing and maintaining a relationship. additionally, students report that mastering the skill of speaking is the most enjoyable. however, it also becomes the most difficult (darancik, 2018). research method research design this study utilized descriptive qualitative it was used to see if there was a link between students' vocabulary mastery and their ability to communicate in english. in collecting data, the researchers first collected study material or meta-analysis for the last 6 years, starting in 20172022. second, calculate the effect size of each study. third, calculate the summary effect size or the average effect size. fourth, analysis of moderator variables. fifth, evaluation of publication bias. the following will be discussed in greater depth, with an explanation of each topic. to gain access to the studies included in the meta-analysis, the researchers reviewed the databases of google scholar, semantic scholar, research gate, open journal system to search the keywords ‘vocabulary mastery’ and ‘speaking ability’. these platforms' open access system allows everyone to participate detailed reviews on the studies were conducted to search for the fundamental variables of this study. within this scope, the records contained r and n. r is a coefficient cost and n is the respondent. this research was conducted through online libraries such as google scholar, semantic scholar, research gate, with a total r = 21 samples data and n = 820. the following flowchart was used in the study to select the studies for the metaanalysis: bangun and simanjuntak the effect of vocabulary mastery ……….. jollt journal of languages and language teaching, april 2022. vol.10, no.2 | 214 figure 1. flowchart of selection process of the studies instruments the analysis of this study uses meta-analysis. the data r and n that have been collected are transferred to microsoft excel in order to get the effect-size and standard error using formulas. after finding the effect size and standard error values, the researchers conducted a meta-analysis using jasp software. for more details, see the table below. table 1 studies or meta-analysis materials studies r n 1 (uzer, 2017) 0,630 40 2 (rahman, a., multazim, a., husna, a., & hudayah, 2019) 0,99 40 3 (aristi, nina, 2017) 0,68 30 4 ((eka, 2021) 0 35 5 (nurmala dewi, 2018) 0,538 60 6 (harahap, n.d, 2021) 0,83 90 7 (zaharani, 2017) 0,809 30 8 (suryanto et al., 2021) 0 52 9 (afifah, 2018) 0,665 79 10 (sari, 2021) 0,873 44 11 (jambari et al., 2021) 0,54 30 12 (anry ani, 2021) 0,423 22 13 (nofal, 2017) 0,525 25 14 (rahayu, 2021) 0,441 30 15 (yuwandi, a. d., azhar, f., & marzuki, 2017) 0,83 23 16 (laily, 2017) 0,294 30 17 (putri, a., & refnaldi, 2020) 0,703 30 18 (fatimah, t., purwanti, s. e., & mustajib, 2019) 0,339 38 19 (zaitun, z., hadi, m. s., & zulfiana, 2020) 0,703 30 20 (diyas herdian putra, i. ikhsanudin, 2021) 0,19 30 21 (taslim, t., asrifan, a., chen, y., & nurdania, 2019) 0,532 32 n 820 the studies discovered through the keywords ‘vocabulary mastery’ and ‘english-speaking ability’ the studies carried out between 2017-2021 the studies included in google scholar, semantic scholar, research gate, ojs databases the studies conducted at secondary education level the studies conducted to find out the effect of vocabulary mastery on english-speaking ability bangun and simanjuntak the effect of vocabulary mastery ……….. jollt journal of languages and language teaching, april 2022. vol.10, no.2 | 215 data analysis to calculate the effect sizes of each study, the first step that must be done is to collect the values of n and r, then create a table in microsoft excel. after collecting the data, the researcher finds out the effect size of each data to get an interpretation of the results. using the formula to find [vz] of the variation of [z] with a purpose to know the standard error (sez). so that the effect size of the correlation study can be analyzed. the following is the formula used for finding the effect size. 𝑧 = 0,5𝑥𝑙𝑛 1+𝑟 1−𝑟 vz = 0,5𝑙𝑛 1 𝑛−3 √𝑣𝑧 𝑆𝐸𝑧= summary effect or mean effect size after calculating the standard error and effect size of each data which is done through ms. excel, the data is converted into a meta-analysis data source by using jasp software to seek the heterogeneity, positive correlation of variables, and as well as to find out the level of standard error. the following below is the process of calculating the meta-analysis of the data. figure 2. summary effect or mean effect size selecting the model the heterogeneity test was employed in this meta-analysis to aid in the examination of study subjects with various parameters by displaying the degree of variability among the studies included. in addition, this heterogeneity test helped the researchers to see the heterogeneous distribution between studies that were included or studies that were not evaluated in this study. if there is heterogeneity in the studies, the causes of heterogeneity can be investigated using the study's characteristics. study characteristics may be related to study heterogeneity, which can be interpreted using subgroup or meta-regression analysis. following the determination of heterogeneity, the statistical model used to calculate effect sizes was chosen. the main approaches used in effect size calculations based on the level of inter-study variance differentiation are fixed and random effects models. bangun and simanjuntak the effect of vocabulary mastery ……….. jollt journal of languages and language teaching, april 2022. vol.10, no.2 | 216 table 3 heterogeneity test results to determine the model to be used of meta-analysis fixed and random effects q df p omnibus test of model coefficients 2.099 1 0.147 test of residual heterogeneity 40272.855 20 < .001 note. p -values are approximate. the findings of the research reveal that the 21-effect sizes of the studies examined are heterogeneous. (q = 40272.855; p < 0,001. as a result, the random effect modal is better suited for estimating the average effect size of the 21 studies examined. the analysis also identifies the possibility of investigating moderating variables that influence the relationship between student vocabulary mastery and english-speaking ability. after determining the heterogeneity, it was found that the result was heterogeneous. thus to estimate the mean effect size or summary effect, random effect model was utilized to obtain the confidence interval. table 4 summary effect/mean effect size coefficients 95% confidence interval estim ate standard error z p lower upper intercept 2.333 1.610 1.449 0.147 -0.823 5.489 note. wald test. the results of the analysis using a random (effect) model allow that there is a significant positive correlation between student's vocabulary mastery and english speaking ability (z = 1,449; p < 0,147; 95%cl [[-0,823; 5,489]]. the effect of student's vocabulary mastery and english-speaking ability is in the high category. (𝑟𝑅𝐸 =2,333). *r = 1 -3 (low); r = -5-3 (moderate); r = 5-10 (high) (cohen, 1998). based on the summary effect table, it is recommended to use a random effect model to estimate the summary effect value. the result is positive which can be seen in the estimate column (2.333). this indicates that there is no negative sign, which means that the correlation between student's vocabulary mastery and english speaking ability is positive. as a result, the correlation between student vocabulary and english speaking ability is now positive, and the effect of the correlation between student vocabulary mastery and english speaking ability is categorized as high level. bangun and simanjuntak the effect of vocabulary mastery ……….. jollt journal of languages and language teaching, april 2022. vol.10, no.2 | 217 forest plot figure 3. forest plot the picture above it explains that the value is from the highest 34.01 to the lowest value of 0.00. as seen in this forest plot, this spread of the dots shows the effect size, so the wider the spread, the higher the significance. publication evaluation funnel plot figure 4. funnel plot it's difficult to tell whether the funnel plot is symmetrical or not based on the results. as a result, to determine whether or not the funnel plot is symmetrical, an egger test is required. bangun and simanjuntak the effect of vocabulary mastery ……….. jollt journal of languages and language teaching, april 2022. vol.10, no.2 | 218 table 5 egger test regression test for funnel plot asymmetry (egger's test) z p sei -0.459 0.646 as shown from the table of the egger test, the p > 0.05 confirms that the funnel plot is symmetrical. thus, it can be concluded that there is no publication bias problem in this metaanalysis study. table 6 fail-safe n file drawer analysis fail-safe n target significance observed significance rosenthal 32985.000 0.050 <.001 from the table above, the k= 21, so 5k+10 = 115. the failsafe n value obtained is 32985.000, with a significant target of 0.05 and p < 0.001. because the safe value of n > 5k+10, it can be concluded that there is no publication bias problem in the meta-analysis study. research findings and discussion research findings the purpose of this study is to determine the magnitude of vocabulary mastery's effect on english-speaking ability. in each meta-analysis study included, the effect size is a factor that indicates how much the independent variable effects the dependent variable positively or negatively. table 7 variable effects on students’ speaking achievement studies r n z vz sez 1 (uzer, 2017) 0,630 40 0,660 0,027 0,164399 2 (rahman, multazim, husna, & hudayah, 2019) 0,99 40 34,407 0,027 0,164399 3 (aristi, nina, 2017) 0,68 30 0,811 0,037 0,19245 4 (eka, 2021) 0 35 0,000 0,031 0,176777 5 (nurmala dewi, 2018) 0,538 60 0,466 0,018 0,132453 6 (harahap, n.d, 2021) 0,83 90 1,777 0,011 0,107211 7 (zaharani, 2017) 0,809 30 1,552 0,037 0,19245 8 (suryanto et al., 2021) 0 52 0,000 0,020 0,142857 9 (afifah, 2018) 0,665 79 0,761 0,013 0,114708 10 (sari, 2021) 0,873 44 2,471 0,024 0,156174 11 (jambari et al., 2021) 0,54 30 0,469 0,037 0,19245 12 (anry ani, 2021) 0,423 22 0,306 0,053 0,229416 13 (nofal, 2017) 0,525 25 0,444 0,045 0,213201 14 (rahayu, 2021) 0,441 30 0,327 0,037 0,19245 15 (yuwandi, azhar, & marzuki, 2017) 0,83 23 1,777 0,050 0,223607 16 (laily, 2017) 0,294 30 0,183 0,037 0,19245 17 (putri, a., & refnaldi, 2020) 0,703 30 0,896 0,037 0,19245 18 (fatimah, purwanti, & mustajib, 2019) 0,339 38 0,221 0,029 0,169031 19 (zaitun, z., hadi, m. s., & zulfiana, 2020) 0,703 30 0,896 0,037 0,19245 20 (diyas herdian putra, i. ikhsanudin, 2021) 0,19 30 0,107 0,037 0,19245 21 (taslim, andi asrifan, yan chen, 2019) 0,532 32 0,456 0,034 0,185695 820 bangun and simanjuntak the effect of vocabulary mastery ……….. jollt journal of languages and language teaching, april 2022. vol.10, no.2 | 219 disscussion in this global era, english plays an important role as a communication language used in many areas of life, including trade, bilateral relations, politics, science, and technology, among many others. people use english to communicate and share information with one another. when trying to understand what someone is saying, everyone must master the vocabulary, grammar, and pronunciation of words in order for it to be clear and not misunderstood. speaking is another type of spoken language that is used to express ideas and emotions (jambari et al., 2021). vocabulary knowledge has been seen as an initial skill that must be mastered by efl learners to improve other language skills. fundamentally, vocabulary knowledge is a prerequisite for most other language skills (dakhi & fitria, 2019) several studies on vocabulary and speech have been undertaken in the past. (uzer, 2017)conducted one of the most widely cited studies, in which he investigated the relationship between vocabulary mastery and improved speaking skills in efl students in senior high school. the statistical connection between them was 0.630, indicating that studying vocabulary plays a major influence in improving students' speaking skills. in this study, the first outcome of the data analysis is the effect of vocabulary mastery on english-speaking ability. the effect of the correlation between student vocabulary mastery and english speaking ability was classified as high level/positive impact in this study. the second outcome is to determine whether there is any publication bias from previous studies. after the analysis was carried out from the egger test table, p > 0.05; it confirms that the funnel plot is symmetrical which means there is no problem of publication bias in this meta-analysis. this finding is supported in table six, that k= 21, so 5k+10 = 115. the fail-safe n value obtained was 32985,000, with a significant target of 0.05 and p < 0.001. since the safe value of n > 5k + 10, it can be concluded that there is no problem of publication bias in the meta-analysis study. after the researcher conducted an analysis using the formula of (cohen 1998) to calculate the correlation it was found that there was a significant positive relationship between students' vocabulary mastery and english speaking ability. using a random effect model to estimate the summary effect value is recommended based on the summary effect table. in the estimate column, the outcome is positive (2.333). this means that the correlation between a student's vocabulary mastery and english speaking ability is positive. as a result, the correlation between student vocabulary and english speaking ability is positive. based on the outcomes of the study that occurred from the data analysis, it is very clear that language teachers, in teaching english speaking subjects, need to develop certain strategy with useful techniques in it to enhance students' understanding and knowledge in using the right words or phrases because the ability to speak will never be improved if it is not accompanied by an established vocabulary knowledge. conclusion the study can be inferred that there is no publication bias based on researchers' evaluations using a funnel plot or egger test, as well as fail-safe n analysis or fail drawer analysis. the random effect model performed better in estimating the mean effect size of the 21 studies examined. the results of the analysis also revealed that moderating variables that influence the effects of vocabulary mastery on english-speaking ability should be investigated further. acknowledgement first and foremost, we would like to express our deepest gratitude to god almighty for allowing us to complete this study. we whole-heartedly dedicate this study to english education study program has supported us in terms of providing us with useful web platforms to select our studies. we do appreciate the value of time that our family gave to exhort and propel us to finalize this study. additionally, we would like to sincerely thank the readers for bangun and simanjuntak the effect of vocabulary mastery ……….. jollt journal of languages and language teaching, april 2022. vol.10, no.2 | 220 some criticism and suggestions for the success of this meta-analysis study. hopefully this article can be of great use to enthusiastic readers and future researchers. references afifah, n. 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(2019). a study on the university students’ speaking difficulties. langua: journal of linguistics, literature, and language education, 2(1), 1–8. https://doi.org/10.5281/zenodo.2588073 zaitun, z., hadi, m. s., & zulfiana, r. (2020). the correlation between students’ vocabulary mastery and speaking ability at grade 8 of junior high school. bisma the journal of counseling, 5(2), 43. https://doi.org/10.24036/jelt.v9i1.107809 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7368 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 308-317 jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 308 filling information gap on covid-19 pandemic using proverbs and figurative language: lilaphalapha facebook page lesotho 1*ntsoaki teresa mokala, 2lihotetso gloria matee, 3soyiso godsave khetoa 1languages, literacies and literatures lecturer, wits school of education, south africa. 2english language education lecturer, faculty of education, national university of lesotho. 3african languages lecturer, wits school of literature, languages and media, wits university, south africa. *corresponding author email: ntsoaki.mokala@wits.ac.za article info abstract article history received: march 2023 revised: march 2023 published: april 2023 the current study reports on ways in which lilaphalapha page on facebook used language to provide awareness on corona virus pandemic. corona virus affected the whole universe in different ways. like the rest of the world, to curb the spread of the virus, lesotho declared a state of emergency and the government put different health protocols in place. to prevent the widespread of covid-19, a wealth of knowledge was provided in indo-european languages in many countries. speakers of african languages such as sesotho, a national language of lesotho, had to be innovative and employ region specific methodologies to spread awareness about covid-19 pandemic. in this qualitative research, data was collected from eight purposely selected episodes posted on lilaphalapha page on facebook in april 2020. the videos were analysed through inductive thematic analysis approach. the paper analysed how the use of proverbs and figurative language has helped in preserving sesotho as a language and filled the gap in preventing language dearth particularly in the advent of covid-19 pandemic. the findings indicated figurative language, humour and proverbs were used in spreading covid-19 awareness to basotho. keywords basotho proverbs; covid-19; facebook; language and culture; sociolinguistics; how to cite: mokala, n.t., matee, l. g., & khetoa, s.g. (2023). filling information gap on covid-19 pandemic using proverbs and figurative language: lilaphalapha facebook page lesotho, jollt journal of languages and language teaching, 11(2), pp. 308-317. doi: https://doi.org/10.33394/jollt.v%vi%i.7368 introduction covid-19 is a major health crisis, which disrupted many aspects of human lives including linguistic aspects. in curbing the menace of covid-19, scientists around the world needed to create awareness around this terrifying disease. many governments relied on mass media to disseminate information about how to deal with covid-19. majority of these commutations were made in english, which is a language that ‘enlightened’ people will not have a problem to understanding. however, due to ignorance, and lack of strong linguistic competency in english, a significant portion of lesotho nationals were not compliant with proposed health measures that were constantly disseminated in a language other than their primary language. this was discerning to lesotho government as it needed to protect its citizens from a monster that had caused mayhem around the world. lesotho nationals relied on prior knowledge of the world to reject the existence of this disease, and held perceptions that sought to undermine this novice disease. as such, people with limited command of english, who lack ‘enlightenment’ about covid-19, were likely to fall prey to this novice disease. this state of affairs required the government to find appropriate way to communicate with its locals and the most effective way to communicate with people is by using their primary language(s). this paper seeks to determine how lesotho’s government in collaboration with a comedian, lilaphalapha, relied on pre-existing knowledge in the form of proverbs and figurative language https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mokala, matee, & khetoa filling information gap on …. … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 309 to close the gap that existed among basotho about the corona virus, especially among the unschooled constituents of lesotho. lesotho is a small country in southern africa with a population of about two million people, of which 99.7 % of them are basotho who speak sesotho (lekhetho, 2013). according to cohen et al., (2009), more than half of lesotho’s people live below the poverty line and the prevalence of hiv/aids is the second highest in the world. against this background, lesotho government's responsibility towards saving its people from the wrath of covid-19 was inescapable. the government noted that covid-19 would destabilise the whole nation’s health system and create lasting social problems. during the advent of covid-19 the government needed to act swiftly to ensure its citizens were protected from the virus. lesotho is surrounded by south africa which recorded high numbers of infection and mortalities. the majority of lesotho citizens are employed in south africa, therefore this meant that if protocols were not consistently put in place by the government, the virus would then be transported into lesotho. the consequence of this would really suffocate the nation’s resources. lesotho’s levels of poverty and inequality remained extremely high during 1993-99 (hassan & ojo, 2002). the political tensions in the region have not allowed much-needed reform to happen in the nation. its citizens continue to migrate, seeking employment opportunities in south africa and other neighboring countries. most communication in relation to the advent of covid-19 was made available in a handful of dominant languages such as english language. in lesotho, the majority of basotho speak sesotho, an official language of lesotho, therefore, the government needed to communicate with its citizens in the language of the majority as opposed to multilingual nations that needed to rely on the dominant language during press conferences and many other gatherings. it is worth noting that lesotho recorded the first case of covid-19 in may 2020. makateng (2020, p. 172) concurs, “lesotho remained corona free till the first case was recorded in may 2020 after more than 70 people were tested”. notwithstanding this, the ramification of the pandemic remained dire in the country due to existing political instability, poverty, inequality, and a culture of human rights violations (shale, 2020). the lesotho government had placed pre-cautionary measures in place to curb the spread of covid-19 in the country even before the country recorded its first case. makateng (2020, p. 172) further explains “lesotho went into lockdown on march 29 to protect itself from a potential spread of the virus from south africa.” makumane (2021, p. 2) further explicates “this decision was taken as a preventative measure as the neighbouring country, south africa, which completely enclaves lesotho, had a rapidly rising number of confirmed cases. after recording positive cases of the coronavirus, lesotho opted for ‘hard’ lockdown, which saw the introduction of new stricter regulations, which were effective on the 20th of july 2020 to control the spread of the virus.” despite this notable effort, the effects of challenges brought about by the pandemic were felt throughout the country. during that period, a wealth of knowledge about covid-19 was made available in english, a language which is not largely spoken in the country despite having official status.. as chan et al., (2020, p. 1) note, “during the sars epidemic, worldwide internet access was well established, and lesotho was no exception to this." one of the imperative ways that lesotho employed to create much needed awareness about covid-19, the government collaborated with lilaphalapha comedian and his team to produce a series of videos that sought to educate and caution its citizens about covid-19 and how they could protect themselves from getting infected with the virus. this initiative was broadcasted on lilaphalapha’s facebook page.the centrality of social media during this period cannot be overemphasised. twitter, facebook, youtube, and instagram are among the most important networks used throughout during the pandemic (shoaei & dastani, 2020). shoaei and dastani (2020) allude that the use of social networks increased during the period when coronavirus was spreading around the world. during that period, social media experienced an influx of videos seeking to mokala, matee, & khetoa filling information gap on …. … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 310 provide a picture to the world about what other nations were experiencing. the undesired consequence of this resulted in unmanageable panic and fear within the public. social media alone during this pandemic could not be solely relied on as a mouthpiece that provided accurate data and images about corona virus. in the wave of panic, patriots expressed unmatched conspiracies about the origins of the virus and its target population. within the borders of lesotho, misinformation and myths around covid-19 were rife. the prevalence of conspiracy theories among citizens resulted in confusion and outright fear. to manage panic within its borders, the government of lesotho called out to broadcasting agencies such as radio and television to provide comment that is fair and honest. moreover, lesotho together with the united nations development programme partnered with national stakeholders to experiment some of the solutions found within the communities for national response and resilience building (wabunoha, 2020). according to wabunoha (2020), implemented activities and solutions included design and development of messages against the pandemic, adoption of simple and digital technologies for strengthening community response. the national emergency command centre together with lilaphalapha crew released a string of videos with the sole purpose of creating awareness in the primary language of native speakers while relieving them of fear by making them laugh during uncertain times.. the strategy to employ facebook as a knowledge sharing platform was encouraged by the observation made by shoaei and dastani (2020). individuals and governments started using information technology tools to raise awareness, educate and follow health related affairs. in lesotho, the publication of lilaphalapha’s videos on facebook maximised the government’s reach to the nation since a lot of people were glued to their cell phone screens due to movement restrictions which were imposed by the government. the government purposely created this initiative to educate people early about the virus because ill-knowledge could have strangled an already suffering health systems in the country. we argue that the use of indigenous language during this time was relevant, as this initiative strives for indigenous languages revitalization and reclamation (chew et al., 2022). during this period, social media users exponentially resorted to social media platforms to share and acquire knowledge about this novel viral disease. the need for self-care and self-control to preclude the prevalence of this disease centred on many social media conversations or topics (shoaei & dastani, 2020). although the number of covid-19 cases and fatalities might still comparatively be low in africa than in other world regions, the looming health shock of covid-19 could have disastrous impact on the continent’s already strained health system and could quickly turn into a social and economic emergency (oecd, 2020). against this backdrop, this paper investigates ways in which lilaphalapha page on facebook used language to provide awareness on covid-19 pandemic. in what follows, the background to the study is discussed. background key preventative measures towards covid-19 include public awareness. udoakang et al's (2022) study, which investigated the knowledge, attitudes, and perceptions of western african people about covid-19, the knowledge about covid-19, varied across western african countries and the different types of settlements influence this disparity of knowledge. therefore, “the health and education authorities in various countries should tailor public health interventions towards enforcing preventative measures against this pandemic, with a special focus on the most impoverished communities, the rural and the suburban settings” (udoakang et al. 2022). it is against this background that this study is undertaken to assess whether the communicative strategy employed by lesotho’s government was effective in managing the spread of corona virus. language component is presenting considerable challenge in the efforts to curb and contain covid-19. effective communication strategies must be designed and employed in dealing with the public about information that is related to covid. mokala, matee, & khetoa filling information gap on …. … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 311 research problem preventative information about corona virus have been offered in english, which is a language that is popular among literate individuals in africa. the implication is that people who are literate enough to negotiate themselves using english would not fall prey to corona virus. this left individuals with limited or no command at all of english at risk of contracting and spreading the virus unknowingly. in this study, we seek to evaluate how the lesotho government relied on a local language to mitigate the risk of contracting and spreading the virus among its citizens. the preceding section focuses on the theoretical framework of the study. theoretical framework in this study, indigenous language development communication (salawu, 2001) was used to investigate ways in which lilaphalapha page on facebook used language to provide awareness on corona virus pandemic. the researchers adopt salawu‘s (2006) assertion that mass media, due to its general accessibility, is said to be a veritable tool in popularising the use and learning of african languages that are, presently, being threatened out of existence by the european languages foisted on the african peoples through the advent of colonialism. therefore, we framed the study through these lenses as we advocate for the use of sesotho in social media platforms.our conviction is that the use of sesotho in the videos of interest, promotes better access to information, it is socially relevant and socially sensitive, and the aim of awareness is communicated effectively to basotho as the target population (salawu, 2001). we stress that “the promotion and survival of african languages are in the hands of the african people themselves” (salawu, 2006, p. 86). our affirmation is that people express themselves and their cultures better in the language of their own. as such “the language comes out in full array of its beauty and splendour and in various forms and cadences” (salawu, 2006, p. 93). thus, it is logical to say that using these videos, basotho were able to relate as they “exude brilliance in language and a deep grasp of the lore and traditions of their peoples” (salawu, 2006, p. 93). we firmly believe that the message was better understood and had more impact on behaviour change. our interest on these videos was triggered by the fact that they are oral in nature, and we see them as pace setters to “break the barriers of illiteracy” (salawu, 2006, p. 91). as far as we can ascertain, this is the first academic article on lilaphalapha social page. as such, it is our way of appreciating our language as salawu (2006, p. 93) maintains “indigenous languages can be better appreciated when spoken”. of interest is that the videos do not only reflect basotho's culture and their belief systems, but they also help in promoting language development. worth noting is that the source of information acts as an agent of change which disseminates information using “the language of the community for which the development programme is meant” (salawu, 2006, p. 86). applying this model to our study, the characters in the videos are agents of change as they send through the message of awareness to basotho. the message is constructed in sesotho, and basotho fully understand and can relate as it is their language. the proverbs used are accessible to them and they interact with the message. the section that follows features research methodology. research method this qualitative research study is anchored on interpretivist paradigm. our interpretations of the transcripts from the selected videos formed the basis of data analysis. interpretivist paradigm is subjective in nature. as such, we were guided by the social and cultural setting in which the videos under investigation were based (mokala et al., 2021). as wunseh and charamba (2023) explain, qualitative research attempts to provide rich, meaningful, deep, and valid data. to attain this, in the current study we looked at the way language is used in the selected videos. it is important to point out that, “due to their background in african language studies, all authors were particularly attuned to the use of mokala, matee, & khetoa filling information gap on …. … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 312 vernaculars” (rudwick et al., 2021, p. 248). therefore, videos posted on lilaphalapha facebook page about covid-19 awareness caught our attention. our interest was on the use of proverbs and figurative language to send out covid-19 awareness to the community. qualitative research was deemed relevant for the study as we deliberately chose the phenomena under investigation since it is information rich and would comprehensively answer our research questions. qualitative research is descriptive in nature and makes use of words to describe a phenomenon (khetoa, 2019; mokala, 2022). in the current study, we described words used to convey meaning and transcribed them to support the findings of the study. the justification for qualitative research is further premised on our interest to study the social setting of the phenomena under investigation. therefore, our intention was to get in-depth understanding of the language used in the selected videos (mokala & chapole, 2020). since qualitative research focuses on the how and why (mokala et al., 2021), we looked at the way language is used to select the videos which were of interest us. data was extracted from 8 purposely selected episodes of corona virus awareness videos from lilaphalapha facebook page. purposive sampling is “a non-random sampling method in which the researcher uses a wide range of methods to locate all possible cases of a highly specific and difficult-to-reach population” (neuman, 2006, p. 222). the videos were then reviewed by the whole team. following this review, we transcribed the conversations verbatim. we reviewed the transcriptions to obtain information about themes identified, figurative language(s) used, and proverbs as well as references to specific preventive measures to be taken. researchers are advised to continue identifying the themes until they reach data saturation. we conducted content analysis in this study to examine the transcriptions of the selected videos. we listened to the videos several times. after listening to the videos, we summarised them according to the themes which emerged. in the next section, analysis of the selected videos posted on lilaphalapha facebook page on covid-19 pandemic awareness is provided. research findings and discussion this section presents the findings of the study. in the current study, lilaphalapha, a wellknown mosotho comedian used his facebook page to share lifesaving information about covid-19 pandemic. in this section, ways in which lilaphalapha page on facebook uses figurative language to provide awareness on covid-19 pandemic is explored together with proverbs as well as the specific preventive measures to be taken against the pandemic. a brief synopsis of the selected videos (episode 1 to 8) posted on lilaphalapha facebook page on covid-19 pandemic awareness is provided. the lilaphalapha comic is presented by lilaphalapha who represents a mosotho represents a villager who understands that covid-19 rules and regulations should be followed. his wife is called makhubelu, she symbolises a mosotho village woman and seems not to be very knowledgeable about covid-19. her husband took it upon himself to educate his wife firs prior to educating other villagers who seemed ignorant of the covid-19 pandemic. sir matee is a village teacher. mashoto or shortie is a villager while ntate moruti is a preacher in the village who seem to be ignorant of fateful consequences of not complying by covid-19 rules and regulations. from the eight episodes, lilaphalapha crew is making people aware of corona virus pertaining to how it spreads, protective measures, language used, misconceptions, and education on how it can be prevented. in the context of lesotho, the government had to deploy security forces to enforce lockdown rules which include detaining those who were found to be contravention of the lockdown rules. moreover, the episodes reveal the benefits of staying at home during lockdown amidst covid19 pandemic. the section that follows discusses identified themes from the findings of the study which translates into, protective measures, language, misconceptions, and education. mokala, matee, & khetoa filling information gap on …. … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 313 protective measures: social distancing, no sharing of some items, sanitation and staying at home the advent of covid-19 brought about many changes in aspects of human life (ei refae, kaba & eletter, 2021). people were conscientised of the pandemic in every way possible, hence the introduction of lilaphalapha comic as one of the intervention strategies used by the government of lesotho to curb the spread of covid-19. in the comedy, lilaphalapha represents a villager who understands that covid-19 rules and regulations should be followed. he is shown from the first episode listening to the radio to gain more knowledge about covid19. he shares the knowledge he gained about this pandemic with his wife makhubelu that to prevent the spread of covid-19, people should among others; practice social distancing, wash their hands with soap and running water regularly or sanitise , to observe covid-19 rules and regulations during lockdown and stay at home, to avoid sharing things like alcoholic drinks and cigarettes. he encourages his visitors to keep social distance and sanitise their hands upon their arrival. in episode 5, ntate moruti, wanted to sit next to lilaphalapha as he would do prior to the pandemic. the pastor was quickly rebuked, told to keep social distance and have his hands sanitized. he is also warned that as he moves from house to house, he puts himself and other people at risk of contracting covid-19. the pastor seemed offended by the precaution measures practiced by lilaphalapha. no matter how much he tries to convince lilaphalapha that he is doing his pastoral duties, lilaphalapha eventually dismisses him, asking him to go and pray for people alone in his room. in episode 2, sir matee encourages mashoto to wash his hands with soap and running water and to avoid visiting people at their homes as these precaution measures would curb the spread of the pandemic. sir matee goes further to warn people that sticking to covid-19 protocols is an individual’s responsibility not the police or soldiers’ responsibility as some of the basotho like mashoto believes. the teaching about these protective measures is spread across all the episodes. by practising all these protective measures, world health organisation (who, 2020) stipulates that nations across the universe will therefore be able to curb the spread of covid-19. lilaphalapha crew was uttering these protective measures basing themselves with the lockdown rules and regulations by the government of lesotho. language the language used was purposefully chosen to convey covid-19 awareness to the target group being the basotho nation at that time. the comedians use figurative language to convey the message to the audience. for instance, moruti uses sarcasm when talking to mashoto. he says, “feela uena u khots'e kea bona”, —meaning that mashoto, or shorts or shortie, as he calls him, is big or well-fed. the same sentence is ambiguous, moruti could mean that mashoto is full due to eating a lot. the message conveyed here is that whether mashoto has a big body structure or full from eating, the bottom line that is he is eating from ntate lilaphalapha’s place. moruti also wants to benefit from lilaphalapha. lilaphalapha is not impressed by the way people are frequenting his place. he uses simile to express his unhappiness. he says, “banna, la ntlankella joaloka manong hakaa, bo-ntate molato ke'ng?” [men, why do you keep coming to me as though you are swallows?] indicating that his is troubled by his countrymen flocking his home like swallows. the use of simile jwaloka-just like, helps in giving the audience or listeners a mental picture of what the comedians are saying. furthermore, simile is used by sir matee to reveal how lonely he is due to covid-19 pandemic through the rules and regulations implemented by the government in trying to curb its spread. he says “banna! motho oa lula o le mong banna, ekare banna! joaloka ha eka o sekotlo sa ntjanyana, banna! ebe ngoana'ka mashoto o kae banna”! [men! one is seated alone, men, as though, men! as though you are a dog’s dish, men!] these expressions depict that life has mokala, matee, & khetoa filling information gap on …. … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 314 changed due to covid-19, people no longer socialise, and they are restricted to their compounds only. we must highlight that the comedians used humour to make people learn and laugh simultaneously. sir matee does not seem to being used to staying home alone. in trying to distress, he checks on his friend mashoto who tells him to stick to covid-19 rules and stay at home. sir matee says that covid-19 has changed things. he says, “hee! ke mashoto ea seng a ka dropa, banna! e nts'oere ka lioashene lockdown. bophelo! bophelo ke nikaboka, ea ntsanapa ntho!” [oh no! is this mashoto who drops my phone, men! lockdown is man handling me. life! life is a three-quarter leg tight trousers, it has tightened me!] on the other instance, lilaphalapha warns the pastor that his way of teaching is out-dated. he says “moruti! moruti! moruti! moruti! nako ena ea lona ea ho felloa ke moya e felletsoe ke nako. ee ea ho nna u nts’o re iiiiii e felile tu!” [pastor! pastor! pastor! pastor! your time of gasping for air while preaching has expired. this one of saying iiiiii, is completely over]. these instances convey a message that people should change how they do things, especially since the advent of covid-19. according to phafoli (2009), the use of figurative language is an indication of language creativity and the ability to convey a message using language full of techniques that are not used in everyday language. although the comedians are making people to laugh, the message pertaining to covid-19 is passed, people are gaining more knowledge about it. the message was also conveyed through proverbs. mieder (1993, p. 5) defines a proverb as a “short, generally known sentence of the folk which contains wisdom, truth, morals and traditional views in a metaphorical, fixed and memorisable form and which is handed down from generation to generation.” from this definition, it can be deduced that proverbs convey a society’s way of life and “they contain the fundamental truths about life in general and human nature in particular, which people have observed. various proverbs apply to different situations and are an embodiment of the distilled collective experience of the community in such situations” (possa & makgopa, 2010, p. 4). finnegan (2012) observes that proverbs are a rich source of imagery. furthermore, possa (2014) explains that proverbs are another component of oral literature, poetic in nature, usually memorable and dynamic as they are used to fit various situations and purposes. phafoli and mokuku’s (2013) view is that proverbs teach a lot about oral literature, customs, beliefs, language, and other aspects. another language device used is metaphor. a metaphor is a “language device that is processed through thought and influenced by actions. it is a linguistic expression that presents one concept using another” (lakoff & johnson, 2008, p. 3). metaphors convey abstract thoughts in a more vivid and comparative manner. as such, metaphors mirror our perception, experience and understanding of the world (muhammad & rashid, 2014). in african societies, animal metaphors are used to convey certain meanings related to human behaviour and cultural aspects specific to a certain society. taking this argument further, phafoli and martins (2015, p. 468) assert, “the use of animal metaphor among the basotho is very common and part of their culture.” it should also be noted that metaphors reflect societal perception and misconceptions. from the videos under analysis, corona is called bohome (blackjack), just like the way bohome sticks to clothes, once one has contacted the virus, it is very difficult to get rid of. the use of this metaphor exemplifies the danger of the virus and how difficult it is for doctors and health practitioners to find its cure. the implication therefore is that people must stay at home to avoid coming in contact with infected people or even spreading the virus themselves. lilaphalapha refers to people coming to his house as manong (swallows). the use of this metaphor signifies masses of people coming to his house. the use of bird metaphors signifies certain basotho beliefs as many africans have many strange beliefs regarding birds. mokala, matee, & khetoa filling information gap on …. … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 315 misconceptions misconceptions “originate from the way society perceives its way of life. … the language and the words used in a text reflect the norms and values of [any given] society” (mokala & chapole, 2020, p. 65). with these videos, lilaphalapha and the crew portray some of the misconceptions which people attach to covid-19. first, makhubelu warns her husband that he should not come any close to her at night in bed since he is encouraging people to practice social distancing to curb the spread of this pandemic. second, some people take it for granted that lockdown rules and regulations are for the police officers and the soldiers as sir matee was rebuking mashoto to stay at his place. third, there are people who also thought that covid-19 is a disease which attacks animals and not human beings, and that the disease would not attack the basotho nation. fourth, makhubelu even went on to sanitise the whole yard trying to prevent covid-19 which she was saying she suspects it is in the air after she was proposed by sir matee at the village well. fifth, the village pastor believes that covid-19 would not attack him given that he is a child of god. as for mashoto, he believes that covid-19 can be spread by contacting each other on the cell phone, due to his limited command of english, lastly, mashoto believes that people can only be in contact through telephone or cell phone. education these episodes are educative in the sense that basotho are made aware that during covid-19 era, when the government of lesotho instructs them to stay at home, they should follow the rules and regulations. the preventive measures were enforced by the government of lesotho in the country even before cases of covid-19 were reported. lockdown that was introduced and implemented with immediate effect was an intervention strategy used in enforcing preventive measures against covid-19 pandemic (udoakang et al., 2022; makumane, 2021; shale, 2020). the nation was made aware that the more they allow people to visit them, the more they put themselves at risk of contracting this pandemic. again, the government found itself compelled to go to the extent of instructing both police officers and the soldiers to help the basotho to comply with covid-19 protocols as stipulated by the government of lesotho (2020). this is confirmed by the comedians; sir matee warns mashoto to stay at home as per the lockdown rules and regulations. lilaphalapha also made ntate moruti aware of the danger he is putting himself in by the house visits he is doing during corona virus era. he says, “jonnanaa wee! ntate moruti, na u bona koluoa eo u e jalang? u nts'o potoloha ntlo le ntlo.” [oh noooo! pastor, do you realise the danger you are sowing? you are going from one house to another]. he advises the preacher to close himself behind doors at his place and pray for the protection of the nation rather than doing house visits. he emphasises this by stressing the fact that the preacher must abide by the rules and regulations set by the government of lesotho. pastor should be at his place, hence lilaphalapha tells him to never set his foot at his place again. lilaphalapha expels the pastor using the language of the current times by saying, ka 'mila![go away!], meaning the pastor should go and observe covid-19 rules and regulations at his place. this section analysed how the use of language has helped in preserving sesotho as a language in the advent of covid-19 pandemic through social media platforms. conclusion major developments around covid-19 were made publicly available in a language that is popular among ‘knowledgeable’ members of society worldwide. this cohort meaningfully engaged positively with the public discourse around covid-19, while citizens who have limited or no proficiency of english ignored government’s communication. this cohort is likely to fall prey to contracting and spreading the virus unknowingly due to inadequate knowledge around the virus. to supplement this deficit, lesotho government collaborating with local comedians produced a series of comedy videos in a local language. the use of language in the mokala, matee, & khetoa filling information gap on …. … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 316 videos sought to capture an image that would resonate with the views. the intention was to use pre-existing cultural references to inform the public about corona virus and the ways in which it could be managed. this study is underpinned by indigenous language development communication theory wherein our contention is that indigenous languages have a functional value in promoting information sharing and are essential in transmitting valuable information across disciplines. we relied on a qualitative approach that is anchored on interpretivist paradigm. the purpose of this study was to explore ways in which lilaphalapha page on facebook used language to provide awareness on covid-19 pandemic. the study further investigated how language was used to explain preventive measures to be taken against the pandemic. the current paper analysed how the use of proverbs, as well as figurative language has helped in preserving sesotho as a language and filled the gap in preventing language dearth particularly in the advent of covid-19 pandemic. the key findings of the study revealed the ways in which covid-19 may be spread out of ignorance, some misconceptions about corona virus, what to avoid during the pandemic’s lockdown and some benefits of staying at home on due to lockdown during covid-19 pandemic. these findings, therefore, depict that, people need to be aware and knowledgeable of covid-19 to help to protect themselves from and curb the spread of covid-19. with the regards to what transpired in the videos, the researchers recommend more robust research around topics of this nature to educate people of the current trends across the globe. further, the researchers vouch for videos of this nature, since they educate almost everyone, using figurative language and humour. references chan, a., nickson, c. p., rudolph, j. w., lee a., & joynt, g. m. (2020). social media for rapid knowledge dissemination: early experience from the covid-19 pandemic. anaesthesia, 75(12), 1579–1582. https://doi.org/10.1111/anae.15057. chew, k. a., mcivor o., hemlock, k. t. k., & marinakis, a. (2022). persistence in indigenous language work during the covid-19 pandemic. alternative: an international journal of indigenous peoples, 18(4), 594-604. cohen, r., lynch, s., bygrave, h., eggers, e., vlahakis, n., hilderbrand, k., & ford, n. (2009). antiretroviral treatment outcomes from a nurse-driven, community-supported hiv/aids treatment programme in rural lesotho: observational cohort assessment at two years. journal of the international aids society, 12(1), 1-8. el refae, g. a., kaba, a., & eletter, s. (2021). distance learning during covid-19 pandemic: satisfaction, opportunities and challenges as perceived by faculty members and students. interactive technology and smart education, 18(3), 298-318. finnegan, r. (2012). oral literature in africa. open book publishers. goldie, j. g. s. (2016). connectivism: a knowledge learning theory for the digital age? medical teacher, 38(10), 1064-1069. hassan, f. m. a. & ojo, o. (2002). lesotho development in a challenging environment: a joint world bank – african development bank evaluation. the african development bank; the world bank. https://www.oecd.org/countries/lesotho/35284627.pdf. khetoa, s. g. (2019). attitudes of university students towards sesotho: a case study of students enrolled in sesotho modules. phd thesis. university of the free state. lakoff, g., & johnson, m. (2008). metaphors we live by. university of chicago press. lekhetho, m. (2013). lesotho: organisation, structures and challenges. in c. harber (ed.), education in southern africa, (pp.55–81). bloomsbury. martins, t. p. (2020). the communicative strategies, the significance, the content, and the role of the performance of mangae a makoloane a basotho (basotho boy initiates’ music). phd thesis. university of the witwatersrand. https://doi.org/10.1111/anae.15057 https://www.oecd.org/countries/lesotho/35284627.pdf mokala, matee, & khetoa filling information gap on …. … jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 317 mieder, w. (1993). proverbs are never out of season. oxford university press mokala, n. t., & chapole, r. s. (2020). lerato la favour: the revival of basotho pride and love for their cultural accordion music. london journal of research in humanities and social sciences, 20(8), 58-67. mokala, n. t. (2022). teachers' narratives of their teaching experiences of learners with hearing impairment in gauteng. phd thesis. university of johannesburg. mokala, t. n., matee, g. l., & ntseli, a. m. (2021). reimagining sesotho songs in the 21st century: a case of tshepe music. indilinga african journal of indigenous knowledge systems, 20(2), 242-262. muhammad, n, & rashid, s. (2014). cat metaphors in malay and english proverbs. social and behavioural sciences, 118, 335-342. neuman, w. l. (2006). social research methods: qualitative and quantitative approaches. pearson. phafoli, l. s. (2009). analysis of the language techniques and thematic aspects of the basotho accordion music. phd thesis. university of the free state. phafoli, l., & martins, t. (2015). contextual use of metaphors in basotho accordion music. recent developments in african linguistics and literature: a florilegium for francina moloi, 463-470. possa, r. m., & makgopa, m. (2010). the dynamism of culture: the case of sesotho proverbs. southern african journal for folklore studies 20(2), 1-14. rudwick, s., sijadu z., & turner, i. (2021). politics of language in covid-19: multilingual perspectives from south africa. politikon, 48(2), 242-259. udoakang, a. j., zune, a. l. d., tapela. k., owoicho, o., fagbohun, i. k., anyigba, c. a., lowe, m., nganyewo, n. n., keneme, b., olisaka, f. n., henry-ajala, a. n., oboh, m. a., paemka, l., & amenga-etego, l. n. 2022. knowledge, attitude and perceptions of west africans towards covid-19: a survey to inform public health intervention. mbc public health. https://doi.org/10.1186/s12889-022-12814-9 salawu, a. (2006). indigenous language media: a veritable tool for african language learning. journal of multicultural discourses, 1(1), 86-95 shale, i. (2020). implications of lesotho’s covid-19 response framework for the rule of law. special focus: assessing the implications of covid-19 pandemic regulations for human rights and the rule of law in the eastern and southern africa. african human rights law journal 20(2), 462-483. shoaei, d. m. & dastani, m. (2020). the role of social media during the covid-19 crisis: a narrative review. health technology assessment in action. http://www.researcgate.net/publication/344582029. oecd. (2020). covid-19 in africa: regional socio-economic implications and policy priorities. wabunoha, b. (2020, october 6). covid-19 response: solutions for awareness and actions towards the national response. undp lesotho. wunseh, q. k., & charamba, e. (2023). language brokering and code switching as teaching and learning tools in multilingual settings: reflections of two immigrant children. journal of languages and language teaching, 11(1), 114-122. https://www.undp.org/sites/g/files/zskgke326/files/migration/ls/48849f9f0c366a758f594a798 9928df7c59109eec68f1cd70f17d73c4f269913.pdf https://doi.org/10.1186/s12889-022-12814-9 http://www.researcgate.net/publication/344582029 https://www.undp.org/sites/g/files/zskgke326/files/migration/ls/48849f9f0c366a758f594a7989928df7c59109eec68f1cd70f17d73c4f269913.pdf https://www.undp.org/sites/g/files/zskgke326/files/migration/ls/48849f9f0c366a758f594a7989928df7c59109eec68f1cd70f17d73c4f269913.pdf jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4638 january 2022. vol. 10, no,1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 66-75 jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 66 teaching reading comprehension by using some methods in senior high schools sopian saori english lecturer, sekolah tinggi ilmu ekonomi (stie amm) mataram corresponding author email: tsaurisofiyan@gmail.com article info abstract article history received: december 2021 revised: january 2022 published: january 2022 the study aimed to figure out the methods used by english teachers in teaching reading comprehension and how they applied them. the main purpose of the study was to describe the methods used by english teachers and reveal the strength and weakness of the methods. this research was a descriptive qualitative research. the design of the study was a case study. the participants of the research were two english teachers who teach in the second grade of senior high schools. each english teacher had eight meetings that observed by the researcher. to collect the data, there were research instruments: observation, document analysys checklist and interview. they were used to find out the method used and how the english teachers applied them in teaching reading comprehension. the result of the study showed that both teachers used almost the same methods such as, grammar-translation method, scaffolding, and mind mapping. the difference was in the step of the implementation. in addition, the findings showed that the most appropriate method in teaching reading comprehension was the grammar-translation method since it helped students comprehend the text. there were several students who still found it hard to understand the materials of the lessons. teachers were supposed to make sure that all students have understood the whole text or not and they should observe the students’ situation and needs so that the teaching and learning process can run well and use better methods of teaching. keywords teaching reading; reading methods; reading comprehension; how to cite: sauri, s. (2022). teaching reading comprehension by using some methods in senior high schools, jollt journal of languages and language teaching, 10(1), pp. 66-75. doi: https://doi.org/10.33394/jollt.v%vi%i.4638 introduction reading skills are essential for english students to develop vocabulary, phrases, and grammatical patterns (novita, 2018; nerim, 2020). reading texts coming from foreign language is different from texts from second language (lail, 2019). english has become an international language and is used almost by all countries in the world. obviously, it is important for all students to learn english in every level, including reading comprehension. reading has become a part of compulsory subjects in many countries. in indonesia, english is taught as a foreign language, and it becomes part of the school curriculum (lail, 2019; hidayat, 2017). it is a vital tool for the learners in the global era who wish to communicate easily across nationalities for many years to come. therefore, students should master four language skills such as listening, reading, speaking, and writing (haerazi et al., 2019). these four language skills cannot be separated, they are linked to each other and related to receptive and productive skills (harmer, 2002). among the four skills in english, reading assists people to not only get access to more language input and obtain more knowledge concerning the world (azis et al., 2019). it is the prominent method for learning new information and can provide new ways of perceiving the world and transforming the world (arndt & woore, 2018). it is in line with hidayat (2017) who states reading is essential activities for independent obtaining information from other https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:tsaurisofiyan@gmail.com sauri teaching reading comprehension by …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 67 countries for efl students. even though most of people learn to speak before they learn to read or write, most people have more needs and chances to read than to speak in learning a second and foreign language (grabe and stoller, 2001; goodman, 1986; in hsu, 2010). reading is one of the ways to get knowledge and information. besides, the readers especially for students need to collect and learn new words or phrases from the text they read. moreover, students can spare their time in a good way to gain information, knowledge, vocabulary, and improve their ability in english. according to dean (2013) reading is more than seeing words clearly, more than pronouncing printed words correctly and more than recognizing the meaning of isolated words. it requires you to think and feel. it is not just looking and pronouncing words in the text but comprehending all the components of a text. in conclusion, the goal of reading is comprehending and gaining the meaning and information of the written text. teaching reading help students read english texts either for their career, study purposes, cognitive development, or simply for pleasure (par, 2018; harmer, 1998). it receives special attention. there are a number of reasons for this. first, many foreign language students often have reading as one of their most important goals. they want to be able to read for information and pleasure, for their career, for study purposes and for their future (par, 2018). second, written texts serve various pedagogical purposes. it provides good models for reading skills, and provides opportunities to introduce new topics, to stimulate discussion and to study language such as vocabulary, grammar and idioms (haerazi et al., 2019; montero, 2019; richard and renandya, 2002). there are some principles of teaching reading. first, reading is an active skill. it means that reading is an incredibly active occupation (richard & renandya, 2002). to do it successfully, the readers have to understand what the words mean, see the pictures the words painting, understand the arguments, and work out with them. if the readers do not do these things and she only just scratch the surface of the text and forget it, he will do not have the comprehension of it (montero, 2019). second, students need to be involved in what they are reading. as with everything else in lessons, students who are not engaged with the reading text not actively interested in what they are doing-are less likely to benefit from it. when they are really fired up with the topic or the task, they can get much more from what is in front of them (nerim, 2020; richard & renandya, 2002). the last is good teachers exploit reading texts to the full. any reading text is full of sentences, words, ideas, descriptions etc. it does not make sense just to get students to read it and then drop it to move on to something else. good teachers integrate the reading text into interesting class sequences, using the topic for discussion and further tasks, studying the language and later activation (pachina, 2020). the development of a positive attitude toward reading means progressing in confidence in his or her own ability as a reader. ideally, students should experience success regularly and approach reading confidently, with a spirit, rather than avoiding it because it is painful and frustrating. sadoski (2004: 48) mentions several characteristics of attitudes toward reading as follows. positive attitude negative attitude success failure confidence insecurity satisfaction frustration acceptance stigmatization self-esteem shame readers who find it difficult with reading and who were banished to the lowest reading group in school can attest to the negative attitude and make them feel failure and sauri teaching reading comprehension by …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 68 stigmatization. learning to read is not simple. it is particularly vexing for some, and it is a hard work for nearly everyone. experiencing success is important in early reading, but the development of positive attitudes reappears as a goal every time a reader is exposed to a new subject with its own vocabulary, symbol system, or discourse structures (sadoski, 2004: 48). the second goal in affective domain is developing personal interests and tastes in reading. having a positive attitude is not enough. lifelong readers choose to pursue their life interests through reading, at least in part, and in doing so they develop value judgments about what they read (sadoski, 2004: 48). while in the cognitive domain, there are two goals that cover the utilitarian aspects of reading and the development of the mental skills that allow a reader to continue to mature as a good reader. the first is developing the use of reading as a tool to solve problems. reading helps us to solve a broad array of personal and social problems in a complex, literate world. the print text is everywhere like memos and menus, candy wrappers and constitutions, bills and bumper stickers, cereal boxes and serial numbers, obituaries and optical charts, resumes and rest room doors (sadoski, 2004: 51). reading is a way to navigate in a literate realm. it helps the readers to get from point a to point b, whether these points are as close as connected websites on the internet or as far as the journey from ignorant obscurity to educated influence. it is a way to deal with everyday problems where printed language is a feasible or requisite solution (sadoski, 2004: 52). two aspects of using reading as a tool to address large-scale social problems can be summarized. one aspect is educational reading. one mission of education is to transmit the knowledge base of civilization to new generations and increase that knowledge base and improve life. another aspect of the utilitarian goal of reading is emancipation. literacy is a means to liberate the mind and the spirit. reading can free individuals or societies from oppression and dogma (sadoski, 2004: 52-53). the second is developing the fundamental competencies of reading at succeeding higher levels of independence. when the fundamental competencies of reading have been taught and learned, the reader is equipped to pursue reading as a continuing, lifelong endeavor. in line with this reasearch, many previous studies discussed about teachers strategies and methods in teaching reading comprehension. the first study conducted by souhila (2014). she found that students had some difficulties in approaching reading strategies task. it confirmed that reading is a challenging and complex skill because students showed that they have a great awareness of reading, but unfortunately they have lacked some reading strategies. the result showed that there was a strong relationship between the students' knowledge (whether linguistic or background) and their success in applying strategies of reading about the text (whether general or specific). another research from almasri and alshumaimeri (2016) found that the performance of the students in the control and the experimental group improved significantly in reading comprehension scores. however, the strongly significant differences occurring in the experimental group’s post-test comprehension performance when compared to the pre-test indicate that using web-quest can improve students’ reading comprehension performance. the authors suggest that the teacher’s experience of the web-quest tool, and the challenges to its integration in the blended learning classroom, should be investigated further. dwiningtiyas et al (2020) also conducted a study entitled teachers’ strategy in teaching reading comprehension. they found that teachers used several strategies in teaching reading comprehension. the strategies were brainstorming, reading aloud, and asking for specific information. they were encouraging dictionaries, reading aloud, rereading for checking comprehension, evaluating comprehension in particular tasks, and asking questions for specific information. both teachers applied and combined the strategies divided into three stages of teaching reading comprehension. the stages were pre-reading stage, while reading stage, and post reading stage. the strategies applied were very effective in teaching sauri teaching reading comprehension by …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 69 reading comprehension in that school. it was proven by the students’ motivation, students’ attention, and teachers’ ease in teaching and learning process. based on these relevant studies, the research focused on conducting a research which aimed to find out what the methods that are used by teachers in teaching reading comprehension. one main reason for conducting this research because there were just few studies discuss about that topic since that teaching reading method is essential for teaching reading. in addition, by conducting this topic, the researcher knew whether the teachers’ methods are appropriate or not for the students in learning reading comprehension. research method the study belongs to qualitative research. it focus on studying social phenomena and on giving voice to the feelings and perceptions of the participants under study. it is based on the belief that knowledge is derived from the social setting and that understanding social knowledge is a legitimate scientific process. the researcher collects open-ended emerging data with the primary intent of developing themes from the data. this study used qualitative case study research to answer “what” questions. it used that method because it was also appropriate to the objectives of the research which focused on teachers’ methods on teaching reading comprehension. the results of the research emphasized in the form of words and it was presented in narrative (lodico, m. g et al, 2006) the data taken from the interview answered the questions from the interviewer while the observation examined the correlation between the interviewee’ answer and his/her action in class. in addition, the use of document analysis help the data more accurate and valid. the data was also recorded in a form of audio which later on would be examined and re-examined to minimize the mistakes in analyzing the data. research design the study used case study design. it is a form of qualitative research that endeavors to discover meaning, investigate processes, and gain insight into and in-depth understanding of an individual, group, or situation. the researcher would get close to a particular individual, group, school, classroom, program, or event. as in ethnographic research, the goal is to provide a richly detailed description (a thick description) of the situation, to capture the full complexity and uniqueness of the case information (lodico, m. g et al, 2006). the research participants of this study were two english teachers at senior high schools in gunungsari. instruments an instrument is a tool for measuring, observing, or documenting data. it includes an interview, questionnaire, observation, and test. it used by researcher to collect the data. the result of the research were be better, more accurate, complete and systematic (creswell, 2008). to generate findings in a systematic way, it is needed to have some instruments in the research. the instruments that used to collect the data from the research participants were interview, observation and document analysis. data analysis there were five steps to analyze the data: organizing the data, finding and organizing ideas and concepts, identifying patterns and connections within and between categories, and interpretation. moreover, the researcher used triangulation method of the research. data techniques were used: interview, observation and document analysis. interview and observation correlated to each other, which meant the two data supported each other to make the conclusion. the document analysis made the study more accurate. the triangulation technique was used to get the most valid data. it attempts to provide ‘a confluence of evidence that breeds credibility’ (eisner, 1991). by examining information collected through different sauri teaching reading comprehension by …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 70 methods, the researchers could corroborate findings across data sets and thus reduced the impact of potential biases that can exist in a single study (lodico, m. g et al, 2006).. . research findings and discussion research findings the main purpose of this research is giving the readers detail information about methods used by english teachers in teaching reading comprehension as well as the strength and weakness of the methods. there were three methods used by english teachers: grammar translation method, scaffloding, and mind mapping. both of teacher a and b said that the grammar-translation method is a must since the students learnt a foreign language that was absolutely difficult to understand. the teachers asked what point they did not understand, and difficult words of the text. the teachers opened a question and answer section and discussion within the method which aimed to ask the students about the difficult words in such text. if they did not know the meaning, teacher explained the certain word by giving a movement such as clues or gestures to represent the meaning of the words. the students were enthusiastic in finding the meaning of the words and got the idea of the content of the text. in addition, some of the students were also active and asked about what they found it difficult in the text. the teacher knew what materials that they would do in the teaching and learning process. eventhough, there were few students who really quite and much didn’t care about the materials to do. based on the researcher observation, the activities done by teacher a and b were very impactful to the class conductivity and got the students’ attention before they started to learn. those activities then were followed by applying teaching methods in the main activity of teaching reading comprehension. both of teacher a and b used the grammar translation method to help students learning english easily and finding the meaning of the words or phrases from english into indonesia. in translating the words, teachers used some gestures to represent the meaning of the text to stimulate the students’ mind in guessing the words. that such method was really effective for students in comprehending the text and getting the information. in conclusion, the students can answer the questions of the reading text. grammar translation method is a suitable and helpful approach for the students who learn english as a foreign language. teachers a and b used grammar translation method to help students converting the words from english into indonesia so that they can easily grasp the passage and gain the information. from the observation, the writer saw that students can understand the whole text easily since they succeed in finding the meaning of difficult words that came up in the text. besides, in translating the words teachers used some gestures to represent the meaning of the text to stimulate the students’ mind in guessing the word. that such strategy was really effective for students in comprehending the text. so that they can easily answer the questions related to the text. in addition, from the interview, the researcher have asked both teachers about the weakness of using grammar-translation method in teaching reading comprehension. the result showed that grammar-translation method is the only one method which has not any weaknesses from teachers’ point of view. scaffolding and audio visual method teacher a and b used scaffolding to help the learners learn english especially reading comprehension. they had similar thought in gaining students’ attention but they did it in a different way. teacher a created attractive-materials such as colorful pictures and videos related to the text which often about stories or past event in order to be showed and seen by students on lcd screen. this method aimed to gain the students’ attention and build a concept of the material that are going to be taught in the classroom. on the other hand, sauri teaching reading comprehension by …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 71 teacher b also did scaffolding in different way. he began the class by giving a text or asking the students to open the textbook and read a certain text. the teacher would read the text at first, sentence by sentence then the students would repeat it. the objective of such activity was to make the students reading aloud the text so that they are accustomed to the vocabulary and the text. after reading the text, he also played a video in order to make the students more understand about what the topic is since it will be difficult to comprehend the text by only reading it. from the data of interview and observation, scaffolding and audio visual methods had some strengths as well as weaknesses. first, when teacher a used scaffolding by showing pictures and videos all students were enthusiastic in watching the video, the pictures could attract students’ attention. so, they were really enjoy the learning process through media such as power-point and video. on the other hand, when teacher asked the students some questions related to the video, not all students were active in answering those questions. some of them understood the content of the text, but others just focused on images which showed up on screen. besides, the position of the screen was not on the center of class, so the students who were sitting at the back corner of class could not see the power point clearly. it also had impact on their reading comprehension. when they read the text on the screen, they might miss some words, so their understanding of the content were less than others. besides, when teacher b used scaffolding by giving all the students printed text, they all seemed seriously read the text since the reason he gave the strategy was because she wanted the students got used to in reading procedure text. reading the text made the students understood in pronouncing new vocabularies that came up in text, yet they might not pay attention to the content of the text. so when hhe asked some questions related to the text, students must read again the text in order to build the comprehension of the text. mind mapping teacher a and b used mind mapping to make the students found it easy in understanding the text. both of teacher a and b asked the students to read the text aloud. then they gave a sheet of paper that contained a final assignment of mind mapping or story recipe. teacher a divided the students into some group. each group did the task by using mind mapping and finding the title of the text, problem, action, setting, characters, emotion, and conclusion. this method aimed to help students gain the information of the text. it made them work in group to solve the problems together. moreover, teacher b also did the same method as teacher a. he grouped the students in order to train their skill in performing the story of the text based on mind mapping or story recipe. most of them demonstrated the story very well since they used the mind mapping as guidences. and retold it in the next meeting, and then he assessed their performance. using mind mapping in teaching reading comprehension can develop the students’ ability in memorizing, brainstorming, learning, as well as creativity (ingemann, 2008). to comprehend a text, the students must have background knowledge which is divided into two, background knowledge of the language and background knowledge of the world (stanovich, 1991; mcnamara, 1991, silberstein, 1994). it means that through mind mapping the students were guided to develop their background knowledge of the text they are to read. they recall the existing knowledge and relate it with the text. by doing this they practice to brainstorming. moreover, kaufman (2010) argued that “mind mapping is a useful technique to use while reading, since the non-linear format allows you to view the entirety of your notes at a glance, then easily place new information in the appropriate branch or make connections between ideas.” this is in line with the theory of top-down process proposed by nuttall sauri teaching reading comprehension by …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 72 (1996, cited in brown, 2001:299). top down is a process where the reader draws their own intelligence and experience to understand a text. discussion the study described how the teachers used methods in teaching reading comprehension. what are the appropirate methods used to teach reading comprehension. teachers had prepared the teaching materials such as lesson plan and textbook so that they know what to do in the classroom (albiladi, 2018). they had known and mastered the methods to use and teach the students in order they found it easy to learn english. they had written step by step in teaching reading, start from the beginning of class by preparing students to pray, making a roll call, motivating, delivering the topics and assessing the students’ comprehension and skill. in the classroom, they had done such activities they planned in advance, but sometimes they made an improvement. the teachers had difference way to start the lesson. teacher a showed the videos and pictures to introduce the topic, so that students could guess and grab the idea of the reading materials. it was supported by ardnt & woore (2018) and haerazi et al. (2019) who state videos and pictures can be utilized to encourage learners to pay attention to the teaching materials. besides, the teacher began the class by giving a text or asking the students to open the textbook and read a certain text about reading. the teacher read the text first, sentence by sentence then the students repeated. the purpose of such activities were to make the students reading aloud and they were accustomed to the vocabulary and the text. it is also to build students’ metacognitive skills in reading activities. it is aligned with par (2018) and huff & nietfeld (2019) who declare that learners can build their metacognition through monitoring what they have read in reading activities. afterward, what he had done in continuing the teaching and learning process almost the same as with teacher b. both teachers discussed the materials such as asking the difficult words in text which made students found it difficult to comprehend the text (azis et al., 2019). then, teachers translated those words together with the students. from these activities, the teachers tended to call the process as grammartranslation method. both teachers also asked the students if they did not understand the topics. they then explain more detail about what the text was and video told about, the function, generic structures and vocabulary. it is to help students have deep understanding of the text being read (nerim, 2020; hidayat, 2017). while explaining, teachers often gave several oral questions, and students gave the responds. at the end of the lesson, teachers gave written questions to the students so that the teachers knew the learners’ understanding of the reading text. in addition, teacher a also told the students about types of questions in reading english text. by comprehending the types of questions, the students felt easier in answering the given tasks. after giving a lot of explanation and tasks related to the topics, teacher told and asked the students to practise their comprehension in a real life. from the teachers’ point of view, the combination of methods were very effective in order to have a good quality of teaching reading comprehension. they were feeling more comfortable in learning and understanding materials by using various methods. the findings also related with previous studies about teachers’ strategies in teaching subjects. the first research was fconducted by janatum (2013) who showed that the teachers had the difficulties to get the students’ positive response of teaching and learning process. but then, the combination of various strategies or methods were really helped the teachers in gaining students’ positive response and having a good quality of teaching english. in line with the result of the study that the researcher did at one of senior high schools in gunungsari, teachers had prepared and selected better methods in teaching comprehension. hence, they did some activities in the classroom using three methods that they thought can sauri teaching reading comprehension by …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 73 build students’ reading comprehension. what the researcher saw in the observation, teachers did not only pay attention on how students could understand the text well, but also how the students can use and apply them in real life which can be achieved if the students have really comprehend the content of the text. if the students have understood what the text is going to tell, they can implement that meaning and aim of the text, they can show or perform it in front of their friend and others (grabe, 2009). thus, all activities that had been done in class were connected one to another. the most important thing is students must achieve the reading comprehension if they want to train other skills such as speaking and writing. the result of the observation showed that the teachers had drilled the students to read and understand the text using three methods that the writer had mentioned. so, they get accustomed to reading english text and understanding the context of the text (nation, 2009) conclusion english teachers had used various strategies or methods in teaching reading comprehension. they did not only use one method to teach all students. the three methods that most used by english teachers were scaffolding and audio visual method, grammartranslation method and mind mapping. moreover, the most appropriate method in teaching reading comprehension according to english teachers was grammar-translation method as it really helped students understanding the text easily. second, mind mapping, it stimulated the students to work in group and trained their speaking skill which obtained from the result of reading and comprehending the text. finally, scaffolding and audio-visual method since it really worked on attracting the students to focus on the materials and introduced them what kind of text they were going to learn. the use of different methods is good in order to make students understand the materials due to the fact that students have difference ability, needs and background knowledge. by using various methods, the teachers would be helpful while teaching and learning process., because the better method could help the students and otherwise. the result may be different from one students to another. it can be concluded that teachers should prepared and conducted the materials and methods as good as possible. besides, the success and effectiveness of the methods can be achieved not only from the teachers but also from the students, since each students has difference background knowledge, needs, ability, the situation. so, it is difficult to know whether a particular method is effective or not. it has to be done in a long time to prove it. moreover, for further researcher could ask and interview students’ whether what teachers did in class related to teaching reading comprehension has made them understand the materials and text or not. besides, post interview after doing an observation class is good to be done. this method can be used as reflection in teaching and learning process. so, for the next researcher can do this method to make the research more valid. acknowledgement i would like to give my deepest grattitude to my wife (wahidaturrahmi) who provided insight and support that greatly assisted the research. i thank sigit ari wijayanto m.m for his assistance with a particular technique, methodology, and ertin helmida for comments that greatly improved the manuscript. i would also like to show my gratitude to faizatul fajariah, m.m for sharing her pearls of wisdom with me during this research. sauri teaching reading comprehension by …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 74 references albiladi, w. s. 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(1991). word recognition: changing perspective. in barr, r., et al (eds.) handbook of research volume ii (418-425). new york: longman. https://doi.org/10.33394/jollt.v8i2.2284 https://doi.org/10.33394/jollt.v6i1.810 https://www.teflcourse.net/blog/the-principles-of-teaching-reading-ittt-tefl-blog/ https://doi.org/https:/doi.org/10.30762/jeels.v5i1.570 https://doi.org/10.1177/1362168817690183 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v10i4.6026 october 2022. vol.10, no.4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 496-507 jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 496 pre-service teachers’ interaction with learners using their mother tongue in linguistically diverse classes in namibian schools 1mmamoyahabo constance makgabo, 2alina kakunde niipare 1faculty of education, university of pretoria, pretoria, south africa 2national institute for educational development (nied), namibia corresponding author email: connie.makgabo@up.ac.za article info abstract article history received: september 2022 revised: october 2022 published: october 2022 this article reports on a study conducted in five primary schools in namibia during teaching and learning in the mother tongue classroom. the aim of this study was to investigate how 30 pre-service teachers used the learners’ home language during their curriculum delivery. the study took place during lessons that included work-integrated learning (wil) during which the pre-service teachers were assessed by the two lecturers as researchers. the study followed a qualitative approach where data were gathered from classroom observations and semi-structured interviews of pre-service teachers. the data were analysed thematically. this study was guided by vygotsky’s sociocultural theory of development which identifies language, society, and culture as the primary aspects of the development of a child. the social interactions that a child has with people living in a particular environment with particular languages strongly shapes the development of cognitive abilities in the child. the findings showed that pre-service teachers lacked sufficient competencies in the teaching of mother tongue literacy. additionally, the classroom arrangement and teaching approaches that were used by the pre-service teachers were ineffective for learning. furthermore, the learning materials and pedagogical practices were likely to inhibit successful learning. the implication of this is that the quality of education and learning was compromised. this paper recommends that preservice teachers should be equipped with skills to teach the mother tongue programme while using relevant and appropriate teaching strategies and learning resources to enhance mother tongue learning of the oshindonga and oshikwanyama dialects. keywords diverse classes; mother tongue instruction; teaching strategies; how to cite: makgabo, m.c., & niipare, a. k. (2022). pre-service teachers’ interaction with learners using their mother tongue in linguistically diverse classes in namibian schools, jollt journal of languages and language teaching, 10(4), pp. 496-507. doi: https://doi.org/10.33394/jollt.v10i4.6026 introduction there are several indigenous languages and various dialects that are spoken in namiba. thirteen of these languages have a standard orthography and are currently used in schools as the medium of instruction. these languages include oshiwambo, khoekhoegowab, otjiherero, silozi, afrikaans, rukwangali, rumanyo, thimbukushu, german, and setswana. according to the ministry of basic education, sport and culture policy (mbesc, 2003) in namibia, children are to be taught in the mother tongue as the medium of instruction during the first three years of schooling (grades 1 to 3). the policy argues that education in the mother tongue, especially in the lower grades, is crucial for concept formation as well as literacy and numeracy attainment. despite the attempts by the ministry of basic education, sport and culture policy, mother tongue teaching was not fully implemented in schools due to a variety of reasons. some of those reasons will be explored in this paper. this paper chose to explore only two languages out of the ones mentioned above. of the above-mentioned languages, two dialects of the oshiwambo language, namely oshindonga https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:connie.makgabo@up.ac.za makgabo & niipare pre-service teachers’ interaction ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 497 and oshikwanyama, were purposefully selected for this study. what influenced the selection of those languages was the fact that they are the dialects of the oshiwambo which is the language that is represented in the seven regions of namibia and is officially used in schools as a medium of instruction. the focus of this study was on the literacy skills of pre-service teachers. the pre-service teachers are students who are not yet teaching professionally and bring with them to their courses. they begin as an observer and finish the pre-service teaching experience as competent professionals(kukari, 2004). both the pre-service teachers and the learners, whose home languages had been excluded from the above list, were required to learn in languages other than their mother tongue. this could serve as a barrier as noted by the department of higher education and training in their revised language policy framework for higher education which stated, “language continues to be a barrier to access and success for many pre-services at south african education institutions.”(1997). this language policy framework highlights the value of mother tongue instruction to learners, especially during their formative years. although clyne (2017) believes that multilingualism ought to be promoted and pursued side by side with mother tongues, he attests that alienating one’s mother tongue often leads to loss of identity, cultural disconnection, disorientation, and embarrassment. the use of mother tongue instruction in the junior primary schooling phase has been strongly encouraged in the report by the ministry of basic education, sport and culture (2003) in namibia. this study emanates from the increasing number of learners who are unable to read for comprehension in the junior primary classes. the increasing number of learners who cannot read for comprehension was reported by the progress in international reading literacy study (pirls) (mullis, 2016) which states that 78 per cent of south african grade 4 learners cannot read for meaning in any language. the latest research suggests that learners entering school can learn best through their mother tongue and that a second language is more easily acquired if the learner already has a firm grasp of their home language (thuketana & makgabo, 2022). full acquisition of a mother tongue language enables the learner to learn a second and even third language without difficulty (mullis et al., 2016; desai, 2012). as alluded to by tonio and ella (2019), the use of mother tongue as a medium of instruction is good in principle. they believe that teachers whose mother tongue is the same as their medium of instruction, are able to express themselves more clearly and can therefore make the lessons more interesting for learners. this was confirmed by khejeri, (2014), who said that teachers in kenya recognised the many advantages that mother tongue education brought in connection with the appreciation of culture. furthermore, they were able to build a better relationship between themselves and the learners, enable learner participation, and contribute to the smooth transition of learners from home to school, among others. although mother tongue instruction is good in principles and implemented at lower grades in namibia; as far as literacy levels are concerned the literacy standard has continued to fall. at the time of this study, there was an ongoing debate in namibia on the failure of learners to read. teachers complained that when learners reach grade 10, “the majority of them have difficulties comprehending and processing reading materials, decoding the meaning and identifying important points” (murray, 2007 p: 25). it was not clear if the persistent reading problems emanated from the pre-service teachers in the classrooms or from the in-service teachers. therefore, the question that this study attempted to answer was how did the pre-service teachers in namibia teach mother tongue literacy during their workintegrated learning (wil) in schools? in view of the above, wil is viewed as one of the crucial components of the pre-service teachers’ education programme, whereby the pre-service teachers have an “opportunity to practice, take risks and explore their learning environment, which should be rich in feedback and support” (bharuthram, 2012, p. 207) by their mentors. also, it is imperative that teacher makgabo & niipare pre-service teachers’ interaction ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 498 education is rooted in the reality of everyday school life (bunyi et al., 2013). thus, teacher education programmes should provide opportunities for pre-service teachers to practice teaching and learning by integrating theory and practice and by ensuring that pre-service teachers have sufficient time to apply what they have learnt darling-hammond (2002). this will ensure that real classroom challenges related to learning inform the way they understand teaching and how they promote effective learning (bunyi et al., 2013). in this case, teacher education programmes should be committed to training teachers to teach literacy in the first or local language of learners in classrooms. karan and morren (2013) suggest that it is essential that pre-service teachers involved in mother tongue programmes be familiar with the relevant national language policy, which, in this case, is the medium of instruction in schools. the language in education policy (1997) states that junior primary learners should be taught in their mother tongue. karan and morren (2013) further postulate that pre-service teachers should relate to the various learning theories and recognise how critical the first language is to successful learning. furthermore, pre-service teachers should be exposed to the first language’s structure and to what it means for children’s language acquisition and literacy skills in education (mata, 2014). hence, the objective of this study is to examine the role of the mother tongue in the teaching of literacy and how the pre-service teachers teach literacy using oshindonga and oshikwanyama in the primary classrooms during their teaching practice or wil, to establish whether the teacher preparation program contributed to improving the pre-service teachers’ mother tongue literacy teaching in accordance with the official language policy that has been enacted for schools. literature review this section, of the literature review, will be divided into the following subheadings which are aimed at highlighting issues of mother tongue, mother tongue instruction as well as mother tongue literacy teaching. mother tongue is the language that is acquired from birth, and it enables one to communicate throughout one’s life. it is through this language that one is identified as a native speaker by oneself and others. since one’s mother tongue is the language that one is familiar with, it enables an individual to formulate ideas and give meaning to emotions. wardhaugh (2021) defines language as the knowledge of rules and principles and the ways of saying and doing things with sounds, words, and sentences, rather than just knowledge thereof without understanding. based on the above, the mother tongue is the language that grounds the child firmly to his birth roots. mother tongue instruction is at the center of all teaching and learning activities because it is the main source of information and knowledge transmission (ahmed, 2011). furthermore, language is used to teach and impart instructions in any discipline, subject, and at any level of learning; it is the medium of instruction. yet the medium of instruction is a controversial issue at all levels of the education system, especially in the junior primary. since the medium of instruction is the language that is used for curriculum delivery at school, it should be the language that the learner knows and understands to be able to participate meaningfully in classroom activities. therefore, when deciding on the medium of instruction, schools should take into consideration that it should enhance the understanding of the learners and enable them to formulate ideas because it is through language that learners express their understanding of what they have learnt from the classroom input (cummins, 2001; gibbons, 2002; probyn, 2008). the selected medium of instruction should help in raising and developing the cognitive abilities of learners and the development of their individuality (thuketana & makgabo, 2022) as expressed by cummins (2001), the promotion of mother tongue instruction in schools not only helps to develop the home language but also assists in the development of the learners’ makgabo & niipare pre-service teachers’ interaction ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 499 cognitive abilities. cognitive development, as well as intellectual improvement, is relatively faster in those who are fluent in their mother tongue. if a learner is educated in their mother tongue, the proportion of their educational achievement is greater than someone who is taught in a medium other than their mother tongue (nishanthi, 2020). when children develop proficiency in their mother tongue, they simultaneously foster a whole host of other essential skills, such as critical thinking and literacy skills. it is these skills and concepts that they take with them into formal education, and the concepts gained in the learner’s home language do not have to be re-taught when they transfer to a second language (thukethana & makgabo, 2022). also, the pre-service teacher who is skilled in mother tongue instruction and is familiar with the application of theories and good practices while teaching will be able to use mother tongue instruction as a vehicle to assist the learners to learn and understand the subject matter in the second language. the above argument reveals the positive relationship between mother tongue instruction and cognitive development. literacy refers to listening, speaking, reading, and writing while bearing in mind the holistic and meaning-making aspects of learning the language (fitzgerald & shanahan, 2000). numerous studies have revealed that teaching literacy using the mother tongue or first language enables learners to build a strong educational foundation, and they can use the knowledge and skills acquired successfully as a bridge to the acquisition of additional languages at school (ball, 2010; ouane & glanz, 2010; patel, 2012). therefore, if learning does not allow learners to make connections with their mother tongue, that kind of teaching might encourage rote learning and memorisation, and knowledge or content is likely to be forgotten. according to cummins, 2001 & marope, 2005, learners bring their cultural experiences, and knowledge of letters, words, and text to the interpretation of the written language to school. all the above literacy-related incidences and occasions could be incorporated into school literacy in order to link the learners’ previous knowledge to what they learn at school. baker (2001) argued that the whole language approach recommends a holistic way of learning that involves the teaching and integration of all the language skills, namely, listening, speaking, reading and writing in the teaching of literacy. the learners’ listening skills, vocabulary, and speech abilities develop through their listening to stories and conversations; following and carrying out instructions; presenting formal and informal talks; conducting conversations; dramatising stories and reading dialogues (landberg & swarts, 2011). reading activities, such as short and easy reading materials that include big books, regular books, posters and pamphlets which may be read individually or in pairs, should be encouraged (unesco, 2007). it is in the same vein that the namibian ministry of education, sport, and culture (mbesc, 2003) argues that literacy development may be promoted by creating a print-rich environment in the classroom which may include a reading corner with published readers, charts, posters, newspaper cuttings and the learners’ own creative writings. the namibia ministry of education (2015) suggests that learners should write purposefully and meaningfully every day in their mother tongue to establish good handwriting skills, writing habits, spelling skills and strategies and creativity, and to prepare them for the demands of the following years. therefore, the pre-service teachers require both subject content and pedagogical content knowledgein order to be able to teach literacy in the mother tongue. theoretical framework this article is positioned within vygotsky’s (1989) sociocultural theory, which is built on the importance of social and cultural interaction. according to vygotsky’s sociocultural theory of development, three aspects are fundamental to the development of a child. hang (2010) identifies these factors as language, society, and culture. for vygotsky, language is the makgabo & niipare pre-service teachers’ interaction ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 500 only way through which adults are able to transmit knowledge and culture to children (vygotsky, 1978). he views language as the medium through which information is passed from the skilled or knowledgeable individual to the child through their social interaction. therefore, the interactions through language play a vital role in the development of cognition or higher-order mental abilities in learners since they use those communications as a point of departure before learning new content and concepts (mata, 2014). with regard to culture, vygotsky says it is the environment in which a child lives and all the social interactions they have with people living in that environment have an influence on their complete development. this study focuses on literacy as a social practice while examining the way in which preservice teachers teach literacy in the learner’s mother tongue in the classrooms. research method this study employed a qualitative approach using a single case study methodology. hammersley defines qualitative research as a form of social inquiry that tends to adopt flexible data-driven research design, to emphasise the essential role in the research process. (hammersley, 2013.p12). a case study is a research approach that is used to generate an indepth, multi-faceted understanding of a single phenomenon in its real-life context (heale & twycross, 2018). the data collection methods used were interviews with the pre-service teachers and classroom observations of the pre-service teachers while teaching oshindonga or oshikwanyama languages. data were analysed thematically, and those themes will be discussed below. research design the data used in this study were collected from five identified schools in one district in namibia. purposeful sampling was used to identify those five primary schools and the criterion was that all the schools should use the dialects oshindonga or oshikwanyama as the medium of instruction. all the participating schools were in the windhoek area within the vicinity of the university. in addition, 30 pre-service teachers who used oshindonga or oshikwanyama as the medium of instruction were selected to teach at the five primary schools for their pre-service teaching practice. according to patton (2014), purposive sampling was used when selecting information-rich cases to study in-depth. therefore, information-rich cases are those from which one can learn a great deal about issues of importance central to the purpose of the inquiry to which they provide insight and in-depth understanding. written permission to conduct the research was obtained from the university of pretoria and the university of namibia. also, informed consent was granted by the ministry of education in namibia, the school principals of the participating schools, the parents of the participating learners, and the pre-service teachers. the participants consisted of both genders. they were assured of the confidentiality of their participation and that their identities would not be revealed in any part of the study. hence, pseudonyms were used. the participants were informed that their participation was voluntary and that they could withdraw at any time during the study. data were collected through interviews to elicit pre-service teachers’ views and experiences on teaching literacy using oshindonga or oshikwanyama. in addition, classroom observations were employed to gather information on the literacy content taught, the teaching methods and/or strategies, and the assessment approaches used. to measure the pre-service teachers’ mastery of the literacy content, how mother tongue literacy was taught and managed, and classroom interaction, observations were used to determine how the pre-service teachers used mother tongue literacy practices in class during their teaching practice. these tools focused on the literacy content, teaching methods and strategies, and assessment approaches employed to measure the learners’ mastery of the literacy content. it also makgabo & niipare pre-service teachers’ interaction ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 501 examined how teaching and learning of mother tongue literacy were delivered in class, taking vygotsky’s social and cultural interaction in the classroom situation into consideration. furthermore, as identified by hang (2010), during the classroom observations, the pre-service teacher’s interactions with the learners on factors such as language, society, and culture were the focus of the process. the data collected through interviews and observations were interpreted, analysed with the aim of understanding the pre-service teacher's position in the classroom and will be explained in the next section. data analysis data were transcribed and analysed into themes as explained by catalano and creswell (2013), and meaning was attached to the pieces of data (lofland et al., 2006). those pieces of data were used to summarise, identify patterns, and pull together themes that will be discussed in the findings and discussion sections. research findings and discussion research findings this section presents the findings that emanated from both the interviews and classroom observations. the pre-service teachers were referred to as pst1, pst2, up to pst30, and they will be discussed below. the findings are categorised into six themes, i.e., pre-service teachers’ positive experiences during teaching practice, pre-service teacher’s uncertainty about teaching mother tongue literacy; inadequate competencies in mother tongue literacy teaching by pre-service teachers, ineffective classroom arrangement and teaching approaches, inadequate learner engagement, and insufficient and outdated teaching and learning materials. pre-service teachers’ positive experiences during teaching practice the pre-service teachers expressed positive feelings about their teaching practice experiences in general and mother tongue literacy teaching in particular. they reported that their teaching practice experiences of being in classrooms were broader than ever before. the experiences ranged from gaining confidence to stand in front of the class, to acquiring more skills and knowledge about teaching while using their learners’ mother tongue as the medium of instruction. below are quotes from two of the pre-service teachers. pst4 said: “for me, i gained the confidence to stand in front of the class. i learnt a lot about how to be with kids. i have also learnt strategies on getting learners’ attention and keeping them busy; just by doing different activities”. in addition, pst7 alluded to the knowledge that he gained from the wil experience saying, “i would say heartily that, what was good for me out of the teaching practice was the knowledge that i got on how to work with lower primary learners.”. furthermore, pst8 expressed gratitude for the support he got from his mentor teacher by saying: when i started teaching, my mentor teacher was always there in class to observe me and after class, she always looks upon me to tell me what went well and what i need to change. during planning when i am preparing my tomorrow’s lesson, we always do it together. so, yes, supporting teachers really helped me. the responses of the pre-service teachers above show that wil assisted them in a variety of ways. their teaching skills improved because of the reality of being in the classroom and interacting with the learners during the teaching and learning process. some pre-service teachers admitted that they had not fully understood the philosophy of teaching until they were faced with the learners in class. they learnt the dynamics of being the facilitator in class, being in control of the teaching and learning process, and being influenced by the mentor teacher while, at the same time, exploring different teaching strategies. furthermore, the support they received from their mentor teachers assisted them in acquiring enhanced ways of getting the learners’ attention and keeping them busy by giving them diverse and appropriate learning without compromising teaching and learning while using makgabo & niipare pre-service teachers’ interaction ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 502 their mother tongue as the medium of instruction. this is in line with vygotsky’s social and cultural interaction in the classroom in which the language used conformed with the mother tongue instruction. pre-service teacher’s uncertainty about teaching mother tongue literacy the pre-service teachers taught various language skills by reading stories from the readers, while others wrote stories or texts on the chalkboard and, thereafter, read to the learners. the learners were expected to listen attentively since they had to answer questions afterwards to demonstrate their understanding of what had been read to them. the learners remained passive, except when they were asked to answer the questions that, in most cases, required factual or one-word answers. as far as the teaching of writing was concerned, the general pattern observed involved copying from the chalkboard, tracing, and dictation. thus, the copying and tracing of patterns, letters, and words from the chalkboard was a dominant pattern that occurred in most of the observed classes. some of the pre-service teachers felt that they had not been properly prepared to teach literacy in oshindonga and oshikwanyama. pst2 maintained: we are not well prepared to teach in oshiwambo … we are only given theory at university only and, when we go out, we try by ourselves to do it practically … they only teach us verbally but not giving us opportunities like preparing a lesson plan and presenting it as you will present it to the learners in class … i am in the fourth year and i am still struggling to draw up a lesson plan for oshiwambo … even though i am about to complete my degree. pst10, whose concern was similar to that of pst2, said: i haven’t mastered my native language so far because i was never taught in my mother tongue, i was taught in afrikaans. coming to the university i realised i want to teach in my mother tongue … i have captured quite a few but i am not ready … i think. as time goes on and with practice, i will be more ready, but i am not ready at this moment. the study revealed that the pre-service teachers were not confident to teach mother tongue literacy. there was no coherence or linking of the literacy sections, as some of them were taught as stand-alone units. the teaching of phonics, for instance, was done in isolation, by simply following the letters of the alphabet. the pre-service teachers lacked creativity and innovation and they displayed limited knowledge and skills in teaching reading. as a result, they could not use a variety of teaching methods or engage learners with learning difficulties. furthermore, they lacked the skills to consolidate the aspects of a language as a unit. inadequate competencies in mother tongue literacy teaching by pre service teachers some of the pre-service teachers revealed that they were not well equipped to teach literacy in oshindonga and or oshikwanyama. they struggled to write lesson plans and to teach as they have never been given opportunities to do so practically. their first exposure to that reality was when they arrived at the school. pst2, as quoted above, mentioned that the pre-service teachers did not receive enough relevant training for them to confidently apply those skills practically while teaching. she alluded to the fact that the practical aspect of teaching was lacking as they were only confronted with it when they got to the schools. the other pre-service teachers raised the concern that they struggled to teach in their mother tongue. even though they spoke the oshiwambo language, they had been taught in afrikaans during their school years. this limited their vocabulary, and they felt that they were inadequately prepared to teach with confidence. to confirm this, pst15 said: makgabo & niipare pre-service teachers’ interaction ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 503 this experience has given me some confidence and i feel better equipped to teach in my mother tongue. i have captured quite a few vocabulary words, and i will be ready and proficient in due course. the fact that the training tended to focus on theory rather than practice resulted in the pre-service teachers experiencing problems when they went to school. the fact that they had not practiced certain aspects of teaching during their training made their wil practice in the schools very difficult. their responses showed that the pre-service teachers were not proficient in their own language and, as a result, they found it difficult to communicate adequately with the learners in class. according to vygotsky’s social and cultural theory, interaction in the classroom situation is successful if the language is familiar and is used in communication. the ineffective classroom arrangement and teaching approaches in most of the lessons observed, literacy teaching was based on teacher-directed instruction, where teaching was based only on question-and-answer methods. also, the learners had permanent sitting arrangements in the classes where they were seated in groups, but they were not allowed to work together or talk to each other; they worked individually. as a result, classroom interactions were minimal and no activities were incorporated into the lessons. furthermore, the learners were not offered feedback or opportunities to share ideas or explain their opinions to their peers. again, most of the pre-service teachers were not able to initiate activities that involved all the learners and did not show sufficient skill to help the learners connect to the required knowledge. the fact that the pre-service teachers did not take lesson planning seriously negatively impacted their lesson delivery and was detrimental to the oshindonga or oshikwanyama languages. this classroom seating arrangement limited interaction among the learners and, as a result, language and cultural development, according to vygotsky’s sociocultural theory which is built on the importance of social and cultural interaction, were likely to be limited. inadequate learner engagement there was limited learner engagement by the pre-service teachers during curriculum delivery. the pre-service teachers read stories from the small readers while others wrote text on the chalkboard and read to learners from the chalkboard. the learners were instructed to listen carefully during the storytelling and to demonstrate their understanding by answering questions at the end. learner engagement was minimal and the few questions that were asked were of lower cognitive levels. in addition, the few learner engagements that were observed simply encouraged a few learners to be dominant over the others. also, only a few lessons that the pre-service teachers had planned had activities that fostered speaking skills. insufficient and outdated teaching and learning materials in some of the classrooms that were visited, there were not enough materials written in either oshikwanyama or oshindonga. in such cases, the pre-service teachers had to use outdated textbooks that were not in line with the current curriculum. also, in cases where some teaching materials were found, there were not sufficient books for all the learners in the class. accordingly, two or three learners often had to share one book. in some classrooms, there were no reading sources for the learners other than the english books that were found in some classrooms. furthermore, there were no books in the oshikwanyama or oshindonga languages. even the posters that were hanging on the walls were only in english. the absence or scarcity of resources in the oshikwanyama or oshindonga languages disadvantage the advancement of the languages. the following section will be discussion of the findings of this study. makgabo & niipare pre-service teachers’ interaction ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 504 discussion this section discusses the main findings of the study and the conclusions drawn from the findings in which pre-service teachers teach literacy using the mother tongue of the learners during the wil in schools in namibia. although some of the pre-service teachers felt that they had gained experience from teaching during wil, they expressed the wish for their entire teacher training programme to be offered in their mother tongue. this would be in line with the implementation of the language policy which requires and encourages the implementation of mother tongue instruction as stated to by the language in education policy (2003). in most of the various lessons observed, it was noted that the pre-service teachers used whole-class teaching methods and did little to build on the knowledge that the learners had brought to school from their personal and cultural experiences. many of the lessons overlooked this wealth of experiences and denied the learners the opportunity for knowledge construction. as previous studies suggest that teachers need to begin with what the learners already know about a topic and advance to what they need to learn about it (villegas & lucas, 2007). the inability of pre-service teachers to acknowledge the learner’s knowledge and experiences contradicts the pedagogical approaches offered in the literature on mother tonguebased teaching (mtbt), that student teachers need to link their teaching and learning to the learner’s previous experiences in order to compliment what the learners learn at home with what they learn in school (villegas & lucas, 2007). the pre-service teachers’ inability to implement new methodologies and strategies in mother tongue education revealed the common feeling that their training was not equipping them with enough skills to teach literacy in the learners’ mother tongue. although the teacher training offered the pre-service teacher’s extensive theory, the study also found that most of the pre-service teachers lacked inadequate teaching methodologies and strategies to present the mother tongue literacy skills (listening, speaking, reading, and writing lessons) to the learners. there was no contextualisation of the teaching to suit the different levels and needs of the learners, and this limited the process of learning with understanding. the learners’ cultural experiences were not acknowledged by most of the pre-service teachers. listening is a language skill that children “develop first and it is the most dominant communication skill in the classroom and in everyday life” (oduolowu and oluwakemi 2014 p.100). the findings revealed that some of the pre-service teachers lacked in-depth understanding of the fact that children develop listening skills through active listening and participation and that speaking is the foundation of thinking. however, not all the pre-service teachers neglected the recognition of the learners’ prior knowledge and experiences. some of the pre-service teachers involved most learners during the lesson, by telling them a story, and engaging them in the form of asking questions. the type of teaching style that is in alignment with the integration of the subjects with the teaching of language skills as advocated by the ministry of education, (2015). in accordance with the sociocultural perspective, the learners interpreted their relationships with others and the world around them (hossain, 2013). that enables learners to become effective speakers, and it is incumbent on teachers to give the learners a variety of activities to carry out to help them to learn to speak in different situations. the learners were not given a variety of activities to carry out and they were not exposed to speaking in different situations. encouraging learners to relate the daily news, as advocated in the junior primary phase syllabus (meac, 2015), was clearly not taking place. in all the lessons observed it was evident that the teaching of the speaking skill was highly ineffective. one may safely conclude that teaching the speaking skill remains a challenge for many pre-service teachers. makgabo & niipare pre-service teachers’ interaction ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 505 although some of the pre-service teachers used the phonics method, they did not demonstrate an in-depth understanding of its subject content or pedagogical content knowledge. as a result, phonics was taught in isolation without being linked to the learning content. this contradicts bainbridge and mary (2008), who affirmed that skills development in context rather than in isolation is an effective way of teaching mother tongue literacy. limited knowledge and skills in teaching reading were displayed by the pre-service teachers, as they were unable to employ a variety of interesting activities to consolidate what the learners had learnt. the learners were not given an opportunity to write different types of texts such as short and simple stories, and write about their own personal experiences, thus promoting creativity and enhancing good literacy learning behaviour (ministry of basic education, sport and culture, 2003). this had an adverse impact on the learners’ progress in learning how to write. the inadequacy of teaching and learning resources in either oshikwanyama or oshindonga contributed hugely to the pre-service teachers’ frustrations in making the lessons more practical. also, they did not have the skills to be creative and innovative in developing their own teaching and learning resources. conclusion this study examined how the pre-service teachers taught literacy in oshindonga and oshikwanyama during their school-based wil practice. the findings revealed that many of the pre-service teachers who presented their lessons in either oshikwanyama or oshindonga, had a variety of challenges that were discussed in the findings. the study revealed that the teaching of literacy was dominated by teacher-directed methods, limited mastery of content knowledge, inappropriate teaching strategies, and use of inadequate resources. also, the preservice teachers were not empowered with skills to build on what the learners already knew and connect it to new knowledge. they were unable to involve the learners in teaching and learning activities by using a variety of teaching methods nor could they engage the learners in classroom dialogues and interactions using a variety of teaching materials and resources. recommendation the following recommendations are based on the findings of this study. the findings, in general, revealed that most of the pre-service teachers concentrated, for the most part, on teacher-talk methods and there was limited active learner participation while they were in class. it is, therefore, recommended that they should change their teaching strategies and engage the learners in their teaching. also, the pre-service teachers were encouraged to apply cooperative and collaborative learning activities that would allow the learners to work effectively in groups or pairs. the pre-service teachers are encouraged to make room for interaction with the learners in order to inspire the successful teaching and learning of mother tongue literacy. furthermore, learner participation in the form of encouraging learners to tell their own stories in their mother tongue and allowing them to write different types of short texts in class should be taken into consideration. it is essential that the pre-service teachers encourage and develop a culture of active participation during their teaching time. they revealed that they lacked the understanding that children acquire language through active participation. in conclusion, teacher education programmes should aim at equipping the pre-service teachers with knowledge as to how to develop their own appropriate and relevant teaching and learning materials in the learners’ mother tongue when they teach literacy. acknowledgement the researchers would like to acknowledge the university of pretoria rdp funding for the publication of this paper. makgabo & niipare pre-service teachers’ interaction ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 506 references ahmed, s. i. 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(2015). three approaches to case study methods in education: yin, merriam, and stake. the qualitative report, 20(2), 134–152. pre-service teacher’s uncertainty about teaching mother tongue literacy inadequate competencies in mother tongue literacy teaching by pre service teachers the ineffective classroom arrangement and teaching approaches inadequate learner engagement insufficient and outdated teaching and learning materials jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4826 april 2022. vol. 10, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp.199-210 jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 199 a multilingual turn: translanguaging by design activity in an efl context kufakunesu zano department of basic education, south africa corresponding author email: kufazano@gmail.com article info abstract article history received: february 2022 revised: march 2022 published: april 2022 translanguaging can be the latest all-embracing approach in language policy and assessment needed to substitute previous linguistic practices that treated languages as separate entities in a globalised world. this study is based on translanguaging by analysing activities that involved two cartoons in a multilingual classroom. this research was conducted to determine the opinions of grade 12 efal learners on translanguaging by design activity in a multilingual setting. grade 12 efal were chosen for their rich exposure to analysing cartoons. the class had 35 learners who were put in 5 focus groups to analyse the two cartoons. the 2017 cartoon had five questions and the 2018 cartoon had four questions, which learners answered in groups. the results indicate that translanguaging is an empowering tool that gives the learners a sense of ownership and belonging as they manipulate their previous linguistic knowledge to explore the given task. the teacher needs to alert the learners that they are free to use their home languages together with english to do an activity. this helps learners realise that there is not much difference between english and their home languages as they answer the questions. teachers need to be multilingual so that they remain culturally and linguistically relevant to the learners. keywords english first additional language; translanguaging; multilingualism; codeswitching; how to cite: zano, k. (2022). a multilingual turn: translanguaging by design activity in an efl context, jollt journal of languages and language teaching, 10(2), pp. 199-210. doi: https://doi.org/10.33394/jollt.v%vi%i.4826 introduction with the arrival of independence in 1994 in south africa, the new administration set out to address historical injustices, aiming to implement the necessary social, political, and neoliberal policies in order to re-enter the world market (potgieter & anthonissen, 2017). in south africa, language reform has long been a contentious topic tied to nation-building, social integration, and civil liberties; as a result, when the democratic state took office in 1994, it established a language policy to tackle these challenges. as an example of such a constitutional instrument, the south african language policy is cited. latest breakthroughs in language planning, policy, and implementation in south africa have led to the conclusion that language policy is a discourse that is often productive, and it is constantly changing and transforming. it has been suggested elsewhere that the processes of concession that resulted in the foundation of a young state were instrumental in the development of a new language policy (ngcobo, 2009:181), which has had disastrous ramifications for the language policy's enforcement in south africa. the development of different languages cannot be separated from socio-economic and sociopolitical factors (edwards, 2012). this can certainly be seen with minority languages that have often been associated with shame and backwardness but that can also acquire a higher social status because of these factors (cenoz & gorter, 2017). language is perhaps the only realm in education in which a learner’s knowledge is often not credited. it would be unthinkable in mathematics or science education to take no account of a learner’s previous https://e-journal.undikma.ac.id/index.php/jollt/index mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& zano a multilingual turn: translanguaging ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 200 knowledge in teaching the subjects. yet confining an english language classroom, however multilingual, to one language of instruction can have just that effect (brutt-griffler, 2017). the most significant issue for quality in education is “the all-pervasive and extremely powerful influence of language which is unambiguously implicated in learning ... and the need for pupils to have as good a grasp of the language of teaching and learning as possible (taylor, müller & vinjevold, 2003:65). language and learning cannot be separated because all teaching is done through language. this is because language is indispensable in education as it can grant passages to new opportunities, or promote inequality. the major hurdle in today’s classroom is to meet the needs and expectations of the linguistically diverse populace that most who have low proficiency in the language of instruction (unicef, 2016). some researchers in south africa tackled multilingual practices in the classroom. these researchers include malebese et.al. (2019), nthulana (2018) spaull (2016) and tshuma and le cordeur (2019). their findings show that reality is contextual and knowledge is sociallycreated. it is important to use learners’ home languages; it is their capital of knowledge originating from their culture that they can use to boost the teaching of english first additional language (efal) to learners in a multilingual context. this study is about determining the opinions of grade 12 efal learners on translanguaging by design activity in a multilingual setting. it differs from the above cited studies in that it focused on translanguaging or multilingual practices at high school whereas the cited ones focus on multilingual pracices in primary school. this study is important in that it matches with the south african language in education policy that is meant to promote additive and functional multilingualism, sociolinguistic as well as cultural integration. this policy advances multilingual education and translanguaging is one approach to multilingual education globally and south africa in particular. literature review hawkins and mori (2018) note that the ―trans‐ prefix as seen in transnational, transcultural, translocal, transpatial, transmodal, translanguaging and translingual forces us to grapple with change, with movement, with fluidity and perhaps with conflict. in most cases, the ―trans‐ turn challenges established orthodoxies and understandings and creates intense debates and disagreements. as it intends to suggest here, however, the ―trans‐turn also has the potential of providing us with new directions and new answers to important questions that have engaged both scholars and practitioners in the field of second language learning (leung & valdes, 2018). languages have traditionally been thought of as existing in separate compartments, or as “two solitudes” (cummins, 1979), within bi/multilingual learners’ minds (deroo & ponzio, 2019). in his theory of linguistic interdependence, cummins posited that linguistic or metalinguistic practices learned in one language could be transferred to another (cummins, 1979). for example, if a child is familiar with finding the main idea of a text in one language, that child will be able to transfer that competency to a new language. while this theory destabilises the idea that languages are stored completely separately in the brain, it relies on the assumption that a bilingual person has a dual linguistic system and transfers competencies between those systems (garcía & kleyn, 2016; vogel & garcia, 2017). translanguaging theory, in relying on a conceptualisation of bilingualism as dynamic, argues that there are not two interdependent language systems that bilinguals shuttle between but one semiotic system integrating various lexical, morphological linguistic features besides social practices and features individuals “embody (e.g., their gestures, their posture), as well as those outside of themselves which through use become part of their bodily memory (e.g., computer technology)” (garcía, 2016). rather than turning one language “off” and turning another “on,” translanguaging suggests that we creatively integrate all semiotic resources to communicate (wei, 2017). translanguaging, therefore, provides opportunities for individuals zano a multilingual turn: translanguaging ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 201 to conceive of languages not as independent but as facets of the same adaptive system (creese & blackledge, 2010; garcía & li, 2014). it can be understood as bilinguals’ ability to navigate social spaces in ways that transcend named languages (fallas escobar, 2019). that is, translanguaging goes beyond common understandings that describe bilingualism as double monolingualism and instead construes multilingual speakers ‘not so much as the sum of two (or more) complete or incomplete monolinguals but rather as specific and fully competent speaker-hearers who have developed a communicative competence that is equal but different, to that of monolinguals’ (grosjean, 1996:21). translanguaging was used to create moments of less language separation, as the alternation of languages in different phases of one single language class. baker describes this process in the following way: ‘to read and discuss a topic in one language, and then to write about it in another language, means that the subject matter has to be processed and “digested (2011:289). the principle chosen by the teachers for this was to provide new input in the language in which pupils were less proficient and then have pupils discuss content and language with peers in another language (duarte & jellema, 2017:23). this is a departure from previous conceptualisations of bilingualism. the traditional cognitive theory of bilingualism called the “separate underlying proficiency” model, argued that bilinguals had two separate language systems in their minds that corresponded to nationally sanctioned, standard, named languages, such as english, sesotho, shona, etc. the theory posited that only exposure to and instruction in a second language (l2), and not instruction in a first language (l1), would lead to proficiency in l2 (cummins, 1980; vogel & garcía, 2017. similar to metrolingualism, plurilingualism and code-switching, translanguaging emphasises language users’ strategic movement between meaning-making resources. however, while the aforementioned perspectives are beneficial, they do not fully disrupt monolingual paradigms of language separation (garcía & li, 2014). though macswan (2017) argues that translanguaging is limited in its consideration of bilingual mental grammar as a unified system, he acknowledges the efficacy of translanguaging to disrupt conventional perspectives of language separation and validate the dynamic practices of multilingual children and families. while translanguaging resonates with other asset-based orientations toward multilingualism, it also represents a paradigmatic shift in how we conceptualise language systems and practices (deroo & ponzio, 2019). theoretical framework for our purposes in this study, the researcher draws upon “the translanguaging classroom framework” put forth by garcía, johnson and seltzer (2017) with a specific focus on the development of teachers’ “stance” as a part of their translanguaging pedagogy. garcía et. al. (2017:27) define stance as “the philosophical, ideological, or belief system that teachers can draw from to develop their pedagogical framework,” arguing that without this stance, teachers cannot leverage learners’ full linguistic repertoire as a part of translanguaging pedagogy. adopting a translanguaging stance requires teachers to question the monolingual bias inherent in school-based language practices and position students’ language practices as fundamental resources rather than as deficits that work together or “juntos.” furthermore, garcía et al. (2017:50) outline three underlying beliefs of teachers’ translanguaging stance, where they (a) recognise that students’ language and cultural practices “work juntos and enrich each other,” (b) view students’ families and communities as resources to be leveraged for learning, and (c) perceive classrooms as “a democratic space where teachers and students juntos co-create knowledge, challenge traditional hierarchies and work toward a more just society”. zano a multilingual turn: translanguaging ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 202 garcía, et.al. (2017) identify four purposes for the strategic use of translanguaging in the classrooms: supporting students as they engage with and comprehend complex content and providing opportunities for students to develop linguistic practices for academic contexts, making space for students’ bilingualism and ways of knowing and supporting students’ bilingual identities and socio-emotional development. then, these four translanguaging purposes work together to advance social justice. the translanguaging classroom framework is shown in figure 1. figure 1. translanguaging classroom framework from garcía, johnson and seltzer (2017) the translanguaging classroom is built by weaving together the two dimensions –the students’ linguistic performances and the teacher’s pedagogy. it is the translanguaging corriente that creates the dynamic flow, the movimiento, between these two dimensions (garcía, et.al., 2017). stance is one of the three strands of the translanguaging classroom and it implies ‘the philosophical, ideological, or belief system that teachers draw from to develop their pedagogical framework’ (p27). second, design ‘…intentionally connects bilingual students’ home and community language practices and identities to the language practices and identities deemed appropriate for school settings’ (p61). this implies that there is a need for a translanguaging design for the classroom, the instruction and the assessment. third, shift implies ‘…those unplanned moment-by-moment decisions that teachers make in response to the flow of the translanguaging corriente in their classrooms’ (p77). it takes a teacher willing to keep meaning-making and learning at the centre of all instruction and assessment to go with the flow of the corriente (garcía, et.al., 2017). garcía, et.al. (2017) suggest some ways of leveraging the corriente in the classroom. these steps include communicating a juntos stance to students in your classroom and making space for translanguaging within programmatic language structures. third, there is a need to supplement curricula with multimodal texts that are culturally sustaining and normalise translanguaging. last, the teacher needs to create classroom designs that actively and purposefully leverage students’ bilingualism/biculturalism and encourage translanguaging. zano a multilingual turn: translanguaging ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 203 this study is on learners’ perspectives, whereas seemingly only theories on teachers’ beliefs are addressed in the theoretical section. it is important to note that the two dimensions, design and shift, are based on the teachers’ decisions on behalf of the learners, hence this theory becomes befitting for this study. research method this study aims to determine the opinions of grade 12 english first additional language (efal) learners on translanguaging by design activity in a multilingual setting. in groups, learners were asked to attempt 9 questions. the idea was to let learners use their linguistic resources to analyse the cartoons and not just restrict themselves to using english in answering the questions. a follow up focus group discussion, with two research questions, follows. the two research questions addressed by the participants are: which bi/multilingual speakers’ observable practices did you notice as you interact with your classmates?; and what do you think is ideal in promoting the use of your language repertoire when learning a second language? this study was designed as a qualitative research project. it took place in a multilingual grade 12 efal classroom. none of the participants was a native speaker of english. for this qualitative study, only 35 efal learners in grade 12 were used as participants. the participants comprised 26 girls and 9 boys and were aged 17-20. the researcher requested parental consent for their children to participate in this study. the researcher also requested assent from learners to participate in this research. these learners were stationed at one high school in south africa. in 5 groups of 7 each, they shared their opinions on translanguaging by design activity. in this study, it is an activity based on two cartoons extracted from national examination papers. these planned activities are two cartoons from two grade 12 english first additional language paper 1 past national examination question papers (ncs english fal paper 1, dbe/november 2017 & 2018). the 2017 cartoon had 5 questions and the 2018 cartoon had 4 questions, which learners answered in groups. the participants had i hour 20 minutes of classroom interactions as they worked in groups. the following day, still, 1 hour 20 minutes were devoted to making follow up focus group interviews, which culminated in the data used for this study. before the participants took part in the study, they were informed of the aim of the study, which is, ‘to determine the opinions of grade 12 efal learners on translanguaging by design activity in a multilingual setting’. before the follow-up interview, the participants were also introduced to the interview guide form with open-ended questions used as a data collection instrument. the participants were assured of confidentiality and anonymity for participating in this study; hence, they were numbered using pseudo-names l1-l35. the qualitative data for this study were analysed using the content analysis method. the content analysis reduced the volume of information and identified significant patterns. the researcher analysed the participants’ responses to translanguaging by design activity closely, finding links and similarities in the responses and coded them appropriately. then, the researcher abridged and positioned the results into themes. research findings and discussion research findings the results of this study are meant to address two research questions for this study notably: which bi/multilingual speakers’ observable practices did you notice as you interact with your classmates? what do you think is ideal in promoting the use of your language repertoire when learning a second language? each research question has a theme subscribed to it. for research question one, the theme is: bi/multilingual speakers’ observable practices in zano a multilingual turn: translanguaging ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 204 a multilingual context. for research question two, the theme is: translanguaging in second language learning. theme 1: bi/multilingual speakers’ observable practices in a multilingual context one of the major findings under observable practices is non-verbal communication. fabri, moore and hobbs (2015) describe the term ’nonverbal’ as human interaction events that transcend the spoken or written word. fatemeh, samaneh and ali (2014) describe nonverbal interaction as the process of one person using cues such as gestures and facial expressions to stimulate meaning in the mind of another person using nonlinguistic features. non-verbal interaction may take place primarily through several ways like non-verbal vocalisation, types of clothes, bodily contact, how a teacher or learner expresses the face, gaze, types of gesture, one’s body posture. therefore, non-verbal interaction can be equal to or more effective than oral interaction. this applies to the current study because the participants point to the gestures as important paralinguistic features for communication that have a shared meaning. in line with this, the participants had this to say: we love using gestures because they have a shared interpretation; in our communities, we use the same gestures for the same meaning. they’re part of our culture and tradition and are so useful in accompanying words. no one will misinterpret a presenter’s gestures unlike a statement that can be subjected to different interpretations l25. another finding that emerged from the theme is language and identity. since communication is the most important part of defining and structuring our identities, linguistic identities have emerged hozhabrossadat (2015). as the name suggests, there is no single identity in terms of communication and interaction. the question is how our linguistic identities are formed and by what means or linguistic devices we identify others or ourselves. multiple identities are being constructed, revised and shaped. identity is fluid and is linked to language. linguistic devices, which include code-switching and code-crossing, tend to be (un)consciously used in multilingual communities as with the current study. for this reason, in the current study, some learners reported shuttling between languages without mindful thought, communicating instinctively in language the circumstances mandated although efforts to restrain their communication to monolingual practices or conform to monolingual english-only classroom language policies. the participants had this to say: although it was an english lesson, however, the task had to be done orally; the temptation is always to reference our mother tongue more often than not. even if the teacher had not given us the privilege to use any languages of our liking, we’d have secretly ‘smuggled’ our home languages during these discussions l6. the influence of the home language on the second language is another finding under observable practices. madriñan (2014) reports that in the second language acquisition process, it may be useful for teachers to teach the new language using the mother tongue as support to develop not only the target language but also the cognitive development required to be academically and professionally successful. it is a very important aspect in education because second language teachers in bilingual schools need to ensure that their students acquire a level of proficiency that will allow them to deal with academic content during the school year. it has been found that the use of the first language in the second-language classroom helps students make connections with their existing knowledge of the mother tongue, facilitating the process of understanding (madriñan, 2014). research suggests that the first language should not be banned in the second-language classroom but that neither should its use be constantly encouraged; otherwise, the mother tongue may replace the target language rather than support it (madriñan, 2014). similarly, in the current study, the influence of one’s home language cannot be underestimated. learners use many home language terms when they are zano a multilingual turn: translanguaging ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 205 writing notes for informal purposes. they regard this as one of the most efficient ways of meaning-making. this resonates with the following response from the participant: we need to remember that even in our english language whatsapp group chat, because we are naturally expected to express more in english; we always fail to do this. instead, if you go through our chats, you might be tempted to think it’s a sesotho or isizulu group chat. group contributors punctuate their contributions with just fewer english words and more home language terms. similarly, when we write personal notes, which we’re sure the teacher won’t check, we’re hugely tempted to use a lot of mother tongue words l1. another finding from the theme is constructivism. irungu, nyagah and mugambi (2019) report that teachers should shift from the old traditional beliefs that learners are blank vessels and come to school to be fed with knowledge. constructivist views show that learning involves building on what the learner knows so that the learner brings it to the current situation, restructure it and create new knowledge (roberts & billings, 2008). therefore, interactive or social learning becomes very effective because it involves the sharing of experiences from different background knowledge and interests of different learners. it is a common practice that people move from the known to the unknown, from the simple to the complex. likewise, in the current study, the participants replicated this by citing known examples or references to make understanding easier during the group discussions. the idea is to make the subject under discussion relatable to their experiences: the physical examples given by the group members are never remote but based on our cultural, historical, economic and political experiences. one can even ask the group to look through the window for a physical reference. we noticed that many of the example references used by the group members are community-shared. they cited famous community people, historical experiences and shared practices l19. theme 2: translanguaging in second language learning this theme was derived from the second research question which goes: what do you think is ideal in promoting the use of your linguistic repertoire when learning a second language? in the current study, the participants have acknowledged translanguaging as a theme. translanguaging theory, in relying on a conceptualisation of bilingualism as dynamic, argues that there are not two interdependent language systems that bilinguals shuttle between but one semiotic system integrating various lexical, morphological linguistic features besides social practices and features individuals “embody (e.g., their gestures, their posture), as well as those outside of themselves which through use become part of their bodily memory (e.g., computer technology)” (garcía, 2016). rather than turning one language “off” and turning another “on,” translanguaging suggests that we creatively integrate all semiotic resources to communicate (wei, 2017). translanguaging, therefore, provides opportunities for individuals to conceive of languages not as independent but as facets of the same adaptive system (garcía & li, 2014). for the learners to appreciate translanguaging in the classroom, teachers need to translanguage frequently. however, this can only happen if the teachers are bi/multilingual and appreciate the role of translanguaging in facilitating language awareness in a multilingual setting: if our teacher can speak many languages, certainly, we’ll learn some terms from them which have their english equivalence. also, in case, i didn’t get it right in english, the teacher can use our home language to make us cope with ease l22. the translanguaging classroom is built by weaving together the two dimensions –the students’ linguistic performances and the teacher’s pedagogy. in most cases, translanguaging just ‘sprouts’ in a multilingual classroom without the teachers’ initiatives. teachers should make the use of multilingual practices conscious attempts at improving comprehension in a zano a multilingual turn: translanguaging ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 206 given linguistic task. it is incumbent upon the teacher to promote deliberately multilingual practices in an efal classroom by letting the learners exploit their home languages to understand an additional language: the teacher needs to announce to the learners that they’re free to use their home languages together with english to do an activity. this will help us realise there isn’t much difference between english and our home language as we answer the given questions based on, say, a cartoon l30. the relationship between content and an assessment tool is one of the noted findings of the current study. schissel, leung, lópez-gopar and davis (2018) use the continua of biliteracy lenses to weave theories and pedagogies of translanguaging and translingual practices with task-based language assessment approaches that regard purposeful language use as a manifestation of the language practices of a community that may be multilingual. this approach has powerful implications for language assessment and responds to calls by otheguy, garcıa and reid (2015) to embrace the language resources of learners in assessments. the current assessment tools do not cater for multilingual scenarios in the classrooms. there is a need for multilingual assessments so that no learner feels excluded on linguistic grounds. however, the challenge with multilingual assessment is that the assessor (teacher) has to be multilingual so that they give the assessee (learners) detailed and ageappropriate feedback: we’re likely to do much better when assessed in our mother tongues though the lesson delivery was done in both english and our home languages. the challenge we’ve is difficult subject content and a second language as a medium of communication, english, which we hardly speak at home. then, we’re assessed when conditions are so unfavourable to us like that. we’re likely to get just average marks l16. creese and blackledge (2010) link language and identity, arguing that identity construction matters in learning. they suggest that translanguaging affords opportunities for the learner to make links—often in ways not available to their teachers—between their experiences outside the classroom and those within. the link between language and identity reminds me of the following quote, ‘if you talk to a man in a language he understands, that goes to his head. if you talk to him in his mother language, that goes to his heart.’ nelson mandela. similarly, the participants had this to say: the teacher needs to give us activities that show that we can still rely on our home language to attempt an english task. we should identify ourselves through such activities, meaning they must be culturally relevant to us so that we remain motivated. such activities can help us see these similarities say in sound or even spelling l18. discussion this study is meant to address two research questions namely: which bi/multilingual speakers’ observable practices did you notice as you interact with your classmates? what do you think is ideal in promoting the use of your language repertoire when learning a second language? the potential limitation to the study is that only 35 learners in grade 12 were used as participants in this study. perhaps, if the researcher had used more participants in grade 12 and in the lower grades, the results could have been different. to address the first research question, the participants note that learners use different translingual practices as they interact with their classmates. these practices include codeswitching as an approach to translanguaging. the study highlights that any activities selected for learners need to be culturally relevant to them. culture is language and vice versa. it is undeniable that culture gives one an identity. this echoes vygotsky’s (1978) view when he described human development as enculturation in which learning takes place by adopting the cultural practices and the language used in that specific culture. additionally, axelsson (2013) highlights the significance of getting attention and recognition of multilingual zano a multilingual turn: translanguaging ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 207 students’ mother tongue and culture as crucial for students’ progress and self-confidence in learning. the participants have high regard for translanguaging. they recommend it because it complements the linguistic ‘efforts’ of the language of instruction –english. this complementary role augurs well with saville’s (2019) finding that translanguaging plays a scaffolding role, offering temporary bridges between languages that allow pupils to build links between official instruction languages and between home and school languages. these scaffolding moments acknowledge all different languages by giving them the same role and relevance in daily classroom routines. another finding is that teachers need to be multilingual so that learners can benefit from them when they want clarity on certain terms and concepts. this finding is in line with otwinowska (2014) who reports that a multilingual pedagogical approach in the classroom requires competent teachers; teachers who are multilingual themselves appear to be more multilingually aware than teachers who have less language learning experience. based on the discussions by haukas (2016) and otwinowska (2014), language teachers should ideally be able to meet several, if not all, of the following requirements. they should be multilingual themselves and serve as models for their learners. they should have highly developed crosslinguistic and metalinguistic awareness. they should be familiar with research on multilingualism. they should know how to foster learners’ multilingualism. they should be sensitive to learners’ individual cognitive and affective differences. they should collaborate with other (language) teachers to enhance learners’ multilingualism. the participants reported that they ‘honoured’ the teacher’s directive that they needed to use all multilingual practices at their disposal to attempt the given task. specifically, it meant the teacher planned to let learners use any linguistic collections they had to do the task. this mirrors fallas escobar’s (2019 sentiments that the use of multilingual practices should be deliberate. by engaging students in translanguaging by design, the intent is to transform translanguaging from furtive and clandestine practice to a more purposeful and planned practice: a much-needed step forward in challenging language separation ideologies and in disrupting the trend in english foreign language (efl) education to view students as learners and not as emergent bilinguals (fallas escobar, 2019). the study highlights the need for assessment, which caters for all the learners because they have different linguistic backgrounds. the current ‘one-size-fits-all’ approach disadvantages a majority of the learners whose home language is not the medium of communication. this finding resonates with gorter and cenoz’s (2017) view that an assessment of interventions with a multilingual focus point to a potential increase in learning outcomes. multilingualism is a point of departure because, in today’s schools, students who speak different languages share the same class, while at the same time learning english (and other languages). this study recommends that when assessing learners, teachers need to consider the learners’ previous knowledge in the subject under discussion and language of instruction. this finding is similar to cenoz and gorter (2017) and menken and shohamy (2015) view that in cases where languages are evaluated separately, language proficiency is usually compared to that of a monolingual native speaker without taking into account the student’s background knowledge of other languages and content at hand and penalising the influence and use of other languages. they recommend that teachers should stop assessing content with tests that have been designed for native speakers in a language that non-native speakers are learning. conclusion in this article, the researcher has looked at translanguaging by analysing two cartoons in an efal setting. the researcher made it deliberate for the participants to use all linguistic zano a multilingual turn: translanguaging ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 208 collections they had to attempt the given activities. in much as there are challenges in the implementation of translanguaging, the study has highlighted that hope is still plentiful. the fact that teachers can plan for translanguaging in the classroom makes it an implementable multilingual practice. it just calls for the teachers who recognise the importance of translanguaging in constructing relationships with their learners that nurture mutual empowerment. the study has shown that translanguaging helps in addressing the linguistic imbalances, which have been dogging the language arena by making certain languages, appear static and indispensable. the study has shown that no language is superior to others. what is required is the need to treat all languages in a complementary manner and this can be achieved through multilingual assessment practices. translanguaging makes it a requirement that a language task is aligned to the user’s culture and linguistic experience. in such a scenario, no child will feel excluded from the teaching and learning process. it gives the learner a sense of ownership and belonging. translanguaging has been highlighted as one of the best educational interventions that can lead to a potential increase in language learning. it is common knowledge that monolingualism was useful in the past when a majority of the schools’ populations were homogeneous. with globalisation, translanguaging becomes a linguistic safety net to cater for multilingual practices in today’s classrooms where learners who speak diverse languages share the same class, whereas learning english and other languages is a goal to be achieved by all, despite their home languages. the study has shown that translanguaging can be the latest all-embracing approach in language policy and assessment needed to substitute previous linguistic practices in a globalised world. it is the researcher’s fervent hope that more studies of this nature are conducted to explore how and to what extent translanguaging can be enhanced by analysing any language-related tasks in an efl setting. acknowledgement the author would like to thank the anonymous reviewers for their positive feedback and the learners who participated in this study. references axelsson, m. 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(1978). mind in society. the development of higher psychological processes. in m. cole, v. john-steiner, s. scribner, & e. souberman (eds.), mind in society: the development of higher psychological processes. cambridge, ma: harvard university press. york: routledge. https://doi.org/ jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5004 april 2022. vol. 10, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 245-255 jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 245 appreciative listening using songs for enhancing learners' comprehensibility of english expression 1,2sharon maria magdalena purba, 1leil badrah zaki 1english teacher, faculty of education, university international batam, indonesia 2corresponding author email: leil@uib.ac.id article info abstract article history received: march 2022 revised: april 2022 published: april 2022 this study explores the impact of the implementation of appreciative listening using english songs on the development of students' knowledge of various expressions in english. in collecting data, 23 students from various majors and different universities were involved as participants. in this qualitative study, they were interviewed about their experiences in discovering the various uses of expressions in english songs and how their knowledge developed as they tried to explore the meaning of the expressions. they testified that through this learning method, their knowledge of the various units in the language increased and they even promoted this way of learning for other learners. the results showed that the concept of appreciative listening using songs helps learners increase their knowledge of english expressions. the involvement of songs in english courses was also proven to give a positive impact on the learning atmosphere and it also promotes autonomous learning. the results obtained from this study are in line with what researchers have found in the past; this method should be implemented in english learning for the wider community. keywords appreciative listening; english song as media; english expressions; how to cite: purba, s. m. m., & zaki, l. b. (2022). appreciative listening using songs for enhancing learners' comprehensibility of english expression. jollt journal of languages and language teaching, 10(2), pp. 245-255. doi: https://doi.org/10.33394/jollt.v%vi%i.5004 introduction the use of language helps different individuals in expressing their opinions, feeling, and emotions to one another. dewi et al. (2020) mentioned that there would be no possibility for communication to take place without the use of language. amongst so many languages in the world, english is notably considered the most frequently used language-be by first, second, or foreign language users. english is used as an international language. for that reason, it is very important to learn the language properly for people from cross countries to communicate easily. reading, writing, listening, and speaking are the four skills that must be mastered in english language learning. all these skills correlate to each other and must be learned properly to achieve high proficiency in the language (listiyaningsih, 2017). amongst these skills, listening skills are widely known to be very crucial in language learning and must be comprehended properly. there are so many ways of improving this particular skill found by previous researchers. this part will be discussed further in the latter part of this research. hoque (2017) mentioned that the process of english language learning done by nonnatives is considered to be part of second language acquisition and second language learning. second language acquisition refers to the process of learning new languages as an addition to the learner’s native language, which is also known as the first language. as an example, students in indonesia usually start learning english when they go to school. in this case, they acquire english as their second language, whereas their first language is indonesian, which they acquired back home with their family or surroundings. hoque (2017) also mentioned the difference between the two terms. second language learning describes as the formal learning https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& purba & zaki appreciative listening using songs … … jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 246 process of a language in the classroom or similar english courses, while acquisition refers to when the learners are exposed to new languages with minimum or no formal training process. various tools have been found and proven to be supportive for english language learners; one of them is the electric dictionary. dewi et al. (2020) stated that some students learned by listening to audio files provided in electronic dictionaries to have better pronunciation. they can listen to the correct pronunciation voiced by natives in the recordings. ahmadi & reza (2018) mentioned that bull and ma (2001) have proven that technology presents unlimited resources learners can use to study. he also re-explained a statement shared by both tomlinson (2009) and i̇lter (2015), that computer-based activity enables learners to have various appropriate materials and information with a less delayed timeline. materials from the internet are also tools to help the learners keep being motivated to explore more. games, fictional stories (such as novels and web-comics) have also taken part in exposing the learners to a more enjoyable learning process, and so as with the songs. dewi et al. (2020) next mentioned that songs are also considered as convenient tools in learning, as almost all learners know english songs well (especially the popular ones). along with its music, songs can be used in learning english, since it consists of several units of the language that the students need to learn. amin and soh (2020) defined music as an excellent package of varying culture, lexical, grammatical structures, listening, as well as in accommodating other units in language through its rhymes. singing songs, particularly, does not only advocates students to remember important information contained in its lyrics but also has been proven to present a livelier studying environment for english language learners even before the 2000s, as mentioned by amin and soh (2020). it is also mentioned that involving songs in such classes is a great way of exposing learners to the targeted language as well as facilitating the learning process. for lots of non-native speakers, song lyrics are their first exposure to the english language. music and its lyrics help people in expressing their feelings, thoughts, and ideas in a better and much easier way. previous researchers have found evidence for the benefits of having songs involved in english language learning classes. batluk (2015) mentioned in the discussion part of his study that providing the students with songs they liked in english classes increased their will of learning the context of the songs’ lyrics. as a result of their high level of curiosity related to their increasing intrinsic motivations, the students improved their academic performance. ranggen (2016) found out that his participants gained lots of benefits from using songs as one of their learning sources. he examined the effect of english songs on the students’ language skills in their classes. he revealed that the language aspects found in songs can support the students’ listening skills, speaking skills, pronunciation, vocabulary and understanding of grammar developed. aguirre et al. (2016) testified how students in their study were more engaged with the course and showed more interest in the topic discussed when songs are involved. their rate of participation also increased as they were all seen working out on their tasks with more energy and enthusiasm. it was mentioned in the conclusion of their research that there is a great correlation between songs and the student's motivation. in 2017, shin found that using songs in english courses that she taught brought an authentic experience of the language that mirrors real-life speaking and listening skills to the classroom. the students who are exposed to songs have a much greater motivation to be in contact with the world through the cultural aspects contained in the lyrics. listening skills are very important for learners to obtain because they must first hear what other people have to say to understand and provide the appropriate output, as mentioned by harrifqi & hidayat (2017). they also mentioned that listening is frequently acknowledged as the most difficult skill in english, but at the same time is crucial. this skill is necessary for learning to help the learners get insights and information that they need and enable them to purba & zaki appreciative listening using songs … … jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 247 communicate with one another. therefore, good listening skills are needed to support the english learning process properly. hadijah & shalawati (2016) defined good listening skills as having the proper competence of comprehending information while listening or converting the messages into written texts or spoken speech. having good ability in listening is very important in language learning because it relates firmly to the process of communicating. researchers in the past have found numerous methods in learning to help improve english learners' listening skills. listiyaningsih (2017) mentioned one of them, which is through the involvement of english songs. when english language learners listen to songs, specifically english songs, they unconsciously learn to listen comprehensively. people who often listen to english songs unintentionally learned how to comprehend the messages contained in its lyrics. this type of listening is also known as appreciative listening. nadhira & warni (2021) referred to appreciative listening happens when the listeners listen to something to acquire pleasure, not something dangerous or that puts pressure on the listeners. their example of the type of listening is when people visit the music corner. yemenici & güzel (2021) gave the illustration that this type of listening includes activities such as listening to the radio, listening to music from a preferred musician, watching movies and theatre, and even listening to someone whose style of speaking they liked. it was also mentioned that when someone listens to a certain genre of music willingly and is pleased with what is being heard, they carried out appreciative listening. although there have been many researchers that have studied the use of music in the midst of learning english in the past, there is a gap that does not link the discussion of appreciative listening in the process. the linguistic topics that were issued in the english learning classes were also very broad. for example, lots of studies searched on how to improve speaking skills or the effect of using a teaching method on the english language skills of a group of learners. this study discussed one of the appreciative listening activities, which is listening to english songs, and how it affects the learners' understanding of various expressions in english. researches focusing on learners’ understanding of english expressions and their use are still minimal, especially in recent years. this deficiency is expected to be filled through this research so that future researchers who planned to study the related topics will be helped by the reference they need. to be able to complete the shortcomings that have been mentioned, the current research sought to find out how the concept of appreciative listening using english songs is implemented among learners. this research determines how the learners see the development of their knowledge of english expressions while listening to english songs. in addition, this research also discussed how the students witnessed the involvement of songs in their english learning classes in the past, and how they saw its development in the present. research method research design this research implemented a qualitative method, which sutton & austin (2015) stated as a method that attempts to channel people's thoughts and feelings towards certain behavior. the qualitative data was compiled through semi-structured interviews with a list of openended questions adopted from previous research done by ranggen (2016), which then researched on what are students’ perceptions on english songs supporting their english skills’ advancement, to retrieve as much information needed for the research. research object respondents to this research were 23 students from several universities and different majors who are used to listening to english songs. the number of selected participants was referenced in a previous study done by vasileiou et al. (2018), which investigated the purba & zaki appreciative listening using songs … … jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 248 characterization and justification of sufficient sample sizes in interview-based studies. the study involved 214 eligible articles and stated that the number of 15-25 participants involved in qualitative researches are proven to be sufficient and fulfills the need of data to be further analyzed on the next stages, although there were several other studies that they found to have even bigger number of participants, such as more than 40. the qualified students were involved in semi-structured interviews about the application of appreciative listening through music, especially english songs. instruments during the implementation, research instruments were used to collect data and also to figure out the results of the analysis. the candidates were first asked to confirm their behaviour of listening to english songs. this step can also be addressed as purposive sampling, which is generally done in research with the qualitative method, where the members of sampling are selected according to the purpose of the research (bhardwaj, 2019). this type of sampling is also commonly named as deliberate sampling, or judgmental sampling. then, the participants who comply with the research’s provisions then participated in semi-structured interviews where they were asked questions about their perspectives regarding the topic: listening to english songs and their knowledge towards various expressions, such as their frequency of finding various expressions used in songs, their ways of getting true knowledge of those expressions, times when they applied the understanding, opinions towards the using of songs in english classes, etc. during the interview, the researcher delved to understand the students’ perceptions and experiences dealing with various expressions they had ever found in english songs. 10 questions were listed as the main structure but several other new questions were asked according to their responses throughout the interview. this research’s interview was structured with the questions adapted from previous research done by ranggen (2016). stuckey (2013) as mentioned in adhabi & anozie (2017) stated that being in the same way as how structured interview has the frame of topics and questions prepared before the implementation, semi-structured interviews differ by having no fixed regulations. the implementation depends on the response of the participants and although a set of guiding questions have been designed, the researchers are able to flexibly throw more enhanced questions according to the participants’ reactions. these types of interviews can also be done in groups or individuals. group interviews are also considered ideal because they provide the researcher a more effective time tabling in exploring the topic issues (dicicco-bloom & crabtree, 2006 as stated in adhabi & anozie, 2017). data analysis after all data is collected, it is analyzed through the following process: 1. data presentation and categorization data obtained from the qualitative method implementation were compiled in this step, modified into a simpler display for better presentation and the answers were categorized based on its classification. 2. interpretation of the findings each categorization was then brought to be interpreted to whether they promote or oppose the proposed topic: appreciative listening using song promoting better comprehension of english expressions. 3. answering the research questions the represented responses in the previous steps were afterwards taken to find answers to the three research questions that have been mentioned at the beginning of the research. 4. making generalization of the findings purba & zaki appreciative listening using songs … … jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 249 this step summarizes all answers, analysis, and procedures that have been carried out, as well as concluding the results of the research. presenting a conclusion of whether the results obtained promote or not at all deal with the topic of the problem posed. research findings and discussion research findings students’ opinions of using songs in english language learning throughout the interview, participants testified that they had ever experienced the involvement of english songs in their previous years of learning the language, both inside and outside the classroom. some also mentioned simple activities that they were involved in within the language learning process. student n emphasized how she felt that the existence of music in english language learning is totally beneficial for the learners, especially in the terms of pronunciation. there are differences between pronunciations that appear in textbooks and in songs. english songs present a more varied and realistic pronunciation for the listeners so that they are not only familiar with the concrete or one specific pronunciation method written in textbooks but also have extensive knowledge and reasoning about the types of pronunciation in english itself. this opinion was then supported by student k's statement where she stated her agreement in the collaboration between english songs and english classes. she also added that such activities help students to enjoy the learning process. “there are students who really like listening to songs, so learning english through these songs really helps them. therefore, i really agree if there are teachers or lecturers who play songs for listening activities in english classes. it really does support, especially for us indonesians.” (student k) student a specified that in cases such as her experience in learning english, english songs were the ones that greatly supported her growth in the language learning process. she even considered such songs as her very first “teacher” to the language. student b then added her interview partner’s response by saying that she agrees that the involvement of english songs in english courses-it does help the learners. learning materials will certainly stick for a long time (in the learners’ memory). just as how rhythms often resonated in memory, so is what is learned through the songs. both students agreed english songs are great to help learners in english courses. student o also shared his point of view on this matter, by first noting how the outcomes of song writings and expressions in songs need to be perfect. this will support learners in properly learning the language. "because of the perfect output, it could contribute to being the 'role model' or as an example of how, for example, this is how a sentence should be, this is how we use these phrases. i think this is where songs come to be perfectly placed in the learning process." (student o) although some admitted that they only experienced it rarely, they reckon that during those classes where they had english songs embroiled in their learning process, those were pleasant times. the presence of english songs in the learning process helped them and their classmates to feel relaxed during times when they felt stressed and even burdened by having to understand certain topics discussed in a language that is not their first. all participants agreed that involving english songs in english language learning activities are supportive towards the learners’ language skills improvement, but, there is an important statement purba & zaki appreciative listening using songs … … jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 250 mentioned by student h regarding this matter. she stated that such involvement is surely possible but should only be considered to be appropriate under certain circumstances. "the combination is great when the materials are relevant to the discussed topic. it isn't appropriate when these english songs are suddenly included in just any subject. it depends on the topics and related materials, but overall it's great." (student h) this statement was also expressed by several other students so that they could be involved in the conclusion for this discussion topic. these students expressed the same opinion, which is to support the involvement of english songs in the english learning process, both in helping them to absorb the learning materials and by providing a pleasant learning atmosphere. such combination is recommended while learning english with related materials. students’ reflection on their experience of using english songs in improving their knowledge of english expressions discovering the use of various expressions in english songs is no longer a new thing for the students involved in this research. they often find the use in songs and recognized that those are expressions, which conveys another message and cannot be interpreted literally, rather than just being a group of words put between the song lyrics. student b testified that she often found the use of expressions in english songs. though she couldn’t precisely recalled what the expressions or sayings are but she’s sure to have found a lot of the use and recognized them as expressions-not just common words put together. in almost all songs she heard, student t said that there’s at least 1 use of expression, and usually it comes in the form of phrases (rather than a single word). when it comes to finding out the meaning of the expressions, the participants’ responses came vary. they’re divided into groups that always tried to understand the use by searching around the internet, other people, or other sources until they could confirm that they completely understand the use of expressions found in certain song. student q stated that he’s sure about so many attempts he did in finding out the correct meaning of songs he listened to. “.. i do try to understand the meaning that i haven’t known of. i try to understand it fully. like, where does this come from (the story behind the lyrics)? in example of justin bieber’s songs, suddenly i found that this song is about this (a certain) thing. he made this song through having this story (or a certain point in his life).” (student q) a small group of students didn’t really find the urge of understanding the whole meaning of the mentioned expressions and had chosen to only enjoy the aspects of music they found. “i personally prefer to hear the songs more than trying to discover the meanings. so i don’t really like to find out the actual meanings, or even like being curious of what they actually tell about. as long as the songs’ great, that’s all.” (student j) there was also a group of people who admitted that they searched for the meanings only several times. student x confessed that there were times when he tried finding out the meaning that is contained in songs, such as in the ones released by his favorite bands, but several other times he didn’t. in this group of participants, the reason for times when the purba & zaki appreciative listening using songs … … jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 251 students decided not to find out anything about the songs was that they didn’t feel those songs attractive enough to generate their further interest. “.. depends on the song. if the song somehow catches my attention then i would try to find out, but if the song doesn’t really leave any impression on me, i don’t think i would bother trying to find out.” (student o) looking back to the times in the past when they gained new knowledge of the expressions contained in english songs, the students revealed that this helped them improve their knowledge of one of the units in the language. as mentioned above, the students experienced several events where they found out the meaning of the expressions contained in the songs they heard, they also then got a new understanding of its uses and even finally could apply this knowledge in daily life. student h, as an example, confessed that she had ever mistaken the meaning of a certain expression and then came to have the correct one after exploring the comment section in a youtube video where a song was posted. she spotted a few people discussing the meaning of an expression used in the song and at the end of the day she managed to have a new-proper understanding of that expression. she also gave a rating of 7/10 on how frequent she used her knowledge of various expressions in daily life. the effects of appreciative listening using english songs on the students’ proper understanding of various expressions the interviewees have already described their experiences dealing with unknown english expressions found in songs in the past. most of them stated that in such cases they always tried to find out the correct interpretation of the expressions so that they could freely deal with them in daily life with no obstacle. student i, as an example, revealed that she has always been curious about the meaning of songs that she listened to. she also admitted that in times when she couldn't manage to discover the meanings by herself properly, she decided to reach out to her friends and discussed the matter with them. when it comes to terms of the application, she mentioned that it's more often for her to make use of the expressions with her friends. "i usually did that (the application) when i'm with my friends-i could suddenly mention any certain expression out of the blue without realizing it. just because i have already had the proper understanding." although several other students admitted that there were times when they decided not to properly learn the meaning of expressions found in the english songs they listened to, they stated that whenever they did, their understanding of the expressions increased. when they experienced a misunderstanding of the true meaning of an expression, as in their confession, they were then exposed to its true meaning. they also experienced the learning process when they discuss it with other individuals, as well as when exploring it on their own. this learning process takes place outside the classroom or other formal courses and, as previously explained, is included as an appreciative listening activity that involves english songs. as with the other types of appreciative listening activities, these english learners are involved in this type of listening activity without any pressure, such as having to answer several questions or being obligated to understand certain information as required in other listening methods. in this method, the learners subconsciously experienced the process of learning english, especially in identifying various expressions, through their habits in listening to songs in the language. discussion purba & zaki appreciative listening using songs … … jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 252 the current study found out that song involvement in english courses brought up positive impacts on the learners throughout the process. razak & yunus (2016) reviewed many studies in the past and found out that lots of them mentioned the involvement of songs to be supportive in the terms of increasing students' motivation in language learning classes. several studies mentioned are such by brewster, ellis and girard (2002) who mentioned that songs support concentration development, coordination, and aid memory. research by schmitt (2008) was also mentioned as it identifies that one of the most important requirements for foreign language learners to stay motivated is to design interesting activities, such as using songs in several activities. it was also mentioned that songs support the learning process by boosting the learners’ motivation and focus to the materials being discussed. this furthermore brings more lively and student-centered learning as they are allowed to concentrate more on the course and become active learners. in the data that has been obtained through interviews and as described in the previous section, the independent english learning method that applies the concept of appreciative listening by using english songs to increase their knowledge of expressions in english has a positive impact. in a part of the interview, the participants were asked about their knowledge about the involvement of english songs in the english learning class. they stated that it was very common. many also witnessed that they had experienced such a learning process. these participants thought that this kind of learning model was very helpful for learners because they got much less pressure from the use of various materials and a more fun learning atmosphere. the participants involved in this study also explained how the process of searching for the true meaning of the various expressions contained in the english songs they heard helped them in gaining more knowledge of one of these linguistic units. when they found expressions with an unknown meaning, they try to find out by searching the internet, or by asking the people around them. with the more types of expressions they learned the meaning of; their linguistic understanding correspondingly increases along with the confidence in using them in daily activities. several participants stated that they had used expressions that they already knew correctly when talking directly to other people, when making stories, building captions to be posted on their social media, etc. pavia et al. (2019) shared a similar statement in their research, that learners can obtain more english vocabulary by listening to songs containing the language. their participants learned english as their second language and even though they had a very minimum size of vocabulary, the learning process occurred successfully. the participants showed that they gained more vocabulary knowledge at the end of their posttest in experimental groups. they became more familiar with the new vocabularies through listening to songs and their ability to learn new words incidentally through the activity improved. they also added to the conclusion that repeating the activity of listening to songs several times affects the learners positively in the aspects of their vocabulary knowledge. after conducting an experimental group, almagrabi (2021) found similar aftermath that the learning of vocabulary can be incidentally done by listening to the target language. it can occur when the learner hears the target words from stories, songs, and movies, such are the written activities involved in the experiment. looking at the results they obtained, it can be concluded that listening to simple stories and authentic songs and movies performs incidental learning for more than one-third of the targeted words and this is considered to be a good amount of learning. the concept of incidental learning is involved in appreciative listening, as such been described previously, as it is used in foreign language learning around the world. participants of the current study testified to the positive effects they encountered through having songs involved in their english language learning courses in the past. it was also mentioned that not only do these songs support them in grasping more of the discussed purba & zaki appreciative listening using songs … … jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 253 materials, but as well as providing them with a more enjoyable learning situation. songs help learners to feel more at ease while learning. previous researchers also had proven that involving songs in english courses sparks the curiosity of learners to explore more of the language and its culture. this study focuses more on finding a better way for learners to acknowledge various expressions in english through the implementation of appreciative listening using english songs. it was found that the concept of appreciative listening is a better approach to the topic from the point of view of the learners. the proposed method presents the idea of learners being introduced to various expressions while listening to songs they preferred without the pressure of having to understand its use in a short allotted time. learners are led by curiosity to find out the meaning and use of these expressions independently, in a way that suits them. this method also makes it easier for educators to introduce learners to autonomous learning so that learning targets can be achieved even more quickly and effectively. therefore, the language learning process can be carried out both inside and outside the formal classroom. conclusion based on the results of the discussion obtained from the previous section, the following conclusions can be drawn. first, the concept of appreciative listening is familiar among english learners; many of them have also claimed to have been involved in its implementation. this study seeks to find out the effect of implementing the learning concept for english language learners, especially when it involves the use of english songs in helping them understand more about various expressions contained in the language. the participants who were involved in the interviews testified that they were very familiar with the involvement of english songs in the english learning process, both when the learning activities took place inside and outside the room. second, the participants witnessed that on many parts in the interview they have found the use of expressions in the english songs they heard, and not infrequently they did not immediately understand correctly the meaning contained therein. through this nescience, their curiosity leads them to learn the true meaning through independent searches from various sources on the internet, as well as through discussions with the people around them. in the end, through this process, their knowledge of various expressions in english and their use broadened. several of them stated that they could even use the knowledge in everyday life without difficulty, for example in communicating with others, when building short texts to be posted on social media, and so on. finally, they strongly agree and even promote this method for other english learners, because they feel that this way of learning is needed by many people, which does not stress the learners and even feels challenged to continue to have more knowledge of the english language. references adhabi, e., & anozie, c. b. 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(2021). the effect of teaching aesthetic listening strategies with fairy tales on the listening skills of fifth grade students. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https:/doi.org/10.33394/jollt.v%vi%i.4992 april 2022. vol. 10, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 295-301 jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 295 an analysis of slang language in song's lyric "the man who can't be moved" by the script 1hirim rosinta pane, 1,2marlin steffi marpaung 1fakultas keguruan dan ilmu pendidikan universitas advent indonesia 2corresponding author email: marlin.marpaung@unai.edu article info abstract article history received: february 2022 revised: march 2022 published: april 2022 language is a bridge for people to communicate with one another in society. there is formal and informal language in the environment. this study focuses on slang language. slang language is an informal way to communicate that is commonly utilized by adolescents. they may use slang, but some ages do not. as a result, slang language is only comprehended by certain people. as a result, slang is commonly used in songs. there are many songs use slang language in the lyrics to deliver the song's purpose to the listener. this study uses descriptive qualitative methods to collect data from the script's song "the man who can't be moved." from the twelve types of slang that exist, five are included in the lyrics: clipping, compounding, coinage, mixing, and dialogue. according to the data, the most commonly used slang language in the scripts song is blending, which has twelve blending terms inside the lyrics. keywords slang language; linguistics; sociolinguistic; how to cite: pane, h. r., & marpaung, m. s. (2022). an analysis of slang language in song's lyric "the man who can't be moved" by the script. jollt journal of languages and language teaching, 10(2), pp. 295301. doi: https://doi.org/10.33394/jollt.v%vi%i.4992 introduction language is mainly a way of communicating among members of society (sirbu, 2015) or language is traditionally defined as a tool for interacting or communicating, in terms transferring thoughts, ideas, concepts, or even emotion. (rabiah, 2018). language is also a tool for self-expression and a means of expressing one's identity (rabiah, 2018). communication is the verbal and nonverbal communication of concepts, opinions, emotions, and attitudes. there are two differences: verbal and nonverbal. verbal communication belongs to words, whilst nonverbal communication refers to every communication that occurs through movement gestures. (patel, 2014). sociolinguistics includes slang. it is the study of language in relation to social issues or situations. it is split into two areas of science: sociology and linguistics. sociology is aware of social matters, whereas linguistics is focused with language. (hidayah & ramadhan, 2020) and sociolinguistics are always related to society because it cannot be separated since the society as the user of language (teguh i, 2017). on the other hand, sociolinguistics are a study the relationship between language and society (trimastuti, 2017). linguistics are the most effective and efficient tool for studying language (siregar, 2013). sociolinguistics are defined as: the study that is concerned with the relationship between language and the context in which it is used. in other words, it studies the relationship between language and society. it explains we people speak differently in different social contexts. it discusses the social functions of language and the ways it is used to convey social meaning (f, 2019). slang is easily found in the song, especially rap songs and movies such as "akeelah and the bee", a television program consisting of young people and teenagers.. slang is prominent in music, oral communication, and conversations such as on whatsaap and twitter. slang is an https://e-journal.undikma.ac.id/index.php/jollt/index mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& pane and marpaung an analysis of slang language… …. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 296 informal language spoken by youth and adolescents and a certain group of people. this is because adolescents have their own vocabulary for expressing themselves. furthermore, slang language is not understood by people in the environment since slang language exists in the youth environment. moreover, not all listeners or readers get the actual meaning of slang. (situmorang & herman, 2021). according to (siregar, 2013), slang is a type of informal language that evolves as a result of the rapid growth of new words and is used as a creative expression by individuals making words more efficient to utter. for instance, when someone just watched a concert and afterward he said: "that was lit". if we translate it word by word, the meaning might be disconnected from the case. however it said that the concert was great, so lit means great or awesome. on july 25, 2008, the script's song "the man who can't be moved" was released. the script is indeed an irish pop-rock band with three members: danny o'donoghue on lead vocal and keyboard, mark sheehan on lead guitar, and glen power on drum. it was the most popular single from their debut album, which charted at number two in ireland, denmark, and the united kingdom. the researchers have chosen the script's song with the title "the man who can't be moved" to do the research because the slang language that used since slang language in the lyrics of the song is publicly recognized and people engaged those words in the usage of the word as conversation. the song was selected as the data source in this study because it is entertaining and a channel to express feeling, especially for teenagers nowadays. young people tend to duplicate what they hear and see, like every song that they hear. while listening to music and trying to sing that song. they have a tendency to follow the way the lyric sound or how it is pronounced without knowing what does it mean or slang is something that everyone can recognise but no one can define (seprina, 2016). this research explored the use of slang language and the various kinds of slang language in the script's song. the researchers studied the use of slang language because it is peculiar. the main subject of this research is the script’s song lyrics. the data sources are taken from the song's lyrics. research method research design in this study, the researchers use a descriptive qualitative method to underline the relevance of discussing, assessing, and locating slang terms in the script song. the data in this study were examined descriptively utilizing a transcript of the script’s song lyrics. the researchers gather the data word by word and examine it, lyrics analysis, and the researchers used dictionaries to help the researchers to identify the data correctly. the researchers are the primary instrument in this study because the researchers are using the script's song lyrics, the documentation was picked as another instrument. researchers first look up the script's song lyrics, then look up all of the slang language in the lyrics, and then match each slang language to a specific sort of slang. data analysis the researchers use the script's song lyric to collect data on slang language. the researchers then use the lyrics to identify each word of the lyrics. following that, based on george yule's theory, the researchers place them in a box based the type of slang. after that, describing what it means or how it should be. pane and marpaung an analysis of slang language… …. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 297 research findings and discussion research findings here are many ways to express feelings; one of them is through music (siringoringo & marpaung, 2022). like the script’s song that expresses his love where he can't move on even though he knows that his girlfriend already left him.the lyrics of the script’s song contained five slang words: blending, clipping, conversation, coinage, and compounding, with the results being 2 clipping, 12 blendings, 2 compoundings, 1 dialogue, and 1 coinage, according to the study. here are some examples of slang language in the script’s lyrics: won't (won't), gonna (going to), cause (because), can't (cannot), and you’ll (you will). compounding the process of mixing two words into one is known as compounding. this combination process, known as compounding in technical terms, is particularly widespread in languages like german and english. the data of compounding can be seen in table 1 as follows. table 1 compounding from script of song and its description script of song description got some words on cardboard, got your picture in my hand (line 3). cardboard is called clipping because cardboard has a combination of two words, are card and board gonna camp in my sleeping bag i'm not gonna move (line 2) sleeping bag is called clipping because sleeping have a combination of two words, are sleeping and bag blending blending is the process of uniting two separate forms to make a single new phrase. blending is usually performed by speaking only the first few words of a new phrase and linking it to the conclusion of the previous words. the data of blending words can be seen in table 2 as follows table 2 blending from script of song and its description script of song description gonna camp in my sleeping bag i'm not gonna move (line 2). gonna called blending because gonna is an abbreviation of going + to. it is a combination of two words, that is why it is called blending. so i'm not moving, i'm not moving (line 13). i'm called blending because i'm is an abbreviation of i + am. it is a combination of two words that is why it is called blending. gotta stand my ground even if it rains or snows (line 16). gotta called blending because gotta is an accronym for got + to. it is a combination of two words,that is why it is called blending. you'll gonna camp in my sleeping bag i'm not gonna move (line 11). you'll be called blending because you'll is an abbreviation of you + will. it is a combination of two words that is why it is called blending. pane and marpaung an analysis of slang language… …. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 298 script of song description thinking maybe you'll come back here to the place that we'd meet (line 20). we'd called blending because we'd is an abbreviation of we + would. it is a combination of two words, that is why it is called blending. policeman says, "son, you can't stay here" (line 14). can't be called blending because can't is an abbreviation of can + not. it is a combination of two words, that is why it is called blending. 'cause you'll know it's just for you (line 29) it's called blending because it's is an abbreviation of it + is. it is a combination of two words, that is why it is called blending. people talk about the guy who's waiting on a girl, oh, oh (line 24). who's called blending because who's is an abbreviation of who + is. it is a combination of two words, that is why it is called blending maybe you won't mean to but you'll see me on the news (line 27). won't be called blending because won't is an abbreviation of will + not. it is a combination of two words, that is why it is called blending. i said, "there's someone i'm waiting for if it's a day, a month, a year" (line 15). there's called blending because there's is an abbreviation of there + is. it is a combination of two words, that is why it is called blending. cause if one day you wake up and find that you're missing me. you're called blending because you're is an abbreviation of you + are. it is a combination of two words, that is why it is called blending maybe i'll get famous as the man who can't be moved (line 26). i'll call blending because i'll is an abbreviation of i + will. it is a combination of two words, that is why it is called blending conversation the phrase "conversion" refers to a change in a word's function, such as when a noun becomes a verb (without any reduction). the data of conversation function words can be seen in table 3 as follows table 3 conversation word function from script of song and its description script of song description some try to hand me money, they don't understand (line 5). hand called conversation because hand is a noun and it becomes a verb. clipping clipping is a slang term for short a word. clipping can happen at the beginning or end of a word. furthermore, it may be updated with new spellings during the clipping process. the data of clipping words can be seen in table 4 as follows. pane and marpaung an analysis of slang language… …. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 299 table 4 clipping words from script of song and its description script of song description 'cause if one day you wake up and find that you're missing me (line 32). cause called clipping because it is the shortened word of because. coinage coinage, which is a new invention of words, is the traditional practice of coins acquiring brand names as common nouns. the data of coinage words can be seen in table 5 as follows. table 5 coinage word from script of song and its description script of song description i'm not broke, i'm just a broken-hearted man (line 6). broke is the simple past tense of break. broke called coinage because broke prefers to be penniless or out of cash. from the data found in the script’s lyrics, researcher calculated words showing coinage, clipping, blending, conversation, and compounding as follows. table 6 slang language in the script's lyrics song coinage clipping blending conversation compounding the man who can’t be moved 1 1 12 1 2 discussion since a language change has actually occurred or is still occurring (wagner, 2012) as a result of these societal changes, the use of these words has become more popular, with practically all teenagers understanding their meanings and even using them socially (budiasa, 2021). it can seen through the lyrics that conclude on the song lyrics that being research above. while analyzing the lyrics of the script song, the researchers discovered the most common slang or regularly found in the lyrics, namely blending. blending is the combination of two words with the same meaning into a single new phrase. an example of combining lyrics is gonna. it is an abbreviation of going to which means will. can't is a blending word that means incapable and can't is an abbreviation or combination of the word can not. i'm is a blending because it is a combination of two words, specifically i and am, and has the meaning i. gotta is a blending because it is a combination of 2 words, got and to, which indicates must. you'll is a blending because it is a blending of the words you and will and having meaning you will. we'd is a word coming occasionally in speech as well as song lyrics. we'd is a mix of two words, particularly we would. would is the past tense of will and implies will. thus we'd have meaning we will. it's a blending since it blends the terms it and is. who's is a blending because it combines two words they are who and is. who is a member of 5 w. is indeed as a component of to be, which is an important component in english. won't implies will not, which is a combination of the words will and not. there's is a combination of the words there and is. pane and marpaung an analysis of slang language… …. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 300 you're is a combination of the words you and are. when combined, you're means you, i'll means i will, and is a combination of two words, i and will. slang is classified into twelve kinds that existed, however only five the script’s lyrics has. from the twelve types of slang, there are only five that are included. they are blending, clipping, compounding, conversation, and coinage. cause is an example of a clipping. the word cause is an abbreviation for the word because. nonetheless, many people use cause alone to simplify and shorten the conversation. thust, clipping is shortening words. a lyric example from coinage is broken. broken is a word derived from break, which implies to be broken or ruined. however, in this context, broke refers to a lack of money. we can see how unpredictable english is. hand is an example of a lyric from a conversation. the song's lyrics instruct the listener to hand me money. the context of the hand in this circumstance is to give. the word hand is a noun that signifies "hand." however, in this context, hand becomes a verb, which meaning to give. the example of compounding is sleeping bag. if you look attentively, you'll notice that this term is made up of two words: sleeping and bag, which when combined form the phrase "sleepingbag." if the meanings of the phrases sleeping and bag are supplied. a bag is a bag, and sleeping is sleeping. however, when merged into a sleeping bag, the definition changes, particularly a sleepingbag or a sleeping blanket that can warm up like a blanket. another example would be the term cardboard. cardboard is made up of two terms, card and board. each with its own meaning. the card is a small rectangular object with printing on it, however the board is a long and flat object made of hard material. yet, when these two different words are united, a new meaning emerges, namely pasteboard, which is a paper-based object. people frequently used informal language in daily life and slang language is one of the languages that is commonly heard in daily speech (seprina, 2016). not only in conversation, they are exist in song indeed. slang is classified into twelve kinds that existed, however only five the script’s lyrics has. from the twelve types of slang, there are only five that are included. conclusion the researchers explain the study's findings after doing research.therefore, comprehending slang in music is crucial. since every song already has its own story; to represent the stories in the song, the composer will choose the correct phrase that can reflect the emotions and convey the story behind the song; normally, the composer will utilize slang language to deliver their message in the songs. (seprina, 2016). the growth of slang cannot be separate from the development of society, because society is the user of language. as society progresses, the use of slang grows increasingly involved (teguh i, 2017). references budiasa, i. g. (2021). slang language in indonesian social media. lingual: journal of language and culture, 11(1), 30. https://doi.org/10.24843/ljlc.2021.v11.i01.p06 f, m. (2019). sociolinguistics: a language study in sociocultural perspectives. hidayah, a., & ramadhan, f. b. (2020). an analysis about slang language in the song lyrics of the black eyed peas (boom boom pow, imma be, pump it, shut up, and my …. musamus journal of language …, 3(01), 1–9. https://doi.org/https://doi.org/10.35724/mujolali.v3i01.3182 patel, d. s. (2014). body language: an effective communication tool. iup journal of english studies, 9(2), 90–96. http://www.mindbrainhive.org/sciencepapers/17.(posture)patel body language an effective communication tool tt 2014.pdf rabiah, s. 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(2021). an analysis of slang language styles used in charlie’s angels movie. journal of english educational study (jees), 4(1), 21–29. https://doi.org/10.31932/jees.v4i1.820 teguh i, a. (2017). an analysis of slang words in song lyrics gun n’roses on album use your illusion. doctoral dissertation, sastra inggris. https://scholar.google.co.id/scholar?hl=en&as_sdt=0%2c5&q=teguh%2c+i.+a.+%28 2017%29.+an+analysis+of+slang+words+in+song+lyrics+gun+n’roses+on+albu m+use+your+illusion.+ismail+aji+teguh+107010010+%28doctoral+dissertation%2 c+sastra+inggris%29.&btng= trimastuti, w. (2017). an analysis of slang words used in social media. jurnal dimensi pendidikan dan pembelajaran, 5(2), 64–68. wagner, s. e. (2012). age grading in sociolinguistic theory. linguistics and language compass, 6(6), 371–382. https://doi.org/10.1002/lnc3.343 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6683 january 2023. vol.11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 94-103 jollt journal of languages and language teaching, january 2023. vol.11, no.1 |94 contract learning as individualized instructional strategies in improving students’ performance in academic writing courses 1*dedi sumarsono, 1dira permana, 1english language education, mandalika university of education, indonesia *corresponding author email: dedisumarsono@undikma.ac.id article info abstract article history received: november 2022 revised: december 2022 published: january 2023 the use of contract learning is essential to involve students actively in the classroom activities and to facilitate teachers’ control and flexibility in the teaching and learning process, while letting students to work on activities independently. therefore, this research is aimed at 1) revealing out whether or not contract learning instruction has a significant difference in the students’ academic writing performance; 2) describing to what extent the contract learning promotes students’ learning and autonomy; and 3) elaborating how the students perceive the diagnostic and feedback phases of individualized strategy as embedded in the contract learning. this study is mixed method interventional research design because the data are obtained from quantitative and qualitative. the participants of the study was the year 3 students of english department at mandalika university of education consisting of 21 students. the instruments used in collecting the data are diagnostic test of academic writing performance, contract form, and questionnaires. the quantitative data are analyzed through the inferential paired t-test. meanwhile, the qualitative data of each individual’s response to each item on the questionnaire are broken down according to the responses to each question, and the responses are compared, contrasted, and explored to find patterns and themes. the results revealed that 1) contract learning has affected positively students’ learning and performance in academic writing, 2) contract learning brings positive improvement on academic writing performance and 3) positive perception towards the application of contract learning was shown by the students as it provided self-study materials and multiple types of feedback from the the lecturer. this implies that students may benefit from multiple types of feedback and that instructors’ expertise in effective feedback delivery is of paramount importance. keywords contract learning; academic writing; individualized instruction; english as foreign language; how to cite: sumarsono, d., & permana, d. (2023). an application of contract learning as an individualized instructional strategy for improving students’ performance in academic writing, jollt journal of languages and language teaching, 11(1), pp. 94-103. doi: https://doi.org/10.33394/jollt.v%vi%i.6683 introduction academic writing is among the most important skills the second/foreign language students to master. not only will the skill assist students to gain better grades and help them communicate their ideas effectively, but also it facilitates them to get better future work and opportunities (e.g., as a journalist, researcher, or academic). however, being able to write academically precisely is often considered difficult or even awkward by many students (harmer, 2007). it is because academic writing is a complex activity involving some stages of task completion, requires advanced knowledge of grammatical structures, and demands on extra skills such as paraphrasing and citation skills. the current approach to teaching, learning and assessing writing, particularly efl context, mostly focuses on grammatical errors, while neglecting other aspects of writing such as organization, mechanics and contents (lee, 2008). the research challenges the efficacy of contract learning for enhancing tertiary students’ achievement in academic writing. contract learning is defined as “simply written https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& sumarsono & permana an application of contract…… jollt journal of languages and language teaching, january 2023. vol.11, no.1 |95 agreement between teacher and learner in which the learner undertakes to complete mutually agreed upon tasks in specified amount of time on his or her own initiative” (greenwood, 2003). the purpose of using contract learning is to involve student actively in the classroom activities and to facilitate more teacher control and flexibility in the teaching and learning process, while letting students to work on activities independently (swartz et al., 2019; brewer et al., 2007). despites the promise of contract learning to improve students learning (zandi, et al., 2015), there is very limited numbers of research investigating the efficacy of this strategy in efl writing contexts. in addition, regarding to the fact that the current teaching and learning practice in writing topic is still traditional and teacher-oriented, new innovation which involves learners to regulate their own learning while also receive continuous constructive feedback from their teacher is urgently needed (shukur and raji, 2021). this research was set to help students to be independent learners and subsequently improve their academic writing performance. the impact of this strategy on student performance in academic writing was measured by observing the differences of students’ performance before and after the implementation contract learning instruction. the research is also keen to explore students’ experience of use of contract learning to promote their autonomous learning skill and perceived benefits for students. this study was guided by the some research questions; is there a significant difference in the students’ academic writing performance before and after contract learning instruction? to what extent has the contract learning promotes student learning and autonomy? and how do the students perceive the diagnostic and feedback phases of individualized strategy as embedded in the contract learning? contract learning as individualized instruction contract learnings have been used rather extensively in higher education to promote self-study and autonomous learning (e.g., anderson, boud, & sampson, 2013; gardner & miller, 1999). several studies have shown that such contracts can help learners pursue relevant goals (brewer, williams, & sher, 2007), take more responsibility, and become highly motivated (stephenson & laycock, 2002). contract learnings thus provide a platform for students and teachers to discuss how to meet the curriculum requirements. the gap between their current knowledge and ability and the desired capacity can be identified via a diagnostic test. then realistic and negotiated learning goals and deadlines can be agreed upon so that students can develop an understanding of their responsibilities and those of their teachers. a student’s responsibility may include self-study, pair-work, group learning, while a teacher’s responsibility may involve monitoring student progress and providing one-on-one tutorial sessions. the agreement between the teacher and student is recorded in a contract that is signed and honored by both parties. although contract learnings are not a panacea to meet all the requirements of a well-balanced class, they do provide a means of individualizing teaching and measurement to a degree not offered by other teaching and testing methods (davidson, 1986). previous studies of use of contract learning despite promising efficacy to enhance learning, the research towards the use of contract learning to improve learning remains limited. a research study conducted by bailey and touhy (2009) explored health students’ experience of using contract learning as a method of assessment. the study found that students’ approach to assessment strategy influenced engagement with contract learning and identified three types of learners (happy, pragmatic and fearful) and reported that support, relevant skill, prior to experiential learning, and theoretical knowledge are some factors among others influencing successful completion of contract learning. lemieux (2001) used contract learning as a tool for empowerment and sumarsono & permana an application of contract…… jollt journal of languages and language teaching, january 2023. vol.11, no.1 |96 accountability involving 100 students enrolled in the graduate-level courses. participants of the study completed a brief instrument that measuring key concepts of empowerment. students felt they had decision-making power and reported a sense of personal responsibility for their learning experience. they also demonstrated significant improvement in performance after revising their assignments. the findings suggest that contract learning is considered an effective tool for responsibly sharing power and promoting better performance outcomes. a few studies have examined the use of contract learning in esl contexts. davidson (1986) used contract learning in an esl writing class. he identified 33 categories of sentence level errors committed by 74 students in four esl writing classes. a reexamination of his findings showed that few errors could be regarded as common among the participant students—59% of the errors were common among only less than 13% of students and only 10% of errors were common among about 77% of students. thus, teaching grammar to the whole class was not an efficient way of addressing the issue. this highly individualized nature of errors led davidson to conclude that contract learning could be used to address the long-standing problem of sentence-level errors in esl writing, without changing the focus of the class from writing to grammar. he reported that of an average of 5.5 learning goals contracted for each participant, an average of three goals were achieved by the end of the study. davidson (1986) also suggests that contract learning be considered as self-criterionreferenced assessment, where the progress of an individual in comparison to himself is measured; thus, the measurement is ipsative. self-criterion-referenced assessment could be used as one of the bases for decision making along with criterionand norm-referenced measures. this type of multiple referencing helps the accuracy of the judgments about the progress of learners. however, it should be acknowledged that the different assessment information can carry mutually exclusive information, thereby creating a need to present the information from different sources in a score report document that enables decision makers to use the full range of information moon (2004) studied the impact of contract learning on students in an eap writing course. the findings from this case study resembled those of davidson (1986); that is, there was a wide range of needs, the majority of which were mutually exclusive. moon resorted to contract learning to facilitate addressing students’ specific needs based on degree, nature, and urgency of the needs. she also suggested that a thorough introduction to contract learning is necessary to initiate positive attitudes and learner motivation. furthermore, motivation needs to be sustained by teachers providing ongoing support, especially by teachers interacting with students throughout the contract period so that a trusting relationship can be established. teachers should thus assume a more directive role especially at the initial stages of the contract learning because they have a better understanding of the procedures and the objectives of the course. the more recent study by zandi, et al (2015) with a sample from iranian undergraduate students, focusing on contract learning and its efficacy on improving student grammar knowledge, provides scientific evidence of student improvement in their grammatical knowledge after using contract learning. the authors argue that contract learning has beneficial influence on student behavior of learning in way that promotes their learning autonomy. although the efficacy of contract learning is evidence in this study (zandi, et al., 2015), it has an issue on sampling strategy by which sample was recruited voluntarily and represent those who have high motivation to learn grammar. we still do not know how contract learning affects those with lower level of motivation. thus, there is a lack of evidence the extent to which the improvement of students’ grammatical understanding was caused exclusively by contract learning. there may be other facilitating variables on learners’ learning. the proposed study used a convenient sampling strategy to recruit participants so it sumarsono & permana an application of contract…… jollt journal of languages and language teaching, january 2023. vol.11, no.1 |97 captures diverse students’ personal background which may impact on their academic writing performance. research method design of the study this research employs mixed method interventional research. particularly, it employs an exploratory sequential mixed methods design. according to creswell (2012) exploratory sequential mixed method consists of collecting both quantitative and qualitative data with the former data is gathered at the first phase, followed by collecting the latter data to further explain the quantitative results. justification for selecting this design is that using multiple data allows data triangulation to take place which guarantees the rigor and trustworthiness of the data and results. quantitative data in this study are in form of score gained from diagnostic pre-test and posttest of academic writing. meanwhile, qualitative data are the data gained from open ended questionnaire that ask student participants about their experience, comments, perception of the contract learning and its application to learn academic writing subject. participants participants were selected conveniently from year three students of english department at universitas pendidikan mandalika (undikma) mataram. year three students are selected under consideration that academic writing subject, which is the subject of concern in this research, is offered for this cohort of students.the population of the students in this cohort approximately 150 students, distributed in 4 parallel classes.around 40 students in each class. however, due to practicality reason, the study conveniently selectedoneclass of student as participants consisting of 21 students in this study: academic writing class in which principal researcher of this study is the coordinator of the subject. instrumentations three instruments were used in the present study including a diagnostic academic writing test, a contract form, and a questionnaire. the diagnostic test assessed students’ academic performance in four aspects of academic writing including ‘content, organization, rhetorical discourse, grammar/mechanics’ (brown & abeywickrama, 2010, p. 61), plus their ability in paraphrasing and quotation skills. a contract form was prepared to provide feedback and organize the learning process. it included a summary profile of the weaknesses and strengths of the student; a description of the responsibility of the teacher and the student; goals and deadlines for the first feedback session; dates of the follow up meetings, and a study guideline. an open-ended questionnaire was administered to the participant students. to prepare the questionnaire, the researchers conducted an open-ended interview with each pilot participant regarding the test itself, the feedback procedures, and contract learning form. procedures of the research the following is step-by-step procedure of conducting the proposed project, including 9 steps. the following procedures are adapted from zandi, et al (2015) for the purpose of maintaining appropriateness. these procedures were applied for academic writing subject. the followings are the procedures used to collect data for academic writing class namely 1) developing diagnostic pre-test instrumentation; 2) developing diagnostic pre-test instrumentation; 3) diagnostic test (pre-test; 4) detailed and specific feedback to students; 5) signing contract learning form; 6) signing contract learning form; 7) self-study; 8) one-onone meeting with researchers; 8) post-test; 9) detailed and immediate feedback to students; 10) administering questionnaire sumarsono & permana an application of contract…… jollt journal of languages and language teaching, january 2023. vol.11, no.1 |98 pilot study of the contract learning the pilot study starts from administering pre-test, serving diagnostic purposes to indicate where students are in their learningssearch for their weaknesses and strengths. the pilot study of the pedagogical intervention via contract learning was conducted with 20 students selective randomly from year 2 of english students at undikma. their test papers were assessed and a diagnostic map for each of the participant was manually generated. the map provides the following information: (a) the ability level of the participants, (b) errors they have produced in their written work, (c) areas for improvement, and (d) constructive descriptive feedbacks for improvement. to make the interpretation of the map more accessible, a spreadsheet was used in which the codes of the errors are categorized on the basis of grammatical forms. during a one on-one meeting with the researchers, every participant receives the map and a coded spreadsheet that help identify the major weaknesses. the researchers then explain the logic of the map and walk the participants through their profile. after that, the researcher and the pilot participants discuss the examinee’s strengths and weaknesses in relation to their academic writing performance. data collection and analysis procedures in the main study a similar procedure of data collection in the pilot study was repeated in the main study. for the analysis of the data and for answering the first research questions about the difference of students score in pretest and posttest after the application of the contract learning, the inferential paired t-test was employed. this statistical analysis answered the questions about the efficacy of contract learning in improving students’ academic writing performance, through measuring and calculating the effect size. for the qualitative data, each individual’s response to each item on the questionnaire was broken down according to the responses to each question, and the responses are compared, contrasted, and explored to find patterns and themes. after the initial reading of the data, some themes emerged. a categorical strategy was used to break down and rearrange narrative data to allow comparisons between similarities and differences of opinions expressed by the participants. then another round of thematic analysis wasconducted that leads to an initial interpretation of the data. afterward, to ensure the quality of the analysis, a peer debriefing technique (teddlie &tashakkori, 2009) was used in which the questionnaire data, the initial analysis, interpretation, wereforwarded to the experts and knowledgeable person about the topic to ensure the interpretative rigor of the study. this is also intended to check on the reliability of the analysis and interpretation of the qualitative data. research findings and discussion difference in the performance before and after contract learning instruction to answer the first research questions about the development of participants’ academic writing performance, the analysis of the quantitative data gathered through preand posttest was done alongside the analysis of the qualitative data reflected in participants’ selfassessment report. to make verification on the participants’ learning progress, the level of students’ improvement in academic writing test was measured individually. this is in line with the principles of self-reported criterion referenced assessment in which ipsative comparison is made, instead of comparison among participants. in contract learning classes, this is possible to do as each student share different profiles and needs with regards to the writing performance after that, subtraction was made on the number of errors in pre-test from that of posttest and then divided by the errors in the pre-test to calculate the progress rate. the resulting value was expressed in terms of percentages (for example, participant #318 did not repeat 77% of the errors in pretest). then, the pre-test data were made individual for purpose of sumarsono & permana an application of contract…… jollt journal of languages and language teaching, january 2023. vol.11, no.1 |99 calculating each participant scores based on merely the item in which they failed. likewise, the posttest scores of individuals were individualized so that they showed the improvement rate which were indicated in the pre-test. the analysis indicated that the error categories students have made has been identified in each student contracts, with more than 50% of errors observed were shared among all of research subject. this finding suggested that there was a whole class additional remedial tutorial for these students.in addition, about more than one-third of the teaching material in this study were considered lack of relevance with respect to the students’ learning needs. regarding diverse needs of participant on learning materials, the use of contract learning as individualized strategy gain relevance in this context of study. to make sure that students’ improvement of academic writing in posttest was statistically significant, researchers conducted inferential statistics analysis with a paired t test method. prior to do this test, statistical assumptions were tested. the normality assumption was measured using kolmogorov-smirnov zpretest for both scores (pre and post-test) resulted in favorable assumption (zpretest = 0.65, ppretest = .70; zposttest = .87, pposttest = .30). the paired t-test revealed a 63% rate of improvement in the scores between pre-test and post-and this was proved significant statistically (t = 6.786, df = 23, p = .00) with enormous effect size of r = .89. the findings indicates that it is meaningful and important. this finding is in line with lewis (2004) who found that learning contracts was significantly improve the students’ achievement. students with contract learning posseed high self -motivated to learn (frank and scharff, 2013). the implementation of learning contract is one of one of the effective methods to promote a succesful learning (noviyanti, 2021) the extent the contract learning has promoted learning this study does not intend to claim that it revealed all important variables that significantly influence or affect positively students’ learning and performance in academic writing nor strongly suggest the casual relationship between contract learning and academic writing performance. the findings presented here just indicate the potential roles of both internal and external drives, such as teacher feedback, learning motivation, and self-regulation of learning, to promote learning. it is often argued that to promote effective learning, students must know the target of their learning, make comparison between their current level understanding and the learning standards/targets, and proceed task that close the earning gaps (sadler,1989; chandra, 2015; assauri et al., 2022). feedback by teachers and learners’ self-monitoring play the main rolein this process, and the goal of education should be to assist them to become progressively moreindependent from teacher feedback and more reliant on self-monitoring.with regards to the use of contract learning as a strategy approach, most of the respondents in this study (15 of 21) expressed favorable opinions regarding adoption of contract learning in the instructional process. it is likely that some factors such as awareness to their own weaknesses as well as eagerness to advance their academic writing abilities. learning contracts provide opportunity to promote student commitment to and seriousness about the learning event (aly, 2006; gaiptman & anthony, 2016). furthermore, the individualized support they had from lecturers on one-on-one meeting format appeared to contribute positively to advancement of their writing skills. learning contract is able to help the students learn better and faster and decrease the their misbehavior (sumiarsih, 2009; whicombe, 2016). however, it is not clear from this study which factor(s) among others had more significant contribution of increasing student writing performance. it can be a plausible argument if it placed one-on-one meeting with instructors and feedback they received might become influential to increase their engagement with the completion of the learning contract. consequently, this brings positive improvement on performance in the post test. learning contract is a strategy to increase potential s of the students such as value acknowlegment , sumarsono & permana an application of contract…… jollt journal of languages and language teaching, january 2023. vol.11, no.1 |100 learning motivation, learning confidence, learning responsibility, learning authority, and learning satisfaction (lewis, 2004; heath, 2016). students were more self-directed and engaged following the use of learning contracts (delaney, 2011; vitton & buts, 2014). frank and scharff (2013) also argued that learning contract is an instrument to enhance students commitment, boost academic performance, and encourage self direction. students’ perception of the question items and diagnostic feedback the findings of this study regarding the impact of contract learning on academic writing skills suggested that participants writing skills have been improved and most of them had a good impression with their performance. brewer et al. ( 2007) revealed that learning contract is effective in raising the students awareness of the learning outcomes and what is required in their planning to achieve the outcome. to evaluate students’ thinking about the assessment process, questions regarding thediagnostic test and feedback were proposed and students’ comments on these were critically analyzed. a synthesis of their comments showed that 15 of 21 students appeared to show a favorable impression of the item formats on the test (preand post-test). in their comments about the whole test, majority of participants thought that the diagnostic test is considered as a “good” test for keeping up motivation to study and diagnostic function for the learning weakness and strengths. one of the principal features of contract learning is the availability of a wide range of opportunity. it provides for personalized and dedicated one-on-one meeting with the teacher (fadli et al., 2022; fatiani et al., 2021; chandra, 2015). in fact, 14 of 21 participants, who had responded to the questionabout feedback, had a positive opinion and experience about the meetings and asserted the meetings were encouraging. more than half of the participants (13 of 21) were reporting a satisfaction with the feedback procedure and process during themeetings. students mentioned effectiveness, detail, and individualized nature are some reasons revealed during the analysis. four participants contended that the feedback sessions and frequency of one-on-one meetings should become even more extended and interactive. this is to support differentiation as different individuals might have a variety of preferences in terms of amount timing and type of feedback. these findings are in support with the finding from the questionnaire. participants had been asked to mention the main reasons that cause them making errors/slips on theposttest. they reported that carelessness, lack of attention, and sometimes time limitation inherent to the test were the most cited reasons. participants were also asked the make comparison of the effectiveness between two types of feedback provided one of which is the general and delayed feedback after the pretest and the other one is that an immediate and detailed feedback after the posttest. six of ten participants considered the second one more beneficial and advantageous to learning. however, they did not make a sharp demarcation regarding these types of feedback and believed that both types of feedback are important and beneficial in different ways. this finding is in line with fadli et al. (2022) who informed that general feedback sometimes has a positive effect in enhancing students’ metalinguistic in writing classes. in this study, general feedback in the form of detail elaboration dealing with the students’ writing performance helps students to know more the writing processes in composing a complete paragraph (kazemian et al., 2021; haerazi & kazemian, 2021). in sum, it seems that most participants expressed favorable perspectives regarding the procedures adopted to generate a customized diagnostic profile, the method of feedback deliveries, meetings with the tutors, and the self-study material. the use of learning contract are able to enhance the students independency, self-directed, confidence, and self motivated to learn (sajadi et al., 2017; gaiptman & anthony, 2016). furthermore, the findings indicate that participants were unique and had different preferred learning needs and conditions which requires different types of feedback. this implies that students may benefit from multiple sumarsono & permana an application of contract…… jollt journal of languages and language teaching, january 2023. vol.11, no.1 |101 types of feedback and instructors’ expertise in effective feedback delivery is of paramount importance. conclusion the study revealed that contract learning has significant influence or affect positively students’ learning and performance in academic writing nor strongly suggest the casual relationship between contract learning and academic writing performance. the findings presented here just indicate the potential roles of both internal and external drives, such as teacher feedback, learning motivation, and self-regulation of learning, to promote learning. it is likely that most participants expressed favorable perspectives regarding the procedures adopted to generate a customized diagnostic profile, the method of feedback deliveries, meetings with the tutors, and the self-study material. furthermore, the findings indicate that participants were unique and had different preferred learning needs and conditions which requires different types of feedback from teachers. this implies that students may benefit from multiple types of feedback and that instructors’ expertise in effective feedback delivery is of paramount importance. references aly, m. a. 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(2016). using learning contracts in fieldwork education: the views of occupational therapy students and those responsible for their supervision. british journal of occupational therapy, 64(11), 552–558. https://doi.org/10.1177/030802260106401106 zandi, h., kaivanpanah, s. & alavi, s. m (2015). contract learning as an approach to individualizing efl education in the context of assessment for learning, language assessment quarterly, 12:4, 409-429 https://doi.org/10.1177/1555458914549671 https://doi.org/10.1177/030802260106401106 contract learning as individualized instruction previous studies of use of contract learning design of the study participants instrumentations procedures of the research pilot study of the contract learning data collection and analysis procedures in the main study difference in the performance before and after contract learning instruction students’ perception of the question items and diagnostic feedback jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4510 april 2022. vol. 10, no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp.187-198 jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 187 ‘is the picture worth a thousand words?’: the interpersonal meanings of a dialogue in an efl textbook 1ahmad sugianto, 1ilham agung prasetyo, 1widy asti 1english education study program, faculty of language and literature education, universitas pendidikan indonesia, indonesia corresponding author email: ahmadsugianto@upi.edu article info abstract article history received: december 2021 revised: february 2022 published: april 2022 the present study was aimed at scrutinising a multimodal text embedded in a dialogue of an efl textbook. to this end, a descriptive qualitative study using systemic functional multimodal discourse analysis (sf-mda) focused on interpersonal meanings consulting grammar of visual design and intersemiotic complementarity drawing on systemic functional linguistics were employed to analyse the artifact, a dialogue within a part named 'communication' taken from an efl textbook for a primary school level. the findings revealed that declarative clause and modalisation (epistemic modality) of probability was found to be the most common system used in the verbal text. meanwhile, high modality and validity were found in the visual image indicated by the realizations and representations of detailed abstraction and full-color saturation. finally, the study draws a conclusion that there is a cohesive interaction to a certain extent between the verbal text and the visual image represented in the multimodal dialogue. keywords dialogue; efl textbook evaluation; interpersonal meaning; multimodal analysis; systemic functional linguistics how to cite: sugianto, a., prasetyo, i. a., & asti, w. (2022). ‘is the picture worth a thousand words?’: the interpersonal meanings of a dialogue in an efl textbook, jollt journal of languages and language teaching, 10(2), pp.187-198. doi: https://doi.org/10.33394/jollt.v%vi%i.4510 introduction pictures have essential roles and become one of the essential parts of human life. it is on account of the fact that particular messages can be communicated through a picture (sugianto, 2021; sugianto, prasetyo, aria & wahjuwibowo, 2022; sugianto, andriyani, & prasetyo, 2021; sugianto, denarti, & prasetyo, 2021; sugianto & prastika, 2021). additionally, halliday (1990) points out that historically the development of today's writing system (either logogram or alphabet) derives from pictorial representations. moreover, in recent times, pictures constitute one of the profound and growing areas scrutinized in any discipline (kress, 2010). besides, unsworth (2006) reveals, particularly in the educational context, that due to the development of media, either printed or electronic, the use of various modes, i.e., images and language, is the key issue to literacy education influence the school curricula. additionally, the use of pictures in students’ english learning is proven to be helpful to assist the students in generating ideas in writing (deviga & diliyana, 2020). thereby, based on these notions, going through the use of multimodality in the education domain can be worth scrutinizing. the education context possibly constitutes one of the fruitful and significant places in which multimodality is utilized. for instance, the use of textbooks through which students learn various cultures (sugianto & wirza, 2021) is regarded as one of the main sites and artifacts to be scrutinised (sugianto, andriyani, & prasetyo, 2021). besides, historically, the use of multimodality embedded in an instructional textbook is noted by gaudin (2019) to exist initially by the mid 18th century. additionally, at that time, one of the most inspiring ones, entitled spectacle that was in the form of an encyclopedia containing thematic dialogues https://e-journal.undikma.ac.id/index.php/jollt/index mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:ahmadsugianto@upi.edu sugianto, prasetyo, and asti ‘is the picture worth ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 188 (p. 21). a study conducted by (jauhara et al., 2021) shows that a dialogue that utilises pictures were found to help build the way the viewers/readers feel and perceive. meanwhile, on the one hand, it is deemed as a key role in english language teaching and learning; in this case, it constitutes one of the means through which students learn the english lessons (richards, 2002); on the other hand, cunningsworth (1995) asserts that it is, on the other hand, its use should not be taken for granted; nevertheless, the best and appropriate materials should be selectively chosen. concerning the textbook selection, a thorough evaluation is required so as to make judicious use of the textbook can be generated. in this regard, to evaluate the content of the textbook had to do with multimodality, there are two fundamental frameworks that are commonly used. the first one has to do with analyzing the verbal text, drawing mainly on systemic functional linguistics (sfl). sfl constitutes a framework that sees 'language as a strategic, meaning-making resource’ (eggins, 2004, p. 2). there are two main aspects of sfl associated with using language to negotiate things in social contexts, namely systemic and functional (gunawan, 2020). the former refers to the notion with respect to a set of systems or options (e.g. tense, conjunctions, persons, and so on) through which meaning is constructed (emilia, 2014). the latter refers to the way a language is used (halliday, 1994). there are three types of linguistic functions in sfl, commonly known as metafunctions encompassing ideational metafunction associated with 'constructing experience', interpersonal metafunction, which refers to the way using a language to build interpersonal rapport in social interactions, and textual metafunction having to do with the way the two previous metafunctions are organised in discourse (halliday & matthienssen, 2006). the present study was focused only on the interpersonal meaning on account of some grounds. to begin with, by delimiting only one metafunction, a richer construal of the meaning leading to deeper implications of the way a message is communicated can be obtained (hermawan & sukyadi, 2020). also, another rationale is based on the credence that dialogue is closely related to the interpersonal metafunction in which dialogic or conversational discourse expressing the negotiation and exchange meaning emerge. in addition, martin and rose (2007) point out that negotiation in conversation can encompass a range of speech roles, such as making statements, asking questions, offering services, and demanding goods. such speech roles are known in the interpersonal system as mood (halliday, 1989). the mood system in a clause is constructed by two major aspects, namely mood and residue (the use of capitalised mood along with residue is to differentiate the mood as the element or constituent of a clause and the mood as a system (eggins, 2004)). the former consists of the elements or constituents such as subject and finite (divided into two types, ‘temporal finite verbal operator’ which typically provides tense and ‘finite modal operator’ which typically refers to a modality or the modal operator), whereas the latter may consist of the constituent(s) such as predicator (a part of verbal element), complement (represented by a nominal group or adjectival element), and a particular adjunct (commonly in the form a particular adverbial or prepositional elements) (eggins, 2004; halliday & matthienssen, 2014). another system of interpersonal metafunction of the verbal text is modality. it is, as halliday (1994, p. 88) asserts, considered as the ‘intermediate degrees, between the positive and negative pole’. moreover, to construe modality, there are two terms that should be taken into account, namely modalisation, which refers to the propositions (information) realising the degree of probability and the degree of usuality, and modulation, which refers to proposals (goods and services) realising the degree of obligation and inclination (pp. 88-89). moreover, the degrees of probability and usuality are divided into three categories realized by modal operators and modal adjuncts, namely high (must, certainly and always), median (may, probably, and usually), and low (might, possibly, and sometimes); additionally, the modal sugianto, prasetyo, and asti ‘is the picture worth ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 189 operators and modal adjuncts of the continuum above have different values if they are realised in the negative polarity, for instance, high (could not possibly or certainly … not; never), median (probably …not or not usually), and low (possibly might not or not always) (eggins, 2004). meanwhile, the values degrees of obligation and inclination in the positive polarity encompass high (realised by must or be required), median (realised by should or be supposed), and low (can or be allowed); meanwhile, regarding the negative polarity, the values encompass high (realised by cannot, be required not, or be not allowed), median (realised by should not, be supposed not, or be not supposed), low (realised by need not, be allowed not, or be not required) (halliday, 1994). furthermore, to construe the visual meaning of the interpersonal metafunction of the multimodal dialogue, the interactive meaning advocated by kress and van leeuwen (2006) becomes the alternative framework commonly used. in this regard, there are three aspects that are required to be taken into accounts, such as contact, social distance, and attitude. these are represented and summarised in figure 1 below. to begin with, the contact with respect to interactive meanings in images represented in figure 1 is realised by the presence or absence between the represented participants and interactive participants. in this regard, there are two types of contacts, demand and offer. on the one hand, the former refers to the portrayal of the represented participant(s) that look(s) at directly to the viewers or readers; hence, the represented participant(s) demand(s) something to the readers/viewers. on the other hand, the latter refers to the portrayal of the represented participant(s) that do(es) not look at directly to the viewers or readers; hence, the represented participant(s) acts as an 'item of information or object of contemplation for the viewers/readers (kress & van leeuwen, 2006, pp. 115-116). figure 1. interactive meanings in images (kress & van leeuwen, 2006) moreover, the social distance shown in figure 1 above is realised by the size of the frame and image location. torres (2015, p. 246) provides the summaries of the explication concerning this social distance deriving from hall's (1966) theory of social distance and kress and van leeuwen's (2006) framing. it is illustrated in table 6. table 1 criteria of framing and social distance (torres, 2015, p. 246) classification of social distance (hall, 1966, pp. 110-120) vision range (kress & van leeuwen, 2006, pp. 125) shot size (kress & van leeuwen, 2006, 124) intimate face or head only very close close personal head and shoulders close far personal waist up medium close sugianto, prasetyo, and asti ‘is the picture worth ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 190 close social whole figure medium long far social whole figure with space around it long public torso, min 4 to 5 people very long in addition to the subjectivity of the interactive meanings in images shown in figure 1 above, the involvement and power between the represented participants (i.e., the people, things, or places illustrated in the image) and interactive participants (i.e., the producers or viewers of the image) can be depicted through some realisations, horizontally and vertically. the horizontal and vertical realisations are summarised in table 2 below. table 2 realisations of involvement and power (kress & van leeuwen, 2006, pp. 133-148) type of involvement and power angle involvement, i.e. the represented participants and the interactive participants, get involved and connected with one another. frontal detachment, i.e. the represented participants and the interactive participants, do not get involved and connected with one another. oblique viewer power, i.e. the interactive participants, have power over the represented participants. high equality or no difference between the represented participants’ power and interactive participants’. eye level represented participant power, i.e., the represented participants have power over the interactive participants. low moreover, to construe the modality features encompassing contextualisation, representation and abstraction degree, and texture of the visual mode, a continuum is used. in this case, royce (1998) proposed a continuum named as 'naturalistic visual continuum' to provide the description of the range of the modality of visual mode, depicted in figure 2 below. figure 2. modality criteria based on the naturalistic visual continuum (royce, 1998, p. 40) meanwhile, in regard to construing the interpersonal intersemiosis between the two modes, the verbal text and visual image of the multimodal dialogue, the analysis is conducted by going through the interaction between the two modes. in this case, royce (1998) points out that the intersemiotic interactions are constructed by the elements of mood realised by speech functions such as offer, command, statement, and question and the modality having to do with degrees of reality, possibility, truthfulness, or necessity. apart from its concepts, there are a number of studies concerning the interpersonal meaning associated with other variables. for instance, the scrutinies focusing on verbal texts, such as interpersonal along with ideational metaphors with respect to thesis texts (ngongo & benu, 2020), interpersonal meaning with respect to non-native students' thesis abstract (arifin, 2018), interpersonal meaning in students’ personal letters (nasita, sugiarto, & thoyyibah, 2020), modality system associated with hortatory exposition texts (suciati, sugianto, prasetyo, and asti ‘is the picture worth ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 191 rustandi, & sugiarto, 2021), interpersonal meaning with respect to workplace material of textbooks (cheng, lam, & kong, 2019), interpersonal meaning in pre-intermediate textbooks for teenagers (boccia, 2021), and interpersonal meaning in association with efl textbook for primary and secondary levels (chen, 2009). meanwhile, the scrutinies have to do with multimodal texts, for example, interpersonal meaning with respect to english textbooks for junior high school (dewi, rukmini, & saleh, 2020; jauhara, emilia, & lukmana, 2021). based on the previous studies above, the present study has some distinctions from them in terms of the artefact used and the materials delimited. thus, the present study attempted to fill the gap left by the previous studies above; in particular, it has to do with the investigation of interpersonal meaning in a multimodal dialogue of an efl textbook for a primary school level. . research method research design descriptive qualitative research utilising the sf-mda approach was employed. this was deemed as a suitable approach to be utilised for, as o’halloran and fei (2014) assert, it can be used to analyse several phenomena in regard to multimodal texts ranging from two dimensions, either printed or digital text, to three dimensions such as museum texts or gestures, and also that which involves time-based texts encompassing music, film, television and so on (knox, 2013). besides, the sf-mda covers objectives constitute another ground for using it, which in this regard, namely to understand the meanings systems encompassing image and verbal texts and comprehend social functions owned by a text (jewitt, bezemer, & o'halloran, 2016). in the present study, the meanings between the two modes were focussed on interpersonal meanings. additionally, several frameworks were used to construe the interpersonal meanings of the visual and verbal text and the interrelationships between the two modes. in this case, they comprised the interpersonal metafunction of systemic functional linguistic (halliday, 1994; halliday & matthienssen, 2004, 2014), kress and van leeuwen (2006, 2021) interactive meanings of the grammar of visual design, and royce's (1998, 2007) interpersonal intersemiotic complementarity. analysis unit a multimodal text in the form of dialogue accompanied by an image taken from an efl textbook entitled super minds: student’s book 6 (puchta, gergross, & lewis-jones, 2017) constitutes the artefact that was scrutinized. the textbook was selected on account of the fact that it was used by some primary schools in some cities in indonesia; besides, it was published by a reputable publisher with credible and reliable authors, even one of them had teaching experience in indonesia (cf. authors, 2021b); also, it encompassed the artefacts in the forms of dialogues covering not only verbal texts but also images constitutes another ground for the textbook selection to be scrutinised. additionally, so as to cope with the copyright issue, the artifact was recolored. research procedure and data analysis to analyse the artefact, as hermawan and sukyadi (2020) point out, each mode, the visual mode and verbal mode, was analysed separately before the intersemiotic analysis between the two modes were conducted. in detail, firstly, concerning the analysis of interpersonal meanings of images, the analysis was started by identifying the mood, which was conducted by going through the presence/absence of the address/gaze, followed by examining the involvement realised by the horizontal perspective and power realised by vertical perspectives, which then was investigating the social distance realised by the way the shot was taken (size of frame); next after the mood investigation associated with visual image above was conducted, another inspection had to with modality comprising identifying the sugianto, prasetyo, and asti ‘is the picture worth ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 192 contextualisation realised by presence/absence of background, followed with identifying the representation/abstraction degree, texture, illumination, and colour saturation. secondly, regarding the analysis of interpersonal meanings of the verbal text, the analysis was conducted by identifying and determining the forms of clauses (declarative or imperative; demand or offer); another analysis in regard to interpersonal meanings of the verbal text is going through the modality (deontic modality encompassing obligation and inclination or epistemic modality encompassing probability and usuality) followed by the investigation of the use of pronouns to greet the readers; thirdly, the interpersonal intersemiotic analysis was started by comparing the analysed items of the visual meanings and verbal text meanings, which then was followed with the interpretation of the comparison divided into two main fashions, i.e., in terms of the mood (encompassing identification of offers, commands, statements, and questions) and modality (encompassing reinforcement of address, attitudinal congruence, and attitudinal dissonance) (hermawan & sukyadi, 2020, pp. 57-61; royce, 1998, p. 36, 2007, p. 69). research findings and discussion the present study was aimed at investigating the interpersonal meaning in a multimodal dialogue of an efl textbook for a primary school level. the multimodal text in the form of a dialogue is represented in figure 3. the dialogue was accompanied by a photo depicting two students named charlie and olivia. they were discussing a particular topic, i.e. 'joining sport club'. to construe this multimodal text, the inspection was conducted by going through the visual meanings followed by verbal meanings and intersemiotic complementarity, respectively. figure 3. excerpt of the multimodal dialogue in the ‘communication’ material (puchta et al., 2017) visual meanings of the multimodal dialogue concerning the visual meanings associated with the multimodal modal text, some aspects, as represented in table 8 previously, are scrutinised comprising address, involvement and power, social distance, and modality. to begin with, in terms of the address, the image was considered to be 'offer', as kress & van leeuwen (2006, p. 119) explicates, i.e., the represented participants, namely the male student named charlie and female student named olivia, were deemed as a piece of information through which the producer offered. in this regard, it was also indicated by the absence of the gaze given by the represented participants to the readers/viewers or the producers. they, the represented participants, did not look at directly the viewers/readers. thereby, there was supposed no engagement between the sugianto, prasetyo, and asti ‘is the picture worth ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 193 represented participants and the viewers (p. 120). also, the viewers/readers were not required to react for the represented participants; instead, they were supposed to get only information offered, or in this case, royce (2007, p. 89) argues that the viewers/readers can only ‘agree/disagree, acknowledge, or contradict’ to the information offered. based on this finding in regard to the address aspect, the illustration given can be associated with a certain genre, which in this regard, as informed by kress and van leeuwen (2006), the film, television drama, and scientific illustration are the most frequently genre associated with the ‘offer’ image. thereby, it can be indicated that the illustrative image fits the common genre of an ‘offer’ image for indeed the excerpt related to material about communication shown in a dialogue which may be similar to one of the genres of ‘offer’, i.e. the (television) drama. furthemore, the involvement and power levels and relations of the visual mode were indicated by the horizontal and vertical angle the image represents. in this regard, the represented participants were shown in oblique angle, meaning that there was no engagement between the represented participants and the viewers. as there was no engagement found, this was in line with the address aspect previously in which the represented participants were only offering information to the viewers/readers. in this regard, they seemed to offer the information of a certain material concerning the dialogue about a specific topic, namely joining a sports club. moreover, the represented participants were depicted at eye level, meaning that there was an equal power between the represented participants and the viewers/readers.moreover, the social distance that the visual mode provides also indicates the engagement between the represented participants and viewers/readers. in this case, the picture was taken in a medium close shot, i.e. the represented participants were depicted in the waist up vision range. this shot size and the vision range indicate that the represented participants were taken in the far personal social distance, meaning that the relationship between the represented participants and the viewers can be considered to have personal relationship but not close or even intimate (kress & van leeuwen, 2006, 2021). in terms of modality, the visual mode was construed through several elements. to begin with, concerning the contextualisation, the represented participants were accompanied by a particular background and details, i.e. a wall magazine in which a number of pamphlets or flyers related to sports clubs were stuck on it. such a background provides the viewers/readers with some cues to grasp the setting in which the dialogue between the represented participants was taking place and gives clues about the topic of the dialogue being discussed. moreover, the visual image depicts two represented participants in quite a detail and adequate illumination and fully saturated colour. for example, in this regard, based on their physical appearance, the reader/viewer might guess that they are approximately primary school students (a male and a female student), around nine to twelve years old. these can be indicated by the way they are illustrated. the male student with short black hair and t he female student with long blonde hair is depicted to wear a dark blue pullover with a light blue collar. both of them wear a schoolbag, which in this case, the male student is wearing a blackyellow-and-light-green school bag with some balls patterns, and the female student is depicted to wear a school bag with triangles pattern coloured in blue, purple, black, and white. the detailed appearance and illustration, added with the aforementioned background above, indicates that the visual image has high modality and validity (kress & van leeuwen, 2006, 2021). thus, it can be considered that the visual image can be regarded to meet the naturalistic criteria. to these findings, the naturalistic image criteria found in the visual image is considered to be useful for students to benefit from them. it can assist them in construing the meaning of the context in which the represented participants emerge (jauhara, emilia, & lukmana, 2021). verbal meanings of the multimodal dialogue sugianto, prasetyo, and asti ‘is the picture worth ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 194 regarding the interpersonal meaning of the verbal text in the dialogue, two representations were employed, namely mood and modality. to begin with, concerning the mood inspection, table 4 below shows the summary of the mood inspection from the dialogue. table 4 summary of the mood analysis of the dialogue *) int: interrogative; dec: declarative; exc.: exclamative in terms of modality, it was found that the verbal text employs two main types of modalities, namely the epistemic modality and deontic modality. nevertheless, the epistemic modality was found to outnumber the deontic modality in the text. in this regard, there are two deontic modalities with the modal operators should and ‘ll (the contraction of will) encountered. the modal operator should was found in the clause i think we should join a sports club this year. the modal operator in the clause refers to obligation, which in this case, conveyed by olivia to invite charlie to join the sports club. additionally, the modal operator should is considered to be in median continuum (halliday & matthienssen, 2014). moreover, the median value of the modal operator is emphasised and realised explicitly by the mood adjunct i think, indicating olivia’s judgement (eggins, 2004), which in this case it has to do with her idea concerning the obligation of joining the sports club. meanwhile, another deontic modality with the modal operator ‘ll was encountered in the clause i’ll do it by myself. similarly, the modal operator ‘ll (will) is included in the median continuum, but it is regarded as an inclination (p. 697). these uses of deontic modality within the medium continuum are considered to have the subjective implicit orientation on account of the fact that the modality represented by the modal operators are embedded or realised in the main propositions (thompson, 2014). moreover, the use of the modal operators included within the median continuum turn in the information given in the clause debatable (hermawan & sukyadi, 2020). in regard to the context of the dialogue, it can be interpreted that the interactant who conveys the information, which in this case is olivia, is not trying to forcefully or highly 'persuade' or recommend charlie to join the sports club; hence, these result in an open discussion feasible between charlie and olivia. furthemore, the epistemic modality found in the text encompasses the uses of modal operators would,‘ll (the contraction of will), could, and can’t. all these modal operators indicate probability. in this regard, two out of six modal operators are found within the highvalue continuum, namely, the modal operator can’t (halliday & matthienssen, 2014). the modal operator can’t was found in two clauses expressed by charlie, namely ‘i hate running and i can’t jump’ and ‘i can’t swim at all and i’m afraid of water'.these negative modal operators in the clause indicate, with respect to the dialogue, that charlie is quite sure that he is not able to jump and swim; despite the high degree of probability, halliday (1994) asserts that even as the interactant uses the modal operator with a high degree of certainty, there is a doubt value in it. additionally, the remaining four modal operators having to do with the epistemic modality comprise would, ‘ll, and could. these modal operators indicate probability within the median continuum. thereby, the information in the clause unit using these modal speaker (independent) clause t total indicative *) imperative int dec jussive suggestive whyes/no non-exc. exc. unmarked marked pos neg charlie 2 (14.3%) 2 (14.3%) 5 (35.7%) 5 (35.7%) 1 4 olivia 2 (16.6%) 7 (58.3%) 1 (8.3%) 1 (8.3%) 1 (8.3%) 1 2 sugianto, prasetyo, and asti ‘is the picture worth ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 195 operators constitute information debatable and result in some open discussions between the interactants. the analysis of the modality of the verbal text is summarised in table 5 below. table 5 types, orientation, value and polarity of the modality used speaker statement type orientation value polarity olivia i think we should join a sports club this year. modulation (deontic): obligation subjective: explicit median positive charlie why would i want to do that? modalisation (epistemic): probability subjective: implicit median positive olivia it’ll be fun. modalisation (epistemic): probability subjective: implicit median positive olivia we could try the athletics club …. modalisation (epistemic): probability subjective: implicit median positive charlie i hate running and i can’t jump. modalisation (epistemic): probability subjective: implicit high negative transferred charlie i can’t swim at all and i’m afraid of water. modalisation (epistemic): probability subjective: implicit high negative transferred charlie we could go to the gymnastics club. modalisation (epistemic): probability subjective: implicit median positive olivia i’ll do it by myself. modulation (deontic): inclination subjective: implicit median positive interpersonal intersemiotic complementarity of the multimodal dialogue based on the visual meaning and verbal meaning aforementioned, some interactions within a certain degree between the modes were found. to begin with, in terms of the mood aspect, the visual image is considered to interact cohesively with the verbal text. in this case, the visual image realised by the represented participants are illustrated by the producers or authors in oblique fashions meaning that they are regarded as a unit of contemplation; such a finding is in line with the verbal text in the dialogue that is not addressed the viewers/readers directly, i.e. commonly indicated by the use of the second personal pronoun you. albeit some you-s were found in the dialogue, they refer to the interactants in the dialogue, i.e. either charlie or olivia. in addition, the use of the visual image as an object to be contemplated is emphasised by the instruction outside the dialogue box mentioning read and listen to the dialogue to check your ideas. the function of the visual image as an object of information, hence readers/viewers are necessarily required to evaluate, interacts cohesively with the presence of modality markers such as would, ‘ll (will), could, could, and can’t indicating probability, the modality marker should showing obligation, and the modality marker ‘ll (will) indicating inclination. thereby the uses of different modality markers are required to be taken into account for each has different values and functions. the other thing that is used to indicate whether the visual image acts as an object or item of information is the evaluative words appear in the dialogue (jauhara et al., 2021), for instance, afraid (affect:−security), rubbish (judgement: −capacity), and good idea (appreciation: +reaction). additionally, these evaluative words interact cohesively with the facial expressions of the represented participants of the visual image. in this case, they are indicated, for example, by the emoter [borrowing martin and white's (2005) term] charlie sugianto, prasetyo, and asti ‘is the picture worth ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 196 experiencing the emotions aforementioned is not into sports clubs as he has flat facial expressions. charlie's facial expression is different from that which is shown by olivia, which in this regard, she is illustrated with a mouth open indicating smiling and enthusiasm (chen, 2009), and in the verbal text, she is the one who initiates and asks charlie to join one of the sports clubs at school. in addition, the use of declarative mood and some modal operators ranging from median to high is in line with the modality and validity shown by the visual image with the full-colour saturations indicating the naturalistic portrayal (hermawan & sukyadi, 2020; kress & van leeuwen, 2006, 2021). conclusion based on the findings aforementioned, the present study reaches some conclusions. concerning the verbal meaning, the declarative mood included in the indicative clause was found to be the most frequently used in the verbal text. additionally, the epistemic modality (modalisation) referring to probability ranging from median to high value was found to outnumber deontic modality (modulation). next, in terms of the visual meaning, the visual image is illustrated with high modality and validity realised by the detailed abstraction and naturalistic portrayal indicated by the full-colour saturation. thereby, to some extent, there is a cohesive interaction between the verbal mode and visual mode represented in the textbook. this cohesive interaction is necessarily required and essential for it assists the readers, which in this case, students to understand the meaning of the dialogue. furthermore, the present study only focused on and confined the discussion about the interpersonal meaning of the multimodal text, some explorations of other metafunctions or meanings are considered to be worth scrutinising. moreover, it also suggests that teachers or instructors are required to do a textbook selection and evaluation carefully, and the textbook providing the meaningful visual image along with the verbal text are necessarily and inevitably required to be taken into account. also, scaffolding or systematic assistance from students' significant others in using multimodal texts are required so as to achieve adequate literacy capability. references arifin, a. 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(2021). cultural contents of an efl textbook: how is the potential for students ’ intercultural communicative competence development during the covid19 outbreak ? proceedings of the thirteenth conference on applied linguistics (conaplin 2020), 546, 1–6. thompson, g. (2014). introducing functional grammar (3rd ed.). routledge. torres, g. (2015). ‘reading’ world link: a visual social semiotic analysis of an efl textbook. international journal of english language education, 3(1), 239–253. https://doi.org/10.5296/ijele.v3i1.7200 unsworth, l. (2006). multiliteracies and a metalanguage of image/text relations: implications for teaching english as a first or additional language in the 21st century. tales out of school: identity and english language teaching. special edition of tesol in context, series s(1), 147–162. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2953 january 2021. vol. 9, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 69-76 jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 69 the effectiveness of electronic whiteboards on students' reading skills 1,2jusmin hj wahid, 1iwan irawan, & 1sumiati tidore 1faculty of education, muhammadiyah university of north maluku, indonesia 2corresponding author email: j.hj.wahid2010@gmail.com article info abstract article history received: august 2020 revised: september 2020 published: january 2021 technology has become a demand for students to master their reading skills. technology right now plays an important role in the teaching and learning process. the lecturer and teachers are needed technology to improve their material and make their teaching are effective. it was expected that to apply the electronic whiteboard itself can use by the lecturer to design better ways for the students to acquire important information. it is realized that the fourth-semester students at the english department of khairun university are needed as much information on the electronic whiteboard as possible to improve their reading skills. this research is an experimental research that was held at the english program at khairun university ternate. the experimental research involves two groups of students, they are the experimental group and the control group. the researcher used the english program's fourth-semester students at khairun university ternate as a research sample. the result of the t-test in the experimental class shows that the mean score of the pre-test was 74.90 and the means score of the post-test was 81.90. it shows that electronic whiteboards in the experimental class experienced significant improvement in students reading skills. then, the standard deviation in the post-test was 5.58 and the standard deviation in the pre-test was 4.38. it could be concluded that the students get significant progress in their reading skills after applying the electronic whiteboard. keywords electronic whiteboard; reading skills; how to cite: wahid, j. h. j., irawan, i., & tidore, s. (2021). the effectiveness of electronic whiteboards on students' reading skills, jollt journal of languages and language teaching, 9(1), 69-76. doi: https://doi.org/10.33394/jollt.v%vi%i.2953 introduction in the 4.0 era right now, technology has become a demand for students to master their reading skills. technology in elt contexts plays an essential role in the teaching and learning process. many researchers have been conducting studies dealing with using technologies or learning tools such as moodles (angelini & garcia-carbonell, 2018), mobile applications (haerazi, utama, & hidayatullah, 2020), and google classroom (oader & arslan, 2019) in elt contexts. therefore, teachers need proper learning tools to improve their teaching material and make their teaching effective. in the learning process, especially english language learning, students need a suitable technology to improve their reading skills. one of the most important technology is electronic whiteboard to assess the whole process of english language learning. the development of information technology contributes a great deal to the english language teaching and learning process. electronic whiteboard is a vital tool to use in teaching reading skills. le breuilly (2004) teachers could allow pupils to draw the image and characters from a reading text on the iwb to assist in reading comprehension. this activity tends to increase pupils’ selfconfidence and cognitive skills. hall & higgins (2005), the interactivity of iwb enhances pupils’ interest to learn by presenting a variety of multimedia elements especially visual http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:j.hj.wahid2010@gmail.com wahid, irawan, & tidore the effectiveness of electronic ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 70 image. elliot (2003) stated that iwb enables smooth transition from one topic to another. iwb also improves peer reading and improves communications between pupils and teachers (yunus et al., 2012). the use of various learning tools becomes challenging for efl students. in practice, some of students feel difficulty in learning by technology (nicole et al., 2018). they are very late to consumption the information from the lecturer by technology. it is because they are difficult to operate technology itself. it is needed for the lecturer or teacher to guide them to mastery the technology and make them feel enjoyable in the teaching and learning process (mustafa et al., 2019). in the teaching and learning process, especially in reading skills, those are some problems namely, the lack of understanding the meaning of the reading text, the lack of vocabulary, and the lack of students' interest it is because of the learning tools used by the lecturers are still unproper with their teaching materials. in line with this, the researcher is interested in using electronic whiteboards to improve students reading skills. al-saleem (2012) showed that an interactive whiteboard is a touch-sensitive screen that works in conjunction with a computer and a projector. it is a presentation device that interfaces with a computer. the computer images are displayed on the board by a digital projector, where they can be seen and manipulated. users can control software both from the computer and from the board. in addition, serin (2015) in zevenbergen & lerman (2008) suggested that iwb is an innovation that is gaining considerable presence in many contemporary classrooms and teaching has become very productive with it. compared with traditional instruction, technology-based instruction impacts on classroom management which holds an important place in education as it affects the learner achievement. however, iwb is a useful device that can enhance whole-class teaching which is a key factor in classroom management. based on the previous studies, the electronic whiteboard is a technology that helps students improve their learning style and make them enthusiastic in the teaching and learning process. it is in line with al-faki et al. (2014) who state that interactive whiteboard (iwb) is a large touch-sensitive display unit, connected to digital data projectors and computers. iwb functions as an interactive board, computer screen (monitor), and mouse at the same time. users can change the monitor to the whiteboard and vice versa (vs.), or use them at the same time. users can use their finger, special electronic pen (stylus), pointer, or a pen to operate the board and/or control computer icons. all the works, which would be done on iwb, could be saved and revisited for revision, warm-up, etc. it evens the handwriting of the teacher's and/or learners' could be stored and are accessible at any time. bojovic (2010) said that reading skill is a cognitive ability that a person can use when interacting with the written text. in the taxonomies given in the following paragraph, some skills seem more inclusive than others. reading skills involve: identifying word meaning, drawing inferences, identifying writer's technique, recognizing mood of passage, finding answers to questions. reading skills can also include: recognizing the script of language; deducing the meaning, use of unfamiliar lexical items; understanding explicitly and nonexplicitly stated information, conceptual meaning, the communicative value of sentences, relations within the sentences and between parts of a text through lexical cohesion devices; recognizing indicators and the main point of information in discourse; distinguishing the main idea from supporting detail; selective extraction of relevant points from the text; basic reference skills; skimming, scanning, transcoding information from diagrams or charts. reading is a tool of communication in written language through the text form. it is the most efficient way to gain information about many aspects of life, including science and technology. by reading, people can absorb some information. reading has a very important role and becomes a daily necessity for every person who wants to acquire whatever required information. reading is an essential skill for learners of english as a foreign language. for wahid, irawan, & tidore the effectiveness of electronic ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 71 most learners, it is the most essential skill to master to ensure success learning english in any content class where reading in english is required. in the previous research, it can be concluded that iwb enhanced pupils' efl reading comprehension skills. data showed that integration of iwb provided pupils with resourceful learning experience which increased their excitement to learn, enhanced their classroom engagement, encouraged independent learning and promoted seriousness in reading. integration of iwb also improved pronunciation and vocabulary acquisition among pupils. to conclude research question 1 (rq1), iwb in the classroom enabled teachers to teach reading more effectively and maintain pupils' participation in the classroom. research method research design this study aimed to investigate the effectiveness of using the electronic whiteboards as learning tools to improve students' reading skills at fourth semester students in the english department of khairun university. this study is quantitative study to know students' competence in using electronic whiteboards to improve their reading skills. the researcher uses a randomized pre-test and post-test design in his research and used spss-16 to analyze the data. creswell (2008: 152) population (or the sampling frame) is a group of individuals (or a group of organizations) with some commons defining characteristics that the researcher can identify and study. within this target of population, the researcher then selects a sample for the study. the sample is a subgroup of the target population that the researcher plans to study for generalizing about the target population. research population is all students of fourthsemester; consists of two classes, namely class a consisting of 44 students and b consists of 42 students. then, the researcher used random sampling to take the sample. to gain the data, the questionnaires and reading tests were distributed to the research sample. the questionnaires consist of 15 questions to know students’ perception of electronic whiteboard on students' reading skills. data analysis the technique of data analysis used the descriptive analysis and inferential analysis, the descriptive analysis was aimed at describing the reading test, the form of reading test which is used in pre-test and post-test. the description includes standard deviation, mean, maximum score, and frequency distribution. besides, the inferential analysis aims to know that the research data are normal or no and the researcher used t-test to know the differences between experimental and control group scores. the data indicated that the use of whiteboard was effective to enhance students’ reading skills at the fourth-semester of english department. research findings and discussion research findings this article explores the research finding and discussions that answering the questions of the research. the research question is what the electronic whiteboard has an effect on students' reading skills. to know the effect of the electric whiteboard, this study divided students into two classes. it can be seen in table 1 that show the results of students’ reading skills in pre-test and post-test. table 1 the result of students' competence in the control class paired sample statistic in control class no interval mean n std. deviation 1. pre-test 65.30 20 4.13 2. post-test 70.25 20 6.43 wahid, irawan, & tidore the effectiveness of electronic ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 72 the total number of students involved in the process of control class was 20. the data showed that the information in the post-test of electronic whiteboard got better with the average mean score was 70.25 and the results of pre-test got the score was 65.30. then, the standard deviation in post-test 6.43 and the standard deviation of pore-test 4.13. it could be concluded that the electronic whiteboard improves students' competence in the teaching and learning process. it can be seen in table 2 as follows. table 2 the result of students' competence in the experiment class no interval mean n std. deviation 1. pre-test 74.90 20 4.38 2. post-test 81.90 20 5.58 based on the table above, the researcher could explain that the electric whiteboard in the post-test has significant improvement with a mean score of 81.90 among 20 students who involved in the process of the post-test itself. the results of the pre-test from the 20 students who involved in the pre-test have an average score of 74.90. then, the standard deviation in the post-test showed that the score was 5.58 and pre test showed that 4.38. from the table above, it could be concluded that the electronic whiteboard had the best improvement to students' competence in reading skill. meanwhile, the normality test can be seen in table 3 as follows. table 3 the normality test no interval kolmogrovsmirnov df sig 1. pre-test 1.198 20 113 2. post-test 1.024 20 .245 from the table above, it could be concluded that the data of pre-test and post-test were normal. the result as seen from the table above, it showed that the significant value getting higher than 0.05. it can be seen from the kolmogrov-smirnov table in which the significant value of pre-test was 1.024˃0.05. and post-test was 1.198˃0.05. the data showed that the score was normal. table 4 the data distribution of pre-test in the control class no interval frequency % category 1. 60 4 20.0 20.0 2. 65 1 5.0 25.0 3. 66 1 5.0 30.0 4. 70 5 25.0 55.0 5. 75 6 30.0 85.0 6. 77 2 10.0 95.0 7. 80 1 5.0 100.0 8. 60 4 20.0 total 20 100.0 wahid, irawan, & tidore the effectiveness of electronic ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 73 table 5 the data distribution of post-test in the control class no interval frequency % category 1. 60 5 25.0 25.0 2. 65 9 45.0 45.0 3. 66 1 5.0 5.0 4. 70 4 20.0 20.0 5. 75 1 5.0 5.0 total 20 100.0 based on the table above, the researcher used the percentage to elaborate more about the students' scores. from the table of pre-test, it can be seen that 4 students frequently got 60 score or 20.0%, 1 student frequently got score 65 or 5.0%, 1 student frequently got score 66 or 5.0%, 5 students frequently got score 70 or 25.0%, 6 students frequently got score 75 or 30.0%, 2 students frequently got score 77 or 10.0%, and 1student frequently got score 80 or 5.0%. it can be stated that students' competence in using electronic whiteboard during the teaching and learning process are still low or standard. then, it can be seen that the score in the post-test is 5 students frequently got 60 score or 25%, 9 students got 65 score or 45%, 1 student got 66 score or 5.0%, 4 students got 70 score or 20%, and 1 student got 75 score or 5.0%. it can be stated that the students competence in using electronic whiteboard are midle competence. table 6 the data distribution of pre-test an experimental class by using the electronic whiteboard no interval frequency % category 1. 70 1 5.0 5.0 2. 75 3 15.0 20.0 3. 80 6 30.0 50.0 4. 85 8 40.0 90.0 5. 88 1 5.0 95.0 6. 95 1 5.0 100.0 total 20 100.0 based on the table above, the researcher used percentage to elaborate more about the students' scores in experiment class on the pre-test. from the table itself, it can be seen that 1 student frequently got 70 score or 5.0%, 3 students frequently got score 75 or 15.0%, 6 students frequently got score 80 or 30.0%, 8 students frequently got score 85 or 40.0%, 1 student frequently got score 88 or 5.0%, and 1 student frequently got score 95 or 5.0%. it can be seen that the students score at the same level. next for post-test score 8 students frequently got 70 or 40.0%, 2 students got 75 score or 10.0%, 4 students got 77 score or 20.0%, and 6 students got 80 or 30.0%. it can be addressed that students' competence in using electronic whiteboard during the teaching and learning process is getting higher and improve their reading skills. discussion based on the the previous elaboration, from the pre-test data of the control class, it showed that the mean score was 65.30 then, the mean score on post-test was 71.90. it means that there are any relations and good results that can be acquired after doing the two steps in this research. meanwhile, the data in the post-test have significant improvement with mean score 81.90 who involved in the process of the post-test and the results of the pre-test have the average score of 74.90. then, the standard deviation in post-test showed that the score was wahid, irawan, & tidore the effectiveness of electronic ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 74 5.58 and pre-test showed that 4.38. it could be stated that the electronic whiteboard can improvem the students' competence in reading skills. the data showed that 1 student frequently got 70 score or 5.0%, 3 students frequently got score 75 or 15.0%, 6 students frequently got score 80 or 30.0%, 8 students frequently got score 85 or 40.0%, 1 student frequently got score 88 or 5.0%, and 1 student frequently got score 95 or 5.0%. it can be seen that the students score at the same level. next for post-test score 8 students frequently got 70 or 40.0%, 2 students got 75 score or 10.0%, 4 students got 77 score or 20.0%, and 6 students got 80 or 30.0%. it can be addressed that students' competence in using electronic whiteboard during the teaching and learning process is getting higher and improve their reading skills. electronic whiteboard is effective to use in teaching reading skills, it makes the students to be easy to understand the text because students were involved to analyze the sentence structures, find out difficult vocabulary, and discuss the reading comprehension. it is in line with prasojo et al. (2018) who claim that ict can help students improve their language skills by doing language activities. the use of whiteboard electronically leads students to comprehend various genres provided by teachers. the teachers also give students an opportunity to discuss using e-reading material integrated with the electronic whiteboard (hidayat, 2017). therefore, this study showed that the implementation of the electronic whiteboard also gives the students success to understand the reading text and it can improve the students reading skils. the use of the iwb enhanced pupils' esl reading comprehension skills (karthigesu and mohamad, 2020). enhanced their classroom engagement, encouraged independent learning and promoted seriousness in reading. integration of iwb also improved pronunciation and vocabulary among pupils. to conclude research question 1 (rq1), iwb in the classroom enabled teachers to teach reading more effectively and maintain pupils' participation in the classroom. despite the positive responses, teachers have to understand that learning is an active process, and the duration of pupils' engagement is only for a short period where teachers should come up with more challenging reading activities with the integration of iwb in order to maintain an optimum level of engagement and interest in learning. conclusion this study aimed at finding out the effect of the electronic whiteboard on students’ reading skills. it can be concluded that the electronic whiteboard was effective to teach reading skills. it was proven that the reading achievement in the experiment class was higher than in the control class. it showed that students get significant improvement in their reading skills by using electronic whiteboards. the researcher concluded that teaching in using electronic whiteboards can improve the students' understanding in reading skills. the researcher used electronic whiteboards in teaching reading skills, by using this media the researcher found that the students are good in understanding the text and improve their reading skills. then, electronic whiteboards are the effective strategy to be used in the teaching and learning process because the researcher found any progress in students reading skills. in addition, the researcher is expected for the further researcher tobe conducted the research using the electroni whiteboard in the other area. acknowledgement this thesis would not be finished without any help from the others. therefore, the researcher wishes to give his appreciation and thanks to all colleagues who have support and giving comments in any part of this article. criticisms or suggestions from the readers very much expected to perfection this article. furthermore, researchers hope this article can help readers to add scientific specialties. wahid, irawan, & tidore the effectiveness of electronic ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 75 references al-saleem, a., & issa, b. 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(2008). learning environments using interactive whiteboards: new learning spaces or reproduction of old technologies? mathematics education research journal. https://doi.org/10.1177/1469787417731176 https://doi.org/doi:10.5539/elt.v5n8p42 table 3 the normality test jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2921 january 2021. vol. 9, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 92-98 jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 92 the effect of using blended learning model on enhancing students' speaking skill in senior high schools 1,2irma dewi isda, 1purwati, & 1imran 1english lecturer, teachers and sciences faculty, samudra university, indonesia 2corresponding author email: irmaisda.fkip@unsam.ac.id article info abstract article history received: october 2020 revised: december 2020 published: january 2021 this study aimed at investigating the effect of blended learning on the englishstudents’ speaking skills at sman 2 patra nusa aceh tamiang. also, this study investigated students’ level differences of english-speaking skills of sma patra nusa students. twenty-five students of the eleventh-grade class were involved in this study. this study used a quasi-experimental with pre-experimental design. the instruments used in this study were observation and test (pretest and posttest). the results of data analysis showed that sig. 2-tailed = 0.000 < α (0.05), it means reject h0, accepted ha. finding obtained of pretest 77,04 and posttest 88,95. in conclusion, the mean pretest and posttest scores differ significantly. in other words, blended learning positively affects students speaking skills used in the media google classroom at sma n 2 patranusa. keywords blended learning; speaking skill; google classroom; how to cite: isda, i. d. & imran. (2021). the effect of using blended learning model on enhancing students' speaking skill in senior high schools, jollt journal of languages and language teaching, 9(1), 92-98. doi: https://doi.org/10.33394/jollt.v%vi%i.2921 introduction in the industrial revolution 4.0 era, technology-assisted language learning has a vital role in efl contexts. learners are now more interested in learning using gadgets, smartphones, laptops, and androids (abe, 2013). they can easily open google search, youtube, google play, and stores to access various kinds of information connected to the internet. because of this, students are going to be easy to be involved in language activities to improve their language skills. in involving students in various language activities, english teachers should become communicative and active in using current efl learning and teaching models. many english teachers feel more comfortable accessing the internet as online learning by using blended learning (sharma, 2010; zilka & cohen, 2019). blended learning is becoming a hot topic of conversation in education, as more sophisticated technology affects the learning model (limbong, 2017). blended learning is faceto-face learning (traditional) method accompanied by online learning. it is often defined as a combination of face-to-face and online learning (garrison, 2011). also, it can be stated that half of the teaching-learning process can be done through media online. the blended learning model's application refers to ginaya (2018) research, who has completed a study on implementing blended learning. it can improve students’ speaking and writing proficiency of the third-semester students at the vocational college. the improvement achieved by the students here is also supported by the fact that the application of webquest active-learning activities can improve the students’ learning motivation and interest. as a result, they can interact actively during the entire process of learning. therefore, web-based activities in the classroom are really needed to maximize their english language skills. many researchers have done studies on blended learning using different online platform media. the researcher was interested in observed the english teaching and learning process in http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:irmaisda.fkip@unsam.ac.id isda, purwati, and imran the effect of using……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 93 the senior high schools. based on the observation, blended learning was done by some english teachers at the school, but it was not fully maximal. in addition, teachers taugh students with integrative skills. this study tried to employ the blended learning model for teaching speaking skills because speaking skills were considered the most difficult skills to practice. students also faced some problems in teaching speaking skills, such as lack of fluency, vocabulary, pronunciation, and accuracy (sumarsono, muliani, & bagis, 2020). these make students feel anxious to speak in english (ardiansyah, 2020; hoesny, cahyani, & azis, 2020). to minimize these challenges, english teachers employed the blended learning model. related to students’ english speaking skills, students learn best when they have an attractive model in the teaching-learning process (maryam, 2020). thus, blended learning is as an alternative to training students to practice speaking in the class. as learning tools, they used their smartphones to see some videos of native speakers’ expressions anytime and anywhere. the videos related to speaking issues on offering something, making a suggestion, and giving an opinion. the teaching materials were delivered online and offline. to do this, teachers used computer technology with internet access to provide information, speaking material, videos, and learning materials for students in the blended learning model. in this study, researchers made the teaching-learning process more communicative, contextual, attractive, and colorful in blended learning contexts. here, researchers used google classroom as the online platform for blended learning. the novelty of this study is seen from using blended learning using the google classroom platform to teach speaking skills. therefore, the problem of this study was in which extend the effect of the blended learning model on the english-speaking skills for senior high school level. two research questions were formulated in this study. both are “is there an effect of blended learning on the english-speaking skills of for senior high school students? and are there differences in the level of english-speaking skills after treating them using the blended learning model? related studies about blended learning the researcher has found several resources that explain and clarify blended learning, such as what ginaya (2018) states that blended learning is used as an alternative technique or activities in english class. the teacher should be active in facilitating learning by applying online activities so that the activities can encourage students’ critical thinking skills, such as comparing, classifying, inducing, deducing, analyzing errors, constructing support, and abstraction analyzing perspectives. the teacher’s creativity in designing fun and dynamic communicative activities will stimulate their learning interest and motivation. in addition, pramila (2019) proves that blended learning can experience remarkable progress in using the english language. according to brew (as cited in sofiana, 2015), blended learning integrates online and face-to-face learning to produce a more effective learning experience. with blended learning, teachers can take advantage of the learning resources available online in face-to-face learning to attract students' attention and help them become more active and effective learners. in line with brew, sofiana (2015) argues that blended learning is a flexible learning approach that combines face-to-face learning activities with online learning that allows students to exchange feedback and responses together. it can be done in four specific areas, namely, learner feedback, learner strategies, assessment alternatives either directly or indirectly. marsh (2012) identified several advantages of blended learning: providing a more individualized learning experience, providing more personal learning support, supporting and encouraging independent and collaborative learning, increasing student involvement in learning, accommodating various learning styles, providing a place to practice target language outside the classroom, reduce stress in practicing the target language, provide flexible learning, anytime or anywhere, to meet the needs of learners, and help students develop skills. isda, purwati, and imran the effect of using……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 94 research method research design this research uses quasi-experimental (quasi-experimental). this study's design is a preexperimental design with using one group pretest and posttest design. this study's dependent variable is the blended learning model, while the independent variable is speaking skills. the instrument used was an oral test with a likert scale of 0-4. the students' scores of speaking in the pretest and posttest were compared for both groups in order to determine whether there were significant differences between the groups in relation to the treatment. the populations of this study were the students of sma n 2 patra nusa. the sample was the eleventh-grade students consisting of 25 students of the eleventh-grade class. the research sample was selected based on the purposive sampling technique. the research design of this study can be illustrated in table 1. table 1 research design pretest experiment posttest o1 x1 o2 information: x1 = using blended learning o1 = pretest observation in model class before blended learning o2 = posttest observation in the model class after blended learning instruments the instruments used in this study were observation and test. the observation guidelines used in this study are the observation guidelines made by students during the learning of speaking skills using blended learning. at the test, the researcher used an instrument to record the students' performances during the action given, such as talking about offering/ suggestion, giving an opinion, and inviting someone. there were two kinds of tests used in this research, such as pretest (test 1) for the preliminary observation in speaking, posttest (test 2) after the treatment for the final performance in speaking. the speaking tests in pretest and posttest were scored based on oral proficiency scoring categories (brown and abeywickrama, 2004). the description of the students’ speaking scores was a modified form of scale 0-100, which included five speaking components, namely grammar, vocabulary, comprehension, fluency, and pronunciation. table 2 the criterion of speaking scores no the indicator of assessments scores 1 grammar 04 2 vocabulary 0-4 3 comprehension 0-4 4 fluency 0-4 5 pronunciation 0-4 data analysis the data were analyzed quantitatively. it was based on the speaking performances during the instructions. the students' scores in the preliminary observation (pretest ) were analyzed using the spss-17.0 program. a t-test was computed to ensure that there was no difference isda, purwati, and imran the effect of using……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 95 between pretest and posttest in the experimental. simultaneously, the students' scores in the posttest (test 2) were again analyzed in the spss. then, paired sample t-tests were computed for both groups' results to investigate the differences between the pretest and posttest in each group. research findings and discussion research findings before the testing of hypothesis using the t test, the result of data about an effect of blended learning on the english-speaking skills especially the test data normality as a t-test requirement. based on the normality test the data was obtained that the data on student learning outcomes students speaking skill using blended learning model with google classroom distributed media with unnormal (table 2). this is shown from test results using the kolmogorov-smirnov where sig of pretest (0.009) < α , (0.05) not distributed with normal as posttest ( 0,008) < α (0,005) not distributed with normal, that is why the researcher cannot use t-test but used wilcoxon test. table 3 test of normality kolmogorov – smirnov shapirowilk statistic df sig statistic df sig pretest ,179 25 ,039 ,886 25 ,009 posttest ,202 25 ,010 ,882 25 ,008 tabel 4 paired sampel statistic dan corelation experiment mean n std. deviation sig pretest 77,04 25 4,843 ,009 post-test 85,92 25 5,887 ,008 table 4 showedthat sig. 2-tailed = 0.000 < α (0.05), it means reject h0. in conclusion, the mean pretest and posttest scores differ significantly, or there is an effect of blended learning on enhancing students speaking skill of sma n 2 patranusa. figure 1. the result of pretest and posttest 0 50 100 pretest posttest the result of pretest and post test series 1 series 2 column1 isda, purwati, and imran the effect of using……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 96 figure 1 showed that the mean score in the pretest was lower than in the posttest. however, it can be concluded that there were highly significant differences between the conventional teaching model and the blended learning model. the application of this learning is in line with the philosophical essence of e-learning that e-learning itself doesn't mean to replace the conventional learning model totally in the class. still, it can strengthen the model of learning through diversifying the learning content and utilizing educational technology. the results of data analysis showed a significant enhancement of speaking skills between pretest and posttest using the blended learning model with google classroom media to enhance students' speaking skills. discussion this study aimed to find out the effect of blending learning on students’ speaking skills at the eleventh-grade students of senior high schools. it was involved 25 students to be treated using blended learning. the platform applied was google classroom. according to sukmawati and nensia (2019), google classroom in the blended instruction is to offer a platform of blending learning to simplify producing learning tasks and creating scores for students in a paperless way. in doing so, the teaching materials in this study were designed to help students practice speaking skills. the speaking skills are addressed on developing vocabulary, fluency, pronunciation, and accuracy (aprianoto & haerazi, 2019). the students are divided into some groups to practice their speaking skills online and offline. this study is started from some preparations. researchers are concerned about enhancing the students' speaking skills on the english subject through blended learning in the experimental group in the planning step. for this purpose, an instructional planning or teachinglearning scenario and instruments were prepared. before the students worked online, face-toface instruction on the application of the treatment was presented. the teacher used three teaching topics: offering something, giving opinion, and inviting someone (tomlinson, 2019). the researcher chooses that topic based on an appropriate curriculum from eleven grade students to see the syllabus at that class. at the face-to-face learning, the teacher explains offering, how to offer/suggest people and asking the students to make the roleplay with some topics. while when the e-learning process, the teacher using the media google classroom. at that media, the students are really enthusiastic because the teacher attaches some video of teaching speaking on the english subject, using the topics giving opinion and inviting someone. at the first online meeting, the teacher posted material about giving an idea. the teacher also used video recording to record the provided material. it is in line with serdar-tuluce and cecen (2019), who claim that videos help students imitate how native speakers express their ideas in english correctly. then, the teacher explained how to create a conversation using those expressions then sent the explanation about giving the opinion via youtube channel to the students. after the teacher opens the session of asking and answering questions related to the topic, the teacher asks the students to create a conversation related to the topics that were already given. at the second online meeting, the teacher posted the material on how to invite someone. the teacher explained the kinds of expression used at the dialog and then shared video from the native attached from youtube to google classroom. it allows students to analyze language features such as vocabulary and sentence structure (anas, 2019). the students really interested followed the class their assignment can prove it at the video recording, any improvement at the vocabulary, grammar, performance, pronunciation, intention, and fluency. it can be seen based on the posttest given by the teacher at the last online meeting using google classroom media. in relation to the classroom interaction, the students tried to interact maximally in order to get a better solution for the problems. these activities and practices were intended to stimulate their speaking creativity (haerazi, vikasari, & prayati, 2019). so here, it could be isda, purwati, and imran the effect of using……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 97 seen that the students' participation in the teaching-learning process used blended learning improved well. it also meant that the students enjoyed the class and were pushed to work hard to maximize their potential to use their english. consequently, their speaking skill was enhanced significantly as the result of the posttest showed it. conclusion this study aimed to investigate the effect of blended learning on enhancing students’ speaking skills and the extent of differences of those after giving treatments using blended learning at the senior high school's eleventh-grade students. in teaching speaking skills, students are involved in online and offline learning activities. they are provided some speaking videos coming from english native speakers. they are asked to imitate any kind of language features and practice those in a conversation. also, they are asked to note some difficult vocabulary while analyzing the video. therefore, this study can be concluded that blended learning has a positive effect on students’ speaking skills. acknowledgement the researcher realized that the accomplishment of this article would not run well without any help from the others. therefore, here she wishes to give her sincerest gratitude and appreciation to her dean and colleagues who have the support and valuable comments in any part of this manuscript. finally, this article is still far from being perfect. hence, any criticisms or suggestions from the readers and users are welcome to the researcher to improve. at the same time, the researcher hopes that this article can be useful for other writers, teachers, and students. references abe, e. 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(2004). language assessment. principles and classroom practices. white plains, ny: pearson education carman, j. m. (2005). blended learning design : five key ingredients. blended learning design: 5 key ingredients. https://doi.org/10.1109/csse.2008.198 ginaya. g, rezeki. m., astuti, s. (2018). the effects of blended learning to students' speaking ability: a study of utilizing technology to strengthen the conventional instruction. ijllc (international journal of linguistics, literature and culture),4(3), 114. http://dx.doi.org/10.21744/ijllc.v0i0.000 garrison, d. r. (2011). e-learning in the 21st century: a framework for research and practice. taylor & francis. haerazi, h., may vikasari, r., & prayati, z. (2019). the use of scientific-based approach in elt class to improve students’ achievement and classroom interaction. register journal, 12(2), 157-180. https://doi.org/10.18326/rgt.v12i2.157-180 https://doi.org/10.1017/s0266078413000163 https://doi.org/10.13189/ujer.2019.071230 https://doi.org/10.33394/jollt.v8i3.2734 https://doi.org/10.1109/csse.2008.198 http://dx.doi.org/10.21744/ijllc.v0i0.000 https://doi.org/10.18326/rgt.v12i2.157-180 isda, purwati, and imran the effect of using……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 98 hengki, t,p (2014). implementasi model pembelajaran blended learning untuk meningkatkan aktifitas belajar multimedia siswa kelas xi multimedia 1 smk muhammadiah 2 klaten utara tahun ajaran 2013/2014. yogyakarta (id):uny hoesny, m., cahyani, h., & aziz, i. 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(2018). pengaruh blended learning model dan sikap berbahasa terhadap kemampuan menulis bahasa inggris siswa sekolah menengah negeri di pekan baru. jurnal geram.1(6),1-9 https://doi.org/10.33394/jollt.v8i3.2602 https://doi.org/10.24167/celt.v16i2.771 https://doi.org/10.33394/jollt.v8i3.2733 https://doi.org/10.1093/elt/ccx028 https://doi.org/10.1093/elt/ccq043 https://doi.org/10.29103/ijevs.v1i2.1526 https://doi.org/10.33394/jollt.v8i4.2848 https://doi.org/10.1002/9781118784235.eelt0941.pub2 https://doi.org/10.1080/08923647.2019.1554990 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5766 october 2022. vol.10, no.4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 530-540 jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 530 the use of spinning wheel games to improve students’ writing procedural texts 1fahria rachmaida, 1mutiarani 1english language education, faculty of science education, universitas muhammadiyah jakarta, indonesia corresponding author email: affafahriaa@gmail.com article info abstract article history received: july 2022 revised: august 2022 published: october 2022 most of the students' ability to write in english is still poor. their text contains many errors in content, organization, and use of language. students find it difficult to explain their ideas in written form, and students lack vocabulary, which can make it difficult to choose words to group into good writing. some teachers still find it difficult to apply media during learning this makes the class atmosphere less lively and makes them bored. the purpose of this research is to find out whether utilizing spinning wheel is effective or not in improving students’ writing procedure text. the method used in this research is descriptive research. i found a solution by describing the problem qualitatively. the end result is a game that imitates the spinning wheel game while teaching english writing techniques that can increase students' interest, challenge their thinking and enable them to produce procedural texts while playing. the spinning wheel was used after the researcher explained the material about the procedure text. students are asked to make groups and each group gets a different theme. themes are randomized with spinning wheel games by web wheelofnames.com. therefore, the game is one of the tools that can be used in learning english, there are many learning media for learning writing skills. one game that can be used is spinning wheel. by using games students can learn to write procedure texts in a fun and interesting way. the spinning wheel game can be chosen as a tool for students to write procedure texts correctly and clearly. this game has been evaluated by several researchers and high school students. this game is very helpful in learning to write procedure text. these games can make students challenge their way of thinking, fun and enjoyable. keywords writing skills; spinning wheel; online game; how to cite: rachmaida, f., & mutiarani, m. (2022). the use of spinning wheel games to improve students’ writing procedural texts, jollt journal of languages and language teaching, 10(4), pp. 530-540. doi: https://doi.org/10.33394/jollt.v%vi%i.5766 introduction writing is an essential part of a language because it allows students to freely express their thoughts and feelings. it's a complex and time-consuming process that entails writing, planning, designing, reviewing, and reassessing, and it's a talent that allows people to explain and link topics in a range of academic activities by forming a meaningful phrase. arıcı ve ungarn et. al cited in çetin et. al (2021). because it involves information, gathering, equipment, and experience, writing is a skill that takes a long time to master. (özkan cited in çetin et. al (2021). as de silva cited in duwila (2019) stated, writing skills for foreign language learners is a challenge because understanding and knowledge of the subject using a foreign language is a very complex process. these difficulties arise from several factors such as vocabulary selection, sentence structure, and paragraph coherence. based on the first observation researchers, most students' ability to write in english is still poor. their texts contain numerous faults in content, organization, and language usage. students' lack the appropriate vocabulary to reply to teacher directions; instead, they wait for their teacher to interpret the instructions into indonesian. students' also lack the utilization of https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& rachmaida & mutiarani the use of spinning wheel ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 531 media in the learning process, and the less vibrant classroom environment bores them. students' find it difficult to explain their ideas in written form, as well as students lack vocabulary, which can make it tough to choose words to be grouped into good writing. students' writing abilities can also be measured through good writing. writing can also help children expand their vocabulary, employ proper grammar, sentence structure, and cohesiveness, among other things. pawliczak cited in çetin et. al (2021) stated that engaging in creative writing activities is the most effective way to develop writing skills. individuals who use their creativity to come up with new ideas can only obtain creative writing skill, which is outside of most people's accepted ideals; it is uncommon and beyond the cliche, and it can only be attained by individuals who use their creativity to come up with new ideas. küçük cited in çetin et. al (2021). despite the fact that creative writing is a skill that is unique to the individual, it is limited for those who do not have it because it is a skill that requires good reading skills. as a result, in order to increase their creative writing abilities, people must think in new ways. they should also be encouraged to write original texts and develop problem-solving skills on challenges they have never faced before, as well as read about a variety of topics to strengthen their creative writing abilities. diakidoy ve kanari et. al cited in çetin et. al (2021). language gains, such as grammar and vocabulary, have been proven to be higher in people with outstanding creative writing abilities than in others. smith cited in çetin et. al (2021). the ability to understand the meanings of written and spoken words is referred to as a person's vocabulary. this interpretation necessitates a level of intellectual comprehension of the term that goes beyond dictionary definitions. snow, griffin ve burns cited in çetin et. al (2021). if we know more words, we can better grasp what we read and hear. it also makes it simpler for us to express ourselves in both verbal and written form. heng cited in çetin et. al (2021). moreover, karakoç and köse cited in çetin et. al (2021) state that vocabulary plays an important role in active language use in writing. as a result, writing is a useful tool for communicating and expressing our thoughts, feelings, experiences, and opinions to others in the form of notes with symbols that are systematically designed to be easily understood by others in the form of notes with symbols that are systematically designed to be easily understood by others. in our daily lives, we can employ writing in a variety of ways. we could, for example, write on how to make a cup of coffee. students' writing abilities allow them to develop independence, understanding, fluency, and creativity. writing activities that are planned will teach us to think and speak in a systematic manner. if students acquire these skills, they will be able to write in a way that allows not just their classmates but also speakers from other nations to read what they write. teachers play an important role in the teaching and learning process. teachers are professional educators with the main responsibility of educating, teaching, guiding, guiding, training, evaluating, and fostering the imagination and creativity of students from infancy to high school. students learn to read, write, and count from their teachers. students get fresh knowledge and character education from teachers. the teaching and learning process must be diverse so that students can enjoy the learning process. one of them is using media to liven up the classroom atmosphere, making students interested in the material being taught, challenging students' minds, and so on. writing can be a fun hobby if teachers develop an engaging learning environment with challenging assignments. writing can improve thinking and learning because it stimulates conversation and allows you to reflect on your thoughts. after you create an idea, you can analyze, review, add, reorganize, review, add, reorganize, and adjust. even if it is difficult or difficult to write in a foreign language, it is advantageous and essential. this is the component of foreign language lessons that students appreciate the most because it allows them to express themselves (akmal, 2020). rachmaida & mutiarani the use of spinning wheel ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 532 there are numerous ways for improving kids' writing abilities. one of the mediums used to learn how to write procedure text is games. games provide a competitive atmosphere that encourages children to participate (pertiwi ,2021). students will be more engaged when competitive games are offered because they want to win. a rotating wheel is a visual tool that may be rotated on its axis until it stops at one section of an image and can be used as a learning aid (bafadal et.al, 2019) added that one strategy for creating a suitable learning atmosphere is to use learning media such as games, one of which is the spinning wheel game. the spinning wheel game, for example, is thought to boost students' ability to absorb knowledge and drive them to study more effectively. aulia cited in bafadal (2019) stated that the spinning wheel game is a learning tool in which a circle is divided into several sectors. there are questions for students to answer within the sector, which are listed in the form of a number in the circle's sector. rahman cited in bafadal (2019) added that the spinning wheel game is a teaching method that involves all students in order to make them more active, engaged, and to improve and enjoy the learning process. as a result, the author employs spinning wheel games in his teaching and learning. the spinning wheel is the game that will be used. aulia (2019:7) stated there are several problems encountered while using this game via the web, namely; the process of playing takes time. more time, space and resources are needed for teachers. this is because the spinning wheel game uses manual learning materials, support of adequate facilities, equipment, and resources is needed so that the learning process can run well. however, the problem of this research spinning wheel are different from those mentioned above. following are the disadvantages of playing spinning wheel games online; if you try to use the web, it can sometimes give an error, to access it, you need wifi, laptop or phone. by using the web, spanning wheel games can be played anywhere and anytime using the internet which is more practical and doesn't take up much time, effort, or space. the spinning wheel can be used as a platform for learning english. the use of a spinning wheel when teaching writing can arouse students' interest in issues in the teaching and learning process and allow them to participate more actively in learning. the spinning wheel is a name generator, but it is also used for learning to write. because games are fun and attract attention to writing, students' interest in writing skills will increase with the use of games. based on the background that has been described above, then the problem that can be examined in this study is spinning wheel utilizing students writing procedure text. research method the method used in this research is descriptive research. i found a solution by describing the problem qualitatively. as cresswell said in duwila (2019), qualitative research begins with the use of assumptions, general views and theoretical frameworks, and uses problem formulation to solve phenomena that occur in individuals and groups. qualitative descriptive methods allow more flexibility for researchers to define data collection tools. the development of this english learning model uses the type of research and development research. this is a type of research that is widely used to solve practical problems in education. izati et al (2016) explained the process of designing a spinning wheel game can use a round wooden board and several other tools but the spinning wheel can also be used via the web (online). the materials used are round wooden boards, pencils, pens, scissors, and others. but if you want to use the web (online), namely a personal computer (pc), good internet. to conduct this research, the researcher sources are taken from books and journals related to the title taken by the researcher. what books and journals are available in libraries and on the internet. data collection techniques first, as stated by wired staff (2022), setting up decent internet is like shifting your router because walls, cabinets, and even bookshelves could weaken your wi-fi signal. the rachmaida & mutiarani the use of spinning wheel ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 533 speed and range of the wireless transmission can be greatly affected by changing the router. to put your router in a better location, you might need to use some inventive wiring, but the effort will be worthwhile. the idea is to position your main computing equipment—consoles, laptops, etc.—as close to your router as you can. smart thermostats and other low-bandwidth devices shouldn't be given preference when it comes to physical proximity. second, make sure the laptop is not slow. often when you want to use the laptop it becomes old. therefore, before using it should be checked first. if there is a problem with the laptop, it can be handled. how to use spinning wheel opens the google chrome page and then type a link to enter the spinning wheel web; spinnerwheel.com or wheelofnames.com figure 1, before spin is turn figure 2, process to spin rachmaida & mutiarani the use of spinning wheel ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 534 figure 3, after spin is turn the written content is evaluated for a total score that ranges from 0-100 to determine the student's writing proficiency. according to jacob v. hughes, who was referenced by khoiriza (2019), there are five factors that go into the evaluation of the written test. these are: content the degree of substance is determined by the student's writing skills. information and ideas are expressed in logical statements. the following are the evaluation standards: (figure 4) organization when a learner is organized, they may compose ideas and facts in a logical arrangement. the topic and antecedents are both precisely defined. these are used in the registration requirements: (figure 5) vocabulary rachmaida & mutiarani the use of spinning wheel ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 535 vocabulary also relates to the student's ability to employ proper synonyms, prefixes, and suffixes as well as their ability to use words or concepts to communicate thoughts coherently. the following standards are used to assess the vocabulary used: (figure 6) language use the ability of a student to use many articles or conjunctions is referred to as language use. the top five criteria, totaling 25 points, will be used to determine the language usage score. the verb, the article, the prepositional pronoun, and the structure all have a role in their use. the following criteria must be met before using the language: (figure 7) mechanism (figure 8) population and sample the idea of population, which can be thought of as the group to which the results will be extended, affects the choice of sampling technique, sample size, and sample participants in rachmaida & mutiarani the use of spinning wheel ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 536 a quantitative dissertation. it is not a problem with a qualitative thesis (delice, 2010:2). students of sma dua mei's eleventh grade are the population of this research. there were three eleventh-grade classes at sma dua mei in the academic year 2022–2023, totaling 105 students who were split into the social and science majors. as stated by hanlon et al., who was referenced by nadiyah (2018:47), a sample is a subset of a population whose data is frequently accessible. the research sample was one class. thirty students from one social class (xi ips) who were enrolled in the eleventh grade at sma dua mei during the academic year 2022–2023 made up the sample for this study. research findings and discussion research findings research findings respond to research questions, is the spinning wheel game utilized in improving students' ability to write procedure text? the data presented in the form of words (written) obtained through observations of students' writing procedure texts. students are asked to make groups and then each group gets a different theme by using spinning wheel games to write procedure text. after that, it can be determined that this spinning wheel can improve students' writing procedural text. the end result is that spinning can be used as a game that can help students learn to write. spinning wheel can increase students' interest, challenge their thinking and enable them to write procedure text. rules of playing before starting the game, players must prepare a laptop or cellphone to start this game via the web and also prepare a pen to write topics that are obtained after the game is played. then each group will get a different topic to write the procedure text. in accordance with the results of the rotation of the spinning wheel game. this game is very easy to play. the first thing that players have to do is determine the turn of the group that will spin the topic of the procedure text. to determine the topic to be selected, each group must turn the wheel. after each group spins the wheel, they can see who got topic a, b or c and so do the other groups. the group representative must wait until the wheel stops. after the wheel stops, the group representative must look at the needle on the wheel where the needle stopped. if the needle stops at the letter b, each group must write the topic in the form of procedural text. if topic b has been chosen by one group, then topic b will be removed from the list of topics that will be randomized to other groups. so, each group will get a different topic. creating a table with the number of turns, group name, and points earned by each group. each group has a different writing ability result. then, each group only write their name and the score earned during each turn. the purpose of the group name is to determine who play next, and the purpose of the points is to determine the score of each player. the group 1 attains 24 scores, group 2 get 28 scores, group 3 get 20, group 4 gets 16, and group 5 gets 10 scores. based on the evaluation, the games can increase students’ interest, challenge their think and enable them to produce procedure text while playing. following the product evaluation, the following evaluations are conducted ahmad (2021:28) described the wheel of spin as a wheel-shaped medium containing question cards that can be spun and broken up into a variety of sections/sections. a teaching tool is the spinning wheel or wheel of fortune game, which has a circular with numerous rachmaida & mutiarani the use of spinning wheel ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 537 sectors as its playing surface (aulia, 2016: 12). students in this field respond to questions by writing a number in the circle. rahman (2013) argues that when employed as a teaching tool, the wheel of fate engages all students’. students’ are more involved and engaged as a result, which makes learning more efficient and enjoyable. discussion this game is a game adapted from the wheel of fortune game. if the fortune wheel game uses numbers as sectors and several types of cards to represent each sector contained in the fortune wheel game. as stated by jaelani in izati (2016: 53), " the definition of a spinning wheel is "moving about, changing direction, turning, or getting around". so it can be concluded that a spinning wheel is a circular object or circle that can produce a movement around or change direction. in other words, a spinning wheel is a circular object or circle that can be rotated. there are several types, namely manual (made directly), making using software and using the web. if we want to use the manual we have to prepare tools such as wood, ruler, pencil and others. if you want to create through software including microsoft office word, paint, photoscape, and microsoft office publisher, and if you want to use the web all you have to prepare is a laptop, good internet, and a projector. spinning wheel has advantages and disadvantages. the advantages of the wheel of fate were outlined by aulia in ahmad (2020) stating that if students play the spinning wheel game, they might be more eager to engage. the spinning wheel media game is a card game that resembles television game shows. this popular game captures pupils' interest. this media is a great tool for studying for exams. students can enhance their memory and mental agility. thus, use what you've learned to find solutions to a range of issues. based on some of the views expressed above, the spinning wheel game's strength is a medium through which it transforms into a force that makes the game exciting and peaceful when it is played or utilized for learning. bafadel cites aulia (2019:7) the spinning wheel game has the following flaws, which are listed below: it takes a lot of time to play. more time, space, and resources are needed for teachers. this is because the spinning wheel game uses manual learning materials. the support of appropriate facilities, equipment, and resources is necessary for the learning process to go properly. however, this study's spinning wheel has a different vulnerability from the one mentioned above. the following are drawbacks of playing the spinning wheel game online: if you try to utilize the web, it can occasionally give errors. accessibility requires wifi, a laptop, or a smartphone. the spinning wheel game may be played more conveniently and at anytime anyplace by using the internet, which saves energy, time, and space. the researcher of the spinning wheel game was the media chosen to use for this study. the steps for playing the spinning-wheel game are as follows: the pupils are then instructed to form groups after the teacher gives instructions for the spinning wheel activity. the teacher then launches google chrome and types spinnerwheel.com into the address bar to access the spinning wheel website; wheelofthenames.com students play the media to determine the text to be written. then, each group is requested to write down the selected theme. the teacher writes many theme possibilities that have been taught and that students will choose to write about. for example, how to make spaghetti. following completion of all tasks, each group presents the findings of the procedure text they created. conclusion games are media that can be used in learning english, there are many learning media in increasing students' interest in writing, especially procedural texts. one of the games that can be used in learning english is spinning wheel. by using games students can learn to write procedure texts in a fun and interesting way. roda game was created to improve students' writing skills, especially in procedural texts. there are several types, namely manual (made directly), made using software, and using the web. if we want to use the manual we have to rachmaida & mutiarani the use of spinning wheel ……….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 538 prepare tools such as wood, a ruler, a pencil, and others. if you want to create through software including microsoft office word, paint, photoscape, and microsoft office publisher, and if you want to use the web all you have to prepare is a laptop, good internet, and a projector. this game has been evaluated by several researchers and high school students. this game is very helpful in learning to write procedure text. this game can make students challenge their way of thinking, fun, and enjoyable. references adipat, s, laksana, k., busayanon, k.,; asawasowan, a.,; adipat, b. 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(2018). an analysis of studentsgrammar knowledge in producing procedure text orally at smk n 9 padang. journal of english language teaching, 7(1), 164-168. why is english important for students. spears language lab. retrieved from march 12th 2022. https://www.languagelabsystem.com/why-is-english-important-for-students.html spinner wheel games. retrieved from march 12th 2022. https://spinnerwheel.com/ https://www.languagelabsystem.com/why-is-english-important-for-students.html https://spinnerwheel.com/ jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2835 october 2020. vol. 8, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 442-449 jollt journal of languages and language teaching, october 2020. vol. 8, no.4|442 an analisys of feeling love and hate in sylvia plath’s poem “daddy” 1herman, 2danul aristiawan, & 3ria hendriani 1english lecturer, english department, uniqhba, indonesia 2english lecturer, d.iii of nursing, stikes yarsi mataram, indonesia 3english lecturer, english department, uniqhba, indonesia corresponding author email: danularisetiawan@gmail.com article info abstract article history received: august 2020 revised: september 2020 published: october 2020 sylvia plath's poem "daddy" remains one of the most controversial modern poems ever written. the aim of this research was to find the expresses of the author's feelings in the poem. the method used in this research was the qualitative method with a narrative approach. it showed the contradictory feelings between love as well as great hatred and disappoints feelings to her beloved daddy, who does not give any affection to her like a biological daughter. the author begins with her present understanding of her father and the kind of man that he was. as daddy progresses, the readers start to realize that the author has not always hated her father. she has not ever seen him as a brute, although she makes it clear that he still has been oppressive. the author did not know anything apart from her father’s mentality and prayed for his recovery and then mourns his death. she even wishes to join him in death. the love came from plath seeing her father as god when she was a child and from an obsessive need on the plath’s part to love and to be loved. meanwhile, the hate came from an intense, deep-rooted fear she felt towards her father, who completely dominated her life, viewing her father's unresolved feelings as the root of all her pain and suffering. plath uses various images to describe how she viewed her father. the images she uses change throughout the poem, causing the attitudes she communicates about her father to be inconsistent. keywords emotion analysis; poem; how to cite: herman, aristiawan, d., & hendriani, r. (2020). an analisys of feeling love and hate in sylvia plath’s poem “daddy”. jollt journal of languages and language teaching. 8(4), 442-449. doi: https://doi.org/10.33394/jollt.v%vi%i.2835 introduction “daddy” was written by sylvia plath on october 12, 1962, and published posthumously in ariel 1963. she wrote daddy as a complex look at herself, her father, and her husband (steinberg, 2004:107). plath’s father died when she was only a child; a time when her father was like god. thus, this poem is about the poet's feelings towards her father, it is about her love and the remembrance of her father. like all human beings, you have a father. you may love him, you may hate him, or maybe you've never even met him, but he is a part of you. so, by nature, you're connected to the people who have written and made art about their relationships with their fathers for centuries, across continents and spanning all genres of literature and entertainment. shakespeare's plays often deal with father-child relationships. the author, daddy is part of this tradition, but it's not just about plath's relationship with her father. it's also about topics such as death, love, fascism, brutality, war, marriage, femininity, and god – to name a few. "daddy" is a disturbing – but artful – howl from a woman who has lost her father and her husband. be warned, plath's language is as playful as it is scathing. the poem entitled “daddy” written by sylvia plath, describes an expression in the beauty of the language of some experience that appeals to the human heart, such as love, hate, sincere, deep feeling, touch the heart, appeal to the emotion, etc. the poem also describes http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id last name feeling,love,hate,poem jollt journal of languages and language teaching, october 2020. vol. 8, no.4|443 being an interpretation of human life. in sylvia plath’s poem “daddy“tells about a girl who suffered from the death of her father when she was a child in the 20th century. so, the writer is interested to analyzing the poem entitled “daddy“written by silvia plath. sylvia plath's poem "daddy" remains one of the most controversial modern poems ever written. it is a dark, surreal, and at times painful allegory that uses metaphor and other devices to carry the idea of a female victim, finally freeing herself from her father. research method this section contains the author(s)’s sufficient detail of the preparation of the current study dealing with data collection and processing. the author(s) should convey a chronological explanation of the study, covering the preparation of research materials, design, and research procedures. furthermore, it is required to supply an explanation regarding the method(s) used in the research. this section fills 10-15% of the manuscript. research design in this study, the writer used a qualitative method with a narrative approach. this approach is used to describe love and hate in sylvia plath’s poem “daddy”. the narrative approach is understood as a spoken or written text giving an account of an event/action or series of events/actions, chronologically connected (czarniawska in creswell, 2007:54). qualitative research attempts to describe people, objects, events, places, conversation, and so on, siahan, (2013: 5). data in this research are related to the expression of the author’s love and her father's remembrance. her troubled relationship with him was not allowed any resolution; instead, it builds up into an obsessive love and anger towards her father that constrains her entire life. whereas the source of data in this study is the poem of daddy by sylvia plath. subject the subject of the research was a poem written by sylvia plath, entitled daddy. the researcher took the sentences or fragments of this poem as the data of the research. from the sentences, the researcher analyzed it to answer the research question. instruments arikunto, 2010 in aristiawan (2020: 145) states the researcher is very important in qualitative research. moleong in aristiawan (2020: 145) also states that the research's main instrument is the researcher himself. in this research, the researcher was the main instrument to collect and analyzed the data based on the researcher’s interpretation, then the researcher described and related it with the theory applied to support the analysis. so, the research results were determined by the researcher’s point of view in describing the analysis of the research. before being analyzed, the data were separated into some sentences. after that, the researcher analyzed based on the research question that was mentioned earlier. data analysis aristiawan (2020: 145) conducted two steps in collecting the data adopted in the current study. first, the researcher identified the words, phrases, sentences, or fragments that described the writer's feeling. this step was taken by reading the poem “daddy” written by sylvia plath several times. after reading the poem several times, the writer found some words, phrases, sentences, or fragments that described the writer's feelings. the second step wasto expose related theories in which the researcher viewed the words, phrases, sentences, and fragments based on moral value theories. aristiawan (2020: 145) also asserted that by reading the poem several times, the researcher found some words, phrases, sentences, or fragments that contained the feeling of the writer found especially attributes “love” and “hate”. in this research the words, phrases, sentences, or fragments were selected and analyzed using the theories of moral value and sublast name feeling,love,hate,poem jollt journal of languages and language teaching, october 2020. vol. 8, no.4|444 theories of moral value attributes. after reading the poem as a whole, the researcher takes sentences or fragments that have emotional feelings about “love" and hate in the poem entitled “daddy”. after the researcher got the data, the researcher analyzed the data and looked for an emotional feeling of love and hate in the sentence or fragment. some theoretical views from some theorists quoted, reviewed, detailed, and compared. after the theoretical views were compared, the researcher makes the discussion so that the reader with good understanding can read the process of data analysis and the results. research findings and discussion research findings research finding of this research consists of words, fragments, and sentences; these data will be analyzed and interpret based on theory and researcher interpretation. the research findings in this research they are as follows: table 1: data of the research (words, fragments and sentences) datum 1 daddy, i have had to kill you./ you died before i had time(line 6-7) datum 2 in the freakish atlantic, in the nauset”, and “in the polish town” (line 11, 13, 16), datum 3 i used to pray to recover you (line 14) datum 4 i never could tell where you put your foot, your root,/ i never could talk to you (line 22-24) datum 5 i could never talk to you. the tongue stuck in my jaw. it stuck in a barb wire snare (lines 24-26). datum 6 chuffing me off like a jew(line 32) datum 7 i began to talk like a jew./ i think i may well be a jew,” and“i may be a bit of jew(lines 34-35, 40) datum 8 i have always been scared of you,/ with your luftwaffe, your gobbledygoo… (lines 41-42) datum 9 aryan eye, bright blue (lines 44-45). datum 10 every woman adores a fascist (line 48) datum 11 a cleft in your chin instead of your foot (line 53) datum 12 bit my pretty red heart in two” (line 56) datum 13 at twenty i tried to die and get back, back, back to you (lines 58-59) datum 14 and they stuck me together with glue (line 62) datum 15 i made a model of you”(line 64) datum 16 man in black with a meinkampf look (line 65) datum 17 a love of the rack and the screw (line 66). datum 18 i do, i do (line 67) datum 19 the black telephone’s off at the root. the voices just can’t worm through (lines 69-70) datum 20 i’ve killed one man, i’ve killed two (line 71) datum 21 the vampire (line 72) datum 22 there’s a stake in your fat, black heart (line 76) datum 23 daddy, daddy, you bastard, i’m through (line 80) last name feeling,love,hate,poem jollt journal of languages and language teaching, october 2020. vol. 8, no.4|445 discussion 1. father – daughter’s relationship in sylvia plath’s “daddy” as one of the researchers who conducted the research in this field, susan e. schwartz told us how strong sylvia plath was, sylvia plath’s life is a mixture of tragedy and accomplishment. the internalized destructive power from the absent and emotionally bereft father became devouring aggression inside of her. her words reflect a disturbing netherworld shaped by her father’s influence. psychological oppression, desire for release, and vengeful reactions are central to her poetry. if she remained mute, she would be psychologically mutilated and avoid the necessary self-knowledge. although she expressed a desire for reconstruction, her body became one of carnal vengeance--and ultimately denied. there was no way to find herself in the mirror of an absent and dead father. the poem “daddy” by sylvia plath paints a great picture of a daughter and her father, but this poem is more than just that. it symbolizes the relationship that they once had and how it has affected her throughout her whole life. the father in the poem, just like plath’s father, died when the protagonist was just a child, a young girl. like many young girls, she saw her father as a larger than life figure, a “bag full of god”. he was a strong figure, and to the young girl, he must have seemed omnipotent. thus, he became her father and an image of daddy, an amalgam of memory and ideal. as such, he is untouchable, “marble heavy”, a “ghastly statue” that is too implacable, too distant to reach. marble is associated with luxury (and thus power), but also it is cold and hard, suggesting a cold, unreachable father. as a child, she could not communicate with him as she recalls with the words “i could never talk to you. the tongue stuck in my jaw. it stuck in a barb wire snare” (lines 24-26). for a child who would become a poet, this inability must have been torture. perhaps had he lived, she would have been able to find a voice to speak to him, to communicate, but with his death, she could not. it could be that the knowledge accentuated plath’s own anger that the death of her father, otto, was completely preventable. he refused to deal with a sore on his toe until it became septic and he required hospitalization. by then it was too late. such a futile, stupid death could only make his daughter’s frustration worse. plath’s anger would not have been so strong; however, her love had not been so deep. “every woman adores a fascist” (line 48) speaks of another aspect of plath’s attitude to her father. she has retained a child’s devotion to her father, and in his absence, that love has not diminished but grown into a love bordering on obsession. she wanted her father back, “i used to pray to recover you” (line 14), and her whole life has been an attempt to fulfill that love. like electra, her entire life is subsumed in her devotion to daddy. love and hate, resistance and submission have dogged plath through her life because of it. in a way, her life stopped when her father died. through the poem, the use of childish language such as “achoo”,“gobbledygook” and indeed, the reference to “daddy” suggests a woman frozen in time: no grown woman calls her father “daddy.” as a child-adult still, she is still submissive to him, suggested by the “black shoe” metaphor. she is constrained, a pale white foot within his black, tight shoe, unable to express herself fully in his presence or with the memory of him alive around her. “every woman adores a fascist”(line 48) also suggests that plath has lost herself in her father’s domination, her personality subsumed to him. she no longer can speak for herself but rather speaks for the whole of womankind, trying to find communion in perception of shared pain. exhibiting a masochistic side, she suggests symptomatic of womankind; she both loves and hates the control he has over her and would seem to suggest that other women would, do, feel the same. plath uses multiple metaphors for her father. the first and most powerful is the comparison between her father and a nazi. at the time the poem was written, the shadow of nazism was still clear in many minds and the imagery provides an immediate visual picture to last name feeling,love,hate,poem jollt journal of languages and language teaching, october 2020. vol. 8, no.4|446 the reader. here is an authoritarian figure, a dangerous, evil, black monster, utterly towering over the young girl. plath’s father, otto, was of german descent and to the poet’s ears even his language was “obscene”. plath counterpoints this by comparing herself to a jew: impotent in the face of her father’s control, being driven by her father’s hateful language – “chuffing me off like a jew”(line 32)– to the concentration camps of the psyche, wherein lies only pain and hardship. this nazi imagery recurs throughout the poem. her father is described as “panzer-man” with the “aryan eye, bright blue” (lines 44-45). the second description of plath’s father is as a devil with “a cleft in your chin instead of your foot” (line 53)that“bit my pretty red heart in two” (line 56). her recurrent use of the word “black” fits with both this image and the others the poet uses. nazis were often pictured dressed in black, as is the archetypal vampire. her father is not merely a shoe, but a black shoe; he is described as a “black man” with a “black heart”. black here is a potent symbol of evil, of the darkness in her father and the effect he has had upon her. the final comparison is that of the vampire. the vampire is a mythological creature that, although dead, lives an unlike by sucking the lifeblood from its victims. plath is still her father’s victim, just as she was a jew to her father’s nazi. he has been dead yet still alive for years, sucking at her life blood, draining her of vitae. the vampire archetype is also often a metaphor for sexuality and might further suggest the electra complex in the young woman. plath tries different methods of coping with the death of his father and his control of him. her first action is to attempt suicide by an overdose. she does not do this for herself, but rather she does it for him, for her father. she cannot reach him in life, and needing to connect with him, she sees no alternative but connecting with him in death, as she writes: “at twenty i tried to die and get back, back, back to you” (lines 58-59). however, her attempt is foiled, and “and they stuck me together with glue” (line 62). but she cannot really be whole again, a broken vase that is shattered can be glued together, but it will never be as strong, never perfect again. after the suicide attempt, the poet writes that “i made a model of you”(line 64) as she attempts to recreate her father in another man, her husband. she looked for a man as strong as her father, a “man in black with a meinkampf look” (line 65) who recollects her father’s nazi image and with “[his] love of the rack and the screw” (line 66) her father’s ability to torture her. she believes that having the husband-father to interact with, she will be able to end her father’s influence upon her life. she will be able to refuse to listen to her father’s voice, “the black telephone’s off at the root. the voices just can’t worm through” (lines 69-70). it is debatable how much success she manages this. plath’s real marriage to the poet ted hughes was unhappy, and while they had children, they had separated by the time this poem was written. finally, however, plath begins to fight back again her father’s malign influence. leaving her husband, she has, in her mind, also left her father, “i’ve killed one man, i’ve killed two” (line 71). recognizing the way that her father-husband has sucked at her life-force, she strikes a blow against it “there’s a stake in your fat, black heart” (line 76). she cannot do this alone, as she is still too weak against his force, but she can manage it with the “villagers”. the villagers are the other women, the other people, oppressed and fearful, who can finally rise up and destroy their oppressors. with their strength, she can begin to purge his influence from her battered psyche. although not altogether convincingly, she can declare that “daddy, daddy, you bastard, i’m through” (line 80). 2. the conflict of love and hate in sylvia plath’s “daddy” evelyn y. huang research entitled the contradiction in sylvia plath’s “daddy. huang research argues that the structure points out the immaturity of a little girl and the dependency on her father, which can be explained in the way that if plath had no dependency on her father, she could never have written down those similar structures in the poem. besides, normally, if a girl hates a person she is talking to, she will not use the repetitive structure of last name feeling,love,hate,poem jollt journal of languages and language teaching, october 2020. vol. 8, no.4|447 language to show how she feels because the poem's structure is rather playful than serious. therefore, if plath really feared and loathed her father, she would never use repetitiveness like a little girl to show her dislike. as for the content of “daddy,” the poem contradicts itself much indeed. in this poem, no matter what words plath uses to show her hatred toward her father, there are always clues to be found to oppose what she has mentioned in the poem. and the way she contradicts herself in this poem can also be seen at the way she was mentally disordered in her life. in this poem, plath used heavy and dreadful wording to show her hatred to her father as well as the agony in her miserable life. however, what is seen literally in this poem does not refer to what was really in plath’s mind. while her words want to “kill” her father (line 6) is untrue, plath herself indeed deeply loved him, which can be perceived in the poem between the lines. the poem is the binary opposition between her love and hatred to her father. the title of the poem “daddy” shows great contradiction to the whole poem, the poem, despite everything; it is a love poem, because “daddy” is often a word used in a more intimate way than “father”. if plath really hated her father in the extreme, she would never use the word “daddy”;it obviously shows that in fact, she loved her father. as for the content of “daddy”, the poem contradicts itself much indeed. in this poem, no matter what words that she used to show her hatred toward her father, there are always clues to be found to oppose what she has mentioned, and the way she contradicts herself in this poem can also be seen as the way she was mentally disordered in her life. the metaphor of the “shoe” as her father and the “foot” as herself at the beginning of the poem also contradict her hate toward her father. she wants to stop the relationship with her father by saying that her father cannot be “a black shoe any more”, for she, like a poor and white foot, has already stuck in it for “thirty years” and even dares not to “breathe or achoo” (line 2-5). however, the figure of the years for how long she has stayed in that shoe, “thirty” years, has secretly exposed her unwillingness to run away from the relationship, because if she really did not want to live in the shoe, she could just have escaped from the shoe thirty years ago instead of writing down this poem, complaining about her suffering from being in it thirty years later. for the past thirty years, she still loved her father deeply. then, from line six to fifteen is also expressed in a very contradictory. at first, plath clearly declares, “daddy, i have had to kill you./ you died before i had time” (line 6-7), but very shortly in line fourteen, she just says “i used to pray to recover you”. and in between, no matter what she describes, whether the words are terrible or bizarre, the three sentences do evidently make a violent contradiction with one another. if she really hated her father to the degree that she could have killed him, it is, however, unnecessary to find him back in the end. in the line sixteen to sixty-four, the jew-german relationship is the main subject, also for which the poem “daddy”is well-known. the german/jewish metaphor in this poem points out not simply the hatred in the victim-criminal relationship but also the inescapable fate of jews in this relationship, which implicitly reveals plath’s contradictory feelings to her father, who was a german. from line sixteen, plath starts to look for her father but in vain: “i never could tell where you put your foot, your root,/ i never could talk to you” (line 22-24). but contradictorily, she then compares herself to a jew and her father a german to show her fear for her father. even though she could not find her father “in the freakish atlantic”, “in the nauset”, and “in the polish town” (line 11, 13, 16), she still considers every german as her father whom she could never escape from. she again and tries to run away from her father, but again she pulls herself back to him and to the “snare” she sets for herself (line 26). in the following, she considered herself to be a jew in the lines “i began to talk like a jew./ i think i may well be a jew,” and“i may be a bit of jew” (lines 34-35, 40), in contrast to the horrible image of her father as a german in the lines “i have always been scared of you,/ last name feeling,love,hate,poem jollt journal of languages and language teaching, october 2020. vol. 8, no.4|448 with your luftwaffe, your gobbledygoo…” (lines 41-42). in these lines, she emphasizes her subordinate status to her father to show her terror of him. nevertheless, these lines also show her passively accepting the fate of being a jew (marsack, 1992:48). compared to a jew, she can do nothing to change the situation where the society has already denied the existence of her great anger. therefore, in the end she contradictorily indulges herself into this tragic character of a jew. besides, this “brutal relationship of tyrant and victim” is even strengthened by the sound “jew” and “you” everywhere in the poem (marsack, 1992:47). plath also contradicts herself in the line “every woman adores a fascist” (line 48). she as a woman, although comparing her father as a brute, still “adores” him, which shows that she has already entirely accepted to be the oppressed and even behaved just like the oppressed. in other words, she is annoyed with her fate stuck in her father’s “fascist” snare; on the other hand, she quite enjoys it. in line fifty-eight and fifty-nine, she mentions that at twenty she committed suicide to get “back, back, back” to her father, but was prevented by others. however, after others saved her from death, from her going back to her father, plath still made a model of her father to keep herself haunted by her father’s image (line 64-65). and then she found this model, her husband, to whom she said “i do, i do” (line 67), who kept imprisoning her like “a love of the rack and the screw” (line 66). and by the act that she continuously went back to find love from her father, she seemed to be willing to fall into this cage. moreover, in final ten lines, plath portrays the relationship between her and her husband and combines her father and her husband's images into a terrifying creature, “the vampire” (line 72), to demonstrate how the men affected her. and plath clearly knows that she could not get rid of the trauma her father’s death caused at all, but she could not stop loving her father and her husband, so she just lets herself collapse in the end to show the painful struggle between the hatred and love by saying “i’m through” (line 80). like a little girl, plath tried hard to pursue her father's lost love and then she married her husband in adulthood. ironically, in the end, it is the enduring love for her father that led to her tragedy. she desperately wanted to find love in her husband; however, her husband's disloyalty, like her father’s death, again struck her. therefore, finally in the poem, she is through, exhaustedly capitulated by the affection which brings not simply happiness but also severe pain to her, resulting in her contradictory feelings to her father. conclusion the conclusion, the poem “daddy “reflects the relationship between father and daughter. it shows contradictory feelings between love and great hatred and disappoints feelings to her beloved daddy, who does not affection her as a biological daughter. like a little girl, plath tried hard to pursue the lost love of her father (zhang), and then she married her husband in the adulthood. ironically, in the end, it is this enduring love to her father that led to her tragedy. she desperately wanted to find love in her husband; however, her husband's disloyalty, like her father’s death, again struck her. therefore, finally, in the poem, she is through, exhaustedly capitulated by the affection which brings not simply happiness but also severe pain to her, resulting in her contradictory feelings to her father. in conclusion, a deconstructive reading of the poem “daddy” shows some significant features, including “sliding, abyssal, and undecidable.” and all of the contradictory feelings appearing in the lines prove plath’s great hatred and love for her beloved daddy. nevertheless, because of the characteristic of deconstruction that the meaning in the text is interconnected among “textuality,” “rhetoricity,” and “intertextuality”. last name feeling,love,hate,poem jollt journal of languages and language teaching, october 2020. vol. 8, no.4|449 references aristiawan, d. (2020). courage and modesty as the attributes of moral value in the old man and the sea. jollt journal of languages and language teaching, 8(2), 139-152. doi: https://doi.org/10.33394/jollt.v%vi%i.2279 badib, a.a. (2012). lecture notes on pragmatics and discourse. ikip mataram badib, a.a. (2012). lecture notes on stylistics. ikip mataram barthes, r. (1982) "inaugural lecture: collège de france," 1977, in a barthes reader. jonathan cape. creswell, j.w. (2007). qualitative inquiry & research design; choosing among five approaches. sage publications green, k. (2000) the tip of the iceberg: real texts, long texts and mental representations, in t. bex et al. contextualized stylistics. amsterdam: rodopi, pp. 49-66 halliday, mak & hasan, r. (1985) language, context, and text: aspects of language in a social-semiotic perspective. geelong: deakin university. marsack, r. (1992). poet as daughter, or father as muse? sylvia plath. buckingham, philadelphia: open up. plath, s. (1981). the collected poems edited by ted hughes. new york, ny: harper & row. steinberg, peter k. 2004. great writers: sylvia plath. philadelphia: chelsea house publisher. siahaan, s. (2013). emotion analisys sylvia plath poetry “daddy”. yuri lotman the structure of the artistic text"how the romans invented the text message...and the origins of some of the most common words and phrases".daily mail.2012-01-06.universitas sumatera utara (jumat 17 mei 2013) jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5856 january 2023. vol.11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 50-60 jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 50 using music video asl (american sign language) to improve students’ learning achievement and motivation 1*yuliana ningsih, 1wan yuliyanti 1english lecturer, politeknik negeri tanah laut, south kalimantan, indonesia *corresponding author email: yuliananingsih@politala.ac.id article info abstract article history received: october 2022 revised: december 2022 published: january 2023 students' motivation to learn english is low. consequently, in the eyes of the students, english subjects become less meaningful, and the end of all that is low in students' achievement. this study aimed to investigate the use of music video asl (american sign language) to improve students learning achievement and motivation at the politeknik negeri tanah laut. the study was classroom action research conducted in two cycles with the subjects of the second-semester agroindustry study program, politeknik negeri tanah laut. the data sources were formative tests conducted at the end of every cycle, classroom observation, and student questionnaires. data were analyzed descriptively to know the improvement of students' achievement and motivation in the learning process towards implementing video asl in the classroom. the research findings revealed improvement in students' achievement, from the average score of 52.19 in the pre-cycle, 69.84 at the end of cycle 1, and 76.41 in cycle 2. the study concluded that using music video asl motivated students; they actively participated in the class and had very positive views. keywords music videos; american sign language; learning achievement; motivation; how to cite: ningsih, y., & yuliyanti, w. (2023). using music video asl (american sign language) to improve students’ learning achievement and motivation, jollt journal of languages and language teaching, 11(1), pp. 50-60. doi: https://doi.org/10.33394/jollt.v%vi%i.5856 introduction concurring to heri and helmi (2019) who state media have viable esteem to produce learning inspiration, to form unique concepts concrete, for example, in clarifying the stages of efl through realistic movies, overcoming classroom boundaries by showing objects that are as well expansive such as sanctuaries, and can too overcome the contrasts in students' encounters with one another. the media can also display objects that are too little and uncommon to be watched specifically (putri et al., 2021; rokhayati & alvionita, 2022). so, in this case, the educational media in campus learning is precious to attain the objective so that the teaching and learning handle can be put viably & efficiently. indonesian education, especially the instruction framework, does not encourage independent, inventive thought but centres more on tore learning method (shaturaev, 2021b). the causes of the low quality of education in indonesia include the problem of effectiveness, efficiency and standardization of teaching (habibi et al., 2022). in the process of learning in class especially english subjects, there are several problems that occur. there are findings of english grade results that have low achievement (karya et al., 2022). the problem is because english is not their native language, so they have difficulties in absorbing the science delivered and convey it in the form of english (kazemian et al., 2021). in fact, behind the english course is a hidden value that is very useful for learners, as we know that the current economy of indonesia facing the era of mea (asean economic community). english is one of the dialects that joins all countries in the current century. english may be an essential expertise exceedingly prescribed to ace (goni et al., 2021; firman et al., 2021). https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:yuliana ningsih, yuliyanti using music video asl….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 51 english is one of the imperative subjects that each understudy must ace. typically, english is straightforwardly related to the standard of living experienced by understudies. subsequently, it is essential to extend students' inspiration for english (gao & sehn, 2021; hall & cook, 2012). the advancement of data and communication innovation within the 21st century has been created exceptionally quickly. this advancement can be seen from the numerous employments of innovation in various divisions, both communication and instruction (heggerness, 2021; mishan, 2021). the innovation utilized in instruction certainly makes a difference in improving instructors' quality and making learning within the classroom more successful. english in higher education, especially politeknik negeri tanah laut become less desirable so students' motivation in learning english becomes low, and consequently english subject in the eyes of the students becomes less meaningful and the end of all that is low of students' achievement. based on the lack of motivation and students' learning achievement, it is necessary to apply innovative learning. one of the learning media that suits the learning characteristics is music videos asl (american sign language) because students prefer entertainment to learn. one of the most well-known sign languages is american sign language (asl), which is based on hand gestures and, occasionally, facial/body signs (cheok et al., 2019). very intricate grammatical structures are built with dynamic word movements in this language. dynamic word motions are the essential building elements when developing a phrase in american sign language since they allow for greater expressiveness. a student's goals in learning typically include expanding their knowledge base, developing their skill sets, and shaping their worldview. improvements in student conduct and test scores are indicators of successful instruction. students' motivation to learn is a key factor in the success of any educational endeavor (puspitarini & hanif, 2019). motivation is one's level of energy shifts when one experiences a combination of positive affect and a desire to take action in pursuit of a goal (hamalik, 2014). two types of motivation can be applied to the study process: internal and extrinsic. learners are intrinsically motivated when they are interested in learning, have clear objectives for their education, actively work to reach those objectives, and so on. on the other hand, extrinsic motivation originates from sources external to the student, like parental pressure, a pleasant classroom setting, engaging class discussions, and enjoyable classmates or teachers. according to mc. donald (in sardiman, 2014), uno (2015), koeswara 1989 (in dimyati and mudjiono, 2015), that motivation is the overall power to mobilize students that give effect to learning activities and give direction to the learning activities so that the purpose of the subject of learning can be achieved. in learning, student' achievement will be better if the student has the motivation to succeed in learning achievement. maslow (2010) reveals that motivation can include aspects of physiology, security, social, appreciation, and actualization. the theory of abraham maslow is known as the theory hierarchy of need. aspects of motivation can be seen in the figure as follows. figure 1. aspects that include motivation (maslow (2010) ningsih, yuliyanti using music video asl….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 52 maslow's theory of motivation, often called need motivation, is a principle in organizations, as we learn upon closer inspection. according to maslow's theory, at least five factors motivate individuals to work, want to be ordered, be aware of the rules, etc. (hanafiah et al., 2020): what drives people psychologically, the drive for safety, incentives in society, the influence of rewards on behavior, the drive toward self-fulfilment. the improvement of innovation creates learning media that can assist understudies in getting the fabric. one of the things instructors can do to form learning fun and increment understudy inspiration is to utilize learning media fitting to understudy characteristics, time, fabric, and successful utilization of media. instructing bits of help or learning media have a few sorts, sound (sound), pictures (visual), moving pictures (video), activity, visual bits of help (coaches), or mock-ups (mock-ups) are a few illustrations. mahnun (2012: 33) revealed that media is part of the learning component, the benefits and functions of the media in learning are felt by both educators and students. asl (american sign language) is a communication media for people with hearing impairements, and this communication media is included in learning for students with special needs such as deaf whose method is known as komtal (total communication). the first person to use this term is roy holcomb. this term used to describe the flexibility in communicating as applied to a school in california, usa. then in 1968, d. denton described this method of komtal with the overall meaning of the full-fledged language spectrum, sign language, speech language, finger spelling, and reading and writing, and there is sound. (sulastri in the struggle s, 2014: 3). here are the alphabetical symbols, numbers and examples of words in asl: figure 2. the asl alphabet (vicars, w., 2013) figure 3. numbers asl (vicars, w., 2013) ningsih, yuliyanti using music video asl….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 53 figure 4. example of words in asl (vicars, w., 2013) based on the background description, utilizing music video asl (american sign language) aim to improve the student's motivation and learning achievement of politeknik negeri tanah laut because it has never been researced before. it is expected to help students to be motivated in learning activities. this paper will propose efforts to increase motivation through video music asl. it is because students still like music and are attractive. this article discusses the development of videos music asl to increase student motivation in learning english. research method research design this study aims to improve students' motivation and learning achievement in english through music video asl (american sign language). one of the ways to improve learning achievement is by applying various models of learning in the classroom; one of which can be applied is utilizing video music asl (american sign language) is a learning method developed by frank lyman. this research was conducted in the second-semester agroindustry study program, politeknik negeri tanah laut, in the academic year 2021/2022. this research is a classroom action research that is action implementation-oriented research, intending to improve the quality or problem solving on a group of subjects under the study and observing the success rate or consequence of the action. a further action is given: the improvement or adjustment of the action to the condition and the situation to obtain better results. this research also used classroom action research that is action implementationoriented research intending to improve the quality or problem-solving of a group of subjects under the study and observe the success rate or consequence of the action, then further action is given, that is, the improvement or adjustment of the action to the condition and the situation to obtain better results. the implementation of qualitative, interpretive techniques of inquiry and data gathering by educators (also supported by collaborators) with educators' judgments relating to enhancing teaching practice is at the core of what kemmis et al. (2013) name "classroom action research." educators can use action research to find solutions when problems occur in the classroom. "classroom action research" is a method that helps educators learn more about improving their lessons. specifically, this can develop a teaching environment. population this classroom action research is conducted in 2 cycles with the first and second cycles of two meetings. each cycle consists of four stages: action planning, action implementation, observation/evaluation, and reflection. cycle i consists of three meetings; cycle ii consists of 4 meetings and one test at each end of the cycle. subjects in this research are students of the ningsih, yuliyanti using music video asl….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 54 agroindustry study program, politeknik negeri tanah laut, in the second semester of the academic year 2021/2022, 32 students. instruments data for this study will be collected through the distribution of questionnaires, shared via google forms, and distributed to participants upon completion of treatment. this research's data collection method is the observation, test, and documentation methods. the observation method used to observe the respondents' behaviour in the learning implementation using the student observation sheet. the test method is used to know student achievement before and after using video music asl in english subjects as a form of evaluation. the documentation method is used to obtain data about the learning process as well as the list of the students' names. data analysis data analysis obtained in this study was conducted with descriptive analysis to describe students' activeness, students' responses and competence (students' learning achievement). this instrument is for data collection in determining the level of creativity of social studies subject teachers in applying the video music asl (american sign language) approach to generate learning achievement and motivation for students. this study's data analysis includes data from implementation observations learning through video music asl pretest and posttest cycle data. student learning achievement is assessed through an evaluation test with an equation to calculate the average class value. based on data collection techniques, the score of student activeness that became the basis of student motivation was collected by using an observation sheet of student activeness in class while following a lesson consisting of indicators and each indicator containing four descriptors. range scores for each indicator are 1-5. score i is obtained if there is a visible descriptor, while a score of 5 is obtained if all descriptors appear in an indicator. the ideal scoring span obtained is 4-21. the category of level activity is showed as the following table. table 1 categorization of activeness levels (students’ response) no criteria categories 1 18-20 very active 2 14-17 active 3 10-13 simply active 4 6-9 less active 5 4-5 very less active indicators that indicate the increase in students' learning activeness are the tendency to increase the average score of learning english activeness from cycle i to cycle ii, and this is used as the basis to achieve the hypothesis of action. criteria of success in this research in improving students' learning activeness refer to the student activeness score. the students' learning achievement data were analyzed qualitatively using score conversion techniques such as table 2. the success indicators were the students could achieve the average score in moderately or more categories, the minimum absorption was 55%, and the minimum classical thoroughness of 85%. the data collected are, at that point, analyzed expressively. as for the change rules on the scale of transformation rules, the five-level learning media achievability is defined as presented in table 2. ningsih, yuliyanti using music video asl….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 55 table 2 conversion of learning achievement score no criteria categories 1 85-100 very good 2 70-84 good 3 55-69 fairly 4 30-54 poor 5 0-39 very poor the data from questionnaire were analyzed using likert scale (nana syaodih sukmadinata, 2005) as follows. table 3 likert scale positive statement score categories negative statement score 5 strongly agree 1 4 agree 2 3 undecided 3 2 disagree 4 1 strongly disagree 5 research findings and discussion students' response data were taken using a response questionnaire which consists of 10 items of statements to know the students' activeness (motivation) toward english classroom. the questionnaire related to the student's interests (items 1 to 5) and motivation (items 6 to 10). during the lesson at the first meeting in progress, the researcher observed that the students' activeness in following the lesson of english ii was very low; only 6.25% or two students were categorized as quite active, and 93.75% or 30 students were categorized as less active. from the results of this preliminary study, the researcher reviewed the lack of students' activeness in the class. then the researcher applied the music video asl as learning media in the next lesson. based on the results obtained from the results of cycle i, then a reflection was conducted, which obtained the conclusion that the increase in students' activeness during the first cycle has not been maximal. hence, it needs to be conducted in cycle ii. this also reinforces the prediction that the cause of increased students' activeness is the contribution of the implementation of asl as learning media in english ii. after the action plan, the second cycle was conducted with the same action as cycle i. in this cycle ii, the implementation of asl learning media was conducted on english competence such as; speaking, reading, writing and listening conducted in 4 meetings. increasing students' activeness in cycle i and cycle ii is shown in the following table. table 4 achievement of activeness during cycle 1 and cycle 2 no scale score categories total of students pre cycle cycle i cycle ii 1 18-20 very active 0 0 2 2 14-17 active 0 3 2 3 10-13 quite active 2 19 26 4 6-9 less active 30 10 2 5 4-5 very less active 0 0 0 ningsih, yuliyanti using music video asl….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 56 at the end of the first cycle, there was an increase in students' activeness in the category quite active (53.13%). however, from the results were still quite a lot of students who were categorized as less active. then cycle ii was conducted in order to make students more active. after the action was conducted in cycle ii, there was an increase in students' activeness from being relatively active (59,38%) in cycle i to 81,25% in cycle ii. even in cycle ii, two students were categorized as active, and two students were categorized as very active (6.25%). in the process of cycle i, the researcher applied music video asl as learning media when teaching english ii in class about listening, reading, writing and speaking, then conducted the test at the end of cycle i by applying music video asl before the material was delivered and in the middle of the material. the test includes competency in english. the test results indicated an increase in competence or learning achievement, as shown in the following table. table 5 learning achievement results at end of cycle 1 no scale score categories total of students pre cycle cycle i 1 85-100 very good 0 2 2 75-84 good 1 11 3 60-74 fairly 10 19 4 40-59 poor 21 0 5 0-39 very poor 0 0 total 32 32 based on the above table, the average students score was obtained before the implementation of music video asl as learning media, the score was 52.19%. after the implementation of music video asl as learning media of the test results in the first cycle, it showed that the average students' score increased to be 69.84%. after the action planning, in this second cycle was also conducted the same action but by seeking a more interesting music video asl that encourages and motivates students in learning english ii. it aimed to improve students' achievement. these findings are the same tone with lating (2022) who facilitate students with various videos to improve students’ language skills. in this second cycle, the implementation of music video asl as learning media was conducted on the competence of listening, reading, writing and speaking which were conducted on 4 meetings. the final test result in cycle ii showed the data as the following table. table 6 learning achievement results at end of cycle 2 no scale score categories total of students pre cycle cycle i cycle ii 1 85-100 very good 0 2 3 2 75-84 good 1 11 24 3 60-74 fairly 10 19 5 4 40-59 poor 21 0 0 5 0-39 very poor 0 0 0 the table above showed that the results obtained the average students' score at the end of cycle ii is 76.41. after conducting the action in cycle ii, the average students' score was increased in categorized as good (24 students) while there were 5 students categorized as enough and 3 students categorized as very good. from the data analysis on the students' ningsih, yuliyanti using music video asl….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 57 response attachment, the average response of the students obtained were 44.03 with standard deviation 2, 87 which generally showed that the category of students' response was very positive toward the implementation of music video asl as learning media in the course of english ii. based on the observations during the cycle i and cycle ii there was increasing students' activeness. this finding means that the implementation of music video asl as learning media was very helpful in improving students' activeness on the course given so that which leads to the improvement of students' learning achievement. it is in line with arndt and woore (2018) who argue videos in elt classes can facilitate students to learn all linguistic aspects. increased students' learning achievement can be seen from the average score on each academic test in each cycle. other findings were the student's response to the implementation of music video asl as learning media was categorized as positive. the positive response of students to the implementation of music video asl as learning media in the learning process of english ii was indicated by several indicators; there were: the students were happy with the musical entertainment from music video asl as learning media at the beginning and the middle of learning (lating, 2022; tang & fox, 2016), and it was also not tedious and besides it also gave the spirit on students' learning (van rooij et al., 2011). in general, this research could be said to be successful because some items of the success criteria of action could be achieved as expected. students' activeness was increased, categorized as quite active or more active. it showed that students' learning achievement increased and was categorized as good or better, and students' response to music video asl as learning media in the english ii course was categorized as positive. the findings of this study have implications for english lecturers in politeknik negeri tanah laut. the persistent failure of students in english could be arrested if lecturers were better equipped with inquiry skills and effective strategies such as the learning cycle. lecturers should desist from being agents of knowledge transmission and learn to transfer ownership of learning to their students. classroom lessons should be organized to include concrete explorations and inquiry to elicit learners’ potential to think creatively to participate actively, creatively and reflectively (wulfemeyer, 2019; irawan et al., 2022; hidayatullah & haerazi, 2022). students and teachers should also encourage social interaction in teaching and learning. the implementation of video music asl also can increase students’ learning achievement in english subjects, as seen from the average of students in the first to the second cycle, which increased from 69.84% to 76.41. the learning achievement improved because students were more motivated in the teaching and learning process using video music asl. students are more serious about solving problems and tasks and are active during learning. conclusion classroom activity investigation will assist the analyst in finding what works best within the classroom. based on the inquiry about what comes about, implementing asl learning media within the course of english ii can make strides in understudies learning media so that it is categorized as significant. executing the video music aslmethod also can increment understudies learning accomplishment and inspiration within the english subject agroindustry ponder program, which can be seen from the normal pre-test and post-test students within the, to begin with, cycle. it is demonstrated by the increment within the average score of the understudies, which was 52.19 at the pre-cycle, expanded to 69.84 after cycle i and 76.41 after cycle ii. students' reaction to the usage of asl learning media in english ii is categorized as a category. it is seen from 78.13% of understudies who gave exceptionally positive reactions to the learning handle that has been done related to the usage of asl music media, and the learning media makes their inspiration increment. ningsih, yuliyanti using music video asl….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 58 the learning accomplishment progressed since understudies were more persuaded within the educating and learning handle. understudies are more extreme in tackling issues and errands and are dynamic amid learning. the paper's fundamental finding is that, by an enormous understudy, victory can essentially increment by reliably executing concept inspiration and activity learning at all enlightening. illustrations of youthful students' inspiration to memorize within the classroom are based on 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(2019). modeling metacognition and providing background knowledge via guided reading videos. journal of college reading and learning, 49(2), 75–88. https://doi.org/10.1080/10790195.2018.1514284 https://doi.org/10.1002/ab.21646 https://doi.org/10.1111/j.1360-0443.2010.03104.x https://doi.org/10.1080/10790195.2018.1514284 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7009 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 347-354 jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 347 teachers' perception of the implementation of pilot teacher training on emi yuni hariyanti english lecturer, faculty of social science and politics, universitas pembangunan nasional veteran jakarta, indonesia corresponding author email: yuni.hariyanti@upnvj.ac.id article info abstract article history received: february 2023 revised: march 2023 published: april 2023 as teachers are an essential element in education, there is always a need to improve their skills from time to time. in al-hasra foundation, there is a need for internationalizing the institution so the teachers were equipped with a training on emi (english as a medium of instruction). this training was the first training conducted to meet the needs of the institution. this study was aimed at knowing the perception the teachers have towards the first implementation of the training and the challenges the teachers had during the training. there was some research that was done to examine teachers’ perception towards the training they received, but the training was not about emi. therefore, this study was undertaken to fill the gap. fifteen non-english teachers of the al hasra foundation joined the teacher training. the data of this case study research were taken from the questionnaires, classroom observation and video as the observation aid. the results of the questionnaires were analyzed to get the percentage and some of the data were analyzed using theme analysis. in addition, the classroom observation was analyzed to enrich the findings. the result showed that teachers of al-hasra foundation performed a positive perception towards the pilot teacher training on emi by demonstrating that the training has improved their knowledge on the use of english in a classroom context. though the teachers had problems regarding the language competence, they were positive that the next training will help them resolve the problem. keywords english as a medium of instruction; teacher training; teachers’ perception; how to cite: hariyanti, y. (2023). teachers' perception of the implementation of pilot teacher training on emi, jollt journal of languages and language teaching, 11(2), pp. 347-354. doi: https://doi.org/10.33394/jollt.v%vi%i.7009 introduction one of the keys to a better education is a better quality of the teachers. therefore, some schools and educational institutions hold regular teacher training to boost the teachers' quality. they believe that improving the teachers' quality will positively affect the quality of the students as it is a tool for teachers to enhance their learning outcomes (guskey, 2005; murphy, 2005). through the development program, teachers will acquire strategies such as an instructional procedure aimed at helping students reach their learning goals. teacher training also has an important role in providing updates related to teaching practices and support based on teachers' needs and interests (hunzicker, 2011). by addressing their need and interest, teachers are most likely to be more motivated in the program itself. despite having some advantages, not all schools get access to hold this teacher training program due to the fund limitation. to address this limitation, universities have provided a scheme through the community service program. the law no. 20 of 2003 about the indonesian educational system, claims that universities are obligated to organize education, research, and community service. one of the activities that can be done is providing schools with some lecturers as a trainer for the teacher training program. this cooperation can benefit both parties: the school and the university. https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& hariyanti teachers’ perception of the ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 348 this research was conducted based on the community service in smk al hasra, depok. al-hasra foundation is located in bojongsari, depok, west java. this foundation provides education services for different levels including junior high school (smp), senior high school (sma), and vocational high school (smk). smk al hasra offers two majors; syariah banking and computer and network engineering. for a long time, smk al hasra has had a dream to change its status from a national school to an international one. departing from the school's vision to be an international school, smk al hasra needs to prepare its teachers to conduct the teaching and learning in english. the target of the teacher training is the non-english teachers because they haven't mastered this language yet. the material given to the teacher is the introduction to emi (english as a medium of instruction). in emi, english is not seen as a subject but as a medium. english is expected to perform in different types of communication in the four english skills: listening, speaking, reading, and writing (ibrahim, 2014). this project was the pilot project so its target is more to give the teachers the basic knowledge of emi. the material selected was considered light as it was the pilot project. the material was focused on familiarizing the instruction used in the classroom including how to greet the students, lead the prayer, check students' attendance, respond to lateness, confirm readiness, and review the previous lesson. the teachers worked collaboratively to solve the case study and practice each of the expressions they can use in the classroom. as this project was the pilot project, this research was aimed at answering two research questions: 1. what are teachers’ perceptions towards the implementation of the emi teacher training program? 2. what are the challenges teachers face during the emi teacher training program? much previous research on teachers' perspectives on the implementation of teachers training had been conducted before (ulla, 2017; idris et al, 2007; jones and bevins, 2007; kagoda and ezati, 2014; hansen-thomas et al, 2016; al asmari, 2016) but the teacher training conducted was not about the emi. therefore, research on this topic is rarely found, especially in the indonesian context. in addition, the focus of this teacher training development is to conduct an inquiry into the teachers' response to the program. english as a medium of instruction (emi) due to its rapidly growing trend, emi is now applied in many learning institutions in the world, including in efl (english as a foreign language) countries (dearden, 2013). macaro (2015, p.7) even calls the phenomenon an "unstoppable train". many universities, high schools, and primary schools are following the trend. these institutions see the potential use of emi despite its challenging implementation. by implementing emi, students can receive greater english exposure because of the daily basis use of english. in emi, students not only learn english as a subject but rather use it as a medium. the application of emi also allows students to get exposed to the use of english as a classroom language. they can acquire certain classroom commands through its uses as a medium of instruction (dickson, 1996). moreover, he argues that teachers can provide modeling for the students to feel comfortable and confident to use english. by giving them a model to follow, students can leave their conservative perspective that sees english only as a subject behind. they are likely to appreciate the language more because of its wider use. apart from the positive sides of it, there are some challenges that the stakeholders have to cope with. in the indonesian context, the two prominent challenges are linguistic and structural. in the implementation of emi, teachers or lecturers, and students often deal with issues related to language. these language issues are also called linguistic challenges (bradford, 2016). some students find it difficult to understand the lecture or teaching content in english (hellekjaer, 2010). inadequate english proficiency is one of the contributing factors to the linguistic challenge. besides, teachers or lecturers also find it challenging to hariyanti teachers’ perception of the ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 349 have mixed proficiency levels of students in the emi classes (wächter and maiworm, 2014). the choice of language command should be carefully decided to avoid language problems in the classroom. another challenge in emi implementation, structural challenges, is related to the availability of teaching staff that is able and willing to teach emi classes. even when the teaching staff are linguistically able to handle the class, some of them may be reluctant to do it (vinke et al., 1998). the lack of financial incentives is one of the triggers for this reluctance. for some others, the insufficient number of training is the problem. the earnestness of the institution in making the teaching staff capable and confident can be seen through their effort to accomplish the goal. emi teacher training giving teachers access to teacher training means giving them opportunities to learn and grow. ohata (2007) believes that teacher training corresponds to wallace's applied science and craft models. in the applied science model, teachers put into practice the knowledge they acquire from research-based theories. meanwhile, in the craft model, the learning is conducted by imitating an expert that acts as a role model (wallace, 1991). in the emi context, the two kinds of improvements teachers can undertake are in language proficiency and teaching strategies. based on the survey done by costa and coleman (2013), 30% of the universities confirmed that low english proficiency is their biggest challenge in conducting the class in english. similarly, guarda and helm (2017) also believe that teachers have difficulties with their low english proficiency. further, they claim that teachers are also struggling with teaching approaches. in short, the emi teacher training should ideally focus on these two difficulties. research method research design this current study used a case study as the research design. a case study is a research methodology that is aimed at generalizing results based on the study of an individual or a group of people (heale & twycross, 2018). this study investigated a group of teachers: nonenglish teachers of sma and smk al-hasra. this study aimed to answer the research questions regarding the perception that teachers had after participating in the pilot teacher training program on emi and the challenges the teachers faced during the training program. to answer the research questions, two instruments of data collection were used. the questionnaires were given before and after the training program. the class observation was monitored through an observation sheet. besides, the researcher used video that captured the whole situation as the observation aid. population and sample the research participants were non-english teachers of sma and smk al-hasra. this school was selected among any other high schools in depok due to its vision to switch from a national to an international school. apart from the vision, there were not many preparations done to get the teachers ready for the institution's internationalization. therefore, this pilot teacher training on emi was aimed at giving the teachers initial preparation before running the program. in total, twenty-five participants were invited to the teacher training but only fifteen participants came to the program; eleven female teachers and four male teachers. most of the participants were between 25-35 years old (60%). most of the participants are mathematics teachers (4 people) while the rest teach various subjects including biology, physics, geography, digital communication, japanese language, civic education, accountancy of syariah banking, entrepreneurship, and productive banking. hariyanti teachers’ perception of the ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 350 instruments in this research, the researcher utilized questionnaires and class observation as the instruments for collecting the data. the questionnaires were given in printed versions in the classroom so the research participants could fill up the questionnaire right away. in total, there are two questionnaires used. the first questionnaire was given before the teacher training started while the second one was given after the teacher training. in the pre-teaching questionnaire, there were five open-ended questions and five close-ended questions. meanwhile, in the post-teaching questionnaire, there were five open-ended questions and four close-ended questions. there are more open-ended questions because the researcher wanted to dig deeper into the participants' perceptions. krosnick (2018) also states that the use of openended questions has a prominent role in survey research. to interpret the result of the openended questions, the researcher classified the participants’ answers into some small categories. the class observation was written based on the observation from the head of the international office during the training. she was observing the training and helping the researcher to set the room for the training. not only the observation sheet, but the researcher also used video as the observation aid. the researcher used a mobile phone and a tripod to record the video. the video captured the interactions between the students and their teacher. data analysis to capture the perception that teachers have towards the teacher training on emi, the researcher analyzed the data required from the instruments. the data from closed-ended questions in both questionnaires were calculated to get the percentage. these data were analyzed to answer the first research question. meanwhile, the open-ended questions were analyzed by using theme analysis to answer the second research question. the themes were drawn based on the participants’ answers. in addition, the qualitative data were enriched with the class observation analysis from the observation sheet and the video. research findings and discussion the findings of this current study were taken from some data sources including the pre-and post-teaching questionnaires, class observation, and video as the artifact of the study. this study aimed to understand the perception that teachers have towards the first teacher training on emi and the challenges they had during the training. pre-teaching questionnaire based on the pre-teaching questionnaire, the majority of the teachers had used english in the classroom (80%). however, they believe that they were still at the beginner level and they did not have a sufficient amount of vocabulary. further, they rarely used english in their daily life, even 20% stated that they had never used english in their daily activities. this result had well expressed the condition that we have as an efl country. the only chance for using english is restricted to the microenvironment, in the classroom where we learn or teach in english. the opportunity to access english in the macro environment is hard to get. despite the low english proficiency and irregular use of the language, the research participants claimed that they are very happy with the teacher training (93%). through this teacher training, they expected to get an increasing ability in general english (67%) and be able to apply that skill in the teaching and learning process (33%). hariyanti teachers’ perception of the ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 351 the result above highlights the similarity of survey results conducted by costa and coleman (2013) and guarda and helm (2017). the common materials given in emi training match the expectation of teachers at sma and smk al hasra. post-teaching questionnaire from the second questionnaire, most of the research participants argued that using english as a medium of instruction was a good idea. they believe that english is very important to use as a medium of instruction. further, they explained that the important use of english was related to the chance of increasing both students' and teachers' english proficiency (64%). another reason was related to the vision of the school to be an international school (36%). besides, they also claimed that they had the confidence to deliver the teaching materials in english, but to execute the idea, they needed to have enough preparation. therefore, they showed enthusiasm during the training. they were not reluctant to ask questions and they were confident enough in the teaching demo part even though the teaching demo had not been a perfect one yet. the comparison between before and after the teacher training revealed that most of the participants haven't mastered the use of english as a medium of instruction before they had the teacher training. they did not know how to begin and close the class in english, they did not know how to start speaking in english due to the lack of vocabulary, and they did not understand the importance of english as a medium of instruction. they knew it was important but they did not understand the reason. after getting the training, fifty percent of the participants argued that they started to understand the use of english, especially in the teaching context. other positive things that they acquired after the teacher training was improved confidence, enjoyment, and bravery. with the high positivism during the training, it was understandable that the participants did not take the training as a burden. instead, they enjoyed the process. they got to know better how to begin and end the class in english, they added their knowledge on the phrases they might use in the classroom, they picked up the correct pronunciation for instructions used in the classroom, and they acquire some new vocabularies that they need to use during the teaching process. in the post-teaching questionnaire, the research participants were also asked to give some suggestions for the program. they wrote that they were eager to receive similar training on emi as the follow-up of the first training. they hoped that the teacher training could be conducted continuously so that they can keep improving their english skills and improving their motivation. in addition, they also hoped that there will be specific english training that t e a c h e r s ' e x p e c t a t i o n increasing ability in general english improving teaching skills hariyanti teachers’ perception of the ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 352 can match the subject they teach; for example, english for science teachers. some suggested that the duration of the training should be longer so that they would have a longer time to practice. others hope that there would be a program like "english day" that the school can initiate to widen the scope of english usage. the participants believed that making a habit of using english in a wider environment would boost their english skills. reflecting on some suggestions given by the research participant, it could be seen that the training participants took part in the training program intentionally. they realized that in one training, they would not achieve the best result so follow-up training is essential. they also were determined in helping to achieve the internalization program of their school by giving an idea for making the use of english a habitual activity. these high motivations and positive attitudes could be reflected in their answer to the second questionnaire. from the questionnaire, the participants admitted that they dealt with some challenges during the training due to the lack of linguistic competence. most of the participants argued that they had a low vocabulary bank and could not speak english fluently. for some teachers, these challenges led to confidence issues in using english as the medium of instruction. in the discussion the researcher had with the teachers during the training, it was also revealed that some of the teachers were not confident enough to talk in english in the classroom as students’ english mastery was even better than theirs. however, they also mentioned that the training did help them gain confidence as they felt they had the practice they needed from the training. class observation the observation result indicated that the training participants were actively involved during the training because the teacher provided them with activities that were arranged based on the level of difficulty. the difficulty was raised gradually so that the participants did not show any reluctance as the scaffoldings are sufficient for them to move to a more challenging task. the formative assessment was given several times during the lesson. further, the class observation revealed that the teacher always tried to link the materials with the participants' real experience in teaching. this session could improve the participants' motivation in being active in the training. once a participant responded to the teacher's questions related to their experience, other participants were triggered to follow the discussion. the video that was used as the observation aid showed that the teacher assisted them by answering the questions they had and gave them constructive feedback for their pronunciation. one of the mispronounced words was "were". the participants pronounced it as "where". the teacher then explained that these two words should be pronounced differently. the way of correcting the mistakes was done casually so they just laughed at the mistake together. after getting the corrected pronunciation, the participants kept on repeating the correct form. this assistance may be the contributing factor to students' enjoyment as they mentioned in the questionnaire. conclusion in short, the teachers of sma and smk al hasra reflected their positive attitudes towards the pilot teacher training program on emi by increasing motivation and selfconfidence based on the results shown in the research instruments. their expectation towards the training was successfully achieved as they all confirmed it in the post-training questionnaire. these positive perceptions were the result of the enjoyment they had during the training session. another component of teachers' expectation, the improvement in english skills, could be fulfilled through the improving ability in using english. moving from not knowing to mastering the expressions used in the classroom positively affected teachers' perceptions as well. the video also reflected the participants' ability to use the teaching hariyanti teachers’ perception of the ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 353 instructions well. they used the right order of teaching, with proper use of english in the preteaching, whilst teaching, and post-teaching. the teaching demo they did was also beneficial as their real practice at the same time helped them gain more confidence. despite having a positive perception towards the training, the participants admitted that language competence is the most prominent challenge they had. having a lack of vocabulary and doubting on the correct way of pronouncing the english words were the specific challenges participants had to cope with. the participants realized that improving their english skill was one way to solve the problems. therefore, they hope that the training program will be conducted regularly in the future. acknowledgement i would like to express my sincere gratitude to all parties for their invaluable guidance, support, and encouragement throughout the research and writing process. their expertise and feedback have greatly contributed to the quality and clarity of this article. i would also like to thank jollt reviewers for their insightful comments and suggestions. finally, i would like to acknowledge the participants who generously shared their time and insights, without whom this research would not have been possible. references al asmari, a. (2016). continuous professional development of english language teachers: perception and practices. advances in language and literary studies, 7(3), 117-124. bradford, a. (2016). toward a typology of implementation challenges facing english-medium instruction in higher education evidence from japan.journal of studies in international education, 1028315316647165. costa, f., & coleman, j. a. (2013). a survey of english-medium instruction in italian higher education. international journal of bilingual education and bilingualism, 16(1), 3-19 dearden, j. (2013). english as a medium of instruction: a growing global phenomenon. oxford: university of oxford. dickson, p. (1996). using the target language: a view from the classroom. national foundation for educational research. guarda, m., & helm, f. (2017). a survey of lecturers’ needs and feedback on emi training. sharing perspectives on english-medium instruction, 167-194. guskey, t. 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(2007). the professional preparation of malaysian teachers in the implementation of teaching and learning of mathematics and science in english. eurasia journal of mathematics, science and technology education, 3(2), 101-110. hariyanti teachers’ perception of the ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 354 indonesian government. 2003. law no. 20 of 2003 about the national educational system. jakarta. jones, l., reid, d., & bevins, s. (1997). teachers' perceptions of mentoring in a collaborative model of initial teacher training. journal of education for teaching, 23(3), 253-262. kagoda, a. m., & ezati, b. a. (2014). secondary school teachers’ perception of “teacher professional development”: a case study of teachers from five districts of uganda. journal of teacher education and educators, 3(2), 185-202. krosnick, j. a. (2018). questionnaire design. the palgrave handbook of survey research, 439-455. macaro, e. (2015). english medium instruction: time to start asking some difficult questions. murphy, s. (2005). changing per spectives in professional development. science educator. 14(1), 9-15. ohata, k. (2007). teacher development or training? recent developments in second/foreign language teacher education. language research bulletin, 22(1), 1-16. ulla, m. b. (2017). teacher training in myanmar: teachers' perceptions and implications. international journal of instruction, 10(2), 103-118. vinke, a. a., snippe, j., & jochems, w. (1998). english‐medium content courses in non‐english higher education: a study of lecturer experiences and teaching behaviours. teaching in higher education, 3(3), 383-394. wächter, b., & maiworm, f. (eds.). (2014). english-taught programmes in european higher education: the state of play in 2014. lemmens medien gmbh. wallace, m. j. (1991). training foreign language teachers: a reflective approach. new york: cambridge university press. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6883 january 2023. vol.11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 151-159 jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 151 students’ perception of the use of youtube in english language learning tania tahmina department of english, jagannath university, dhaka, bangladesh corresponding author email: taniatahmina1971@yahoo.com article info abstract article history received: december 2022 revised: december 2022 published: january 2023 digital learning has become a new learning mode in higher education. learners have become heavily dependent on youtube channels and other technologyenhanced language learning platforms. as the youtube platform has become an inexorable part of students’ lives, language teachers can explore their perceptions and assist them to learn english language with the help of this platform. this study aimed to find out the learners’ perception of using youtube as a learning medium to enhance their language learning. in addition, a few pedagogical implications will also be provided. the research respondents comprised sixty-six undergraduate students of the department of english, jagannath university, dhaka, bangladesh. the data were collected using a questionnaire and semi-structured interviews. the findings revealed that the majority of the students reported that they benefitted by watching youtube educational videos; however, in preparing assignments, being attentive while studying, and acquiring grammatical competence, learners reported that this platform had little impact. most of the students reported that youtube helped them to learn english vocabulary, to make learning english very interesting, to comprehend the contents of youtube videos in a very easy manner, get relevant materials to learn english language, acquire english language better by writing down the major points in a diary while watching videos, to develop speaking skills watching youtube videos, and to enhance listening comprehension. therefore, based on the findings of this study, it can be concluded that the use of youtube has numerous positive impacts on efl learners’ english language proficiency. keywords students’ perception; youtube videos; english language learning; how to cite: tahmina, t. (2023). students’ perception of the use of youtube in english language learning, jollt journal of languages and language teaching, 11(1), pp. 151-159. doi: https://doi.org/10.33394/jollt.v%vi%i.6883 introduction digital learning has become a new learning mode in higher education. language teachers use various technological devices and tools to continue the flow of the teachinglearning procedure. learners have become heavily dependent on youtube channels and other technology-enhanced language learning platforms. they start their day with youtube music videos, spend the day with youtube movies, learning tutorials, documentaries, etc. and go to bed with youtube relaxation music. youtube acts as a source of entertainment and provides numerous educational videos for beginner, intermediate, and advanced-level learners (nasution, 2019). as the youtube platform has become an inexorable part of students’ lives, language teachers can explore their perceptions and assist them to learn english language with the help of this platform. youtube has many positive impacts on the learners; e.g., they participate in classes enthusiastically, engage in social activities, think critically, comprehend the subject matter effectively, and learn in an independent way (aprianto, 2020). sakkir, dollah, & ahmad (2020) investigated the learners’ perspective on the use of youtube for attaining their english https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id mailto:tahmina1971@yahoo.com tahnia students’ perception of the ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 152 language proficiency at the english education department, universitas negeri makassar, indonesia, and found that this platform helped them in preparing their assignments. a few students are too introvert to participate in any class activities. they can be motivated to watch the videos where students of other institutions do their group studies. repeated watching will encourage these students to speak out one day and participate in class activities. several studies have been done on the perspectives of learners on using youtube videos as an effective learning tool. balbay and kilis (2017) found in their research that youtube videos are remarkably beneficial for language learners. again, a study by medoukali (2015) claimed that watching youtube videos developed their comprehension skills. the study of putri, wijayanto, and supriyadi (2020) showed that indonesian university efl learners had positive attitudes towards using youtube in the cognitive, affective, and conative aspects, and they were able to regulate their own learning. moreover, this learning tool provides abundant, authentic materials which are enjoyable and flexible. again, sianna, ramlah, & salasiah (2018) found in their study that teaching writing with authentic videos played a positive role in efl learners’ writing ability. according to brinton (2001), youtube videos are authentic materials that can assist students in learning english effectively. in another study entitled “investigating the use of youtube as a virtual teaching medium in elt among non-english students”, adisti (2022) found that youtube videos positively affect learners in learning english language. “from the three classes, non-english students seemed to understand the explanations, instructions, and exercises given through an explanation video uploaded on youtube on the degrees of comparison and collocation material” (adisti, 2022:7). they “posted the answer sheets on the youtube comment column. they also got excellent results from doing assignments based on the explanation from the youtube video” (adisti, 2022; karya et al., 2022). meanwhile, chhabra (2012) claimed that “youtube videos can be used in an elt classroom for various aspects of english as to enhance vocabulary, accents, pronunciations, voice modulation and many more (3).” kristiani and pradnyadewi (2021) demonstrated in their article entitled "the effectiveness of youtube as learning media in improving learners' speaking skills” the positive effects of youtube on learners’ speaking expertise. the research conducted by putri (2022) revealed that practising drilling following youtube videos helps learners to improve their fluency, vocabulary, grammar, and pronunciation. the students watch videos by prioritizing their own choices. in this way, they get an opportunity to uphold their autonomy (trang, 2022). when a student does not understand any point in the language learning procedure, he tries to comprehend the point by replaying the video repeatedly. if a student wants to retain the content in his long-term memory, he can do that by watching the video repeatedly. this is the perfect way of internalization. again, subtitles assist the learners in understanding the points and learning new words and grammatical structures. the tertiary-level students of bangladesh use youtube channels according to their own choice. no research has been done on the students of the department of english, jagannath university, dhaka, bangladesh, to explore their perceptions about youtube to use for english language learning. therefore, this study aims to find out the learners’ perception of using youtube as a learning medium to enhance their language learning. in addition, a few pedagogical implications will also be provided. this study is beneficial for the students, teachers, administrators, and researchers as the data provide insight and create awareness among them. there are two research questions in this study: 1. what is the perception of the learners of the department of english, jagannath university, dhaka, bangladesh about using youtube as a learning medium to enhance their language learning? 2. what can the language teachers do to assist the learners’ english language learning through youtube effectively? tahnia students’ perception of the ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 153 research method research design this study used a mixed-method approach to collect the required data. the quantitative data provided measurement of values and the qualitative data provided answers to the questions which helped to understand the perceptions better. the data was collected in 2022. the study concentrates on educational videos only. the research respondents comprised sixty-six undergraduate students of the department of english, jagannath university, dhaka. all of the participants were aged 18 and above. they use youtube as learning tool everyday. instruments the data were collected using a questionnaire and semi-structured interviews. the questionnaire was prepared by the researcher and it consisted of ten statements on the students’ perception about using youtube in their acquisition of english language. the questionnaire used two scales: “agree” and “disagree”. ten students participated in the interview voluntarily. each student was interviewed at different time and places. the interview was conducted to validate the data gathered through questionnaires. it also provided insight into the quantitative data. the interview data were analyzed by qualitative procedure. data analysis the study used purposive sampling. the researcher distributed the questionnaire among the students. then the students filled up the questionnaire and submitted to the researcher. the researcher interpreted the questionnaire result by calculating the percentage of the students who agreed with the statements and the percentage of the number of the students who disagreed with the statements. the highest percentage out of the two denotes that the students’ preferred statement. research findings and discussion based on the findings of the questionnaire, the responses of the students to each item are shown in table 1. table 1 the percentage of the statements of the questionnaire statement no. agree disagree 1. youtube videos help me learn english vocabulary. 95.45 4.55 2. when i cannot concentrate on my studies, youtube videos make me attentive. 48.48 51.52 3. youtube videos make learning english very interesting. 100 0 4. the english language contents of the youtube videos are easy to comprehend. 95.45 4.55 5. youtube provides relevant materials to prepare assignments. 36.36 63.64 6. youtube provides relevant materials to learn english language. 93.94 6.06 7. writing down the significant points in a diary while watching videos on youtube helps me to acquire english. 84.84 15.16 8. watching youtube videos help me develop my speaking skills. 54.55 45.45 9. the youtube videos enhance my listening comprehension. 95.45 4.55 10. use of youtube enhances my grammatical competence. 16.66 83.34 tahnia students’ perception of the ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 154 from the findings of statement no. 1, it was found that 95.45% of students agreed that they learn vocabulary with the assistance of youtube videos. as they repeatedly listened to english audio and videos, they became curious about the new words whenever they came across, and learnt spontaneously. no teacher asked them to memorize the words with the meaning in their mother tongue. this finding is congruent with the result of the study conducted by kabooha and elyas (2018), who found that youtube effectively motivated learners to learn vocabulary. 4.55% of students did not agree with this statement. hia (2021) found in his research that learners of the ninth grade at smpn 35 bekasi were highly motivated to learn english vocabulary by watching youtube’s educational videos. regarding attention sustenance, 48.48% of learners opined that they pay full attention when they watch youtube videos. for statement no. 2, the students’ response showed that 51.52% disagreed. distraction is not unnatural because a student can remain attentive in a lecture class only for 10-15 minutes (wankat, 2002). however, videos attract young learners so much that they even forget to blink. realizing the fact, they stated that they became attentive by using videos. callow and zammit (2012) claimed that learners might be more involved in learning a foreign language by immersing themselves in youtube videos. as english is a foreign language, it is difficult for efl students to find interest in it. students can speak and write in their mother tongue without any restraint. however, they feel inhibited when they find the same content in english. when they watch videos, the students become engrossed in the content and immerse in it. it seemed to them very fascinating to listen to the native speakers and express views in the comment box. the varieties of the videos also make them interested in it. in this study, in statement no. 3 we find that 100% of students agreed that youtube videos were fascinating to them; none disagreed with this statement. students who read printed books feel obstructed because of the foreign language. academic writing is different from informal speaking. on youtube, thousands of uploaded videos are there. the english language contents of the youtube videos are easy to comprehend. students can choose the easiest one for them according to their level of comprehension. for statement no. 4, the students’ response revealed that 95.45% agreed and 4.55% disagreed. youtube simplifies the topic of their interest and improves their cognitive discernment. assignment writing is a regular task for foreign language learners. initially, they feel baffled as they find it challenging to write anything themselves. later, they resort to the university teachers' youtube academic lectures, which make them confident to start writing. in the case of academic writing, learners get the keys to open the door to effective materials on youtube. however, the result of statement no. 5 indicated that 36.36% agreed and 63.64% disagreed. this finding is incongruent with the result of wang and chen (2020), whose study showed that the learners resorted to educational videos of youtube. 93.94% of the students agreed, and 6.06% disagreed with statement no. 6: “youtube provides relevant materials to learn english language”. students want more and more new materials wherefrom they can choose to practice the language. youtube satiates their thirst by providing sufficient authentic materials. statement no. 7 is “writing down the major points in a diary while watching videos on youtube helps me to acquire english language better”. 84.84% agreed, and 15.16% disagreed with this statement. students were very cautious about their retention of memory. therefore, they wrote down all the necessary points in their diaries to utilize later. after receiving input from the audio-visual contents of youtube, learners become competent in speaking spontaneously. the textbooks or dictionaries cannot assist them in speaking accurately; however, by listening to the native speakers’ speech again and again, learners achieve native-speaker-like pronunciation. by using youtube, learners’ confidence levels can be increased in speaking classes. nowadays digital resident students can listen to native speakers’ utterances all day long and tahnia students’ perception of the ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 155 learn to speak fluently without any anxiety. 54.55% agreed, and 45.45% disagreed with statement no. 8: “watching youtube videos help me develop my speaking skills”. they can easily organize the points when they speak. the findings of the research carried out by saed (2021) are consistent with the results of this study. he showed that the learner participants were tested for “fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation”. the findings showed that the experimental group, who were taught speaking skills through youtube, outperformed the control group. the findings of the study of balbay and kilis (2017) are similar to this study as 90% of the students believe that youtube videos helped them in their academic presentation skills course and motivated them to discuss in class. after listening to youtube videos regularly, students develop their listening power. consequently, they can understand their english teachers’ lectures easily. they can attend conferences, workshops, training programmes, etc. 95.45% agreed, and 4.55% disagreed with this statement: “the youtube videos enhance my listening comprehension”. this study is similar to the results of the study carried out by chien, huang, and huang (2020), which indicated visible improvement in taiwanese learners’ listening comprehension and retention after receiving input from youtube videos for five weeks. again, al harbi (2019) researched the teachers’ use of teaching tools (youtube and snapchat) and their impact on the efl saudi learners’ listening comprehension skills. there were two groups: the experimental and the control. the former group continuously used social media, and the latter followed the traditional system. the performance of the experimental group was better than the control group. however, this finding is dissimilar to the study of irana, hayati, and kurniawan (2021) where they reported that there was no significant correlation between using youtube videos for the improvement of listening comprehension and achievement. for the statement, “use of youtube enhances my grammatical competence”, 16.66% agreed, and 83.34% disagreed. in this study, most of the students opined that they could not learn grammar from youtube videos. the finding is incongruent with the findings of nofrika (2019), who found that the participants improved their grammar skills by watching multimedia videos on youtube. the findings of the study were supported by the interview. participant a reported: my listening power has been increased remarkably through listening to news channels, sports commentary, and animated movies. i have started speaking in english after getting input from the youtube channel. participant b expressed his views regarding youtube: i watched documentaries, movies, video lectures on english classics, etc., regularly. i resort to the learning videos when i do not understand any point. i wouldn't say i like grammar lessons on youtube because the length of these tutorials is very short, and for that reason the lecturers could not make the viewers understand the grammatical items correctly. participant c opined: i remember a few words and phrases of the lectures and i use these words and phrases in my speaking. participant d stated: tahnia students’ perception of the ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 156 whenever i find any term difficult to understand, i consult the video materials on the youtube channel. afterward, i read the textbook. i also take notes from youtube lectures and try to summarize the whole video in writing. moreover, i find the gestures and other body languages of the speaker very motivating. participant e said: when i watch a prolonged educational video, i become distracted. if i want to learn, i can concentrate, because i become eager to know what is going on. he added: after watching a youtube video for fifteen to twenty minutes, a lot of questions arise in my mind. however, i cannot ask the speaker these questions. therefore, my queries remain unanswered. it seems not that helpful. on the other hand, participant f opined: i can be attentive. it is very much beneficial for me. regarding assignments, he said: when a teacher asks me to write an assignment, i search the topic on youtube. the speakers explain the topic in an easy language, whereas the sentence structure and vocabulary of a journal article or a book are difficult to comprehend. participant e reported: google search engine is much more helpful and effective for me than youtube. in case of youtube, it is difficult to find any particular topic. a relevant site helps me to understand easily. regarding speaking proficiency, he opined: to gain proficiency in speaking skills, i need more practice. whenever i watch an english video, it helps me to learn the correct pronunciation. participant g stated: youtube videos help me speak because my purpose is to concentrate on the speakers’ chosen words and sentence structures. on the other hand, participant h said: i do not watch videos to enhance my speaking skill. that is not my purpose. my concentration is only on the points. participant i also said: tahnia students’ perception of the ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 157 youtube videos could be more helpful in case of speaking because i need to practise with a human being to improve my speaking skills. sometimes, the non-native speakers need help pronouncing the words properly. regarding grammatical competence, she opined: i do not find any effective youtube videos on grammatical items. however, another student participant j said: the youtube videos on grammar are interesting and help me to understand easily. from the above information, the study has showed that the students use youtube extensively, which has opened bright new horizons. a few recommendations can be made on the basis of the findings of the study. english language teachers can stimulate the learners’ interest by introducing youtube to classroom activities. they can start using youtube as a language-learning tool as it plays a vital role in learning (almurashi, 2016). gradually, learners will use this platform as an essential task spontaneously. a variation of the choice of youtube videos is necessary; otherwise, its use might not motivate language learners. usually, learners get input in the language classes. when a language teacher suggests watching an english movie to learn vocabulary, it is enjoyable for them. they learn wholeheartedly and in a stress-free mood (heriyanto, 2018). in addition, they can watch the prescribed movie at any time they are free. a teacher can use youtube as authentic material to assist his learners. he can ask the learners to analyze a specific part of a movie or explain a song. they can also play roles after watching a play or film. the learners can be encouraged to narrate the story after watching a movie. this might enhance their speaking ability. an english language teacher can search for appropriate videos for the target learners. he can give links and motivate them to watch those videos. they can suggest a few youtube channels to their students, e.g., “english with lizzie jane”, and “english with lucy” for speaking proficiency. for grammar learning, learners can be suggested to watch “teacherphilenglish” (english grammar animated videos), “cambridge english tv”, munzereen shahid’s “learning english staying at home”, “10-minute school” etc. a language teacher can create youtube videos himself and in that case, he has to keep a few points in his mind. first, he should think about the liking of the students and make the content interesting accordingly. second, he should be careful about the duration of the video. usually, students cannot retain their attention to very long videos. therefore, the teacher can make an experiment by making videos of different lengths and by monitoring their attentive watching. finally, the teacher’s presentation should be of very high quality. any drawback, in this case, can be disastrous. he can participate in training programmes and workshops on presentation skills and pronunciation. the purpose of all these efforts is to motivate the learners optimally to concentrate on their lessons. these recommendations might ease the teachers’ tasks and contribute to the tertiary level foreign language pedagogy. conclusion the purpose of this research was to explore the perception of the learners of the department of english, jagannath university, dhaka, bangladesh, about using youtube as a learning medium to enhance their language learning. moreover, the study also provided some implications for the language teachers who might effectively assist the learners’ english language learning through youtube. the findings revealed that the majority of the students reported that they benefitted by watching youtube educational videos; however, in preparing assignments, being attentive while studying, and acquiring grammatical competence, learners reported that this platform had little impact. most of the students reported that youtube helped them to learn english vocabulary, to make learning english very interesting, to tahnia students’ perception of the ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 158 comprehend the contents of youtube videos in a very easy manner, get relevant materials to learn english language, acquire english language better by writing down the major points in a diary while watching videos, to develop speaking skills watching youtube videos, and to enhance listening comprehension. therefore, based on the findings of this study, it can be concluded that the use of youtube has numerous positive impacts on efl learners’ english language proficiency. references adisti, a. r. (2022). investigating the use of youtube as virtual teaching medium in elt among non-english students. elt forum: journal of english language teaching, 11(1), 1–9. https://doi.org/10.15294/elt.v11i1.48676 al harbi, w.n. (2019). the role of social media (youtube and snapchat) in enhancing saudi efl learners’ listening comprehension skills. [unpublished m.a.thesis]. taif university. almurashi, w. a. (2016). the effective use of youtube videos for teaching the english language in classrooms as supplementary material at taibah university in alula. international journal of english language & linguistics research, 4(3), 32-47. aprianto, a. (2020). to what extent does youtube contents-based language learning promote an english proficiency? journal of english language teaching and literature, 3(2), 108-126. https://doi.org/10.47080/jeltl.v3i2.994 balbay, s., & kilis, s. 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(2021). the effect of using youtube on students’ motivation in learning english vocabulary. dialectical literature and education journal (dlej), 6(2), 62–71. irana, n. a., hayati, r., & kurniawan, d. (2021). the correlation between the habit of watching english videos on youtube and listening mastery of th4th semester students of english education study program at sriwijaya university. [b.a. thesis, sriwijaya university]. http://repository.unsri.ac.id/id/eprint/40985 kabooha, r., & elyas, t. (2018). the effects of youtube in multimedia instruction for vocabulary learning: perceptions of efl students and teachers. english language teaching, 11(2), 72–76. https://doi.org/10.5539/elt.v11n2p72 karya, p. j., takarroucht, k., zano, k., & zamorano, a. (2022). developing the prototype of picture-based learning materials in the teaching of speaking skills. journal of language and literature studies, 2(2), 109–116. https://doi.org/10.36312/jolls.v2i2.763 kristiani, p. e., & pradnyadewi, d. a. m. (2021). the effectiveness of youtube as learning media in improving learners’ speaking skills. the art of teaching english as a foreign language, 2(1), 7–11. https://doi.org/10.36663/tatefl.v2i1.97 https://doi.org/10.47080/jeltl.v3i2.994 https://doi.org/10.32601/ejal.461003 https://doi.org/10.5539/elt.v13n6p96 https://doi.org/10.5539/elt.v11n2p72 https://doi.org/10.36312/jolls.v2i2.763 tahnia students’ perception of the ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 159 medoukali, f. (2015). developing efl learners’ listening comprehension through youtube videos [m.a. thesis]. http://archives.univbiskra.dz/bitstream/123456789/5806/1/farid%20medoukali.pdf. nasution, a. k. r. (2019). youtube as a media in english language teaching (elt) context: teaching procedure text. journal of ultimate research and trends in education, 1(1), 29–33. nofrika, i. (2019). efl students’ voices: the role of youtube in developing english competencies. journal of foreign language teaching and learning, 4(1), 56–73. https://doi.org/10.18196/ftl.4138 putri, h. r. (2022). the effectiveness of teaching speaking by using drilling method through youtube. journal of english teaching, literature, and applied linguistics, 6(1), 70– 81. https://doi.org/10.30587/jetlal.v6i2.4069 putri, h. f. h., wijayanto, a., & supriyadi, s. (2020). strengths and weaknesses of selfregulated learning through youtube: indonesian efl students’ perceptions. els journal on interdisciplinary studies in humanities, 3(4), 531–542. https://doi.org/10.34050/elsjish.v3i4.11749 saed, h.a., haider, a.s., al-salman, s., & hussein, r.f. (2021). the use of youtube in developing the speaking skills of jordanian efl university students. heliyon, 7(7), 1– 6. https://doi.org/10.1016/j.heliyon.2021.e07543. sakkir, g., dollah, s., & ahmad, j. (2020). students’ perceptions toward using youtube in efl classrooms. journal of applied science, engineering, technology, and education, 2(1), 1–10. https://doi.org/10.35877/454ri.asci2125 sianna, ramlah, & salasiah. (2018). teaching writing with authentic video in efl classroom. els journal on interdisciplinary studies in humanities, 1(4), 448–458. https://doi.org/10.34050/els-jish.v1i4.5395 trang, n. m. (2022). using youtube videos to enhance learner autonomy in writing: a qualitative research design. theory and practice in language studies, 12 (1), 36-45. https://doi.org/10.17507/tpls.1201.05 wang, h. c., & chen, c. w. y. (2020). learning english from youtubers: english l2 learners’ self-regulated language learning on youtube. innovative language learning and teaching, 14, 333–346. https://doi.org/10.1080/17501229.2019.1607356 wankat p.c. (2002). the effective efficient professor: scholarship and service. allyn and bacon. https://doi.org/10.34050/elsjish.v3i4.11749 https://doi.org/10.1016/j.heliyon.2021.e07543 https://doi.org/10.34050/els-jish.v1i4.5395 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4894 april 2022. vol. 10, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp.256-265 jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 256 active learning: monopoly as a media in teaching grammar for eight grader students 1ananda dewi lestari, 1,2ary setya budhi ningrum 1english education department, state islamic institute (iain) kediri, indonesia 2corresponding author email: ary_oyesip@yahoo.com article info abstract article history received: february 2022 revised: march 2022 published: april 2022 the purpose of this study is to investigate the effectiveness of board games namely engpoly (english monopoly) in teaching grammar for the eight-grader students. this study employs a quasi-experimental design. it involves two classes as a control group and an experimental group. the control group is taught using engpoly and the experimental group using power point presentation. this present study utilize grammar pre-test and post-test to collect the data. analysis of covariance (ancova) is performed to analyze the data. the result finding indicates that there is significant difference between the means of the experimental and the control group, as evidenced by f(1,31) = 5.591, p (.024) > a (.05). it reveals that students who are taught using engpoly board games get better score than students who are taught using powerpoint presentation. the finding also demonstrated that the engpoly board games can increase students' interest in learning grammar which was initially considered as a very boring lesson by most students. since the use of engpoly board games in teaching grammar has a significant contribution, this study recommends that english teachers can develop engpoly board games as a teaching media for teaching grammar not only to eighth-graders but also to several other levels of english proficiency. keywords english monopoly; teaching grammar; learning media; how to cite: lestari, a. d., & ningrum, a.s.b. (2022). active learning: monopoly as a media in teaching grammar for eight grader students. jollt journal of languages and language teaching, 10(2), pp. 256265. doi: https://doi.org/10.33394/jollt.v%vi%i.4894 introduction research on grammar learning in efl group has been widely carried out, especially in indonesia. it is because the position of grammar is the main reference in mastering english. grammar is very important to learn with reasons to support the four english skills (listening, speaking, writing, reading) (henny, 2016; lien & thi, 2017; pradeep, 2013). indeed, grammar is the key to using language effectively. without grammar, students cannot develop their language skills higher, especially in speech skills and formal writing (andrews, 2003; borg, 1998; borg & burns, 2008; ellis, 2006; graus & coppen, 2015; saksit, 2017). however, interestingly, the research results show that grammar is considered a very boring and difficult lesson because it is often taught in the form of rote and translating (firhan, 2018; lillehaug, 2016). teaching grammar which is considered difficult and very boring is a challenge for a teacher to teach in the group room. unfortunately, grammar learning often still focuses on using formulas that are considered less effective to be re-applied. by applying this method, students only focus on formulas to create sentences and are not confident developing more complex sentences. in this case, the teacher's mind set regarding the approach to student learning, the strategies, and the media implemented must be updated in order the objectives of learning can be achieved. the selection of appropriate and effective grammar learning media is very important to do. the teacher's initial step in selecting and creating effective and efficient media is to know https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:ary_oyesip@yahoo.com lesatari & ningrum active learning: monopoly as ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 257 the characteristics and tendencies of the students who will be taught grammar with these media. this statement is also supported by the results of research conducted by singhal (2021) in english groups in the pandemic season that active learning is adapted from the character and tendencies of students during the learning process. characteristics students at the second level of junior high school are those in generally preadolescent phase characterized by negative traits such as uneasy, pessimistic, less like work, and so on (yusuf, 2004). in addition, children at preadolescent age have a negative tendency to achieve but like to compete and show up, negative in social attitudes and prefer to spend time with fun things such as playing games. as a creative teacher we can use games as one way to build student learning activities and motivation in learning grammar. according to gagne et al. (2005), games packed with pedagogical knowledge are very good and can increase students' knowledge with fun learning. using learning media in games can intensify students' inclination to participate in grammar learning actively (gozcu & caganaga, 2016) and still the learning objectives can be achieved effectively and efficiently. supported by clarke et al. (2017), there should be room for fun activity such as games, songs, and puzzles to create a pleasant group room atmosphere. besides being fun, using games as a medium for learning grammar also has high effectiveness. kamra (2010) concluded that applying games is an efficient way to teach english in the classroom because games prepare learners for life, and also acquaire positive social attitudes. unfortunately, most teachers think that games are too complex and require a lot of preparation. supported by kristianto (2016) pointed out that games helped to boost the student’s motivation, particularly in cooperative mode, game could be a way to make sure all students were included in the learning effort, not only a few high motivated or extroverted students. however, in the same time teachers also realize that applying games may distract the students’ attention. sometimes, games ineffective way to deliver the materials because it needs to be properly prepared. in this case, the selection of efficient and economical media can be made by own while paying attention to the characteristics of students in learning and the material to be taught. it would be better if the game used as a learning media is a popular game, which means that most students already know the game and how to play it. the monopoly game is one of the games that have been popular since ancient times and is still popular with children today. this is in line with haqiqi & suprayitno’s (2017) remarks that monopoly is one of the popular game which is effective and efficient because the teacher can modify the game creatively by adding learning material based on curriculum and learning objective. monopoly is a game played by one to eight people by rolling the dice and moving according to the number of dice. in this study, the monopoly board and its accessories such as opportunity cards and penalty cards were updated by changing the country columns into active instructions in learning grammar. some previous studies yield the result of the effectiveness of games such as engpoly (english monopoly) as a strategy in creating effective english teaching practices. study conducted by latifah (2018) found that engpoly is an effective strategy to enhance the vocabulary size of third grade elementary school students. the effectiveness of using monopoly as a learning medium also improves students' writing (azmi, 2019). in addition, santoso (2008) applies that engpoly is an effective medium for learning speaking in a group. by following the results of some previous studies, it may be assumed that engpoly is effective to use for teaching any aspect and skill in teaching english. however, there is still a need for an empirical study to investigate the effectiveness of engpoly as a medium for teaching grammar at the eighth level of junior high school. thus, this study is conducted to provide it. furthermore, this study can be the key to developing media in creating an active and effective group in learning grammar. lesatari & ningrum active learning: monopoly as ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 258 research method this study employs quantitative methods as a research approach and uses quasiexperimental research as a research design. there are two existing group in this study. first is experimental group, and the other is control group. the experimental group are taught using board games namely english monopoly (engpoly) board games in learning grammar, while the control group are taught using power point presentations. this study utilizes pre-test and post-test as the instruments to collect the data. then analysis of covariance (ancova) is performed to analyzed the data. research design the research design of this study is quasi-experimental design. this study aims to determine the effectiveness of engpoly in teaching grammar on grade 8 junior high school students. therefore, two existing classes are selected as research samples. one class is as an experimental group and the other class is as a control group. in the experimental group, grammar lessons is taught using engpoly media, while in the control group, grammar lessons are taught using power point media. the population of this study is the eighth-grade students of junior high school at mts. sunan gunung jati gurah, kediri, east java. two existing classes are taken to be the samples of this current study. the number of students in the experimental group and control group are same that is 17 students in each group. this study applied pre-test and post-test for collecting data. the test is adopted from the student worksheets used and validated by the english teaching teacher in the school. the test instruments is grammar test in the form of subjective test. the test instructions is asking the students to make 10 sentences in the form of positive, negative, and interrogative sentences. students are asked to make 5 sentences in simple present tense, and the other 5 sentences in the form of simple present continuous tense. the results from the pre-test were used to determine the students' ability to compose sentences before the experiment, meanwhile posttest results are used to determine the significance of student learning outcomes after given treatment. at the first meeting, the students are asked to do a pre-test. then at the second to seventh meeting, both groups are given treatment using media. in the second to the fourth meeting the topics taught are simple present tense and in the fifth to seventh meeting the topics taught are simple present continuous tense. learning in experimental group is carried out using engpoly media, while in the control group learning is done using powerpoint media. post-test was given directly at the eighth meeting. giving post-test and pre-test directly in the group room is intended to prevent bias. data analysis the data of this study are obtained through the students' pre-test and post-test. as the pre-test and the post-test in the form of subjective test, the test results are assessed by two raters who had agreed to the same scoring system to avoid the bias. the collected scores are then compared and inputted into spss to determine the significance of student learning outcomes after applying engpoly and powerpoint media. the null hypothesis of this study is tested by using .05 level of significance (p = .05) by means of spss 16.0 for windows. this study using analysis of covariance (ancova) to analyze the data. the purpose of using ancova with pre-test and post-test instrument is to reduce error variance and eliminate systematic bias. the one-way ancova is allowing us to “statistically control” for a third variable (known as a covariate), which we believe will affect the result. then a one-way ancova in this present study was running with: (a) post-test as lesatari & ningrum active learning: monopoly as ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 259 the dependent variable; (b) the control and the experimental group as levels of the independent variable; and (c) the pre-test as the covariate. research findings and discussion research findings this study aimed to investigate the effectiveness of using engpoly on grammar knowledge for the eighth graders of junior high school. this section presents the results data on the pre-test and the post-test between students who in the experimental group (taught using engpoly) and students who in the control group (taught using powerpoint presentations). to avoid bias in this study, test results are assessed by two raters who had agreed to the same scoring system, that are the researcher and the english teacher. after collecting the test scores from the experimental group and the control group, the researcher then looked for the correlation between the scores given by the two raters using person product-moment correlation with spss. the form of assessment used is the number 0-100 or called a continuum, where the correlation coefficient results are used to determine the reliability of the data used. the correlation of the two assessments can be seen in table 1 below. table 1 reliability test pre-test rater 1 rater 2 control group experiment group 0.899 0.899 post-test 0.889 0.889 control group experiment group 0.934 0.934 pre-test 0.927 0.927 according to landis and koch, the correlation coefficient value is said to be perfect if it reaches 1.00. table 1 shows the pre-test value from experimental group with a correlation coefficient of 0.889. it means that the correlation coefficient between the two raters is almost perfect. the correlation coefficient of the control group pre-test results showed 0.899. the correlation coefficient between two raters is almost perfect. at the same time, the results of the post-test correlation coefficient from two groups were 0.934 from control group and 0.927 from experimental group. this shows that the correlation coefficient is almost perfect and it can be concluded that there is almost no bias in this study, so this research can be said to be reliable. the results data from post-test and pre-test of the two groups are described in table 2. table 2 scoring this descriptive analysis describes and represents research data, which includes the amount of data, maximum, minimum, average, and standard deviation. from table 2 it can be known that number of each student in the experimental group and control group consisted of 17 students. the table shows the average pretest score for both the control and experimental groups. the average pre-test score from experimental group was 1.77 points higher than the control group. the average of experimental group was 32.65 and control group was 30.88 n minimum maximum mean std. deviation pre-test control group 17 15 45 30,88 8,521 post-test control group 17 30 75 56,18 11,796 pre-test experimental group 17 15 45 32,65 6,873 post-test experimental group 17 45 85 65,59 12,855 valid n (listwise) 17 lesatari & ningrum active learning: monopoly as ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 260 with the highest and lowest pre-test scores being the same between experimental and control group. where both groups have the same highest score. that is 45 and the lowest score is 15. then, the standard deviation of the experimental group was 6.873 and control group was 8.521. meanwhile, the results of the post-test showed that the average score of the experimental group was higher than the control group. the post-test mean from experimental group was 65.59 and control group was 56.18. likewise, the lowest and highest values from the experimental groups showed a higher number than the control group. where the experimental group has the lowest post-test score of 45 and the control group is 30. the highest score from experimental group was 85 and control group was 75. from the results of the calculation of descriptive analysis, the experimental group that received treatment using engpoly media obtained a higher average post-test result than the control group who received learning using powerpoint media. to see the effectiveness of engpoly media, it is seen from the average results between the two groups and the results of ancova calculations using spss. before carrying out the ancova test, four assumptions must be met, including normality test, homogeneity test of variation, regression homogeneity test, and linear test of covariate relationship with the dependent variable. normality test the researchers conducted a normality test to fulfill one of the assumptions of the ancova test. the results of the normality test can be seen in table 3. table 3 tests of normality group kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. pre_test experimental group .232 17 .015 .908 17 .093 control group .223 17 .024 .927 17 .197 post_test experimental group .198 17 .077 .935 17 .259 control group .156 17 .200* .948 17 .418 a. lilliefors significance correction *. it is a lower bound of the true significance. the normality test results from both experimental and control group is more than (0.05). the distribution of pre-test results from both groups is normal with p (0.093) > (0.05) for experimental group and p (0.197) > (0.05) for control group. furthermore, the distribution of post-test results from both groups both shows a normal distribution. the distribution of posttest results from experimental group is p (0.259) > (0.05) and p (0.418) > (0.05) for the control group. variation homogeneity test the researcher conducted a homogeneity test of variation to fulfill the second assumption. the results of the homogeneity test can be seen in table 4. lesatari & ningrum active learning: monopoly as ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 261 table 4 homogeneity test levene's test of equality of error variances dependent variable: post_test f df1 df2 sig. 3.176 1 32 .084 tests the null hypothesis that the error variance of the dependent variable is equal across groups. the results of the lavene test reveals a significant value with the results of sig p (0.084) > (0.05). it means the homogeneity test results of the variation of two groups shows homogeneous results. regression homogeneity test to fulfill the third assumption, a regression homogeneity test is conducted. this test is to determine the interaction between the covariate and independent variable. terms of acceptance are no interaction between covariate and independent variable. the results of regression homogeneity test can be seen in table 5. table 5 tests of between-subjects effects dependent variable: post_test source type iii sum of squares df mean square f sig. corrected model 3459.674a 3 1153.225 15.988 .000 intercept 873.699 1 873.699 12.113 .002 group 247.946 1 247.946 3.438 .074 pre_test 2593.407 1 2593.407 35.955 .000 group * pre_test 448.721 1 448.721 6.221 .018 error 2163.855 30 72.128 total 131650.000 34 corrected total 5623.529 33 a. r squared = ,615 (adjusted r squared = ,577) from the table above, the results of the homogeneity test from regression assumption show that there is a relationship between the covariate and independent variable where p (0.018) < (0.05), so this third assumption cannot be fulfilled. it means the differences of the independent variable are also influence the covariates. it means that the covariates also influence the differences that exist in the dependent variable. linear test of the relationship between covariates and dependent variable. the last assumption is a linear test of the relationship between covariates and dependent variable. the results of linear test relationship between covariates and dependent variable can be seen in table 6. table 6 linear test of relationship between covariates and dependent variable tests of between-subjects effects dependent variable: group source type iii sum of squares df mean square f sig. corrected model 3010.954a 2 1505.477 17.864 .000 intercept 1255.790 1 1255.790 14.901 .001 pre_test 2258.013 1 2258.013 26.793 .000 group 471.218 1 471.218 5.591 .024 error 2612.576 31 84.277 total 131650.000 34 corrected total 5623.529 33 a. r squared = ,535 (adjusted r squared = ,505) lesatari & ningrum active learning: monopoly as ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 262 the results of the test show p (0.000) < (0.05), because the results of the linear test are smaller than (0.05), then ho is rejected and ha is accepted. in another word, the selection of the pre-test as a covariate is correct because the covariate is linearly connected with the dependent variable. the hypothesis testing with ancova to find out the effectiveness of applying engpoly media in learning grammar at eighth grade level, the item group in table 6 is used as a reference. based on the results of sig. the item group in table 6 shows the results of sig (0.024) < (0.05). so h0 is rejected and ha is accepted. it means that there is a significant difference between students who are taught using the engpoly board and powerpoint on their grammar learning outcomes. the results of descriptive statistics show that the average group taught by engpoly is better than the average group taught by powerpoint. it means that the engpoly media is effectively used for teaching grammar at the eighth grade of junior high school, which can be seen in table 7. table 7 ancova test results dependent variable: class parameter b std. error t sig. 95% confidence interval lower bound upper bound intercept 34.15 7.966 4.358 .000 18.447 50.984 [group=1,00] -24.132 13.015 -1.854 .074 -50.713 2.450 [group=2,00] 0a . . . . . pre_test .695 .249 2.789 .009 .186 1.204 [group=1,00] * pre_test .990 .397 2.494 .018 .179 1.800 [group=2,00] * pre_test 0a . . . . . a. this parameter is set to zero because it is redundant. based on the number sig. of group pre-test*, the result shows it is lower than 0,05, it can be concluded that engpoly's media is effective for teaching learning grammar at the eighth grade level. discussion this study aimed to determine the effectiveness of engpoly media in learning grammar. the findings show that students have a positive view of using media in games. it can be seen from the students' responses when applying engpoly media. if some students looked sleepy and less enthusiastic at the previous meeting, when teaching with engpoly media, none of the students looked sleepy. in fact, most students were reluctant to leave the group immediately after group ended. most of them liked the engpoly game and concluded that the engpoly media is a useful tool for teaching sentence structure in learning english. it is in line with the theory proposed by gagne et al. (2005), games packed with pedagogical knowledge are very good and can increase students' knowledge with fun learning. another finding in this study also shows that the selection of appropriate learning media can be a place for students to develop their abilities in english. this fact can be proven from the fact that all of the material applied in the engpoly board comes entirely from student workbooks. but when learning only focuses on student workbooks, students look passive. they only listen to the teacher's explanation and do the assignments given so that they do not get the opportunity to improve their english skills, especially in writing. unexpectedly, students who previously looked passive showed significant developments when active learning was carried out using engpoly media. it is marked by increasing their confidence when expressing their opinions in groups or when asked to present the results of their group work in front of the group. lesatari & ningrum active learning: monopoly as ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 263 from the facts above, it can be concluded that passive students have the same potential as active students. the difference is only in the opportunity they have to show themselves because active students will dominate the group and passive students are more often silent. often, teachers are more inclined to active students when asking for feedback from students because passive students are hesitant to give opinions. with the intention of providing stimulation to passive students, this actually makes passive students feel that their presence is not being cared for by the teacher. therefore, active learning and appropriate media are vital for teachers in carrying out learning activities. this statement is in accordance with anitah's opinion (2015) that a good media is a medium that can be a tool to process, present, and explain students' abilities. the statement that the media is an effective tool is also explained in the ministry of education and culture (1992) that using media in the learning process can arouse students' interest and motivation in learning. it also can reduce and avoid verbalism, generate regular, systematic reasoning, and to foster understanding and values. on students. on the other hand, the findings show that the engpoly media or an example of a fun language game is an effective medium to use in learning english. this is in line with previous studies. for example, the results of research conducted by albab (2014) which uses a similar game to teach the simple past tense in writing recount text. in addition, it is also in line with the findings of santoso (2008) which combines engpoly media to teach speaking accurately and get better at mastering the simple past tense (masrukhah, 2021). ariansyah and syafi'i (2018) also reveal the success of english monopoly with an islamic context to improve writing skills. in fact, the implementation of english monopoly has also been successful not only in english groups but also in arabic groups in indonesia (rahman et al., 2016). if the previous research emphasized the results of the investigation of the effectiveness of the media used, namely monopoly, this is different from this study. this study focuses not only on the results of the observed media investigations but also on the formation of student learning strategies. by applying active learning strategies through engpoly media, students can evaluate and reflect on their learning strategies that they have used before. because it is proven that active learning strategies using engpoly media can improve their achievement in writing sentence structures. this is in accordance with the theory put forward by gagne (2005) which states that learning can be defined as a process in which an organism changes its behavior as a result of experiences. thus, the use of engpoly media can be used and developed as an effective learning medium at the elementary school, junior high school, and senior high school levels. engpoly can also be used in intensive learning in english language education at the academic level. however, engpoly media as an artificial medium still has a few weaknesses. in its application, engpoly media requires a lot of preparation because the equipment used is quite a lot, such as pieces according to the number of students, dice, engpoly boards, punishment and opportunity cards, and play money. so this media cannot be used spontaneously. however, engpoly media can be developed and keep up with the times and is not inferior to other electronic or modern learning media. that this media can still be used and exist in group room learning for the next few years. conclusion in contrast to previous studies, which only focused on investigating the effectiveness of monopoly as a learning medium at a certain level, this study offers observations on students' active learning strategies to reflect on students. in increasing their interest in learning grammar. as a result, this study explains no significant difference in influence between students taught using engpoly and students taught using powerpoint. however, students in the lesatari & ningrum active learning: monopoly as ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 264 experimental group who were taught grammar using engpoly media had an average post-test result higher than students from the control group who were taught grammar using powerpoint media. however, the research results described in this study show a significant contribution, which means that the use of engpoly in learning grammar contributes effectively to the achievement of eighth-grade students' grammatical competence. as an implication of the results of this study, teachers are expected to be able to develop engpoly media as a medium in teaching grammar, especially at the junior high school level. acknowledgement the researchers would like to express their gratitude to ms. fitriatul masitoh who have provided a number of constructive feedbacks in refining this study. we also thank to dr. rohmani nur indah who has supported us with guidance and direction in writing this article. references albab, u. (2014). the effectiveness of snakes and ladders game to improve students’ mastery of simple past tense in constructing recount texts (a quasi-experimental research of the eighth grade students of smpn 2 demak in the academic year of 2013/2014). elt forum: journal of english language teaching 3(1) 62-67. ariansyah, m. r., & syafi’i, a. (2018). mimog (mastering of islamic monopoly grammar) as a media in teaching writing. efektor, 5(1), 39-44. azmi, m. (2019). the effectiveness of using monopoly game to enhance students’ writing skill of recount text (an experimental study at the eight grade of smp assuniyah cirebon in the academic year of 2017/2018). thesis. universitas islam negeri walisongo. clarke, s., peel, d. j., arnab, s., morini, l., keegan, h., & wood, o. (2017). escaped: a framework for creating educational escape rooms and interactive games for higher/further education. international journal of serious games, 4(3), 73-86. depdikbud (1992). materi dan program latihan kerja guru pmp sltp. dirjen pendidikan dasar dan menengah. erlina m. & rachmajanti.(2016). developing a prototype of english monopoly game for teaching speaking to the ten graders of smk. thesis. universitas malang. firhan, k. (2018). challenges of teaching grammar at tertiary level: learning from english lecturers’ insight. university technology mara, 7(1), 149-158 gagne, r. m., wager, w. w., golas, k. c., keller, j. m., & russell, j. d. (2005). principles of instructional design, 5th edition. international society for performance improvement. gozu, e. & caganaga, c., k. (2016). the importance of using games in efl classroom. cypriot journal of educational science.11(3), 126-135. haqiqi, n. & suprayitno. (2017). penggunaan media monopoly untuk meningkatkan hasil belajar siswa pada materi keragaman ekonomi di indonesia dalam tema indahnya negeriku di kelas iv sdn babatan i/456 surabaya. surabaya: state university of surabaya. kamra, r. (2010). the importance of using games in the english classroom.availabel online at: http://englishtips.org (accessed march 24,2022). kristianto, a. a., (2016). teacher’s perspective on the use of games in english teaching and learning process. universitas kristen sayta wacana salatiga. latifah, s. r. (2018). the use of monopoly game to improve vocabulary mastery of the third grade students of sdi miftahul huda plosokandang kedungwaru tulungagung. thesis. iain tulungagung http://englishtips.org/ lesatari & ningrum active learning: monopoly as ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 265 lien c.& thi m. (2017). an evaluation of using games in teaching english grammar for first-year english-majored students at dong nai technology university. international journal of learning and educational research.16(7) lillehaug, s. (2016). students’ perception of grammar instruction: a study of the relation between students’ perception of grammar instruction and their multiple intelligences. the arctic university of norway. masrukhah, i. (2021). the use of monopoly game in teaching simple past tense at eighth grade of mpt al-chodidjah jombang. doctoral dissertation. uin sunan ampel surabaya. pradeep, k.b. (2013). the importance of grammar in english language teaching–a reassessment . language in india, 482-486 rafli, a. s.(2018). mimog (mastering of islamic monopoly grammar) as a media in teaching writing. stkip al-hikmah surabaya. rahman, t. a. f. t. a., sukri, h. f. a., hipni, h. i., tarmizi, m. h. m., nisham, m. r. r., mohamed, m. a. h., ... & fauzi, m. n. m. (2021). modified monopoly deal game for learning the declension of arabic words. jurnal pendidikan bitara upsi, 14(2), 1-18. saksit, s. (2017). english grammar and thai university students : an insurmountable linguistic battle. canadian center of science and education, 10(11) santoso, r. (2008). the implementation of “grammar monopoly” game as an alternative teaching media to increase students’ speaking grammatically doctoral dissertation. university of muhammadiyah malang. singhal, r., kumar, a., singh, h., fuller, s., & gill, s. s. (2020). digital device-based active learning approach using virtual community group room during the covid-19 pandemic. computer applications in engineering education. uswatun, h. (2016). respon siswa terhadap pembelajaran grammar berbasis website. nuansa journal. 13 (1) jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4963 april 2022. vol. 10, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp.234-244 jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 234 challenges encountered by teachers handling oral speech communication courses in the era of covid-19 pandemic louie p. gula teacher, junior high school department, saint joseph college, philippines corresponding author email: louiegula24@gmail.com article info abstract article history received: january 2022 revised: february 2022 published: april 2022 the fundamental reason for this research study is to point out the challenges encountered by the teachers, students, schools, and parents in facing and handling the oral speech communication subjects during the pandemic. given that, most of the medium of instruction used is distance learning. it poses issues and concerns on how our respondents dealt with the situation. a descriptive survey research design was used to obtain themes and phenomena to the questions provided. the questionnaire includes questions that seek to gather information on their basic profile, current experiences, and behavior towards the problem. it was found out that the different problems encountered by the teachers, students, school, and parents include the validity of the issue, the lack of motivation which was a very complicated problem because it deals with emotional readiness and stability, and the difficulty in comprehending the topics of the module because lessons are not explained personally by the teachers. therefore, oral speech communication requires an in-depth shift of lesson delivery to cater to the needs for improvement. keywords oral speech communication; modular learning; blended learning; how to cite: gula, l. p. (2022). challenges encountered by teachers handling oral speech communication courses in the era of covid-19 pandemic. jollt journal of languages and language teaching. 10(2), pp. 234-244. doi: https://doi.org/10.33394/jollt.v%vi%i.4963 introduction the covid-19 pandemic is unquestionably a public health concern. globally, schools are closed. the country and the globe as a whole are confronted with new issues as a result of the unanticipated public health catastrophe. covid-19, like so many other elements of daily life, has had a significant influence on students, instructors, and educational organizations all across the world (mailizar, 2020). alternative modalities of learning delivery were designed to reach all learners, regardless of who they are or where they are located. distance learning, blended learning, and homeschooling were among the deployed learning delivery modalities (ldms). when the department of education (deped) performed a learning enrollment and survey form (lesf) on the first day of school, it was discovered that modular learning, a type of distant learning that employs self-learning modules (slm), is one of the most convenient options for most filipino students. it was also the majority of parents/guardians' preferred learning system for their children. the slm is based on the department of education's most essential learning skills (melcs) (department of education, 2020). this study is centered to determine the varying situations faced by the teachers while delivering lessons through modules and monitoring the students' learning progress. face-toface education and even blended learning were hampered by the pandemic; nonetheless, the educational sector has to re-examine and regulate the use of technology for emergency remote instruction between students and teachers. as a result, whether the effects of emergency remote teaching are beneficial or not, educational systems throughout the world are left with https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:louiegula24@gmail.com gula challenges encountered by teachers ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 235 no option but to grasp, experience, and embrace the vast and quick changes (hung, et al., 2010). as for the students, to identify the struggles and hardships faced as they were learning the oral communication subject through printed lessons and the absence of personal discussions by the teacher. due to the lack of face-to-face education, students are unable to fully concentrate on their studies, and most parents, particularly in rural regions, are unable to adequately understand the modules offered to their children (guiamalon, t., et al. 2021). for the school concerns, it shows what the administration has faced throughout the academic year in supporting the teachers and students. and for the parents to be aware of how they supported and guided their children in learning the oral speech communication subject as the current teachers. teachers communicate well with parents to promote a child's learning at home. they also have the essential training and skill development to do their duties successfully and efficiently. another factor that most likely influences the effectiveness of learning activities for distance learning delivery are the presence of an intensive communication mechanism between teachers, parents or guardians, and learners. because of ongoing communication, doubts, confusions, and uncertainties, as well as tough tasks or issues that have been assigned to be completed and solved by learners, will be properly handled (san antonio, d., 2020). it is important to identify the problems encountered in dealing with oral speech communication during the pandemic to be aware on what are the initial steps to do once the same situation and set-up happen again. in general idea, this survey aims to identify the problems encountered in handling oral speech communication during the pandemic and how to solve and deal with such problems to continue the productivity in learning the subject. literature review in many nations, including other western countries and the asian area, modular teaching is one of the most widely used and recognized teaching and learning strategies. almost all topics, including natural education, adopt a modular method. it takes into account the learners' unique peculiarities, which necessitates preparation for the adoption of the most appropriate teaching strategies to assist the person in growing and developing at his or her own pace (kandarp sejpal, 2013). the modular distant learning technique is primarily intended for educational purposes. the delivery of instructional resources to pupils is the responsibility of teachers. a module can be a single piece of subject matter content or a collection of content pieces that make up a distinct unit of subject matter or area of expertise. the objectives of a module are clearly articulated, preferably in behavioral form (editor in news product, 2018). barnett et al. (2004) claimed that the curriculum is given little consideration in contemporary discussions about edification and learning in higher education, but that this may change in the context of quality assurance methods. material on design work for edifiers organizing programs in higher edification is insubstantial. another type of individually employed training is the usage of self-learning modules in the classroom. this is referred to as the modular method of teaching and learning. if self-learning modules are available on certain topics, they can be assigned to students as self-learning assignments. scientific attitude refers to an individual's view on life. attitude is a method condition or stable method set that manifests itself as a tendency to react in the same general way to each member of a class of stimuli (knight, 2002). modular learning is one of the teaching methodologies in which students must study everything in the module on their own time and effort. furthermore, he emphasized that the process is different from the traditional one, in which pupils just listen to the lecturers' notions and memorize them. he also stated that the modular method, which is student-centered, selfpaced, and does not need note-taking, may be a useful option to overcome the issues gula challenges encountered by teachers ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 236 presented by students in typical classroom situations. in addition, utilizing a module instead of a textbook in traditional techniques to teach the english language increased active learning and improved critical thinking as well as problem-solving skills (gonzales, 2015). furthermore, standardized textbooks have their styles, and the structure of their contents, as well as the degree of coverage of subjects, can influence the teaching and learning environment. as a result, they claim that using a module provides a more adaptable learning environment for both teachers and students. modular learning has been used for decades, but there is now a wonderful chance to combine the power of expanding technology innovation with the extraordinary learning process. educators are prepared to contribute to the next gutenberg or printing press moment in education, which highlights the spectacular way human thought develops a revolutionary movement, as educators and researchers in a premier online institution (cheng and bakar, 2017). it was found out that the teacher’s issue on technical elements was evident. instructors have their laptops, pcs, and smartphones, as well as the technical skills to accept and use these technologies. according to the survey, 87 percent of 700,000 teachers in the philippines have laptops or computers at home, while 13 percent have none. only 41% of people with devices have an internet signal in their neighborhood but no connection of their own. according to prior projections by the department of education (deped),), providing teachers with their computers will cost p23 billion. the department will also need to increase teachers' technical competence to accept new technologies, such as by providing them with appropriate equipment and training (guiamalon, t., et al. 2021). this indicates that schools under the department of education have supplied sufficient supplemental materials for modular learning. the total assessment is 3.30, with an interpretation of "evident." this technically means that instructors have been taught and welloriented to be ready to accomplish their jobs and functions on modular distant learning education in the event of a pandemic. the department of education hoped to complete teacher preparation before the start of the 2020-2021 school year. aside from training, there are local efforts from division offices and regional offices, where instructors are offered training activities as well (guiamalon, t., et al. 2021). with an interpretation of "evident," the total grade is 3.02. this means that there are no issues with the creation and distribution of self-learning modules. all essential budgets for the reproduction of slms have been provided by the department of education. according to deped (2020), more than 8.8 million parents chose modular learning as their preferred distance learning modality as an alternative to in-person classes this school year 2020-2021, according to partial results of the learner enrolment and survey form (lesf) distributed during the enrolment period. the slms and other alternative learning delivery modalities are in place to suit the needs, situations, and resources of every student, and will ensure that basic education is available despite the current covid-19 issue, deped secretary leonor briones said (2020). deped has funding to replicate instructional modules, according to education undersecretary and spokesperson annalyn sevilla (2020). we have already downloaded monies totaling roughly p9 billion to division offices. regional offices, as well as school division offices, have received directions on how to spend funding (guiamalon, t., et al. 2021). the entire weighted mean is 2.73, which fits the "evident" interpretation. this implies that parents and guardians may help their children learn in a new way, although some of them are impeded by their inability to facilitate and explain the modules offered to them. parents are instructors' partners in education since that education is no longer held in schools. in the opinion of dr. one of the greatest obstacles faced by teachers, according to estela cario (2020), head of the department of education's office in the cagayan valley area, is the distance between learners' homes and the type of road that must be traveled, some of which gula challenges encountered by teachers ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 237 must cross rivers. some learners do not have parents who can assist them in studying at home, and some parents answer slms for their children (cario, 2020). the total weighted mean value is 2.94, which is read as "evident." this means that the schools have been provided adequate funding and resources and that they are being used properly. deped order no.18, s.2020 defines the parameters that will allow the supply of learning materials in the be-lcp implementation. it also lays out the rules for releasing, using, and liquidating support money for the printing and distribution of self-learning modules and other learning materials. sevilla, a. (2020), education undersecretary and spokesperson, promises that there will be no sharing of self-learning modules (slms) in the school year 2020-2021, promising a 1:1 ratio. in terms of technical factors, teachers and the school where they teach were prepared. teachers also stated their readiness to carry out their duties and responsibilities linked to the teaching and learning process under the new standard education system. the self-learning modules (slms) are dependable, and their manufacturing and distribution go smoothly. teachers receive the essential training and skill development webinars to accomplish their jobs effectively. when it comes to students learning, however, there is a problem. due to the lack of face-to-face instruction, learners are unable to fully concentrate on their studies. parents/guardians should encourage and assist their children while they adjust to the new learning mode. however, several of them felt restricted in the modular learning session due to a lack of competence to guide and explain. the difficulties that parents have in assuming responsibilities as instructors for their children. the educational background and socioeconomic condition of parents have a significant impact on their children's ability to learn remotely and adapt to modular learning. furthermore, the schools have adequate financial and material resources, which are effectively used to enable the vast replication of self-learning modules (slms) (guiamalon, t., et al. 2021). research method the goal of this study is to examine the obstacles that teachers faced in the period of the covid-19 pandemic while dealing with oral speech communication courses. this is to determine the many conditions that teachers confront when delivering courses via modules and assessing students' progress. the respondents' behavior, demographics, and experiences relating to the topics were documented using a descriptive-survey study approach. the questionnaire asks them questions on their fundamental characteristics, current experiences, and behavior about the problem. this is also a way to look into the problem's reoccurring themes and existent phenomena. research design a descriptive research design was being used to identify the following challenges encountered by the teachers handling oral speech communication courses in the era of the covid-19 pandemic. descriptive research is a type of nonexperimental study that aims to describe the features of phenomena as it occurs (schwarzkopf, n., 2008). descriptive research attempts to describe a population, condition, or phenomenon systematically and accurately. it can provide answers to the what, where, when, and how questions, but not the why. a descriptive research plan may employ a variety of research approaches to investigate one or more variables. in contrast to experimental research, the variables are observed rather than influenced or changed by the researcher (mccombes, s., 2020). population and sample the participants of this study were exclusive only to english teachers. there were six respondents overall on the research. the respondents were selected english teachers from different schools with experience in teaching oral speech communication at different levels of gula challenges encountered by teachers ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 238 education. respondents were selected based on the following profile such as the educational attainment in line with the majorship in english, length of service with more than three months, and the grade and year level taught. this study utilized the online communication of the collection of the data through messenger, phone calls, and video-calling. the questionnaire is an originally made tool of the researcher. it contains the demographic queries of the respondents and open-ended questions. research findings and discussion respondents’ profile table 1 respondents’ profile name age educational attainment length of service name of school grade respondent a 23 ab english 1 year mlg college of learning grade 11 students respondent b 27 bsedenglish 2 years bato institute of science and technology grade 11 students respondent c 29 maedenglish 5 months matalom national high school grade 11 students respondent d 23 bsed-english 2 years saint joseph college grade 10 students respondent e 23 bsedenglish 2 years saint joseph college grade 10 students respondent f 21 bsedmapeh middle school and high school respondents belong to the age range of 20 years old to 30 years old where 2 years of teaching experience was garnered by three respondents as the longest record in all of them with five months experience as the shortest recorded data. respondent c was currently finishing his master’s study related to english discipline and four of them just finished their bachelor’s degrees. respondent a is a graduate of bachelor of arts in english. all of them were affiliated in a school with loaded units in english subjects. what are the problems you encountered (as a teacher) in teaching oral communication subjects during the pandemic? respondent a the idea is that teaching oral communication is fun and easy, but during this pandemic, i have encountered a very different learning strategy wherein activities are modified and often unreliable. the problem i have encountered includes students’ lack of motivation for the subject, since most of them are on a modular form of learning, some of the students submit modules very late respondent b the problems that i’ve encountered during the pandemic through teaching oral communication subjects are students cannot do their tasks properly respondent c not seeing your student personally is a major problem, i mean in all subject areas this is a major problem, specifically, we are talking about oral communication, which means, we deal in different speeches on different occasions. the gestures, intonation, diction, and proper way of delivering the speech, are almost impossible for us to gula challenges encountered by teachers ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 239 correct direction. respondent d one of the problems that i encountered in teaching oral communication subjects during the pandemic are the following: (a) poor internet connection; (b) cannot guarantee if the students understand the discussion for some students choose not to ask questions or speak up to their queries; (c) problem in making a follow-up to students who are inactive in social media; (d) difficulty to communicate to the learners due to their low self-motivation and adaptation to this new normal schooling; (e) difficulty in catching up the attention and interest of the students to listen in the discussion; (f) slight difficulty in delivering the lesson, especially in doing videorecorded lessons—i find it difficult in a way that i am not used to in delivering my lesson without receiving any interaction from my students. respondent e i encountered that students will always hesitate to answer during the discussion and they tend to tell us always that their mic was broken or their internet connection was unstable. respondent f there were not many differences when it comes to teaching since everything is done online. we don’t get to experience face-to-face classes. on the first question, i have found out that teachers encounter problems from the student such as lack of motivation as one the most prominent issue. followed by the different problems faced by the respondents such as the modification of the learning activities, poor internet connectivity, the guarantee if the students understand the discussion for some students choose not to ask questions or speak up to their queries, prone to unreliable outputs, successive late submission, outputs that cannot be corrected immediately for personal explanations and following-up the students through social media. what are the problems encountered by the students in learning oral communication subjects during the pandemic? respondent a the problem encountered by most of the students is an internet connection, it hinders them to attend lessons and watch discussions. in conducting activities and projects, most of it is on a recorded presentation however internet connection is very unstable respondent b they cannot comprehend easily because the lessons and topics were not discussed and explained by the teacher respondent c a student may have a hard time knowing what is right or wrong in their speech, i mean, it would be hard for them to correct their work. at first, how would they know if they are right, modules can only instruct them limitedly, not like when we, the instructor are the ones instructing them directly, not just virtually but physically. respondent d one of the problems encountered by the students in learning oral communication subjects during the pandemic are the following: (a) poor internet connection resulting to have poor learning for they cannot properly access and cope up with the discussion; (b) inactive participation (c) queries/questions not addressed right away (d) some students have lack knowledge in using the technology—one of the gula challenges encountered by teachers ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 240 main reasons why they chose not to answer the activities for they feel ashamed to admit and ask for help; this results them to receive low grade; (e) some students find it difficult to understand deeply the lesson; (f) their learning environment is not conducive to learning; (g) passive learning; since there is no physical interaction, there is a tendency that rote learning take place, meaning to say the information received by the students are easily forgotten; (h) other students are experiencing cumbersome in comprehending the content on their own, especially those who opt modular learning modality; (i) learning cannot take place for some parents are the ones who are answering the modules instead of the students. respondent e they became shy they didn’t be able to express their ideas and opinions. respondent f before the pandemic, most of my students go to another english academy every after school. when this pandemic happened, they can only go there a few times a week or they just conduct everything online which they find boring at times. the second question refers to the problems encountered by the students where the difficulty of comprehending the lessons for the reason that wasn’t explained by the teacher personally appears to be the problem experienced by most of the respondents. this is followed by internet connectivity, inactive participation, and technology illiteracy. what are the problems encountered by the school in managing oral communication subjects during the pandemic? respondent a during this pandemic, our school encountered problems such as the distribution and retrieval of modules per barangay. it takes time and effort for the assigned teachers in distributing and retrieving the modules. respondent b none, since we are using modular class respondent c the school supports us by realizing the means of delivering and making the modules, but in oral communication, modules are not enough to be the medium of instruction. this is communication, so it means there must be an interactive message between the sender and receiver. the problem is just modular or even online soft copy is not just enough to be the means of instruction. respondent d because the queries of the students are not addressed right away, misunderstandings occur that is why some parents directly go to the school expressing how they feel; sometimes the parents are becoming irate in a way that they rant in the office without evaluating the performance of their child. aside from that, one of the problems encountered by the school is regarding the system. our system keeps on changing in a way that sometimes can be a burden for us teachers in doing our tasks. but we still have to follow for we believe that these changes can be beneficial to the learners. respondent e respondent f gula challenges encountered by teachers ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 241 the third question refers to the problem encountered by the school wherein the distribution and retrieval of the modules top the most encountered problem by the respondents followed by the abrupt parent’s harsh queries and the changing system of instruction. how did you address the problem? did it work? respondent a i addressed the problem by knowing the students’ profiles. then, reach them through call if they can’t submit the module on time and it worked! respondent b respondent c to address the problem, we give them instructions on the use of messenger applications or facebook, honestly, it is still not enough to solve the problem. i mean there are idealistically possible solutions, but realistically speaking, it is impossible to be implemented in such a situation. respondent d regarding the interaction problem, i see to it that i make my powerpoint presentation way easier to understand-by not presenting too many words that can cause confusion and boredom to read. what i did also just see to it that i only put keywords and explain things vocally. i also did a question-and-answer portion which i find very effective. also, regarding those students whom i find it hard to reach out to, i contacted their advisory teachers to ask for their help in resolving the problem. i also resolve such circumstances by updating my students regarding the outputs that they miss to comply with. respondent e respondent f the last question talks about the intervention made by the respondents and it shows that reaching out to students through a phone call for follow-ups and communicating with students using messenger appears to be the most applied solution for the problem encountered followed by providing comprehensive powerpoints and knowing student’s profile. what are the problems you encountered in teaching oral communication subjects during the pandemic? 1st lack of motivation3 2nd modified activities 2 3rd poor internet connection2 3rd cannot guarantee if the students understand the discussion for some students choose not to ask questions or speak up to their queries2 4th unreliable outputs1 4th late submission1 4th cannot be corrected personally and directly1 4th the problem is making a follow-up to students who are inactive in social media1 the recurring themes emerged on the problems encountered by the teachers in teaching oral communication subjects during the pandemic tops the lack of motivation which was shown in the three responses, followed by the modified activities, poor internet connection, the assurance of understanding the lessons, unreliable outputs, late submissions, the personal encounter for corrections and lastly the need to communicate the students who are inactive in the medium for communication. what are the problems encountered by the students in learning oral communication subjects during the pandemic? 1st cannot comprehend because lessons are not explained by the teacher3 gula challenges encountered by teachers ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 242 2nd internet connection2 2nd inactive participation-2 3rd technology illiterate1 problems encountered by the students in learning oral communication subjects during the pandemic include the comprehension needed because of the lacking explanation due to limited resources as the top theme that exists, followed by the internet connection, inactive participation, and lastly technological illiteracy. what are the problems encountered by the school in managing oral communication subjects during the pandemic? 1st distribution and retrieval of modules2 2nd parent’s harsh queries 2nd system of instruction the problems encountered by the school in managing oral communication subjects during the pandemic emerged that distribution and retrieval of modules as the top reason followed by the parents’ harsh queries and lastly by the system of instruction used. how did you address the problem? did it work? 1st reaching-out through a phone call2 1st communication through facebook and messenger2 2nd providing powerpoints 2nd knowing student’s profile most of the respondents addressed the problems by reaching out to them through phone calls as the number one solution of the said problem followed by communication through facebook messenger, providing powerpoints, and lastly knowing the students’ profile for background checking. conclusion therefore, i have narrowed down the different problems encountered by the teachers, students, school, and parents based on the responses i have collected. some respondents answered the same problem encountered, leading to the validity of the issue. most of the teachers encountered the problem of the students with lack of motivation which is indeed a very complicated problem because it deals with emotional readiness and stability. the students’ side of encountering problems is the difficulty in comprehending the topics of the module because lessons are not explained personally by the teachers. it is really difficult for the students to just rely on the written information without further explanation and examples given. the most faced problem of the school is the challenging distribution and retrieval of the modules because it requires time and effort. however, with all the problems encountered, teachers were able to come up with an immediate solution for the problem which is reaching out to a student for follow-ups through phone calls and communicating with them using messenger since this is the trendy form of communication, we all have. recommendation based on the data i have collected, i fully understood how struggling to teach oral speech communication during the pandemic using remote learning considering the medium and available resources we have. that is why i have formulated some immediate solutions to lessen the problem a bit. however, these solutions might be dependent only on those schools that offer a different form of lesson delivery. i think that it would be better to provide summarized information and content in the module which is easily constructed for the students to understand easily. it would be better also to create comprehensive powerpoints for the students to study. we need to upload pre-recorded lessons too through youtube, gula challenges encountered by teachers ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 243 messenger and facebook accounts for the students to watch. we need to be considerate also on the level of difficulty on the learning activities we are requiring them to work on, these competencies must be achievable within the time frame and most 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(2010). which english? whose english? an investigation of “nonnative” teachers’ beliefs about target varieties. language, culture and curriculum, 23(2), 123–137. http://othes.univie.ac.at/24460/1/2012-12-17_0301055.pdf jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5267 july 2022. vol. 10, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 368-379 jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 368 accommodating learners’ multilingual capabilities in an english first additional language classroom kufakunesu zano department of basic education, south africa corresponding author email: kufazano@gmail.com article info abstract article history received: june 2022 revised: june 2022 published: july 2022 debatably, in south africa, there is an absence of a consensus about a teaching method that can inform multilanguage usage for english first additional language learners in the further education and training phase. this study argues that translanguaging can be the latest all-embracing approach in language policy and assessment needed to substitute previous linguistic practices that treated languages as separate entities in a globalized world. the study aims to determine how group work promotes learners’ different multilingual capabilities among learners in an english first additional language context in the further education and training phase. it took place in a multilingual grade 11 classroom. for this qualitative study, only 24 grade 11 learners were used as participants in 4 focus groups for data collection. the results indicate that engaging in group work increases the time english first additional language learners spend actively using their home languages with their peers. learning english within mixed linguistic groups, learners often draw on their existing languages to learn and to communicate with their teachers and peers. therefore, distinguishing language upbringings as a reserve might produce positive results in the classroom when teaching english to english first additional language learners as learners showcase their identities in collaboration with their contemporaries. group work creates a space where translanguaging can easily take place and it is a good exemplification of the power processes that underlie the classroom as learning becomes learner-centric. it was concluded that group work can serve as an enabler for translanguaging, harnessing learners’ different multilingual capabilities for a better understanding of their work. keywords translanguaging; multilingualism; group work; how to cite: zano, k. (2022). accommodating learners’ multilingual capabilities in an english first additional language classroom, jollt journal of languages and language teaching, 10(3), pp. 368-379. doi: https://doi.org/10.33394/jollt.v%vi%i.5267 introduction in numerous educational settings around the world, teachers seem to put a lot of effort into ‘silencing linguistic diversity’ (pulinx, piet van & orhan, 2015.). on the other hand, learners in an english first additional language (efal) learning context in south africa put lots of energy into evading school regulations and using their home languages nevertheless. all this energy might be used much more resourcefully by taking full advantage of learners’ multilingual capabilities as resources for task performance in an efal setting. the recent cornucopia of lapping terminology has influentially affirmed the paradigmatic shift from monolingualism to plurilingualism in language education and sociolinguistic research (canagarajah, 2011). while in the past a monolingual approach was considered the right path to follow in teaching foreign languages, due to the effects of increased globalisation and the global spread of multilingualism, a new approach to teaching is called for. nowadays, educational practices are frequently carried out in a bilingual or multilingual setting, where traditional approaches and methods often become obsolete and need to be redefined or reformulated to meet the learners’ needs. among these new concepts, wiley and garcía (2016) remarked that translanguaging unambiguously calls for elastic instructional approaches in https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& zano accommodating learners’ multilingual … ... jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 369 foreign language teaching, and in the context of this study, it is an efal setting in the further education and training (fet) phase in south africa. in brief, translanguaging refers to the process of using one’s full linguistic repertoire ‘to gain knowledge, to make sense, to articulate one’s thoughts and to communicate about using language’ (li, 2011). when it comes to teaching a foreign language, teachers are faced with the challenge of determining which teaching strategies and approaches are most suited to the needs of a particular class. to adapt teaching methods to the changes that have occurred over the last few decades, educational researchers have identified the need for new teaching norms and methods that take into account the distinctiveness of the classroom, including the learners' backgrounds, linguistic skills, and proficiencies (nagy, 2018). although new methods are not always simple to implement for a variety of reasons like a lack of materials, an insufficient number of classes and a curriculum that must be followed, teachers are nonetheless expected to implement learnercentric approaches that embrace the specific individual linguistic needs of the language learner (nagy, 2018). the past decade has seen increased scholarly interest in interaction as a learning tool and a means of analysing learner identities in multilingual classrooms (kibler, 2017). for this reason, this study focuses on group work as a way of accommodating learners’ multilingual capabilities in an efal classroom in the fet phase in south africa. this study recognises multilingual diversity as an untapped resource and proposes harnessing the multilingual competencies of students to overcome hurdles in misunderstanding questions set for individual assignments, through group work. group work has been used extensively as an active learning methodology for students to gain a deeper understanding of content but has to a lesser degree been used to explore how learners gravitate towards translanguaging when working in groups (ramchander, 2020) in this study, group work is branded also by the varied use of the linguistic and identity repertoires of the learners, notably by translanguaging or the use of lexical and syntactical items from more than one language to attempt an activity in an efal context in fet phase in south africa. it is envisaged that this study will help efal teachers to be better equipped and supported to deal with diversity in their classrooms considering the learners’ different linguistic backgrounds in an efal setting in the fet phase. in this study, group work as a teaching approach is entrenched in the principle of ubuntu. in endorsing the conceptions of ubuntu axiom ‘umuntu ngumuntu ngabantu’ mbigi (1997:36) observed that: in traditional life, the individual does not and cannot exist alone except corporately. he owes his existence to people, including those of past generations and his contemporaries. he is simply part of the whole. the community must therefore make, create, or produce the individual; for the individual depends on the corporate group ... whatever happens to the individual happens to the whole group, and whatever happens to the whole group happens to the individual. the individual can only say: ‘i am, because we are; and since we are therefore i am’. according to ngubane and makua (2021), what mbigi is arguing for is that in african cultures, an individual is incomplete without the group and the group is not privileged over the individual. in essence, equity is central to ubuntu (ngubane & makua, 2021). the study aims to determine how group work promotes learners’ different multilingual capabilities among learners in an english first additional language context in the further education and training (fet) phase. the research question of this study was: does group work help in accommodating learners’ different multilingual capabilities in an english first additional language context in the further education and training phase? zano accommodating learners’ multilingual … ... jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 370 literature review languages have traditionally been thought of as existing in separate compartments, or as “two solitudes” (cummins, 1979), within bi/multilingual learners’ minds. in his theory of linguistic interdependence, cummins posited that linguistic or metalinguistic practices learnt in one language could be transferred to another (cummins, 1979). for example, if a child is familiar with finding the main idea of a text in one language, that child will be able to transfer that competency to a new language. while this theory destabilises the idea that languages are stored completely separately in the brain, it relies on the assumption that a bilingual person has a dual linguistic system and transfers competencies between those systems (vogel & garcia, 2017). the term “translanguaging” was originally used to describe a pedagogical practice of moving flexibly between different input and output languages in welsh revitalisation classrooms (williams, 1994). in this situation, the changing of the language is strategic and deliberate instead of spontaneous. the initial aims of translanguaging are to employ the stronger language to help learners to develop the weaker language in order to contribute to the balanced development of the learner’s two languages (tai, 2021). however, recent translanguaging literature has paid attention to teachers’ deployment of multiple linguistic resources for scaffolding. the findings of the studies (e.g., zano, 2022; zano, 2021; zano, 2010; vogel & garcia, 2017) typically indicate that the teachers encourage learners to draw on their multilingual and multimodal resources in the classroom, which consequently can facilitate the learners’ development of multilingualism. lewis, jones and baker, (2012) note that translanguaging in education refers to using one language in order to reinforce the other, in order to increase understanding and in order to augment the pupil’s activity in both languages. translanguaging theory, in relying on a conceptualisation of bilingualism as dynamic, argues that there are not two interdependent language systems that bilinguals shuttle between but one semiotic system integrating various lexical, morphological linguistic features besides social practices and features individuals embody (e.g., their gestures, their posture), as well as those outside of themselves which through use become part of their bodily memory (e.g., computer technology) (garcía, 2016). to support teachers’ understandings of translanguaging as pedagogy, celic and seltzer’s (2011) translanguaging guide for educators offered translanguaging strategies that help facilitate more effective learning of content and language by bilingual learners. designed as a collaborative professional learning resource for bilingual and monolingual teachers of emergent bilingual learners, their guide outlines how teachers can create classrooms that intentionally integrate learners’ home language with english as part of their lesson planning. selected specific translanguaging strategies include collaborative group work in negotiating content in any language and sharing in english, brainstorming in any language and writing in english, previewing in home language and collaborating in any language, listening in english and discussing in any language. rather than turning one language “off” and turning another “on,” translanguaging suggests that we creatively integrate all semiotic resources to communicate (wei, 2017). translanguaging, therefore, provides opportunities for individuals to conceive of languages not as independent but as facets of the same adaptive system (creese & blackledge, 2010; garcía & li, 2014). it can be understood as bilinguals’ ability to navigate social spaces in ways that transcend named languages (fallas escobar, 2019). that is, translanguaging goes beyond common understandings that describe bilingualism as double monolingualism and instead construes multilingual speakers ‘not so much as the sum of two (or more) complete or incomplete monolinguals but rather as specific and fully competent speaker-hearers who have developed a communicative competence that is equal but different, to that of monolinguals’ (grosjean, 1996:21). zano accommodating learners’ multilingual … ... jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 371 translanguaging was used to create moments of less language separation, as the alternation of languages in different phases of one single language class. baker describes this process in the following way: ‘to read and discuss a topic in one language, and then to write about it in another language, means that the subject matter has to be processed and “digested (2011:289). the principle chosen by the teachers for this was to provide new input in the language in which pupils were less proficient and then have pupils discuss content and language with peers in another language (duarte & jellema, 2017:23). this is a departure from previous conceptualisations of bilingualism. the traditional cognitive theory of bilingualism called the “separate underlying proficiency” model, argued that bilinguals had two separate language systems in their minds that corresponded to nationally sanctioned, standard, named languages, such as english, sesotho, shona, etc. the theory posited that only exposure to and instruction in a second language, and not instruction in a first language, would lead to proficiency in l2 (vogel & garcía, 2017. the study aims to determine how group work promotes learners’ different multilingual capabilities among learners in an english first additional language context in the further education and training (fet) phase. the research question of this study was: does group work help in accommodating learners’ different multilingual capabilities in an english first additional language context in the further education and training phase? research method this study was designed as a qualitative research project. it took place in a multilingual grade 11 classroom. none of the participants was a native speaker of english. for this qualitative study, only 24 efal learners in grade 11 were used as participants. the researcher requested parental consent for their children to participate in this study. the researcher also requested assent from learners to participate in this research. the participants were assured of confidentiality and anonymity for participating in this study. these learners were stationed at one high school in south africa. in 4 groups of 6 each (identified as fg1-fg40, the learners shared how group work helps in accommodating learners’ different multilingual capabilities in an english first additional language context in the fet phase. the focus group structure was chosen with the purpose of soliciting work that therefore reflected how the participants came to a consensus in their representations of their ideological positions, rather than individual perspectives. before the participants took part in the focus group discussion, they were informed of the general aim of the study, which is ‘aims to determine how group work helps in accommodating learners’ different multilingual capabilities in an english first additional language context in the further education and training phase.’ the qualitative data for this study were analysed using content analysis. the interpretative analysis reduced the volume of information and identified significant patterns. the researcher analysed the participants’ responses by finding links and similarities in the responses and coded them appropriately. then, the researchers abridged and positioned the results into themes. research findings and discussion research findings according to creese and blackledge (2015:33), teachers who implement translanguaging practices in their second language pedagogy “can incorporate the complex, mobile language repertoires and identities of their learners, and in so doing, enhance learning”. this of course does not mean that “anything goes” and that teachers should oversee standard target language constructions. learning english within mixed linguistic groups, learners often draw on their existing languages to learn and to communicate with bi/multilingual teachers and bi/multilingual learners. therefore, distinguishing language upbringings as a reserve might zano accommodating learners’ multilingual … ... jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 372 produce positive results in the classroom. to cement the above, the participants had the following to say: we rely on our backgrounds, that is, the language we are used to is the one that we use in group work to deal with newer information and understand the given work much faster. fg 2. when we are introduced to a new topic while we work in groups, for us to understand it, we make use of the languages, which we speak in our locations with our families and friends. fg3. at school, students create their identities in collaboration with their contemporaries. blommaert and varis (2013:157) define "identity repertoire" as "the way we deploy linguistic resources during an interaction, primarily through performance and negotiation". this identity repertoire carries with it a standing that has an impact on relationships and learning with peers, particularly in small groups. because "in modern times, a group of two or more languages, rather than a single language, often meets a society's and an individual's fundamental needs in terms of communication, cognition, and identity" (aronin & hufeisen, 2009:105), the classroom can help students prepare for future linguistic diversity. to corroborate the above, the participants had this to say: our identities or roots are in our mother languages like ndebele, setswana and sesotho. as we share in groups, we are just at home when sharing in languages that remind us of our roots. fg4. the translanguaging continuum is a technique for reflecting on instructional and curricular decisions that ensure that all children can participate equally in groupwork linguistic practices in the classroom. this is consistent with fraser's (fraser & honneth, 2003) emphasis on "participatory parity," which refers to cultural norms that provide all members of a social group with the capacity and environment to engage on equal footing. recognition is one of fraser's recommended dimensions, which comprises honouring varied identities and cultures in ensuring that everyone has equal footing as complete partners in the social interactions established within a community. the following excerpts serve to confirm the above: working in groups is good for us because, apart from helping each other in the given english language task, we also learn to appreciate the different home languages that we will be using to complete the given though the work will be written in english. fg1 we have different backgrounds based on language, therefore, we have to respect these differences as we work in groups for one is more comfortable say with sesotho than isizulu. after all, these languages are equally important in our learning. fg2 representation in the curriculum is necessary for students to see that the knowledge and accomplishments of their communities are worthy and that they will also be able to influence their social milieu (fraser & honneth, 2003). even if multilingualism has a larger meaning in more current theories, and even if it serves societal needs, nature and nurture require the support of the cultures around them (franceschini, 2009: 28). for these reasons, the participants had this to say: there are times when the teacher insists that we must use english only in class depending on the task we will be dealing with. but, when we are working in groups, we use our home languages, which represent our culture, especially isizulu and sesotho, which are mainly used in this community. fg1 group work creates a space where translanguaging can easily take place and it is a good exemplification of the power processes that underlie the classroom. this type of work usually takes place in a special space in the classroom, not under the direct and constant control of the zano accommodating learners’ multilingual … ... jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 373 teacher. the theatrical metaphor from the sociologist ervin gofman with front and back stage spaces allows us to see the differences between the spaces in direct control by the teacher (front stage) and others where the “rehearsals” and group work take place (back stage) (gofman 1959). in these semi-free spaces, the teacher has no direct and/or constant control, and inequity and empowerment can be exacerbated in group spaces. to corroborate the above, the participants had this to say: when working in groups, our english teacher does not ‘over interfere’ with our discussions, thus we over rely on our mother tongue to explain the work at hand. we are in charge of the show, that is why we use languages we are most comfortable with to explain or describe the work at hand. fg3 the teacher is hardly in our midst or group to caution us when we depend on other languages and remotely use english to complete the task. usually, if it is the teacher in charge during the lesson, and we mostly use english. now, in his absence, we feel independent and permitted to use our home languages to explain an english task. fg4 translanguaging in group work is different from translanguaging in front space. when students work in small groups, a different space is created, one where students feel safer. most definitions agree that “safe space” is not a teaching technique but “one way of thinking about the educational endeavour […] encouraging the idea that classrooms and learning should be stress-free” (redmond, 2010:4), comfortable and unthreatened (cooper, 2013); learners are free to express their thoughts, beliefs, opinions, experiences, and creativity (barrett 2010); feel secure to take risks, explore their knowledge, attitudes, and behaviours (holley & steiner 2005); and have opportunities for cognitive and linguistic engagement in the classroom (arreguínanderson, 2015). to cement the above, the participants had the following to say: working in a group makes us feel very comfortable as we freely express ourselves in our home languages. it is so intimidating to share our ideas in front of the whole class; we prefer sharing in groups to sharing with the whole class. we have confidence when using both our mother tongue and english as we work in groups to do the task. no need for fear when sharing information with a few group members. fg2 we don’t feel at home and relaxed to share with the class because they will be judging us based on our english expressions, grammar and pronunciation. in the end, they might label you for mispronouncing an english word. this will hardly happen in groups because, mostly, we will be using both english and our home languages to share our ideas with others. fg4 codeswitching for interpreting is perhaps the most obvious case of ‘doing languages’. it is one example of a group work language teaching and language learning activity. these activities must be based on the notion that there is one 'language' to learn and another that has already been mastered, and that a more 'knowledgeable' peer will assist in the learning process. even banda (2018:213) showed that group discussions in english, xhosa and both languages allowed all learners to participate and translanguage in order to find the solution to a task. importantly, the author points out that such translanguaging-based group work has another advantage, that is, it “provides peer-learning opportunity as the less proficient in english learn from the more proficient learners”. these assertions resonate with the following: there is enjoyment as we work in groups and we freely use english and our home languages in the sentences without caring about grammar as long we make sense of those sentences. after all, the teacher won’t be over-monitoring our group's progress throughout the lesson. fg3. zano accommodating learners’ multilingual … ... jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 374 to be better speakers of english, we tend to use both english and mainly sesotho in the same sentence to explain a point in our group discussions. fg1. khubchandani (1997, as quoted by canagarajah 2013: 40) identifies two main tools experienced speakers use in their translingual practice: synergy and serendipity. synergy is described as "the creative agency subjects must exercise in order to work collaboratively with the other participant to achieve intersubjective meaning" (canagarajah 2013: 41), or the readiness to put forth one's own effort to jointly build meaning. serendipity, on the other hand, "involves an attitudinal readiness to accept deviations as the norm’’ (canagarajah 2013: 40), or openness to dealing with input that deviates from the standards and a readiness to react intuitively to whatever new standards the other may provide. according to canagarajah (2013: 73), translinguals have a "collaborative disposition,", which is observable, for example, in examining co-participants' responses to verify knowledge and delivering their indication of familiarity during other speakers' turns. this finding is echoed in the following excerpts: as we work in groups, we respond differently to questions thrown at us. some prefer just using gestures like nodding their heads sideways to indicate disapproval while others might just open their mouths to imply surprise. fg3 communication can be verbal or not verbal. it is not everyone who would contribute words in a group because some depend on gestures especially when they hesitate to express themselves in english. but still, we make meaning out of that. fg2 another major group of interactional strategies is what mauranen calls “proactive work” (2006: 135). this is the work that the speaker does to help the listener understand while also achieving a higher level of assurance in terms of the others' knowledge. spontaneous clarification, restatement, or paraphrasing, understanding and confirmation checks, unsolicited self-repair, and working to construct an utterance with an interlocutor, such as pausing for insertion of candidate words, are all examples of proactive effort. overally, increasing redundancy seems to aid understanding. because of these proactive strategies, self-repair appears to be more common than other-repair and other-repair often takes the form of suggestions rather than corrections. for this reason, the participants had this to say: sometimes the words we use to correct each other, an outsider might think we are rude to each other. this normally happens when we use our home languages to correct the other or to give them some clue so that they reach the correct answer. fg1 we use other words like synonyms to simplify the words for fellow group members or rephrase certain statements for them in our home language as we do the given task. fg4 canagarajah (2011a) argues that translanguaging cannot be completely restrained because it is a naturally occurring phenomenon for multilingual learners. li wei and wu (2009) write that translanguaging is ‘the most distinctive behaviour of the bilingual speaker; there is no better behavioural indicator to show that a speaker is bilingual than when s/he is using two languages simultaneously in social interaction’ (p. 193). all this is reported as follows: this is our platform to prove that we can use our languages to understand an english task. when working in groups, we are family and as we interact, we enjoy referencing our home languages and the dominant one here is sesotho. fg3 when working in a group, we use our home languages to ask for explanations, examples of a sentence where we can use the given words, tenses, meanings of words and other related reasons. fg 2 zano accommodating learners’ multilingual … ... jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 375 discussion the study has revealed that learners using efal have an identity and culture to promote as they complete english tasks in groups. at school, learners have an identity and culture that are co-constructed between themselves and their peers. as blommaert and varis (2013) state, the way we deploy linguistic resources during an interaction, mainly through performance and negotiation, is our “identity repertoire” (p. 157). this identity repertoire brings along a status that affects interactions and learning with peers, especially when one interacts in small groups the findings have shown that the participants were against the dominance of english. this is in line with several studies that have found that learners exercise their agency in resisting the english-dominant norms of the classroom and creating a space in their interactions where their home languages could be used (rajendram, 2019). group work is one of the platforms used by learners to create spaces for their social interactions using both english and their home languages in sharing ideas about a given english task. the study has highlighted that learners use the home languages to help group members understand with ease. this finding is in line with lucas, villegas and freedson-gonzalez (2008) who propose a ‘linguistic responsive climate’ in which pupils can support each other in their native language. in a similar vein, sierens and van avermaet (2014) propose ‘facilitating functional multilingual learning’ as a strategy for responding to linguistic diversity at school: bilingual pupils help each other during independent group work. in this particular setting, there is no need to alter the curriculum or to employ bilingual teachers, so this way of working can be implemented in every class with at least two learners sharing the same mother tongue. the study reveals that learners enjoy working independently of the teacher. teaching efal requires a learner-centric pedagogy, and group work is ideal here, thus allowing the learners to translanguage with ease. learning with ease implies that their environment does not stress them. instead, it boosts their confidence. most definitions agree that “safe space” is not a teaching technique but “one way of thinking about the educational endeavour […] encouraging the idea that classrooms and learning should be stress-free” (redmond, 2010, p. 4), comfortable and unthreatened (cooper 2013); students are free to express their thoughts, beliefs, opinions, experiences, and creativity (barrett 2010); feel secure to take risks, explore their knowledge, attitudes, and behaviors (holley and steiner 2005); and have opportunities for cognitive and linguistic engagement in the classroom (arreguín-anderson 2015). the results reveal that understanding of a given task is enhanced when learners share a task in groups using their home languages to master an english group activity. perhaps, this is not startling, considering the collaborative nature of translanguaging as a feature of bi/multilingual discourse, researchers highlight collaborative learning through group activities as a factor that facilitates pedagogical translanguaging (martin-beltrán 2014). even ramchander (2020) observed tertiary-level students in south africa working on assignments in english and concluded that “when multilingual students engaged in group work, there was a tendency of gravitation towards translanguaging which resulted in students having a better understanding of assignment questions” (p. 74). the study has revealed that the dominance of english in an efal teaching and learning setting has been challenged. in the south african context, english is operating in a multilingual environment. even goodman (2017, p. 63) reports that “the english-only ideology competes with a multilingual reality, and in the context of classroom group work, the multilingual reality prevails”. the identity and linguistic repertoire of learners in an efal settings are fully deployed in their home environment, while in the school, this is limited. gómez fernández (2016) reports that in some instances, learners’ home languages are ignored or stigmatised. however, the study has revealed that language is identity and identity is culture, thus the two are inseparable. that is where group work as a teaching technique in an efal becomes handy zano accommodating learners’ multilingual … ... jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 376 in complementing learners’ home languages (identity and culture) and english in mastering any given task when learning english. in group work, collaborative tasks which do not engender competition are particularly successful in satisfying learners’ need for bonding and in enabling a shared sense of achievement, as long as individual students are not dominating in the task. additionally, teachers’ feedback plays a role in recognising when subgoals are reached. generally, “it may be hypothesised that activities which allow for these factors to come into play are more likely to result in sustained engagement than those which do not” (crookes & schmidt 1989: 234). this means that interest in a task and attention paid to the task is more long-lasting if learners perceive a task to meet their needs and if it aligns with their values. thus, information on whether learners perceive a task as relevant will be valuable in judging how well motivation is sustained throughout a task. conclusion the study shows that time is now ripe for efal teachers to ‘dive’ into a (more) multilingual sea by letting learners in group work. understandably, teachers are often reluctant to have learners engage in group work for various reasons. these reasons range from classroom management to doubts about the language learning potential of such an approach. time spent in group arrangements, the lack of controlled output and fear that learners might learn each other's mistakes are tangible and realistic motives behind teachers’ reluctance to have learners engage in group work in class. however, this study has revealed that efal learners can hugely benefit from a gamut of interactive activities for language learning, and group work is one of them in providing a social, interactive platform for efal learners.perhaps, instead of dismissing group work as an effective tool in efal learning, it becomes imperative for the efal language teacher to strategically group the learners; it is also obligatory to explain to the learners how to work in these groups effectively. this entails having them reflect on the meaning of collaborating with others and providing clear expectations about their participation in these groups, such as listening actively to peers, building on their contributions, providing constructive feedback, and staying focused on the work. acknowledgement the author would like to thank the anonymous reviewers for their invaluable feedback. references aronin, l & hufeisen, b. 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(2022). a multilingual turn: translanguaging by design activity in an efl context. journal of languages and language teaching, 10(2), 199-210. doi: https://doi.org/10.33394/jollt.v%vi%i.4826 http://dx.doi.org/10.21506/j.ponte.2020.8.9 https://doi.org/10.33394/jollt.v%25vi%25i.4826 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7158 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 195-210 jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 195 a systematic literature review of the feasibility of a translanguaging pedagogy in the foundation phase 1*ameera carrim, 1sibhekinkosi anna nkomo 1foundation phase division, wsoe, university of the witwatersrand, south africa *corresponding author email: ameera_carrim@hotmail.com article info abstract article history received: march 2023 revised: april 2023 published: april 2023 many south african educational contexts, including the foundation phase are linguistically diverse. however, this diversity is not mostly catered for as evidenced by the prevalent monoglossic ideologies. this has resulted in low literacy levels in south africa, which indicate a poor literacy foundation and limit learners’ ability to learn effectively and excel academically. over the past decade, a number of literacy intervention programmes have been implemented at national and provincial level, but the impact has been minimal. there is need to explore and adopt other approaches to literacy development such as the translanguaging pedagogy which has been reported to be successful in other phases of education. however, there has not yet been studies that report on translanguaging undertaken at foundation phase in south africa. thus, this qualitative study explored the feasibility of a translanguaging pedagogy in the foundation phase to develop literacy for multilingual english first additional language learners. through a systematic review, translanguaging studies conducted between the years 2015-2022 in south africa and internationally were reviewed and analysed using a thematic analysis approach. findings from this study reveal that learners’ home language should be considered as a resource for attaining deeper levels of meaning. the study suggest that, by adopting a translanguaging approach, teachers can enhance multilingual learners’ literacy skills through strategies such as home-languaging, translation, juxtaposing languages and the flexible and dynamic use of the multimodal semiotic repertoire. however, future research is recommended to investigate the application of this pedagogy in the foundation phase classrooms in south africa. keywords foundation phase; literacy; multilingualism; translanguaging how to cite: carrim, a., & nkomo, s.a. (2023). a systematic literature review of the feasibility of a translanguaging pedagogy in the foundation phase, jollt journal of languages and language teaching, 11(2). pp. 195-210. doi: https://doi.org/10.33394/jollt.v%vi%i.7158 introduction the first phase of formal schooling in south africa is called the foundation phase (fp). this phase includes learners who are between five and nine years, that is grade r (reception year) to grade 3. this is an important phase as it lays foundation to future learning. in the fp, learners are learning to read and when they move to the intermediate phase (ip) (grade 4-7) they transition to "reading to learn" (prinsloo, 2009). in addition, in most schools, learners also transition from using their mother tongue or their home language (hl) as the language of learning and teaching (lolt) to using english as the medium of instruction. this sudden shift often results in what is known as the fourth grade reading slump (best, floyd and mcnamara, 2004). therefore, it is important that learners are supported during this transition period to develop both their hl and first additional language (fal). in response to this, researchers such as mgijima and makalela (2016); schoeman, geertsema, le roux, & pottas, (2023) have explored the use of a translanguaging (tl) pedagogy for instructing foundation phase learners. according to garcia and kano (2014), translanguaging is “a process by which students and teachers engage in complex discursive practices that include all the language https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& carrim & nkomo a systematic literature review ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 196 practices of students in order to develop new language practices and sustain old ones, communicate appropriate knowledge, and give voice to new socio-political realities by interrogating linguistic inequality" (pg. 261). thus, tl can be defined as “the full use of idiolectical repertoires without regard for named language boundaries” (otheguy, garcia & reid, 2015, p.304). li & luo (2017) states, "a tl lens posits that bilingual learners draw on a holistic linguistic repertoire to make sense of the world and to communicate effectively with texts" (p.1). this is only possible with the teacher’s support. teachers should welcome the use of all learners' languages in the classroom and implement multilingual activities (fürstenau, çelik and plöger, 2020). "thus, atl pedagogy aims to "liberate minoritized bilinguals and educate them fairly and justly, and to liberate ourselves from the monoglossic hegemony of language education policies" (panagiotopoulou et al., 2020, p.18).a translanguaging approach acknowledges "the value and multiplicity of linguistic diversity" (macswan, 2019, p.190) and fosters the dynamic and flexible use of multiple languages simultaneously to enhance learning. translanguaging encourages the dynamic and integrative use of languages by bilingual or multilingual learners thus creating a space for learners to use all their languages concurrently. while a translanguaging pedagogy has been considerably researched in the intermediate phase (mgijima and makalela, 2016), senior phase (guzula, mckinney and tyler, 2016) and higher education contexts (makalela, 2016) in south africa there is gap in the literature with regard to a translanguaging pedagogy in the foundation phase in the south african context. in south africa, the language in education policy (liep) was developed to redress the inequalities of the past and allow freedom of choice by promoting “additive multilingualism as an approach to language in education” (department of education, 1997, p.2). since many south african classrooms are diverse, the policy also seeks to encourage equal status of all official languages by creating a democratic space, which encourages multilingualism, diversity and the development of all official languages. similarly, the policy aims to overcome disadvantages experienced by learners as a result of differences between their home language and the language of learning and teaching as it “supports the teaching and learning of all other languages” that learners may necessitate (department of education, 1997, p.2), thus promoting equal access to education. the policy further encourages the development of programmes to compensate for languages that were neglected and disadvantaged in the past. it clearly states that all language subjects must be allocated an equal amount of time and resources. the goal is to show respect for language diversity, view each language as valuable and respect and fulfill each individual learner’s language rights. however, the policy has not be successfully implemented in many educational settings as evidenced by the existing gap between policy and practice (nugraha, 2019). for example, south africa is widely known as one of the most linguistically diverse countries with eleven official languages, but english still remains the dominant language in many classrooms and the society at large. the inherited liep is underpinned by racial and linguistic discrimination. it is informed by a monoglossic ideology that embraces the concept of languages as separate entities that are clearly distinguished by defined boundaries. there is no mention of the possibility of using more than one language simultaneously. the policy is focused on the idea of languages as “pure and bounded entities” (mckinney et al., 2015, p.112). a monoglossic ideology or a monoglossic vision of bilingualism is prevalent in educational institutions. a monoglossic approach to bilingualism views each language as a separate entity and differentiated in contexts; a sort of “parallel monolingualism” or “separate bilingualism” with defined boundaries between languages (makoni & pennycook, 2007). according to mckinney et al., (2015), “the multilingual/bilingual teacher/learners are represented as two monolinguals in one body” (p.111). as a result, the majority of students are disadvantaged, specifically those emergent bilinguals whose weaker language is the carrim & nkomo a systematic literature review ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 197 language of instruction. the monoglossic ideologies prevalent in multilingual classrooms inhibit learners’ participation in the classroom and their access to quality education. some linguistic ideologies postulate that emergent bilingual learners or multilingual learners who lack proficiency in the dominant language are labelled as having no language or as remedial learners. children who are not proficient in english (as this is the lingua franca) in particular are stereotyped as "not being able to speak at all" (mckinney et al, 2015). further, these learners are regarded as having learning difficulties and stereotyped as problematic. therefore, “the inability to speak english is a problem” and “the children are a problem” (dixon & peake, 2008, p.88). from a young age, learners are socialised into believing that english is the norm and proficiency in english equates to superior status (dixon & peake, 2008; makoe, 2007). in addition, monolingual and in some instances bilingual teachers are presented with the challenge of teaching in multilingual contexts (du plessis and louw, 2008; hooijer & fourie, 2009). south african educators are faced with the challenge of trying to redress the educational imbalances inherited from the past by considering ways of promoting mother tongue based education. many teachers in sa who are faced with the challenge of teaching in multilingual classrooms are not skilled or aware of multilingual pedagogies or the teaching of an additional language (catalano & hamann, 2016). therefore, they have to explore innovative ways to teach the diverse group of learners and these attempts do not always lead to successful outcomes. in many multilingual classroom situations, the teacher is unable to communicate in or understand all the languages that learners bring into the classroom (hooijer & fourie, 2009). ultimately, pressurising learners into learning through a medium other than their first language (l1) results in poor comprehension levels, as evidenced by the 2016 pirls results (howie, combrinck, roux, tshele, mokoena, & mcleod palane, 2017). the current study, therefore, suggests south african teachers and researchers need to transcend beyond this idea of languages as autonomous entities. there is need to blur the boundaries between languages to enable learners to utilise their entire linguistic repertoire and realise their true potential. these monoglossic ideologies that inform the liep, inform school language policies, affect access to quality education and hinder success. literature review rethinking pedagogy: the positioning of languages in the foundation phase in south africa, the dominance of english in many school language policies is clear. while many school language policies in sa state that they value diversity, these policies remain biased, as in many contexts the language of learning and teaching (lolt) remains english and many school policies do not allocate enough time for teaching english first additional language (efal) learners. the curriculum assessment policy statement (caps) allocates limited time for efal in the foundation phase (grade 13). biases are evident “in the way in which the hegemony of english is entrenched in the language policy” (dixon & peake, 2008, p.2008). there are no explicit strategies to ensure that efal learners receive the necessary support to learn effectively. many learners are learning in a language that is not their first language (l1). this language is usually english. current school language policies tend to favour one particular language over others and while not explicitly stated, learners whose l1 differ from the language of learning teaching (lolt) are immersed and forced to use the lolt. before democracy, schools in sa were distinguished according to language and culture. learners were taught in their home language for the first four years of their schooling career and thereafter it was obligatory for learners to learn in either english or afrikaans. this practice discriminated against learners whose l1 was not english or afrikaans. post-apartheid south africa gave rise to a number of multilingual classrooms as individuals now have language rights and the liberty of choosing carrim & nkomo a systematic literature review ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 198 their language of instruction within reasonable practice. however, realistically it is not always possible to provide and implement this, due to ineffective and limited resource deployment. the multilingual classroom in the sa context therefore, presents a situation where the learner's mother tongue or home language (hl) varies from the lolt (hooijer & fourie, 2009). there may be more than three different home languages spoken by learners while the lolt is english. the teacher is presented with the challenge of trying to accommodate a linguistically diverse group of learners. in many multilingual classrooms, learners are second language learners (l2) who are learning through a language medium other than their hl or l1. however, this remains a contentious issue, as most parents prefer english (due to its superior status) as a medium of instruction rather than learners' hl. while many primary schools in rural areas in sa use african languages as the medium of instruction from grade r-3 and english thereafter, many schools in urban areas such as johannesburg, where african languages are not the l1 of many learners, implement english as the medium of instruction from grade r. these monoglossic ideologies that inform the liep and are prevalent in monolingual and multilingual classroom practices (in sa and all over the world) limit learners’ opportunity to engage meaningfully. as a result, these children are rendered 'voiceless' while a form of epistemic injustice is created. it is important that educators overcome these linguistic injustices by placing equal value on all languages and escape these ideologies by deconstructing the idea of languages as "pure and bounded entities". this necessitates a post-structuralist shift through the adoption of pedagogies or approaches to learning that accommodate and include emergent bilingual learners so as to provide these learners with an equal opportunity to learn in a linguistically diverse classroom and a socially just education system. in an attempt to include all languages and all learners in the classroom, teachers have implemented a number of strategies into their language classrooms. in south africa’s bilingual and multilingual fp classroom, there is a pervasiveness of “code-switching”. codeswitching can be defined as a practice of switching between two or more languages in one conversation. while code-switching can be a beneficial practice if used strategically, it poses challenges in multilingual classrooms that are populated with many different home languages, particularly where the teachers are monolingual or bilingual and unfamiliar with the l1 of learners in the classroom. further, code-switching is based on monolingual ideologies that views learners' bilingualism as various discrete languages rather than fluid and dynamic. beyond this paradigm, garcia (2009a) maintains that bilingualism is "not monolingualism times two" (p.71), "not like a bicycle with two balanced wheels", rather it is an all-terrain vehicle. teachers and learners' strategically draw on their holistic linguistic repertoire to communicate effectively and complete tasks. it is against this background that this study recommends a translanguaging pedagogy for foundation phase classroom amongst multilingual learners. translanguaging as a pedagogical strategy in multilingual contexts recent developments in bilingual education consider learners’ entire linguistic repertoire as “fluid and dynamic” (wei, 2018, p.9), rather than the conventional view of bilingualism which views learners' languages as discrete entities. the idea of “one linguistic repertoire is central to the concept of dynamic bilingualism" (li & luo, 2017, p.141). in addition, some educational contexts have adopted a translanguaging approach to learning. a translanguaging approach acknowledges "the value and multiplicity of linguistic diversity" (macswan, 2019, p.190) and fosters the dynamic and flexible use of multiple languages simultaneously to enhance learning. translanguaging encourages the dynamic and integrative use of languages by bilingual or multilingual learners thus creating a space for learners to use all their languages concurrently. translanguaging fosters an environment where the incorporation of all learners' languages is a natural phenomenon and teachers accept a tl carrim & nkomo a systematic literature review ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 199 pedagogy as a "legitimate pedagogical practice" (herrarte & garcía, 2014, p.557). through a tl pedagogy, bilingual learners make meaning while shaping their individual experiences and enhancing their knowledge by employing their entire linguistic and semiotic repertoire (herrarte & garcía, 2014). therefore, tl presents a shift beyond code-switching in that it regards bilingualism or multilingualism as the norm (garcia & wei, 2014). a translanguaging pedagogy enables bilingual learners to employ their entire semiotic and linguistic repertoire in the classroom which is acknowledged by teachers as an acceptable and valid pedagogic practice (herrarte & garcía, 2014). hence, this study seeks to explore the feasibility of a tl pedagogy in developing literacy among efal multilingual fp learners. several studies conducted internationally and nationally have explored the effectiveness of a tl pedagogy in multilingual contexts. recently, seltzer, ascenzi-moreno, & aponte, (2020) conducted a dual language programme to enhance and promote learners’ bilingual and biliteracy development in english and spanish. tl through various modes of play was one of the key strategies that the fp teachers used to develop learners’ bilingual language development, foster their bilingual identities and develop their biliteracy skills. tl strategies included the incorporation of multilingual resources and culturally relevant props and books in the play areas to support emergent bilingual learners. the multilingual resources included books in english and spanish to enable learners to engage with the stories in both languages as they played. findings from this study revealed that learners fluidly utilised their multimodal linguistic repertoires effectively to communicate and interact and there were increased levels of interaction and excitement amongst learners. further, it was revealed that tl fostered learners' creativity and encouraged them to transcend beyond what was in the text to create something unique that echoed their personal bilingual experiences. the utilization of their entire linguistic repertoire enabled learners to bring their individual background, experiences and bilingual imaginations into the classroom. the use of multilingual texts and resources in the play area facilitated deeper levels of meaning for learners. this emerged as they creatively re-enacted the stories in the play area by incorporating both languages into their fluid bilingual performance. similarly, kirsch & seele, (2020) conducted a study in luxembourg to incorporate tl in the fp to facilitate inclusion and participation of all multilingual learners and educators in contexts where two or more languages were used. the aim was to explore the extent to which tl practices promoted inclusion and participation and evaluate the effect of professional development on teacher attitudes, knowledge and classroom practices. the study involved observing three-year-olds in formal education settings (classroom) and non-formal education settings (day-care center). most of these learners did not speak the target language, which was luxembourgish. the tl strategies implemented professional teacher development, and using translations between luxembourgish and learners’ home languages. these strategies promoted home languaging, which involved switching to learners’ home language to ensure comprehension. further, resources were used in a flexible and dynamic way to allow learners to communicate using all the features of their linguistic and semiotic repertoire. this included the use of signs and symbols to communicate and support meaning-making. findings from this study included a change in teachers' perceptions towards tl and multilingual education, participation and inclusion of all learners in the classroom, enhanced communication, and improved learning of concepts and language learning while there have not been any noteworthy studies in the fp in sa, a number of studies have been conducted in the ip. a study was conducted by makalela (2015a) to explore the effectiveness of tl practices on grade 6 learners’ reading comprehension abilities at a primary school in a rural area in limpopo. after the pre-test revealed that learners experienced reading comprehension difficulties, this study involved utilising tl techniques and strategies to support learners’ reading development in their hl (sepedi) and an additional carrim & nkomo a systematic literature review ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 200 language (english). the treatment involved a tl workshop for learners, which included bilingual vocabulary contrasts, text comprehension, oral reading proficiency and a print environment. findings from this study revealed that learners showed deeper comprehension of the original text through the re-telling of stories in their hl (sepedi). learners contrasted the language of input and output, which ensured deeper digestion of the learning content. the learners were able to utilise two linguistic codes to convey meaning and thereby multilingual learners revealed their ability to transfer knowledge through the medium of two different languages. the post-test revealed that tl practices resulted in statistically 45 significant reading comprehension gains for english. improved comprehension levels resulted in positive learning experiences and improved access to knowledge, thus improving learners’ overall academic performance. additionally, another south african study (mgijima and makalela, 2016) explored the effects of tl techniques for instructing grade 4 learners on using appropriate background knowledge when drawing inferences during reading. this study explored the effectiveness of simultaneously utilising learners’ hl (xhosa) and second language (english) in developing reading in a rural primary school in the eastern cape in south africa. the study involved a pre-test, a tl intervention and a post-test to determine the efficacy of the tl techniques. the tl strategies involved explicitly teaching learners how to draw inferences from the blended isixhosa-english reading passages by applying appropriate prior knowledge while reading. findings indicated a significant improvement in the learner participants’ performance from the pre-test to the post-test. this suggests that the tl intervention contributed positively to learners’ reading performance in both languages, as it improved learners' ability to apply relevant background knowledge when reading. in addition to makalela's studies of the efficacy of tl in multilingual contexts, a study by guzula, mckinney & tyler (2016) explored the effectiveness of a tl pedagogy in two established third spaces. the study focuses on how learners' capacity was augmented through establishing a "heteroglossic and multimodal" approach to classroom practices and comprehension (guzula, mckinney & tyler, 2016, p.212). the first case was a saturday multimodal literacy club for 30 to 60 grade 3-6 learners (ages 9-12) at a primary school in khayelitsha, cape town. the grade 3-6 learners at the literacy club were enrolled at a school where the medium of instruction was their hl (isixhosa) and they took english as a fal from grade 1. from grade 4 level, the lolt suddenly changes from learners’ hl to english. this study used a "language-for-learning" approach, which encourages learners to access all the resources of their linguistic repertoire and to employ multimodal strategies. the facilitators employed two-way translation between isixhosa and english as a tl tool to foster learners' biliteracy and bilingual development. the study employed tl strategies through utilising both languages in spoken and written form. the facilitators drew on learners' sociocultural resources to promote language and literacy learning. the findings revealed that tl, through translation, enabled learners to develop vocabulary simultaneously in english and isixhosa, therefore fostering learners' bilingual language and literacy development. the tl, through translation, enhanced learner participation, facilitated inclusiveness, activated learners’ prior knowledge, empowered them, and was utilised as a resource for storytelling. further, the tl and multimodal strategies implemented in this study created abundant opportunities for meaning-making, thus challenging the monolingual approaches used in many language and literacy classrooms in sa and globally. the second case of the study carried out by guzula, mckinney and tyler (2016) was facilitated by a ngo known as focus education in the rural eastern cape. the aim of the ngo is to enhance the education of local learners. the 15 grade 11 learners involved in this case study participated in a holiday mathematics support programme. the tl techniques included the bilingual facilitator intervening and speaking isixhosa and the teacher's carrim & nkomo a systematic literature review ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 201 combination of drawing on isixhosa, using gestures and everyday english to teach mathematic concepts guided by a heteroglossic approach. the teacher, facilitator and the learner used all their multilingual and multimodal resources (including action, gaze, spoken language and positioning) to engage, to make meaning and enhance learning. the learners' multimodal classroom interactions during the sessions were also identified as transsemiotising, which refers to "the use of various semiotic resources to make meaning" (guzula, mckinney & tyler, 2016, p. 222). the findings revealed that the bilingual learner as a resource and the flexible use of their entire linguistic and semiotic repertoire were effective strategies of tl and multimodal meaning-making that enhanced learning by deepening understanding. both the studies by guzula, mckinney and tyler (2016) reveal that tl can be utilised as "an intellectual, social and linguistic resource, enhancing multilingual and multimodal meaning-making" (p.223). furthermore, it revealed that tl is an effective tool for employing learners’ sociocultural resources, prompting their prior knowledge, and ensuring deeper comprehension. overall, this study indicated that tl and multimodal strategies result in powerful learning opportunities and meaningful collaborative participation. in addition to this national study, in the southern part of the us, li and luo (2017) explored how high school emergent bilingual learners flexibly utilised tl strategies in small group reading sessions in a translanguaging space facilitated by teachers. the learners were spanish hl speakers and english additional language speakers. the tl strategies comprised of small group collaborative reading activities involving a reading book of which there were bilingual versions (english and spanish). the stories in the book were read using a reciprocal teaching approach. during the collaborative reading, learners were actively engaged in employing multiple semiotic resources and utilising all the resources of their linguistic repertoire when they experienced difficulties comprehending. learners fluidly alternated between english and spanish as they read the english or spanish version of the text and discussed the story alternating the language. the tl strategies implemented facilitated reading beyond the lexical level. there was a gradual shift from focusing on the lexical level of understanding towards focusing on the context rather than individual words to develop an understanding of the text. this enhanced learners' reading fluency. one of the strategies involved building rapport with learners by engaging with their background, culture, past and present experiences, and attitudes towards reading. becoming familiar with these aspects of the learner enabled the teacher to creatively utilise learners’ interests as a resource to involve them in the reading materials. incorporating texts that related to learners’ background and drawing on their everyday language practices further resulted in improved reading comprehension and engaged learners’ interest in reading. multimodal interactions involved employing an abundance of semiotic resources, including their linguistic repertoire, gestures, bodily movements, facial expressions and interaction with the internet to enhance comprehension. other strategies included drawing on one another’s multiple repertoires, encouraging learners to draw on their life experience and background and lastly, using reciprocal teaching (which is in essence is a way of co-learning in multilingual classrooms). overall, this study revealed the potential of tl strategies to creatively enhance reading comprehension and encourage the active participation of all learners. in the higher education context, makalela (2015a) conducted a number of studies investigating the efficacy of a tl pedagogy in higher education multilingual contexts. within the same study (makalela, 2015a) that explored the effectiveness of tl practices on grade 6 learners’ reading comprehension abilities, makalela investigated the effectiveness of tl practices for teaching an indigenous african language to speakers of other languages at a higher education institute (the university of witwatersrand). the study involved 24 pre service teachers who were enrolled for sepedi as an additional language as part of the new languages programme. the aim of the new languages programme was to equip the teacher carrim & nkomo a systematic literature review ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 202 students with the necessary and basic reading, writing and conversational skills in order to enable them to work effectively with multilingual learners. translanguaging strategies involved the development of receptive skills and productive skills by utilising oral and textbased approaches to allow the student participants the opportunity to practice using the language by juxtaposing the language of input and output. further, the instructors compared and contrasted concepts in sepedi with those of other languages spoken by the teacher students. the instructor encouraged the use of hl during discussions. findings revealed that the participants developed positive attitudes towards african languages, positive experiences in the target language, and the idea that multilingualism is a natural phenomenon. the student teachers’ responses revealed that tl instructional practices proved to be successful in that it deepened their existing knowledge and deeper comprehension while they were learning the target language and cultural content. overall, this study revealed that tl blurs boundaries between languages and disrupts linguistic fixity in monolingual classroom practices. similarly, makalela (2015b) investigated the effectiveness of a tl teacher intervention programme for teaching african languages to speakers of other african languages. the study investigated the efficacy of a tl intervention programme on the participants’ ability to learn an additional language (sepedi). the one-year sepedi course aimed to provide the student participants with essential conversational, reading and writing skills to provide them with the necessary skills to support learners in their classrooms who speak different languages and to create affirmative multilingual spaces in their school environments. the focus on developing receptive skills (listening and reading) while working with sepedi texts and on developing productive skills (speaking and writing). the control group was instructed using sepedi as the lolt as in monolingual classroom instruction practices, while the experimental group incorporated tl strategies that flexibly utilised the target language (sepedi), the student participants’ home languages and english. translanguaging strategies therefore included the simultaneous use of the target language (sepedi), the student participants’ home languages and english. language alternation was one of the core tl strategies incorporated in the classroom. activities were structured to enable simultaneous use of all the languages and the use of the student participants’ entire linguistic and semiotic repertoire. resources used by the student participants included a bilingual (sepedi-english) dictionary. the student participants were asked to write weekly multilingual blogs and to join a facebook group where sepedi was used with various home languages and english. contrastive elaboration was used as an explicit strategy. this strategy enabled the student participants to intersect between the languages, to transcend meanings beyond the language of input, and to promote a deeper digestion of the content and concepts taught. in addition, the student participants brainstormed, took notes in their preferred language, and alternated the language of input and output. the study findings revealed vocabulary and reading proficiency gains for the student participants, deeper levels of understanding, the reinforcement of their personal identities, cultural congruence through input-output alternation, the acquisition of proverbs and idiomatic expressions in the target language, and the development of multilingual teacher identities. overall, the study revealed that tl techniques had social and cognitive advantages for preparing pre-service teachers for multilingual classrooms. overall, studies around tl globally prove to have numerous advantages for the bilingual or multilingual learner. these include social and cognitive advantages for the learner. while these findings reveal that a tl pedagogy results in successful outcomes for multilingual learners in multilingual contexts, there remains a gap in the research at national level pertaining to tl in the fp. very little is known about the efficacy of a tl pedagogy in language and literacy classrooms in the fp in sa. this is a notion that is quite neglected and demands attention. most studies in sa focus on tl in intermediate, senior and higher carrim & nkomo a systematic literature review ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 203 education settings. the low literacy levels in south africa indicate a poor literacy foundation. this necessitates a tl pedagogy to develop literacy skills in the fp. to initiate this, a systematic review of how to adopt a tl pedagogy in the fp to enhance multiliteracy development is necessitated. the purpose of this study was to; (1) review translanguaging studies focusing on literacy development conducted internationally and nationally between the years 2015-2022; (2) synthesise the main findings of these reviewed studies and make recommendations of how a translanguaging pedagogy can be applied in the foundation phase classroom amongst multilingual fp learners. taking into consideration the above purpose, the present study seeks to contribute to the field of language and literacies in the foundation phase in south africa from a review perspective. as discussed earlier, there are limited translanguaging studies conducted in the foundation phase, this study is intended as a contribution to this component of translanguaging research in the foundation phase in south africa. this study also comes at a crucial time where there is need for educators, curriculum developers and policy implementers to rethink literacy instruction especial in the foundation phase so as to address issues of multilingualism, diversity in the classroom, respond to the digital age which requires rapid adaptation in order for learning to continue and align their pedagogical approaches with the demands of the 4ir. research method research design the current study followed a systematic review method which relies on qualitative data collection methods. systematic reviews are one of the most commonly used types of reviews and "considered to provide the highest level of evidence" (impellizzeri and bizzini, 2012, p.495). a systematic review involves systematically searching, synthesising and contextualising existing literature on a topic (samnani, vaska, ahmed & turin, 2020). according to denyer and tranfield (2009), a systematic review is "a specific methodology that locates existing studies, selects and evaluates contributions, analyses and synthesizes data, and reports the evidence in such a way that allows reasonably clear conclusions to be reached about what is and is not known" (p.1). as mentioned earlier, the aim of the study was to review translanguaging studies conducted nationally and internationally between the years 2015-2022 to develop learners' literacy skills. the review process involved searching for relevant studies online using various electronic databases, applying inclusion and exclusion criteria to select studies to be comprehensively analysed and lastly assessing the selected studies. the researchers searched for relevant studies using various online electronic databases including google scholar and the electronic databases of the university of witwatersrand library. reliability was maintained by selecting studies that were peer reviewed from scholarly journals. this means that the studies selected to be reviewed and analysed were high quality research articles. therefore, this study drew on consistent and reliable sources. to ensure credibility, different types of data were collected from a wide range of studies in various multilingual educational contexts internationally and nationally in order to fully engage with the notion of a tl pedagogy. collecting several types of data from diverse and multiple studies enabled researchers to develop in-depth understanding of the type of tl practices that occur in multilingual classrooms. appropriate key words and search terms were used to find the relevant studies. some of the key words included in this search were "translanguaging, foundation phase, education, literacy development, multilingual context" and such as "translanguaging in south africa", "translanguaging in the foundation phase in south africa", "translanguaging for literacy carrim & nkomo a systematic literature review ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 204 development in education contexts", "translanguaging in educational contexts", "translanguaging in the classroom". initially, the researchers confined the search to the south african context. after recognizing the gap in the field and the paucity of research particularly around tl in the fp in south africa, the search was expanded to include all educational contexts. by broadening the scope to include educational contexts globally, the researchers realised that it would be beneficial to draw from contexts out of south africa (particularly the fp) to gain valuable insight. the most relevant studies were screened and selected for the review process. in selecting the relevant and suitable studies to read further into for the literature review, the search was narrowed down to include the most recent and relevant studies from the year 2015 onwards, as well as studies that pertained to learners' literacy development. sampling of data sources the data sources for the current review study were selected using judgement sampling. judgement sampling entails using ones own judgement when selecting the data to be analysed (sharma, 2017). the researchers used their judgement to select suitable data to be extracted and analysed from the potential studies. the process involved reading through the titles and abstracts of potential studies, selected relevant studies and omitted irrelevant studies. finally, a total of seven studies (three international and four national) were selected and these will be discussed in the findings. data analysis the data that was extracted from the seven studies to be comprehensively reviewed was coded in terms of the following categories: author and publication date, time frame, educational level, site and participants, purpose, languages involved, tl intervention strategies, findings and challenges. thereafter, through a thematic analysis process, the data was analysed systematically. according to braun and clarke (2006), a thematic analysis involves identifying, analysing and exploring recurring themes within the data. the researchers identified common strategies that were employed across tl studies that lead to successful outcomes as well as unsuccessful outcomes. the data was examined closely and emerging patterns and correlations were identified across the studies to inform application in the multilingual fp classroom (javadi & zarea, 2016). the data analysis process was ongoing and interactive (nieuwenhuis, 2010). thematic analysis was the preferred data analysis approach as it was effective and useful in organising the data to identify emerging themes across the studies, interpret the data, prepare a detailed presentation of the findings and lastly to achieve the study objectives. in sum, the analysis process was informed by braun and clarke's (2006) six-step process to gain further insight into analysing the data and identifying themes. these six phases of the thematic analysis process include (i) familiarisation with data (ii) coding (iii) identifying themes (iv) reviewing themes (v) defining and naming the themes (vi) producing the thematic analysis report. the themes and the sub-themes that emerged will be discussed in the next section. research findings and discussion research findings developing reading skills through tl strategies the reviewed studies revealed that the learners l1, more specifically home-languaging could be used as a resource to develop the learners reading skills and reading comprehension ability. it was revealed that the use of the learners hl facilitated deeper understanding and produced positive outcomes. studies by seltzer, ascenzi-moreno & aponte (2020), li & luo (2017) makalela, (2015) kirsch & seele (2020), guzula, mckinney & tyler (2016) and mgijima & makalela (2016) show evidence regarding this. for example, a study by li and carrim & nkomo a systematic literature review ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 205 luo (2017) explored the effects of tl strategies on emergent bilingual learners reading development. although this study was conducted in a high school setting, we can draw on the findings. in addition to other tl intervention strategies, the study included drawing on vocabulary from the learners hl (spanish) and using translations during collaborative reading sessions to enable learners to co-construct meaning and facilitate comprehension. the findings from this study revealed an overall improvement in the learners reading ability and reading comprehension. thus, as revealed by the study by li and luo (2017) as well as other studies (seltzer, ascenzi-moreno & aponte, 2020; makalela, 2015; kirsch & seele, 2020; guzula, mckinney & tyler, 2016 and mgijima & makalela, 2016) the utilization of the learners home-language through tl strategies in the development of reading is effective. further, the utilization of bilingual and multilingual reading resources or resources in more that one language enhances the learners reading comprehension ability, facilitates deeper understanding and engages the learners. findings from the studies by seltzer, ascenzimoreno & aponte (2020), li & luo (2017) makalela, (2015) and mgijima & makalela (2016) revealed that the use of multilingual resources in learning extended learners’ understanding of the text and enhanced bilingual language and literacy development. there was clear evidence of deepened comprehension when learners interacted with resources in their l1 and in the l2. for example, the study by makalela (2015) explored the efficacy of tl strategies on grade 6 learners reading comprehension abilities. tl intervention strategies included utilizing english and sepedi versions of reading passages and a bilingual print rich environment to engage learners in incidental reading. the findings from this study revealed overall reading comprehension gains, improvements in the learner confidence and learner motivation to read. the study by seltzer, ascenzi-moreno & aponte (2020) revealed that exposing learners to both english and spanish versions of texts/books in the play areas and allowing them to engage with these resulted in deepened comprehension of the stories read. furthermore, the study by li and luo (2017) revealed that the use of bilingual reading materials during collaborative reading activities improved learners’ fluency in reading, engagement with reading materials and resulted in improved reading comprehension. overall, the use of home-languaging and multilingual reading resources to develop reading skills is a worthwhile strategy to explore in the foundation phase. these findings also correlate with research by tian and macaro (2012) that reveals that learners who receive input in their l1 perform better than those who learn in only one language. further, research suggests that the utilisation of learners’ l1 in classrooms around the globe is deemed advantageous for learners (choy & lee, 2012; lasagabaster & garcia, 2014; ngcobo et al., 2016; prinsloo et al., 2018; visedo, 2013). therefore, using resources and strategies that integrate learners’ l1 and the l2 allows learners who are struggling in english or the l2 to scaffold their understanding by relying on their l1 thus improving learners' literacy performance. tl as a valuable tool for developing learners writing skills translanguaging strategies are worthwhile to explore for the development of multilingual learners writing skills. rather than restricting learners to writing in only one language, they should be encouraged to engage in tl during the writing process. when writing, they should be encouraged to utilize their entire linguistic repertoire in order to fully express themselves. by encouraging learners to access their entire linguistic repertoire in the writing process, they will be empowered to utilize their authentic voice to the fullest. through translanguaging, multilingual learners’ critical thinking skills will be stimulated, as learners are empowered to "bring their whole selves and the entirety of what they know to a given writing task" (mclaughlin, 2022, p.1). research by makalela (2015) shows evidence that tl strategies can improve learners writing skills. in the aforementioned study, grade 6 learners were asked to reflect on a sepedi carrim & nkomo a systematic literature review ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 206 text they had read, and reproduce the text in english, sepedi and a blend of english and sepedi. reproducing the story through these three texts enabled learners to develop their writing skills as well as their bilingual language and literacy development. this exercise allowed learners to be creative in their writing and expand meanings beyond the text read. by accessing their entire linguistic repertoire, learners were given the opportunity to utilize their authentic voice to the fullest. this empowered them, developed their creative writing skills and allowed them to develop a deeper understanding of the original text. this study implies that in the foundation phase, teachers can also create translanguaging spaces for bilingual learners in their classroom where they can freely exercise their agency and utilize their entire linguistic repertoire to creatively develop their writing skills, self-confidence in the writing process as well as a sense of ownership of the work produced. the study by makalela (2015) empowered bilingual learners by displaying their work in the bilingual publishing corner in the classroom, which can also be done in the fp to create a print rich classroom environment. valuing bilingual learners work, encourages them to write more and gives them a sense of ownership and belonging in the learning context. tl strategies to develop learners listening and speaking skills tl as a pedagogy can be utilized in the foundation phase to develop young learners listening and speaking skills. a study by kirsch & seele (2020) on the use of tl in the early years to facilitate inclusion and participation of multilingual learners utilized tl strategies including translations, home languaging, the use of signs and symbols and the flexible use of resources. the use of translations between teachers and learners when instructing learners or during story time enhanced listening and speaking skills. the use of these strategies enhanced communication amongst learners and increased participation and inclusion. another study by mgijima & makalela (2016) which explored the effects of tl in the bi-literate inferencing of fourth grade learners involved read aloud sessions, oral question and answer sessions, inferencing and using the learner's hl during group discussions. this in turn developed the learners speaking and listening skills. a study by seltzer, ascenzi-moreno & aponte (2020) focused on a tl play based lens. learners listened to the stories, discussed them and renacted them using their hl and english. these strategies created opportunities for learners to develop their listening and speaking skills. these studies reveal that tl strategies are beneficial for developing learners speaking and listening skills. the development of learners’ oral language skills is crucial in the fp, thus, by adopting strategies discussed in these reviewed studies, teachers can assist and support their learners in developing these skills which are crucial in the overall development of literacy and literacies. supporting the development of visual and digital literacy through translanguaging according to garcía & wei (2014) translanguaging encompasses all meaning-making modes, including gestures, objects, and visual cues. in the fp classroom visual support can be utilised in teaching early reading concepts such as the concept of print, the alphabet principle and the teaching of six different methods of reading which are phonics, shared reading, group guided reading, paired or independent reading and reading aloud as specified in the south african curriculum. considering tl in the fp classes will serve an attempt to get teachers to move away from their monolingual teaching approaches and techniques and work towards being inclusive. for example, in their study, nkomo & charamba (2022) reflected on their own practice as teacher educators for pre-service foundation phase teachers. specifically, they focused on translanguaging as a pedagogical strategy in a linguistically diverse undergraduate classroom. in their findings, they highlighted how they adopted the translanguaging pedagogy through the use of visuals and ict in their lessons as a way of supporting students with limited carrim & nkomo a systematic literature review ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 207 english proficiency and still grappling with the disciplinary discourses in multilingual classrooms. thus, the integration information and communication technologies (icts) in the foundation phase should be fully explored as there is evidence that technology can support children’s creativity (blatchford et al. 2006) and helps them think about thinking, therefore establishing their metacognition (nkomo & charamba 2022). finally, as observed by muremela (2022) the integration of icts in the foundation phase resulted in learners becoming more active and they understood concepts taught because learning was centred on them and they took charge of their learning in the learning process. translanguaging as a tool to enhance learner participation an inclusive translanguaging pedagogy aims to promote learning and participation as it draws on the learners’ entire semiotic repertoires. studies that have employed a translanguaging pedagogy have reported an increase in student’s ability to participate in class because they have a better understanding of teacher talk (seltzer, ascenzi-moreno & aponte 2020; kirsch & seele, 2020; li & luo, 2017; guzula, mckinney & tyler, 2016). seltzer, ascenzi-moreno & aponte (2020) conducted a study with fp learners at the villa school new york, usa. the purpose of the study was to enhance and promote the overall education, bilingual and biliteracy development of emergent english-spanish bilingual learners. findings of the study show that translanguaging encouraged creativity and enabled learners to draw on their personal bilingual experiences and background. there was increased engagement and interaction amongst learners. another relevant study was conducted by kirsch & seele (2020) with four fp teachers and 21 three-year old children at one formal classroom and one day care center in luxembourg, europe. the purpose of the study was to incorporate translanguaging in the early years context to facilitate inclusion and participation of all multilingual learners and educators in contexts where two or more languages are used. seemingly, their study findings showed that there was enhanced communication amongst learners and teachers and increased participation and inclusion which resulted in enhanced learners’ self-confidence and wellbeing. thus, according to garcía and wei (2014) multiple languages should be used simultaneously in the same lesson (translanguaging) in multilingual language classrooms to enhance learning. teachers in the foundation phase can adopt this inclusive pedagogy as the foundation phase is the most crucial phase of learning. during this phase, learners are being introduced to new concepts and familiarising themselves with formal schooling, an inclusive pedagogy such as translanguaging is very important and should be considered. discussion there is evidence that translanguaging strategies and techniques can be incorporated in foundation phase to develop learners' literacy skills as shown in the review studies. for example teachers can elicit learners' background knowledge by drawing on their hl and english simultaneously, juxtaposing the languages and utilising multicultural and multilingual reading resources. drawing on learners' background and using texts that relate to their background and experiences create a link to the text, thus making the content more relatable for the learner and enhancing their reading comprehension. secondly, the learners' english vocabulary can be developed through home languaging, the use of translations, using texts in learners’ hl and english, using multilingual resources, and utilising learners' multimodal semiotic repertoire. drawing on vocabulary from learners' hl and using translations during and after reading a text can improve speaking and listening skills and comprehension of the text. learners can refer to the texts in their hl when trying to understand the meaning of a word in the english text. utilising a multilingual print environment which consists of vocabulary in learners’ hl and english can develop learners’ english vocabulary. further, the carrim & nkomo a systematic literature review ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 208 teacher can draw on learners' multimodal semiotic repertoire by utilising gestures, images, facial expressions and body movements to develop meaning of english vocabulary and consequently english reading comprehension. in addition, the teacher can encourage learners to utilise their entire semiotic repertoire while re-enacting the stories to enhance reading comprehension. learners can become familiar with the language structure of the english language through the use of multilingual resources and by drawing on their hl. the use of multilingual texts and a multilingual print environment can enable learners to compare the phonology, morphology, syntax and semantics across the languages. further, though drawing on their hl, they can develop knowledge of the english language structure. drawing on their hl and eliciting their background knowledge can enhance learners’ verbal reasoning skills consequently developing reading comprehension. the learners' background knowledge enables them to make inferences, which contributes to verbal reasoning and reading comprehension. the learners' oral language skills can be promoted by drawing on their hl during discussions and explanations and juxtaposing the language of input and output to facilitate deeper levels of meaning. finally, using a range of multilingual resources can enhance learners’ english literacy knowledge. the learners' literacy knowledge includes knowledge of print concepts and genres. utilising multicultural texts, texts written in learners’ hl and english and a multilingual print rich environment is useful in this regard. teachers can incorporate a multilingual reading corner that includes books from different genres to develop learners reading and writing skills. conclusion this study investigated the notion of translanguaging for literacy development amongst multilingual foundation phase learners. the study findings reveal that tl strategies and techniques are beneficial if creatively utilised in the fp to enhance efal learners’ literacy development and overall academic proficiency. it was revealed that incorporating a tl pedagogy in multilingual concepts has many social and cognitive advantages for learners. the reviewed studies revealed that a tl pedagogy facilitates inclusion and participation, promotes deeper levels of meaning, enhances communication, promotes creativity, enhances selfconfidence, provides opportunities for identity formation, and creates positive learning experiences. further, the findings reveal that a tl pedagogy in educational contexts challenges monoglossic ideologies prevalent in south african classrooms. the flexible and dynamic nature of a tl approach thus, embraces linguistic diversity and challenges linguistic hierarchies and inequalities. tl as an inclusive pedagogy promotes social justice by accommodating emergent bilingual learners and providing these learners with an equal opportunity to learn in a linguistically diverse classroom and socially just education system. the current study, therefore, suggests learners’ l1 should be regarded as a valuable asset in developing their literacy skills. teachers should draw on learners' multimodal semiotic repertoire to develop literacy by using gestures, images, body movements, facial expressions. in addition, the teachers should utilise multilingual resources (texts in learners’ hl and english and a multilingual print rich environment) and multicultural resources that draw on learners’ background and experiences. this study contributes to the field of research by offering insight into how a tl pedagogy can be strategically utilised in multilingual classrooms to develop learners’ literacy skills. carrim & nkomo a systematic literature review ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 209 references braun, v., & clarke, v. 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(2018). translanguaging as a practical theory of language. applied linguistics, 39(1), 9-30. supporting the development of visual and digital literacy through translanguaging translanguaging as a tool to enhance learner participation jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2751 july 2020. vol. 8, no, 3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 287-296 jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 287 improving writing skills; an implementation of "think pair share" for islamic junior schools students suhrowardi english teacher, mts putra al-islahuddin kediri, indonesia corresponding author email: adi.lombokprabuwisata@gmail.com article info abstract article history received: june 2020 revised: july 2020 published: july 2020 the objectives of this study are to capture the implementation of think pair share (tps) in teaching-learning process, to identify the improvement of the students' writing skills, and to find out the strengths and the weaknesses of think pair share (tps) in the teaching-learning process of the seventh-grade students of mts al islahuddin kediri. this research is a classroom action research. the researcher used qualitative and quantitative data. the qualitative data was interview and observation. the quantitative data was tested. the step to analyze the qualitative data used data reducing, data display, and conclusion drawing. the step to analyze the quantitative data used mean formula. the result of the research shows that there are positive improvements in either student" writing skills or the class situation during the teaching-learning process. it can be seen from the result of the test which is improved, from the students" writing score and the post-test conducted after the action. the mean scores of students" writing scores are increased. besides, the situation of the class is more conducive before implementing it. from the class situations improvement, it can be drawn some strengths and the weaknesses of the think pair share (tps) implementation in writing class. the strengths include that the think pair share (tps) can build critical thinking, motivation, classroom interaction, easy to discuss, -selfconfidence, and active learners. the weaknesses are required special attention in classroom use, and it needs a mediator. keywords writing skills; think pair share; english language teaching; how to cite: suhrowardi. (2020). improving writing skills; an implementation of "think pair share" for islamic junior schools students. jollt journal of languages and language teaching, 8(3), 287-296, doi: https://doi.org/10.33394/jollt.v%vi%i.2751 introduction writing is an important part of language teaching as it also has a function as an essential tool for learning in which students expand their knowledge of the language elements in reality (xiao, 2007; listyani, 2017; haerazi & irawan, 2020; qader & arslan, 2019). this skill must be explicitly taught because writing outside the school setting is relatively rare. writing is also viewed as a social and cultural phenomenon as it is meaning-making that is socially and culturally shaped and individually and socially purposeful (weigle, 2002; haerazi et al., 2020). in this sense, writing falls into complexity and importance as well, but writing in english is a very complex process (setyowati, sukmawa, & latief, 2019). writing is a highly sophisticated skill, combining a number of diverse elements that require not only grammatical but also a rhetorical element (haerazi et al., 2018). so, we can say that the writing can be defined as an ability to communicate ideas through sign/written symbols by organizing the ideas based on the rules of language system to convey meaning so that readers can understand the writer "s messages. mts al islahuddin kediri is one of school in jirapan village. in every class, there are lcd, whiteboard, and teaching aids. mts al islahuddin kediriis located strategically. based http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& suhrowardi improving writing skills; an ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 288 on the observation and interview in mts al islahuddin kediri of the seventh grade, writing is very low especially in the seventh. in addition, the students argue that learning writing is difficult and they feel afraid when they write in english. so, they are passive in the teachinglearning process. therefore, the writing skill of the students of the seventh grade of mts al islahuddin kediri are still low, less than the criteria of the minimum requirement, in this case, the criterion of the minimum requirement of mts al islahuddin kediri is 70 the researcher found that the students have low competence in english. the main score was still low from passing grade. the average of students" writing score of the seventh d grade of mts al islahuddin kediri was 69, 31. it is indicated through the following indicators that are: (1) the students get difficulties in exploring an idea for their writing; (2) they get difficulties in grammatically correct sentences; (3) they get difficulties to produce various vocabulary to express language function in writing; (4) they felt that they could not write using english. while, from the situation, the indicators are: (1) the students make noise; (2) they do not participate in class; (3) they do not respond to the teacher commands; (4) the teaching and learning process is boring. in fact, these problems come from the delivery of material and the techniques or methods used. the teacher dominates the classroom activities; it makes students passive during the teaching and learning process and makes their less interest. sometimes, the teacher does not know the student "s need. usually in the classroom, she only uses textbook or exercise book as the printed material to teach. it is boring and less innovative. based on some experiences in some schools, many people often get difficulties on there. in speaking february they get shy to speak because they fear getting wrong in producing some words? then in writing they have no idea what they will write and they fears get wrong in grammar or they don "t know how to write, or they have lack of enough time to write. february be in the school when the teacher gives students an assignment to write a descriptive text, they feel bored because they are lazy to think and write many sentences. then the last way, they use the internet to do their homework and spends an effective time and energy. the teacher is often confused about how to make their students creative in writing not copied other creation. they can make a descriptive text by themselves. one way of teaching writing can be done, by think pair share strategy. think pair share strategy here helped teachers in the teaching and learning the writing process. this strategy also helps students to improve their creativity in making a paragraph or essay. but here, the teacher is the main instructor to all of students' activity. the teachers are the main tutor here, and the main object is their students. this strategy has been ever done at some schools in indonesia, such as in surakarta, boyolali. but this strategy used for other lessons, such as biology, mathematics "think-pair-share is a cooperative learning strategy that can promote and support higher-level thinking. the teacher asks the students to think about the specification of the topic. in pair, the students asked to discuss their own ideas and share their ideas with their group" from all of some activities in this strategy teacher hopes the students improve their skill, especially for writing. although this strategy can help to solve these problems, the teacher should be active in the classroom than the students. also, the teacher should be more creative. the strategy above has been developed to present writing materials in the class. so, the students can make descriptive text more easily and full ideas. to find out better strategy, the researcher tried to have a study entitled "improving student writing skill of descriptive text using think pair share of the vii grade students of mts al islahuddin kediri. to support this study, the researcher employs some theoretical views such as teaching writing skills and think-pair-strategy views. suhrowardi improving writing skills; an ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 289 teaching writing skills at islamic schools teaching writing is a very important part of second language learning. writing english is the main goal for many adult learners (mali, 2017). their personalities play a large role in determining how quickly and how correctly they will accomplish this goal. those who are risk-takers unafraid of making mistakes will generally be more talkative, but with many errors that could become hard to break habits. conservative, shy students take a long time to write confidently, but when they do, their english often contains fewer errors and they will be proud of their english ability. however, if the purpose of writing is communication and that does not require perfect english, then it makes sense to encourage quantity in your classroom. break the silence and get students communicating with whatever english they can use, correct or not, and selectively address errors that block communication. the mastery of writing skills in english is a priority for many second language learners or foreign-language learners often evaluate their success in language learning as well as the effectiveness of their english course on the basis of how much they feel they have improved in their written text proficiency. hand skill has hardly been neglected in efl/esl courses, though how best to approach the teaching of hand skill has long been the focus of methodological writing text descriptive. teachers can use various approaches ranging from the direct approaches focusing on specific features of writing interaction such as turn-taking, topic management, and questioning strategies. for instance, the indirect approaches is able to create conditions for a writing interaction through group work, and task work (richards, 1990). based on the kurikulum k-13 for smp and mts, the program of teaching-learning english as a foreign language focuses on the aims to develop students" skill in four language skills. the students are expected to achieve competencies to communicate with the writing english well. outside the context of any classroom, all children who are repeatedly exposed to language, in normal circumstances, will learn it unconsciously. most adults can learn a language without studying it. though they february have more trouble with pronunciation and grammar than younger learners, they february still be able to communicate fluently. in teaching writing, the teacher mostly emphasizes his/her teaching product of writing. it means that the teachers occasionally practice the teaching of writing, started by only explaining the topic the students are going to speak about while the students read to the explanation no model is provided to the students as the example. the students are asked to write and read short dialogue or composition in a certain time allotted without practice to write or to produce what they have learned before. think-pair-strategy think-pair-share is a strategy designed to provide students with "food for thought" on a given topic enabling them to formulate individual ideas and share these ideas with another student. it is a learning strategy developed by lyman and associates (2001) to encourage student classroom participation. rather than using a basic recitation method in which a teacher poses a question and one student offers a response, think-pair-share encourages a high degree of pupil response and can help keep students on task. think pair share is a cooperative discussion strategy developed by frank lyman in his colleagues in maryland. they get its name from the three stages of student "s action, with emphasis on what students are to be doing at each of those stages. (1) think, the teacher asked the students" thinking with a question or prompt or observation. the students should take a few moments, probably not minutes, just to think about the question or topics. (2) pair, using designated partners nearby neighbors or a deskmate, student "s pair up to talk about the answer each came up with. they compare their mental or written notes and identify the answers they think are best, most convincing, or most unique. (3) share, after students talk in suhrowardi improving writing skills; an ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 290 pairs for a few moments (again, usually not minutes), the teacher calls for pairs or individually to present their thinking with the rest of the class" (fahlefi, 2010)). think, pair, share strategy is a cooperative learning technique that encourages individual participation and is applicable across all grade levels and class sizes (nunan, 1998) students think through questions using three distinct steps": think: students think independently about the question that has been posed, forming ideas of their own. pair: students are grouped in pairs to discuss their thoughts. this step allows students to articulate their ideas and to consider those of others. share: student pairs share their ideas with a larger group, such as the whole class. often, students are more comfortable presenting ideas to a group with the support of a partner. in addition, students' ideas have become more refined through this threestep process. think-pair-share is a cooperative learning strategy that can promote and support higherlevel thinking. the teacher asks the students to think about the specification of the topic, pair with another student to discuss their thinking, and then share their ideas with the group" (lyman, 1981). think, pair, share is a structure first developed by professor frank lyman at the university of maryland in 1981 and adopted by many writers in the field of cooperative learning since then. it introduces into the peer interaction element of cooperative learning the idea of "wait or think" time, which has been demonstrated to be a powerful factor in improving student responses to questions. it is a simple strategy, effective from early childhood through all subsequent phases of education to tertiary and beyond. it is a very versatile structure, which has been adapted and used, in an endless number of ways. this is one of the foundation stones for the development of the cooperative classroom. research method research design the method used in this study is classroom action research. there are some definitions of action research proposed by experts. carr and kemmis (1982) in burns (1999:30) states that action research is simply a form of selfreflective inquiry undertaken by participants in a social situation to improve the rationality and justice of their own practices, their understanding of this practices and the situations in which the practices are carried out. according to burn (2000) action research is a systematic inquiry conducted by teachers, researchers, principals, school counselors, or other stakeholders in teaching or learning environment. it aims to gather information about the ways that their particular schools operate, how they teach, and how well their students learn. this information is gathered with the goals of gaining insight, developing reflective practice, effecting positive changes in the school environment (and on educational practices in general), and improving students' outcomes and the lives of those involved. figure 1 shows the steps of action research. http://www.teachervision.fen.com/pro-dev/cooperative-learning/48531.html suhrowardi improving writing skills; an ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 291 figure 1. the concept of action research based on kemmis and mc. taggart subject of the study the subject of this research is the seventh d grade of mts al islahuddin kediri. the class consists of 36 students. there are 19 boys and 17 girls in the class of seventh d. the researcher did the research to the seventh d grade based on a lack of student writing skills. based on the result of the interview with the teacher and students, the researcher obtained information that the students of the seventh d class had lower writing skills than other classes. according to the english teacher, the students of this the seventh d class have some problems in writing activity, they are: the students" lack of vocabulary, the students" lack of grammar mistakes in writing english, the students" low motivation in writing activity, the students' in confidence in performing writing and the students felt cannot write english. in addition, the students are lack of paying attention when the teacher teaches them. therefore, the writing score for this class is not good. technique of collecting data it is very important to collect the data in research because the data are used to get the result of the research. in this classroom action research, the techniques of collecting the data used by the teacher are observation and test. the interview was done to get information from the students and the teacher about all of the activities was done along as the teaching-learning process and to explore the information. through this activity, the observer would help to collect the information from the students and the teacher easily. the researcher interviewed the teacher and the students about the way she implemented the material, and the problem faced. the researcher also interviewed the students about their responses to learning writing skills through small group discussions. the researcher did the interview before and after conducting research in order to know the teachers' view of the teaching process and students writing skills. the average of students" writing score was 69, 31., in mts al islahuddin kediri the criteria of a minimum requirement is 72,12. the writer gave a pre-test in order to measure students' achievement in learning the material. the writer gave the pre-test to the students before implementing the action. they did the pre-test based on the method of their real english teacher. the test is describing things in the classroom. the writer gives the students test to describing something or object around class, first the writer gives the students question. after that, the students will describe the question. after the students finish do the question, the writer gives the score which the average 70, 42 from the criteria minimum requirement 72, 12. after implementing the action, the writer gave the post-test to them. the students were instructed to write with several suhrowardi improving writing skills; an ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 292 guidelines. the material in the first post-test in cycle 1 was descriptive text. the media used in cycle 1 was text descriptive. the material in the second post-test in cycle 2 was descriptive text, and the media used was pictures. data analysis in the process of analyzing the data, the researcher categorized the data into two kinds of data are qualitative data and quantitative data. qualitative data was to analyze the data of observation and interview. according to miles and huberman (2011), there are three steps of analyzing data. reduce the data is summarizing, choosing, and focusing on the main data. there are many data that have been collected during the research. besides that, the researcher needs to reduce the data for analyzing the data. it makes it easier for the researcher to find the data that she needs. the data that is needed by the researcher had been collected after doing the research. the researcher reduced the syllabus and english score in the seventh grade of mts al islahuddin kediri. after reducing the data, the next step is displaying the data. displaying the data helps the researcher to understand what is happening and to do some things further analysis on that understanding. the first, the researcher took a syllabus that was related to speaking skill, and the second, the researcher took the data in english score just in writing skill. the last step is drawing a conclusion from the data of displaying processes. research findings and discussion research findings this section consists of two sub-sections: cycle 1 and cycle 2, each sub-section is elaborated in four steps (planning, acting, observing, and reflecting). the researcher did cycle 1 in two meetings at 13th january 2020, and 14th january 2020. cycle 2 was also done in two meetings at 7th february 2020 and 8th march 2020. cycle 1 this cycle was conducted on monday, 13th january 2020, and tuesday, 14th january 2020 with a time allocation of 2 x 40 minutes. the result of the implementation of the four steps in cycle 1 is as follows: planning before implementing the tps method in teaching writing in class, the researcher made some preparations. the preparation is in the form of lesson plans containing the instructional objectives, instructional material and media, the teaching-learning activities, and the evaluation. the instructional material of that day was the descriptive text by using tps method. he took the method in students' "writing process. implementation meeting 1 at the beginning of the class, the teacher greeted checked the students' attendance and gave motivation to the students. then the teacher explained the material of that day to the students. after explaining the material of that day, the teacher explained about tps method. then the teacher prepared them for writing. next, the teacher explained to the student about the way to use the tps method in writing descriptive text. after that, she divided the students into several groups and gave the topic to discuss. and then, she allowed the students to ask some questions if they have any difficulties in the material. finally, she asked students to write a descriptive text using the tps method. meeting 2 at the second meeting, the teacher gave a post-test to the students. first, at the beginning of the class, the teacher greeted, checked students" attendance, and gave motivation to the students and reviewing material for 10 minutes. the teacher gave the opportunity to ask suhrowardi improving writing skills; an ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 293 if the students got difficulties in understanding material and the way to use the tps method which helps them in writing. next, she gave a post-test and she asked them to make an outline from the theme. next, she asked them to write a descriptive text by using an outline. the students did and finished. finally, she asked the students to submit their work and closed the meeting. observation the observation was done by the researcher during the implementation of the tps method. the collaborator wrote down the problem that happened during a teaching learning activity. the result of the observation showed that the researcher had implemented every step as it was described in the lesson plan. however, there are some problems that happen in core activities. first, some of the students did not understand teacher explanation so the students confused to make a descriptive text. second, some students did not want to ask about the material that the teacher explanation so they get difficulties in grammar, spelling and mechanics, and the students did not respond to the teacher's explanations about the material, so they can not do the task as well. reflection reflecting the final phase of cycle 1 consisted of the evaluation of the process and the students' results. in general, it can be summed up that the tps method in cycle 1 had not met the success yet, although the students" writing was improved. there were many problems occurring during the implementation of the strategy, so its result could not be achieved naturally. first, the students were confused about how to do descriptive writing. second, in the post-test some students did not participate in writing the text. in this meeting result of the post-test in cycle 1 showed that 12 students got 70-90 (47,9%), 12 students got 50-69 (30,4%), 10 students got less 50 (13 %), 2 students did not participate (8,7%). based on the result of the post-test conducted in cycle 1, it was found out that the mean score of the students" writing test was 56,20. the mean score of 58,7 indicated that there was not an improvement of the students" writing if compared with the mean score of 70 from the criteria of success. therefore, the next cycle was still needed to conduct, and some revisions of cycle 1 were also made to improve the students' writing. from the problem occurring in the implementation of the tps method in writing descriptive text, the researcher made some revisions on the lesson plan and the collaborator teachers' way of carrying out the strategy of using this method. in terms of revision on the lesson plan, she revised the tps method used for the next cycle. this research used the tps method in a different theme which was close to the student environment. in terms of the strategy, she discussed with the collaborator teacher about the way in explaining the students to use the tps method in the writing process. the finding was the collaborator teacher explained the way to use the tps method to the students slowly. she also gave students clearer instructions asking the students to made descriptive text. the researcher gave the students more guidance, help, and encouragement during the implementation of the method. in the revision process of writing, the students exchange their work with their classmates to be revised. cycle 2 research finding in cycle 2 was conducted on february, 7th 2020, and february, 8th 2020. in every meeting, the time allocation is 2 x 40 minutes. the implementation of the four steps were run well. based on the students'" learning result, it showed that the students had improved their idea in writing because they can write long paragraphs than before so, there was an improvement that can be examined from the criteria defined in this study. the scores this of the test were higher than the score of the test in cycle 1. 27 students got least 70 (87%), and 9 students less than 70 (13,%). it means that the criteria of success had been achieved in suhrowardi improving writing skills; an ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 294 which the students" mean score should be at least 70. the mean score of the students" writing improved from 56,20 in cycle 1 to 71,77 in cycle 2. it means that the criteria of success defined in the study had been achieved. the number of students who made improvements on their score in writing was increased from 11 students or 47,9% to 20 students or 87% in cycle 2. thus, the criterion has been reached in writing descriptive text by using the tps method. discussion tps is a strategy designed to provide students with "food for thought" on a given topic enabling them to formulate individual ideas and share these ideas with another student. in this study, tps is to help the students improving their idea in writing descriptive text. it requires the teacher to follow a particular procedure. 1) the teacher gives the goal of the study and motivates the students before explaining the material. 2) the teacher explains about tps method and descriptive text. 3) the teacher asked about the descriptive text. 4) students discuss the material with their partners. 5) the teacher calls for pairs or individually to present the material with the rest of the class. it is in line with what sumekto (2019) applies in the reading classes. furthermore, the findings show the think-pair-share strategy is able to develop students' thinking skills and ideas. first, the goal of study and motivation was really very beneficial because the students would be motivated and had a spirit in the teaching-learning process, so the students become active in the lesson (eazhull, 2003). thus, students can be interested in lessons. second, the teacher began to explain the tps method and descriptive text to give the student understanding of the material and the strategy. in addition, students are provided feedback to see their previous performance. it is in accordance with aydawati et al. (2019) who state feedback in writing is essential for students. because of this, students would be more understanding of the material to be provided. third, the teacher divided the students into several groups. it is the same result shown by prayati (2019) who conducts a study in which group works can help students to accomplish their writing easily. for students who lack academic ability in a group means that there are friends who can help, while the students' good academic ability can further enhance their capabilities. so the group can improve the academic quality of students. fourth, the students discuss the material with their partners to increase their knowledge. discussion can increase student participation and activities in the lesson by giving students the chance to voice their opinions, help students to develop a better understanding by providing an opportunity to express their thoughts, and help students to improve their communication skills (suryosubroto, 2009). finally, the students show the results of their discussions. with the students show their discussions, they will know where their deficiencies so that they can revise it. the tps was effective in improving students' ideas in writing descriptive text. it is in accordance with bohari (2019) who finds that a piece of discussion in the class can help students to think what they are going to write. although the method easy and simple to use, the researcher needs to have a collaborator teacher to help in teaching by using think pair share strategy. it helped the researcher to focus on teaching in the class. it is a simple strategy, effective from early childhood through all subsequent phases of education to tertiary and beyond. it is a very versatile structure, which has been adapted and used, in an endless number of ways. this is one of the foundation stone for the development of the cooperative classroom. think, pair, share helps students develop a conceptual understanding of a topic, develop the ability to filter information and draw conclusions, and develop the ability to consider other points of view. and then the think pair share can make the quite student to be active to discuss with another friend in a group. the smart students and help the quit e students to get understanding the material from the teacher. with the discussion in a group, the teacher can see students active to think and not active to think. but the teacher must correctly know about suhrowardi improving writing skills; an ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 295 the student in a group because there are the students just joint in the group not think together with the group. the think pair share technique also can make the students lazy to think individuals because they are just joint in the group. conclusion based on the students' scores in the preliminary study, it is known that the students" achievement was needed to be improved since their scores were low. they were low in improving their idea in writing, to improve them the students should be supported by a strategy. the students' "mean score improved from 56,8 in a preliminary study to 58,7 in cycle 1 and it could 73,69 in cycle 2. in cycle 2 the teacher using any procedures. 1) the teacher gives the goal of the study and motivates the students before explaining the material. 2) the teacher explains about tps method and descriptive text. 3) the teacher asked about the descriptive text. 4) students discuss the material with their partners. 5) the teacher calls for pairs or individually to present the material with the rest of the class. the writer found another increase in the students who passed the test in the second cycle. the result of the study in this cycle was satisfactory most of the students" score passed in the test. the pairs or groups can enhance the knowledge of students because they can exchange opinions and knowledge more of them. so, tps helps students develop a conceptual understanding of a topic, develop the ability to filter information and draw conclusions, and develop the ability to consider other points of view. acknowledgement the researcher realizes that this thesis cannot complete without any helps from others. thus, the researcher wishes to express the special gratitude to those who contribute to any part of this manuscript. all of the lecturers and official employees of islamic education and teacher training faculty. thanks for giving the service and time during this study. in addition, i also thank the headmaster and english teacher of mts al islahuddin kediri for giving permission and patience to help the researcher in doing this study. references analia ika, isdiyah. 2012. using think pair share (tps)to improve the descriptive writing skill of the vii grade student of mts darusalam aryojeding arends, r.i. 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(2011). teaching of english as foreign language. surakarta: muhammadiyah university pers. https://doi.org/10.24167/celt.v18i1.1246 https://doi.org/10.33394/jollt.v7i1.1441 suhrowardi improving writing skills; an ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 296 haerazi, h., & irawan, l. a. (2020). developing intercultural language learning (ill) model to teach writing skills at indonesian private universities. edulite: journal of english education, literature and culture, 5(1), 43. https://doi.org/10.30659/e.5.1.4354 haerazi, h., irawan, l. a., suadiyatno, t., & hidayatullah, h. (2020). triggering preservice teachers' writing skills through genre-based instructional model viewed from creativity. international journal of evaluation and research in education, 9(1), 234–244. https://doi.org/10.11591/ijere.v9i1.203945 haerazi; irwansyah, dedi; juanda; azis, y. a. (2018). incorporating intercultural competences in developing english materials for writing classes. journal of language teaching and research, 9(3), 540–547. https://doi.org/http://dx.doi.org/10.17507/jltr.0903.13 listyani, l. (2017). academic writing students' affective reactions towards joint reconstruction phase of reading to learn. celt: a journal of culture, english language teaching & literature, 17(2), 251. https://doi.org/10.24167/celt.v17i2.1206 louma, s. (2004). assessing writing. cambridge: cambridge university press mills, geoffrey e. et al 1995. educational research. new jersey: pearson prentice hall. mali, y. c. g. (2017). motivational teaching strategies in indonesian efl writing classrooms. celt: a journal of culture, english language teaching & literature, 17(1), 60. https://doi.org/10.24167/celt.v17i1.1139 nunan, d. (1992). research methods in language learning. uk: cambridge university press nunan, d. (1998). the learner-centred curriculum. a study in second language teaching. gread britain: cambridge university press. prayati, z. (2019). the effect of team product to improve students' creativity in writing at smpn 1 jonggat. journal of languages and language teaching, 8(1), 40-47. doi: https://doi.org/10.33394/jollt.v8i1.2213 qader, r. o., & arslan, f. y. (2019). the effect of flipped classroom instruction in writing: a case study with iraqi efl learners. teaching english with technology, 19(1), 36–55. rahmawati, d. (2013). improving students' writing skill for descriptive text using media (a classroom action research to the 8th f students of junior high school in mts jatinom at klaten in academic year 2011/2012) thesis. surakarta: iain surakarta. setyowati, l., sukmawa, s., & latief, m. a. (2017). solving the students' problems in writing argumentative essay through the provision of planning. celt: a journal of culture, english language teaching & literature, 17(1), 86. https://doi.org/10.24167/celt.v17i1.1140 sugiyono. (2011). metode penelitian kualitatif kuantitatif dan r&d. bandung: alfabeta sumekto, d. r. (2018). investigating the influence of think-pair-share approach toward students' reading achievement. lingua cultura, 12(2), 195. https://doi.org/10.21512/lc.v12i2.4011 xiao, y. (2007). applying metacognition in efl writing instruction in china. reflections on english language teaching, 6(1), 19–33. http://www.nus.edu.sg/celc/publications/relt61/p19to34xiao.pdf https://doi.org/10.30659/e.5.1.43-54 https://doi.org/10.30659/e.5.1.43-54 https://doi.org/10.11591/ijere.v9i1.203945 https://doi.org/http:/dx.doi.org/10.17507/jltr.0903.13 https://doi.org/10.24167/celt.v17i2.1206 https://doi.org/10.24167/celt.v17i1.1139 https://doi.org/10.33394/jollt.v8i1.2213 https://doi.org/10.24167/celt.v17i1.1140 https://doi.org/10.21512/lc.v12i2.4011 http://www.nus.edu.sg/celc/publications/relt61/p19to34xiao.pdf cycle 1 planning implementation observation reflection cycle 2 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6758 january 2023. vol. 11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 61-71 jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 61 spelling bee games to increase students’ vocabulary mastery at the islamic-affiliated middle schools: an action research 1*wiki tedi rahmawati, 1yunita mutiara harahap 1english education study program, faculty of teacher training and education, university of alwashliyah, medan, indonesia *corresponding author email: weeqeefun@gmail article info abstract article history received: october 2022 revised: december 2022 published: january 2023 spelling bee game can be considered as a method to teach vocabulary mastery for junior high school using a game. the students not only memorize the words abut also can spell and pronounce them correctly. there are problems faced by the students particularly the seventh grade students of this research location such as the difficulty to understand the form of english words and to pronounce them. the objective of this research was to solve those problems in order to increase the students’ mastery of vocabulary by applying spelling bee game. the research method used was a classroom action research by fulfilling planning, acting, observing, and reflecting in each cycle. it was accomplished in two cycles since the determined achievement was not obtained in the first cycle. the subject involved was 35 students of grade seventh. qualitative data were gathered by administering interview, observation, and questionnaire while quantitative data were obtained from students’ vocabulary mean score. the qualitative data analysis from questionnaire showed that there was increasing of positive responses (23.97%) while observation and interview showed that the students were more motivated in engaging the teaching-learning process through spelling bee game. the quantitative data analysis showed that there was increasing on students’ vocabulary mastery seen from the increasing of mean score from 25.07% in orientation test to 88.57% in post-test cycle ii. there were 31 students in post-test cycle ii passed the criteria. thus, the criteria of success were achieved. it can be concluded that using spelling bee game can be an alternative method to increase the vocabulary mastery in an enjoyable and fun atmosphere. keywords vocabulary mastery; games; spelling bee; how to cite: rahmawati, w.t. & harahap, y.m. (2023). spelling bee games to increase students’ vocabulary mastery at the islamic-affiliated middle schools: an action research, jollt journal of languages and language teaching, 11(1), pp. 61-71. doi: https://doi.org/10.33394/jollt.v%vi%i.6758 introduction the teaching of english aiming to perform good skills by mastering vocabulary encountered problems (rachmaida & mutiarani, 2022). students still have difficulties in understanding english because lack of vocabulary (chonnia & izzah, 2022), difficulty in composing sentences (kenza-tacarraoucht et al., 2022), difficulty in determining verbs, nouns, adjectives, and adverb (habibi et al., 2022) as well as difficulty in pronouncing or spelling the correct words (buana & irawan, 2021). these problems are performed by english students at the seventh grade students at mts yp al-azhar medan. through preliminiray observation, those problems were caused by the monotonous learning strategies or techniques in teaching vocabulary. the teacher only asked the students to memorize the vocabulary such as the changes of the noun class particularly the verbs, nouns, adjectives, and adverbs. the fact that students cannot share their thoughts well or they do not accustom to listen, speak, read, and write commonly is caused by the limited vocabulary mastery. https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id rahmawati & harahap spelling bee games to increase ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 62 the problems concerning vocabulary mastery and difficulties also have been researched by many other. sari (2017) in her research explained the problems faced by the students during certain circumstances such as reading or listening that the students did not know the meaning of english vocabulary because they did not know the words. while nurjida (2018) elaborated from the result of interview before conducting the research that the students were not interested in learning english because they did not have many vocabularies. this condition was due to the the students’ laziness of memorizing the vocabulary. what they have learned today, eventually they forget the days then. in addition, waffa (2017) stated that the students lack of vocabularies because they felt bored and did not interested in learning vocabulary. she found that the teacher only gave the students list of vocabularies to be memorized. jusnining (2019) also found that most of the students in her research school were lack of vocabulary because they were only taught to translate words or sentences from texts and did not have the chance to understand the words. nurpitasari and mayasari (2018) described their research problems based on observation. they found out the symptoms that caused the students’ difficulties in vocabularies like most students were still weak of vocabulary, lazy to memorize and could not memorize new english words, and difficulties to mention the english words. some studies conducted by taufiqurrahman (2020) also identified the students’ diffculties in learning vocabulary such as difficulties in spelling the words and difficulties in deciding the word meaning and using words appropriately, while rohmatillah (2014) elaborated the difficulties faced by the students based on her research result such as difficult to pronounce the words, difficult to write and spell, difficult to understand inflections because of the different grammatical form, difficult to choose appropriate meaning of the words, confused to use the word based on the context, and confused whith idiomatic expression. the fact that there are still problems and difficulties faced by the students, means that it is necessary to think of a better method to overcome it (fatiani et al., 2021). based on the problems and difficulties revealed by previous researcher and this current research, it is seen that the pronouncing or spelling the english words appear in every research. there is certainly differences in spelling and pronouncing english words. it is important to understand both to avoid misunderstanding (jupri et al., 2022). other than that, the ”memorizing technique” is still ”considered” as the easiest way for vocabulary mastery. in addition, students usually are lazy to look up a dictionary for the spelling or pronouncing. difficulties concerning the meaning relates with the understanding that word may have different meaning; it depends on the use of the words. thus, the mastery of vocabulary in english means a must if the teacher wants the students master the english productive skills and receptive skills. mastering vocabulary in learning foreign language is an essential point in order to be able to communicate foreign language, particularly english. carmelya (2020) stated that vocabulary is another important aspect beside the four language skills in language learning. aniza, wangi, and wageyono (2021) also concluded the same idea that english is very important in interlingual communication in order to communicate fluently with foreign people. thus, vocabulary is essential and important component or aspect in learning foreign language, particularly english, in order to be fluent in the skill competencies such as listening, speaking, reading, and writing. sari (2017) explained that vocabulary mastery can be a measurement of students’ understanding in english; thus, mastering english means must master vocabulary. ramadan (2011) wrote that there are nine essential factors to be considered when teaching advanced vocabulary. first is the meaning. it is important to catch the meaning of the words clearly and to ensure your students understand it correctly by asking questions. second is the part of speech. students must know whether a word belongs to a verb, a noun, an adjective, or an adverb in order to use it effectively. third is pronunciation. this factor can rahmawati & harahap spelling bee games to increase ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 63 be problematic for learners of english because sometimes it is different of how a word is written and how it is pronounced. forth is the spelling. spelling also can be difficult in english relates with the problem of pronounciation. fifth is the unpredictable grammatical patterns of english words such as the regular and irregular singular-plural form or the the regular and irregular verb. sixth is the connotations meaning that the word may have. seventh is the situations whether the words are used in formal, informal, regular, or neutral situation or in speech or writing only. eighth is the realtion of the words with other such as synonyms, antonyms, lexical sets, etc. the last is using collocation to describe things. it is important to highlight these nine essenial factors to students to prevent mistakes in usage later. it is clearly stated in the curriculum 13 that the basic competency (kompetensi dasar) states that the first grade students are expected to be able to express meaningful ideas in term of functional text and simple short essay in the form of descriptive and procedure to interact with people in their nearest environment. thus, the pure purpose of the curriculum is students can master the four english language skills (listening, speaking, reading, and writing). in order to master the skills, the students need to master the vocabulary. in addition, mastering vocabulary is indeed crucial when learning english. the learners need to know the words and understand the meaning and the function as well as the usage. to increase or improve students’ mastery of vocabulary becomes the responsibility of the teacher. as elaborated above, mostly the students feel bored when they learn vocabulary. nurjida (2018) stated that the students’ feelings toward a learning process will influence their achievement. thus, the teacher needs to consider the atmoshere when teaching. it is clearly seen that the cause of students lack of vocabulary mastery due to the the same old way of teaching the vocabulary. giving list of new words, writing down the words on notebook and look for the meaning in the dictionary, listening to the teacher’s explanation of the words, memorizing the words are the common ways of the teacher’s instruction in class. as bakhsh (2016) mentioned that teachers are responsible for finding out interesting and attractive ways to teach and motivate their students. therefore, teacher needs a certain method to teach as well as entertain the students during teaching learning. to overcome those problems described above, the teacher needs a particular method to ensure the mastery of vocabulary goes well. teaching through games is one good choice. rohmawati (2015) in aniza, wangi, and wageyono (2021) stated that teaching vocabulary through games can help students improve their vocabulary and other language skills. games can create a fun and relax environment. games also help the students to learn and enjoy the material at the same time. games also provide students with interesting, challenging, and enjoyable classroom situation which can give contribution to the comprehending of vocabulary given (aniza, wangi, and wageyono, 2021). in addition, bakhsh (2016) stated that games are important and useful because not only they are fun, but also they create the desire to communicate and create predictability. spelling bee game is one method that can be implemented to teach vocabulary mastery. some previous researches have been conducted such as by waffa (2017), nurpitasari and mayasari (2018), jusnining (2019), and haeri (2019). they all applied spelling bee game to increase the vocabulary mastery of the seventh grade or second year students of junior high school. these researches are in line with the subject of this current research. mcmillan (2012) in jusnining (2019) stated that spelling bee is a competition in which students are asked to spell the words as well as the sounds of a buzz. while ningrum and pusparini (2020) wrote that spelling bee is a game to spell english vocabulary. spelling bee is a puzzle language game that has not been explained with exact words. waffa (2017) added that in spelling bee, students recieve clues, such as defenition, pronunciation, class word, and sentence example to answer or to spell the word correctly. it is a complicated thinking process because students need to think carefully of the words intended. while rahayu (2009) in sari (2017) wrote that rahmawati & harahap spelling bee games to increase ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 64 spelling bee game is an activity in which participants compete with each other and they are asked to spell words or form words with the correct letters in correct order. this research aimed to increase the students’ vocabulary mastery by applying spelling bee game. as quoted from zaim (2014) in carmelya (2020), there are three reasons to increase and develop students’ vocabulary. first, the key to communicate is mastering the vocabulary. for some people, the reason to learn vocabulary of new language is to be able to communicate. second, comprehending the vocabulary allows the skills develoment of listening, speaking, reading, and writing. third, the more one knows the words, the more one will learn vocabulary to look for the meaning. therefore, considering the problems experienced by the students of seventh grade at mts yp al-azhar medan and by referring to the previous researches with the same problems and difficulties, it was decided to conduct the the research of applying spelling bee game to increase the students’ vocabulary mastery. research method research method reflects strategies, processes, or techniques applied by the researcher to collect the data or any evidence found during research implementation to be analyzed later (rahmawati, 2022). by selecting, preparing, and administering suitable method, then a research can be implemented in order to obtain accurate data. this research was implemented using a classroom action research (car). there were several procedures arranged and implemented. in car, the research design needs to be carried out in cycle which should be made in a minimum two cycles. each cycle includes the phase of planning, action, observation, and reflection. here are the arrangements made for each stage. planning this phase was the preparation phase before conducting the car such as preparing lesson plans, designing the steps to do the research, developing learning materials to be delivered, developing learning media to be used, preparing research instruments for the data collection such as observation sheets, interview sheets, questionnaire sheets, and preparing questions to be given during orientation test and post-test. action in this phase, actions were designed to be conducted during the research such as: greeted and invited students to pray together before starting the lesson; checked the student's attributes and attendance; gave apperception; gave orientation test (first meeting); explained material about the vocabulary and using spelling bee game (second meeting); provided vocabulary related to the lesson; divided the students into several groups to start spelling bee game; gave students the opportunity to ask questions; and conducted a question and answer session and then give a post-test (last meeting). the teaching procedures using spelling be game in the class during the action phase were adapted from the steps conducted by aniza, wangi, and wageyono (2021) and haeri (2019). the students were divided into two groups by the teacher. then, the teacher showed envelopes containing different words to spell. next, the envelopes were given to the spokeperson and the spokeperson gave the envelopes to the pronouncer. the pronouncer read the word to be spelled slowly and clearly with formal pronunciation. the pronouncer said a sentence containing the word to be spelled. the other students in the group as the speller listened carefully to the pronouncer. they can request to repeat the word if necessary. whenever the speller already understood the word, then she/he pronounced it, spelled it, and said the word again loudly to be heard by the judge. each speller was given 30 seconds to spell the word. the judge determined whether the word correctly spelled or not. the speller can say “pass” if she/he cannot spell the word and move to the next word. the speller remained in the game if she/he spelled correct word and eliminated if the spelling was wrong. rahmawati & harahap spelling bee games to increase ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 65 the judge can pronounce the correct spelling of the word. after that, the pronouncer read a new word to the next speller. when the speller left only two persons and one speller misspelled a word, the other speller must spell the word correctly and spell one more word to be the winner of the spelling bee. observation observation is one of the instruments in data collection. it integrated and observed the teaching and learning process during the implementing of the research concerning spelling bee game. observation was necessary to record whether there were obstacles or problems during the learning process in order to provide solutions. reflection during this phase, all the information gathered during the previous phases is reflected. if problems are still found or the goal is not achieved, then, it is need to continue to the next cycle until the problem can be solved. actions taken in reflection were decided from the data obtained in the classroom. it was a phase whether to continue to cycle ii or not based on planning, action, and observation which have been conducted. data collection data collection technique is a way of taking data from data sources (sutoyo, 2021). in this research, the data collection used observation, interview, questionnaire and tests which have been prepared as the research instruments to collect the data. observation is a direct on going activity conducted during action research. observation is a process that complex, as a process composed of various biological and psychological processes as stated by sugiyono (2013) in sutoyo (2021). here, the observation was used to gather data related with the use of spelling be games, the interaction of teacher and students, the teacher’s performance during teaching-learning, the class situation and the students’ response concerning the teaching vocabulary by using spelling bee game. there were two types of observation. first was the participant observation who took part in the activities of the group being studied in the same way that its members do and being observed. second was the non-participant observation or passive observer who watched and listened to the group's actions and drew conclusions. interview is a data collection technique that is important to gather information. interview is a direct conversation of certain questions using a planned question and answer format. in this research, the interview was prepared with a structured list of questions in order to exchange ideas and as a source of information. interview to the teacher was done before conducting cycle i and after implementing the research. the questionnaire was conducted before and after the teaching of spelling bee game. the preliminary questionnaire and postquestionnaire were conducted. the questionnaire was conducted to obtain the data indicating students’ motivation in learning english vocabulary. the test is a tool or procedure used to know or measure something in certain atmosphere, which is done in a certain way and the rules that have been determined (sutoyo, 2021). the test administered in this research was used to collect data of students' english vocabulary mastery in the form of orientation test and post-test. orientation test was administered before the implementation of spelling bee game while post–test was given at the last meeting of the cycle to check the students’ increasing of vocabulary mastery after using spelling bee game. data analysis data analysis in this research was divided into two categorize: qualitative data and quantitative data. qualitative data were obtained by administering interview, observation, and questionnaire while quantitative data were obtained from students’ vocabulary score of orientation test and post-test. the test consisted of 25 multiple choices for each cycle. in rahmawati & harahap spelling bee games to increase ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 66 scoring vocabulary test, the range was from 0-100 by counting the correct answer. the correct answer was given 4 point while the wrong answer was given 0. there were 35 students of seventh grade participated in the research. this research was completed within two cycles. each cycle contained four steps: planning, action, observation, and reflection. before the cycle i begun, an orientation test was administered to identify the basic knowledge of the students about vocabulary mastery. cycle i was conducted in four meetings including orientation test. cycle ii was conducted in three meetings. in every last meeting of each cycle, the students did the vocabulary post-test. the qualitative data analysis observation was carried out to the teacher and students, the situation and the problems or obstacles found during teaching learning process. observation sheet was used to observe the students’ activities during teaching and learning process such as the students’ behavior. in teaching-learning process by using spelling bee game they felt enjoy and motivated to memorize and learning english vocabulary. it was seen from their enthusiastic and interested during the teaching learning process and the increasing of their understanding and memorizing from their score. the questionnaire was conducted before and after the teaching through spelling bee game. the students’ answer showed that there were differences responses before and after the implementation of spelling bee game. the questionnaire had ten questions which revolted in three categories; they were the students’ response about teaching-learning process, the result of the students’ vocabulary learning activities, and the solution of the problems in vocabulary. the first category was the students’ response about teaching-learning process in learning english vocabulary. the questionnaire result before conducting spelling bee game showed 94.3 % students were motivated in the teaching-learning process. students’ understanding about english lesson showed that 85.7% of the students understood the teacher’s explanation. it meant that most of the students liked english vocabulary lesson, even though they didn’t master english vocabulary yet. this positive response of liking english achieved by megawany (2020) that 93% of the students liked to learn english lesson even though the students never used spelling bee game vocabulary lesson. the second category was the result of students’ vocabulary achievement. 51% of the students were not satisfied with their score in vocabulary. most of the students who were not satisfied with their score were higher than those who were satisfied. only 34.3% students could answer the teachers’ question about vocabulary material. it can be drawn that most of the students hadn’t reached a good score. the last category concerned the solution of the problem in vocabulary learning. first, there were so many students who didn’t ask their teacher if they had difficulties. it was about 94.3%. it indicated that the students were not actively involved in the teaching-learning process and they were shy and not interested in the lesson. they did not ask their difficulty in understanding the materials. second, students said that their teacher did not implement the suitable method to solve the difficulties in learning vocabulary. about 31.4% students answered that their teacher’s method could not help them to memorize new vocabulary easily. in addition, 40% students said that their teacher gave exercises to develop students’ ability in vocabulary. in the contrary, about 71.4% could not do the task easily. it meant that most of them faced the problem in vocabulary and thought the method used could not help them in developing their vocabulary because not all of the words were given by the teacher. so that, they hard to do the task. last, 28.6% of students stated that they had rich vocabulary. it meant that most of students’ ability in vocabulary was still low. after implementing spelling bee game, the students’ questionnaires response showed positive. the questionnaire had fifteen questions which revealed in four categories: the students’ response about teaching learning process, the result of the students’ vocabulary rahmawati & harahap spelling bee games to increase ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 67 learning activity, the solution of problems in vocabulary, and the last was the students’ responses about spelling bee game. the data analysis indicated that 97.1% students responded positive about teaching learning process. it indicated that all of the students were interested in the teaching-learning process through spelling bee game. regarding students’ motivation in learning vocabulary through spelling bee game, the result showed that 60% of the students understood the teachers’ explanation while the comparison between learning through spelling bee game and usual way, about 94.3% of students agreed that it was better to learn vocabulary through spelling bee game. the second category was the result of students’ vocabulary achievement. the data indicated that 97.1% of students were helped in retaining their vocabularies through spelling bee game. the students felt that the spelling bee game could solve their vocabulary problems easily by using spelling bee game. the students’ score also increased after implementing the spelling bee game and their vocabulary was enriched by spelling bee game. the third category regarding the solution of the problem in vocabulary learning showed about 32 students or 91.4% said that the teacher gave them an opportunity to ask their difficulties in vocabulary. it indicated that all of students were actively involved in the teaching-learning process. the last category asked the students’ response about spelling bee game. the students were asked about their feeling in learning vocabulary through spelling bee game. the result indicated that 100% students agreed that they felt better in learning vocabulary through spelling bee game. they said spelling bee game is suitable to be implemented in teaching-learning process of vocabulary. they felt more understand the vocabulary easily and they liked learning vocabulary through spelling bee game. the students also felt that spelling bee game facilitated their vocabulary learning. it meant that they agreed spelling bee game helped them in retaining their vocabulary since they could remember both their previous vocabulary and the new vocabulary easily. interview to the teacher was done before conducting cycle i and after implementing the research. the teacher’s answer showed that there were differences before and after the implementation of the method. the teacher felt satisfied with the improvement made by the students on vocabulary mastery through spelling bee game. the teacher also was motivated to use spelling bee game because it could facilitate the students in retaining their vocabulary. the quantitative data analysis the quantitative data were taken from the result of the test given to the students. cycle i was completed within four meetings including orientation test on the first meeting. on the last meeting, the students were given post-test. cycle ii was completed within three meetings and on the last meeting, the students were also given post-test. the data were taken from the test given to students on orientation test during the first meeting in cycle i and on the last meeting of each cycle. based on the result of each meeting and the test in every cycle which had been conducted, it was found that the students’ score kept increasing. the students’ mean score increased from the orientation test, post-test cycle i until post-test cycle ii. the orientation test was conducted as the preliminary test administered before conducting the treatment aiming to identify the students’ prior competence and problems in vocabulary. in orientation test, there were 25 questions, consisted of 15 questions in multiple choices and 10 questions of matching. the mean score of orientation test was 64.91 (25.7 %). there were only 9 students out of 35 students who got the score above the minimum mastery criterion or so called the kriteria ketuntasan minimal (kkm) meanwhile the other 26 students were below that criterion. it was concluded that the students’ vocabulary mastery of seventh grade students was still very low. this situation also was experienced by megawany (2020) that her pre-test analysis result showed that the average score was 51.7 which meant the quality of the students’ vocabulary mastery was still poor before giving treatment. it was categorized as poor. rahmawati & harahap spelling bee games to increase ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 68 in the post-test of cycle i of this current research, the students’ score increased. the mean score of the class increased to 75.02 (57.14%) which there were 20 students who passed the kkm. in post-test cycle ii, the students’ mean score increased more. it was 86.62 (88.57%). more than 50% students increased their vocabulary by using spelling bee game at the end of cycle ii meeting. the students’ mean score in post-test cycle 1 was higher than the orientation test. the post-test cycle ii was higher than the post-test cycle i. based on the result of the students’ vocabulary mean score, there was increasing of 62.87 % of students’ mean score from the students’ vocabulary achievement in cycle i to the students’ vocabulary achievement in cycle ii. the increasing mean score from cycle i to cycle ii could determine that they showed progress of mastering vocabulary through spelling bee game. the same achievement also proved by megawany (2020). most of the students were better to memorize the list of vocabularies fluently with a good spelling after being treated by spelling bee game. the mean score of post-test was 79.3; thus, it could be seen that students’ vocabulary mastery was in a good category. it can be seen that the students in this current research also experienced increasing score of vocabulary mastery by applying spelling bee game. the improvement can be measured by the difference mean score of orientation test, post-test cycle i, and post-test cycle ii. before receiving the treatment, most of the students did not pass the kkm but after receiving the spelling bee game treatment, they showed increasing score in mastering vocabulary. research findings and discussion in term of quantitative data analysis, the finding of the research proved that spelling bee game can increase students’ vocabulary mastery. it can be seen from the increasing of the students’ mean score from orientation to the post-test of cycle ii. the students’ mean score in orientation test was 64.91. after given the treatment of spelling bee game, the mean score increased to 75.02 in post-test cycle i. then, it was decided to continue to cycle ii and obtained the students’ mean score was 86.62 in post-test cycle ii. it passed the kkm (75) as the criterion of success. below table shows the quantitative data description. table 1 the data of test result no. cycle mean percentage (%) 1. orientation test 64.91 25.07 2. post-test cycle i 75.02 57.14 3. post-test cycle ii 86.62 88.57 the mean of students’ score in the post-test cycle ii was the highest. therefore, it could be concluded that the students’ vocabulary mastery by using spelling bee game increased from 64.91 to 86.62. from the table above, the result showed the increasing of the students’ score from the orientation test to the post-test cycle i and from post-test cycle i to post-test cycle ii. in the orientation test, the students who passed the kkm were 9 students out of 35 students. in post-test cycle i, the students who got score up to 75 or passed kkm were 20 students out of 35 students. in post-test cycle ii, the students passed kkm 75 were 31 students out of 35 students. the increasing from orientation test to the post-test cycle i was about 32.07% and the increasing from post-test cycle i to post-test cycle ii was about 31.43%. seeing from data provided in above table about the test of vocabulary mastery, it can be concluded that the students’ vocabulary mastery obtained greater percentage at the end of cycle ii after being taught using spelling bee game compared with the percentage of orientation test that obtained before conducting the research of spelling bee game. as stated previously that one factor caused the students lacking of vocabulary mastery is the same old way of teaching the vocabulary. a monotonous method or technique or rahmawati & harahap spelling bee games to increase ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 69 strategy implemented by the teacher. the students are rare of using game in class to master the vocabulary. in terms of qualitative data analysis, the research findings showed that the students response were positive. the questionnaire result showed that the implementation of spelling bee in the teaching-learning process increase the students’ mood and atmosphere. it could be seen from the mean of pre-questionnaire was 62.53% and the mean of post-questionnaire was 87.8% which increased about 25.27%. observation data also showed that the students were more active and participated in the class activity. they engaged in conducting the spelling bee game where they learn to spell and pronounce the english words and not only to memorize them. the result of interview with the english teacher also showed positive responses after the implementation of spelling bee game in teaching vocabulary since it could be an alternative method to be used in teaching vocabulary. the findings in this research also reflect the previous research concerning the spelling bee game to increase the vocabulary mastery. as megawany (2020) found that spelling bee game was able to assist students to personalize their learning vocabulary and it was an effective way when the students tried to solve problems of vocabulary that have no specific right answers. it was proved quantitatively by the development of the pre-test mean score from 51.7 to 79.3 in post-test and the t-test value (8.14) was higher than t-table value (1.699127). aniza, wangi, and wageyono (2021) also proved that it teaching english vocabulary using spelling bee game was effective and gave remarkable progress for students. it was proved by the analysis of t-test (12.09) compared to t-table (2.036). the results showed there was a significant difference between teaching vocabulary using spelling bee game and without spelling be game. qomariyah and nafisah (2020) also concluded the same result that spelling bee game affected in vocabulary achievement. during the teachinglearning, the students felt more interested in learning vocabulary using spelling bee game than before knowing this game. the students thought that this game was very useful which lead them to response positive. nurpitasari and mayasari (2018) also added their research resulted that spelling bee game was effective to increase students’ mastery of vocabulary by calculating the post-test score and conducting t-test. it showed that t-test was higher than ttable (6.18>2.69). summing up of all previous research findings and this current research, it can be concluded that spelling bee game are able to increase the students’ vocabulary mastery particularly the spelling and pronouncing of the words. the students also feel more motivated and enthusiasm in mastering the english words. spelling bee game is considered effective and fun in vocabulary practice since the intention of using game in teaching is to create interesting, enjoyable and challenging material in order to introduce new english vocabulary. the students are not only asked to memorize the words, but also to speak the words in correct spelling and pronunciation. in addition, they also develop the understanding of using the word class and the meaning in sentences. conclusion after conducting a classroom action research on the seventh grade students of mts yp al-azhar medan, it can be concluded that spelling bee game can increase the students’ vocabulary and can help them to remember and keep their vocabulary stored in their memory. there are three evidences concerning this. first, relate with the students’ mean score. there were 88.57% who passed the kkm on post-test of cycle ii; thus, it achieved the criteria of success. second, the questionnaire result showed that the implementation of spelling bee game obtained positive responses from the students in the teaching-learning process. it could be seen from the mean of pre-questionnaire was 62.53% and the mean of post-questionnaire was 87.8%. third, the result of interview with the english teacher showed that the teacher rahmawati & harahap spelling bee games to increase ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 70 gave positive responses after the implementation of spelling bee game in teaching 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(2017). teaching students vocabulary by using spelling bee game of the second year students at smpn 3 sungguminasa gowa. s-1 thesis. alauddin state islamic university makasar. https://repositori.uin-alauddin.ac.id/7994/1/ni%27matul%20wafaa.pdf https://doi.org/10.33503/journey.v3i2.956 http://ejurnal.budiutomomalang.ac.id/index.php/journey/article/view/956/542 http://repository.iainpalopo.ac.id/id/eprint/86/1/nurjida.pdf https://media.neliti.com/media/publications/269092-the-use-of-spelling-bee-game-to-increase-d42d8beb.pdf https://media.neliti.com/media/publications/269092-the-use-of-spelling-bee-game-to-increase-d42d8beb.pdf https://e-journal.undikma.ac.id/index.php/joelt/article/view/3200 https://doi.org/10.33394/jollt.v10i4.5766 https://repository.ar-raniry.ac.id/id/eprint/3723/2/yuni%20sari.pdf https://repositori.uin-alauddin.ac.id/7994/1/ni%27matul%20wafaa.pdf jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5435 july 2022. vol.10, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 315-328 jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 315 an analysis of using movies to enhance students’ public speaking skills in online class 1*putri rindu kinasih, 1olivia 1english department, faculty of social sciences and humanities, universitas bunda mulia, indonesia *corresponding author email: pkinasih@bundamulia.ac.id article info abstract article history received: june 2022 revised: june 2022 published: july 2022 despite the importance of public speaking skills, unfortunately, research about public speaking classes mainly focuses on the attempt to minimize the students’ anxiety and discomposure. whereas other crucial issues need to be investigated such as the quality of learning materials in public speaking classes having poor quality and students’ difficulty in speaking naturally. this research aimed to investigate the usage of movies in enhancing students’ ability to deliver speeches. the participants of this study are 67 students majoring in english language and literature consisting of 46 females and 21 males. all participants were taking the listening-speaking class and public speaking class. this study adopts the mixedmethod approach. firstly, to see the progress of students’ public speaking skills, we conducted a pre-test and post-test which were analyzed based on a scoring rubric proposed by joe et al. in addition, questionnaires were distributed to understand participants’ perceptions after learning about public speaking through movies. lastly, a semi-structured interview was done to enrich the discussion. the results showed that movie clips are effective in increasing students’ interest in following an online class because the lesson felt contextual. the participants’ public speaking skills also improved as students can apply the strategies to attract audiences. keywords authentic materials; movies; online class; public speaking; speech how to cite: kinasih, p. r., & olivia. (2022). an analysis of using movies to enhance students’ public speaking skills in online class, jollt journal of languages and language teaching, 10(3), pp. 315-328 doi: https://doi.org/10.33394/jollt.v%vi%i.5435 introduction our communication and the communication of others influence and develop many aspects of life, from personal areas such as families, and friendships to the professional area in the workplace (duck & mcmahan, 2018). experts showed that, as one of the language skills, public speaking plays an important role in communication and is worth pursuing. empowerment and employment come from being able to speak with confidence (beebe & beebe, 2016). in other words, public speaking is very unique because the responsibility for the organization, delivery, and flow of communication falls on one person (griffin, 2018). not only that, public speaking is an ancient art form that represents the human desire to connect with others (hostetler & kahl, 2017). therefore, a person's ability to read and understand people is said to be enhanced by public speaking skills (corray, 2019). the covid-19 outbreak is indeed the second factor to consider. without a doubt, covid19 has completely changed the teaching process. online learning has been used by educational institutions all around the world to provide continuity while controlling the spread of the disease. unfortunately, this sudden change resulted in many challenges, especially in public speaking class. for example, the level of participation employed in the dynamic learning community influenced students' learning adjustment (li & zhou, 2021). aside from the technical issues, both students and the instructor’s interactions during public speaking class were also affected. firstly, as they were asked to use face masks the students felt their nonverbal tools https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:pkinasih@bundamulia.ac.id kinasih & olivia an analysis of using movies ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 316 were limited as they performed in a public speaking class. they felt compelled to focus even more intently on their use of gestures, movement, and vocal variety, particularly volume, to compensate for the limitations (hoops, 2022). in addition, the learning process during the pandemic made both the instructor and the students realize how important physical presence and face-to-face interactions are in the organic process of teaching and learning, which should be a dynamic social engagement that prioritizes human contact (li & zhou, 2021). interestingly, despite the challenges that emerged during the pandemic, a considerable amount of research has been done to investigate how to teach public speaking in efl classes (madzlan et al., 2020; mahmudi & anugerahwati, 2021; mufidah & roifah, 2020; netta et al., 2020; ramadhani, 2020; wibowo & khairunas, 2020). unfortunately, many of them are primarily concerned with reducing students' anxiety and discomposure (madzlan et al., 2020; mahmudi & anugerahwati, 2021; mufidah & roifah, 2020; netta et al., 2020; ramadhani, 2020). whereas, apart from paying attention to the anxiety level in general, there are some issues that lecturers and teachers must be aware of. firstly, studies showed that learning public speaking through online learning is considered ineffective. learning public speaking during the pandemic is unproductive because they think the quality of learning materials has poor quality and low standard. as result, the students feel that the public speaking class has no impact at all (wibowo & khairunas, 2020, pp. 120-121). secondly, the most crucial problem which appears in public speaking class is that student speaks monotonously along with unclear pronunciation (madzlan et al., 2020; mufidah & roifah, 2020; ramadhani, 2020). they are unable to share their opinion clearly because they are unable to make a distinct main idea. in short, not only do the students have difficulty speaking confidently but also speak naturally (mufidah & roifah, 2020; nadiah et al., 2019; ramadhani, 2020). the reason why students are not able to speak naturally mainly happens because in learning speaking skills, especially public speaking, traditionally people are only interested in the "big" or seemingly extraordinary moments of human interaction, and they forget to connect them to everyday life and experiences (duck & mcmahan, 2018). here lies the reason why experts believed that the use of authentic materials should be an important consideration for teaching public speaking skills (artha et al., 2020; bordonaro, 2018; mohammed & ibrahim, 2019). authentic materials can improve students’ achievement in speaking ability because they expose the genuine use of english for communication and relate closely to the daily-life situation which many researchers believed can help students improve their english proficiency (anggia & setyadi, 2016; artha et al., 2020). unfortunately, none of the previous studies above had used movies as authentic materials in teaching public speaking. admittedly, none of the previous studies had used movies as authentic materials in public speaking instruction. the majority of previous research was done utilizing video blogs (madzlan et al., 2020; mufidah & roifah, 2020) and ted talk videos (mahmudi & anugerahwati, 2021). in other words, there is a need to explore teaching materials in public speaking classes. studies have shown that movies have been regarded as an important source of language learning because they provide students with opportunities for exposure to the real language uttered in authentic settings (stempleski, 1992; wesche & shekan, 2002). what is more, speeches of various educational levels, speeches of children and non-native speakers, even slang, jargon, rural and urban speeches, and other variety of regional dialects that language learners will encounter in the target language country are frequently included in the spoken language of movies (kaiser, 2011). even though recent studies had explained the way to incorporate movies into general speaking lessons (okar & shahidy, 2019; siska, 2015; yudar et al., 2020), none of them highlighted how movies can be used in teaching public speaking skills. consequently, the issue of ineffective online learning and the poor resources used in online public speaking classes (wibowo & khairunas, 2020, pp. 120-121) has not been resolved. kinasih & olivia an analysis of using movies ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 317 considering this, the researchers are interested in examining the usage of movies in enhancing students’ ability to deliver speeches in online public speaking classes. by emphasizing the use of movies as authentic materials, hopefully, this study will encourage efl teachers to incorporate movies into their public speaking lessons aside from using video blogs and ted talk videos. therefore, this research is aimed at answering the following question: to what extent does the usage of movies enhance students’ ability to deliver speeches in online public speaking classes? research method research design this study adopts the mixed-method approach. dörnyei (2007) defines a mixed-method study as “the collection and the analysis of both quantitative and qualitative data in a single study with some attempts to integrate the two approaches at one or more stages of the research process” (p.163). it is also stated that the purposes of mixed-method are to gain a more comprehensive understanding, validate findings from different perspectives, and reach multiple audiences (dörnyei, 2007). in other words, this method combines quantitative and qualitative designs. the quantitative data was gathered from pre-test and post-test results and were analyzed using a scoring rubric adapted from (joe et al., 2015). the qualitative data were collected through a semi-structured interview to elicit additional opinions and insights into the use of movies as authentic materials. population and sample the participants of this study are from the first and third semesters, majoring in english language and literature (bbi) at bunda mulia university. there are 67 students, 46 females and 21 males. the students are all indonesian citizens and currently lived in jakarta and tangerang area. it should be noted that all the participants had given their consent to research participation. these students also took part in an online listening-speaking class and an online public speaking class at the time of research. instruments the data in this research are taken by distributing the questionnaire adapted from the one used by (anggia & setyadi, 2016). the questionnaire was shared by using google form and distributed to the participants once they had given the treatment. in addition, according to wengraf (2001) when a researcher has a list of the entire population from which to choose interviewees, he or she is in a position to conduct randomized sampling. in other words, the researcher can arrange to interview 10% of the respondents in-depth (p. 98). thus, 7 students are randomly selected to be interviewed in this research. data analysis the participants' pre-test and post-test were analyzed by a scoring rubric adapted from the comprehensive public speaking competence scoring rubric proposed by joe et al. (2015). for this research, we omitted the tenth performance standard: skilfully makes use of visual aids, and included the fourth performance standard: employs compelling supporting material. we aimed to investigate how the participants build their arguments and see how they apply strategies verbally. in other words, the research aims to see how movies as authentic material affect the performance, not their creativity in designing the powerpoint slides for the presentation. we are aware that in reality, some students are lacking in elaborating their arguments, but eventually, get a good score due to showing decorative slides. then, to interpret the result of the test, we used the achievement level proposed by harris (1969). harris stated that the table can be used to see the students' performance based on their initial test scores if the same test is used and no significant changes like either the class arrangement or the course of instruction. the result of the pre-test, post-test, and questionnaire kinasih & olivia an analysis of using movies ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 318 was analyzed by using spss (statistical package for social science). we tried to investigate the significant difference in the students’ public speaking ability before and after being exposed to the treatment. in this research, we used paired sample t-test by spss 26.0 to analyze the data. research findings and discussion descriptive statistic this section examined the results of students' ability to perform public speaking before and after treatment by administering a test to them. to confirm the effectiveness of the treatment, we utilized a statistical test utilizing paired samples t-test analyzed by spss 26.0. table 1 shows the results of the analysis of students' ability to perform public speaking before and after treatment. table 1 the result of descriptive statistics paired samples statistics mean n std. deviation std. error mean pair 1 pre-test score 59.28 67 13.254 1.619 post-test score 71.67 67 12.419 1.517 based on table 1, 67 participants were examined in this research. the mean score of the pretest is 59.28. then, after treatment, the students' scores are increasing. the mean score of the post-test is 71.67. looking at the progress, the students were able to apply lucas’s seven strategies in their speeches at the end of the research. table 2 harris’ achievement level (1969) based on the achievement level proposed by harris (1969), it can be seen that the students experienced progress. once the students had been exposed to the treatment, the mean score of the post-test is 71.67. in other words, the students' ability to perform public speaking skills is changing from poor to average into average to good. table 3 paired sample statistics based on the table paired sample t-test above, the significant value sig. (2-tailed) < alpha (0.000<0.05). therefore, it can be concluded that there is a significant improvement in performing public speaking skills. it meant that there was an effect of using movies as authentic kinasih & olivia an analysis of using movies ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 319 material on improving students’ public speaking skills. in conclusion, in general, most of the participants were able to apply lucas’s seven strategies in their speeches at the end of the research. the result of the questionnaire figure 1. results from the questionnaire about the language used in the material firstly, as presented in figure 1, more than 90% of the participants agreed that the language from the materials used real-life language. as a result, the students can understand the topic easily. the usage of movie clips here answered the point of concern that think classroom language is frequently regarded as artificial and unnatural. this suggests that classroom language differs from the language used in real-life (van lier, 1996). i think the movie clips feel natural and real, firstly because the speakers are all foreigners. they are native speakers of the language. they deliver the closing speech in their language and it [went] smooth. the words and the vocabulary they use is appropriate with the context. i feel like, i am one of the audiences in the court there. i want to know why we have to believe [him/her]. i think it is very immersive, i should say (participants b, personal communication, december 27, 2021). from the excerpt of an interview with participant b above, it can be highlighted that authenticity does not always relate to conversational context. the movie clips that were given to the students were taken from the scene when the lawyers are delivering the closing argument. yet, the students still think that the scene feels so real. on top of that, participant b stated that she felt like she was one of the audiences in the courtroom. this finding aligned with the previous theory which stated that to make students comprehend the language, the ideal input should be more than just fascinating – it must be compelling, so compelling that the students are not even aware that it's in a different language (krashen & bland, 2014). in addition, the first finding also strengthens the idea that movies are viewed as an important source of language acquisition since they allow students to hear the authentic language spoken in real situations (stempleski, 1992; wesche & shekan, 2002). thus, aside from the fact that participants experienced a real situation that might be faced in the target language country, the study also showed that they were able to enjoy the online public speaking class. the data can be seen in the chart below. kinasih & olivia an analysis of using movies ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 320 figure 2. results from the questionnaire on students’ class enjoyment from the chart above it can be seen that 88% of the participants enjoyed following the learning process. the students enjoyed the following lesson because for them the materials that were given in the class increased their interest in joining english speaking class. this finding answered the problem related to online learning sessions which were previously considered boring (fitriani et al., 2020; wibowo & khairunas, 2020). below is an explanation from student g on how he enjoyed the materials in class. i know people do funny things on stage. but, not about fear. before that i don’t know that people can show, i mean demonstrate fear to the audience. i mean, i know the feeling of fear – but the lawyer knows how to make someone afraid, like… confused, even without saying a word. like… for me, that scene is very surprising. i was like the same audience in the movie, i want to know what happen? it makes me curious on what else will played in class. i like it, watching how to apply the example (participants d, personal communication, december 27, 2021). from the interview with participant d, it can be seen that the participants were enjoying the movie clips that is shown during the class. he mentioned that previously, he had known that people usually do funny things as a gimmick while delivering a speech on stage. however, he emphasized that it was his first time seeing someone demonstrating the feeling of fear and confusion to the audience. of course, participant d knew what is the definition of fear. this time, he was surprised that a speaker can demonstrate a certain feeling even without saying a word. he even mentioned that he was also curious to know what will the lawyer do next as if he was one of the audiences in the court. for him, the movies increased his interest in watching upcoming episodes. he said that it was more fun to see the real application of lucas’ seven strategies. thus, it can be concluded the usage of authentic material in class that is fun and realistic can make students enjoy the online public speaking class. figure 3. results from the questionnaire on students’ attention span secondly, it can be seen from figure 3 that more than 80% of participants agree that the given materials had pushed them to give more attention to following the learning process even kinasih & olivia an analysis of using movies ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 321 though the public speaking class was conducted online. the result above answered the problem that often happened during the teacher conducted online classes. in short, students found it difficult to understand the learning material. consequently, students cannot focus on the lesson and prefer to become the passive audience (fitriani et al., 2020; wibowo & khairunas, 2020). in other words, there are problems regarding the students’ attention span in an online speaking class. i feel like those videos make the class more interesting because… uh, it’s not just us, uhm… looking at the ppt and getting things read out to us. okay, when it comes to preference, i am not really interested in court law movies – that kind of stuff. but i still want to watch it because there must be something that i might be able to gain. i mean, as time goes by, we know that there is something in the video – there is a tip, or trick or yah… things to learn. (participants c, personal communication, december 27, 2021). from the interview session, participant c shared that the usage of movie clips during online class makes him pay attention to the lesson that was delivered online. compared to just looking at the ppt on-screen and listening to the lecturer reading the ppt for them, the movie clips are more interesting. even though he does not like watching court-theme movies he realized that if the movie clip is played during the class, then the video must contain some useful information, either tips or tricks. the finding above is aligned with the previous research which stated that movies attract students’ attention especially when they are prompted to keep in mind the characters in the film (nurnaningsih & pratiwi, 2018). as a result, using movies in class is an excellent way to get students' attention. however, there is also another thing that the teacher must be aware of while sharing the movies in online classes through video conferences. as it has been discussed in much research, the biggest problem in conducting online classes is related to the internet connection. this concern was brought up by participant a below. about preferences, i understand that we are taking english class. yeah, it is impossible for me to see k-pop video in class even though i like korean series better. kan nggak bisa… so, even though i don’t really like the movie i still watch it. that’s okay for me, still… better than ppt. but, i think what makes us distracted is not the type of the movie. it was more on the connection problem. the lecturer shared the screen, sometimes the audio is too fast and the video is not matched. i want to answer the discussion question too, but i missed the video. fortunately, the link is always shared through the chat box so we can watch it later (participants a, personal communication, december 27, 2021). from the interview with participant a above, it can be seen that she was aware the video that will be played during the class will not always match her preferences. she knew that since she was taking english classes, so the videos in the class will be taken from western series and not korean series. however, she also explained that she used to be distracted during online classes because of the internet problem. what is shared by participant a represents the actual condition of online learning during the pandemic in which students often experience a problem with the internet connection (efriana, 2021; yuzulia, 2021). it should be noted that from the students’ perspective, one of the reasons for them not being interested in the material given is because the condition of the internet network is varied. participant a has the eagerness to join the class, she also wanted to be engaged in the following discussion after the movie is played. however, from her house, the video did not run well, and she missed one or two points from the movies. fortunately, participant a also highlighted the solution given in the class. she said it was very helpful when the teacher also shared the link to the selected episode so that they can re-watch it at a separate time. therefore, it is very important for the teacher to not only play the movies during the online class but also share the link to the selected episode with students. kinasih & olivia an analysis of using movies ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 322 figure 4. results from the questionnaire on whether the material is time-consuming thirdly, from figure 4 above, it can be seen that more than 80% of the participants agreed that the movie clips were not time-consuming. here lies the importance for the teacher to select the suitable material (zumam & fujiono, 2020), not only in terms of the content but also to the point of the duration. the issue of duration also needs to be carefully thought out because the teacher only has around 60 minutes online both to show and explain the movie clips. in addition, with the limited time, the teacher also needs to conduct a meaningful discussion related to the material. thus, even though the material is offline and can be shared in google drive, the same material needs to be discussed during the online class. the teacher will not be able to have a meaningful discussion with the students in class if the movie clip chosen is too long. all in all, to answer the problem of the impact of an online speaking class (wibowo & khairunas, 2020), we suggested that teachers must not use lengthy movies to save time and also share the material with students. figure 5. results from the questionnaire about unfamiliar vocabularies fourthly, according to the graph above, more than 80% of participants agree that the visual aspect of a video helps them in understanding unfamiliar vocabulary. this finding is aligned with the theory that states that by using movie clips students get to see “language in use”. in other words, students see a whole lot of paralinguistic behavior (harmer, 2007). yes, there are words that i don’t know. i never heard it before, especially when it comes to a technical term used in court or a word that relates to the case itself. but there is one word if i am not mistaken, repugnant. i don’t know the whole case, i don’t know the word, but the lawyer's face is angry, like…, apa ya, not smiling. the situation looks serious. so, i think it is bad. oh…, and discussion is also important. after the video is finished, we discuss the words too. the discussion makes that [word] uhm, like… nyantol (memorable), miss. (participants f, personal communication, december 27, 2021). in the interview session, participant f shared her opinion about tackling unfamiliar vocabularies. she was not familiar with the word repugnant. she explained that from the facial expression of the character in the movie, she sensed that the situation is not conducive. kinasih & olivia an analysis of using movies ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 323 the lawyer is not smiling while talking, so she concluded that the word repugnant does not mean positive. the finding above strengthens the idea that through movie clips, not only did participants learn new words but also, they studied all factors of communication including nonverbal codes (ukhra et al., 2020). furthermore, it should be noted that participant f did not stop only in sharing her strategy in tackling the issue of unfamiliar vocabulary. she emphasized that the discussion helps her in acquiring new vocabulary. thus, it should be noted that the discussion in the class matters. it is important for the teacher to fully understand the content of the movie and even to list the vocabulary which might be unfamiliar to the students. the result is aligned with research conducted by which stated that selecting a movie is a crucial part. in other words, teachers must not only show students the movie without even comprehending the content of the selected movie clips. only when the discussion in the class is carefully designed, do the students feel that the lesson is contextual even though the lesson is conducted online as shown in figure 6 below. figure 6. results from the questionnaire of discussion in a public speaking online class from figure 6 above, it can be seen that more than 65% of participants agree that the discussion in the class became contextual after they are asked to watch the selected movie clips. participant c stated that since the class is conducted online, it is a bit hard for them to grasp the urgency of delivering a perfect speech. he used to think that eventually, the audience must listen to whatever was delivered by the speaker. so, it should be noted that the students we teach today are currently learning from home with no necessity to convey anything verbal in public. here lies the importance of highlighting that the attorney’s speech has the power to put the evil to death and to free the innocent (lief et al., 1998). participant c added that when the participants understand that closing an argument is crucial, they get the sense of urgency of paying for every detail of a speech. figure 7. results from the questionnaire on participants’ improvement kinasih & olivia an analysis of using movies ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 324 lastly, from figure 7 above, it can be seen that the selected movie clips had helped participants experience improvement in speaking ability. more than 85% of participants agreed that the materials given in the class had improved their speaking skills. before, i did not know that there are strategies to attract audiences. like uhm, okay, the… we know we can share stories, or we can show something [to the audiences]. but, i don’t know how to use it in context. like, when or what should i use first? i actually really don’t know. it’s probably like widening my imagination of what to do. you know what i mean? kayak jadi terpikir, quotes bisa juga ya diomongin pertama [for example, it makes me realize that quotes also can be used to open a speech]. like that… (participants e, personal communication, december 27, 2021). from the interview excerpt above, it can be seen that participant e has known the basic idea of attracting the audience while delivering a speech. he has known that a speaker can share stories or show something on stage to make the audience pay attention to what he said. however, he has not understood when should he tell stories – whether the story should be told at the beginning, middle, or end of the speech. in addition, he was not aware a speaker can open a speech by quoting a famous saying. once he learned about lucas’ seven strategies, he knew that he can even open the speech with a famous quote. table 4 strategies used before treatment strategies used by the students (pre-test) frequency percent valid percent cumulative percent valid n/a 57 85.1 85.1 85.1 tell a story 2 3.0 3.0 88.1 question the audience 3 4.5 4.5 92.5 relate the topic to the audience 5 7.5 7.5 100.0 total 67 100.0 100.0 from table 4 above, it can be seen that several students had applied lucas’ strategy in delivering the speech even before the strategies were taught in the class. two participants tell stories, two participants open the speech with questions and five participants relate the topic to the audience. however, most of the participants had not known about the seven strategies and how to apply them in delivering a speech. in general, the participants just open the speech with a simple introduction such as mentioning their name, and student id number and restating the topic. afterward, they started elaborating on the body of the speech. interestingly, the researchers found different results once the participants experience the treatment. the result can be seen in table 5 below. table 5 strategies used after treatment strategies used by the students (post-test) frequency percent valid percent cumulative percent valid n/a 16 23.9 23.9 23.9 tell a story 9 13.4 13.4 37.3 begin with a quotation 6 9.0 9.0 46.3 question the audience 31 46.3 46.3 92.5 state and demonstrate the significance of the topic 1 1.5 1.5 94.0 relate the topic to the audience 4 6.0 6.0 100.0 total 67 100.0 100.0 kinasih & olivia an analysis of using movies ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 325 from table 5 above, it can be seen that during the post-test more than 76% of the participants were able to apply lucas’ strategy to attract the audience. among the other six strategies proposed by lucas (2015), 46.3% of participants opened the speech by asking questions to the audience. the percentage of participants who open their speech by telling a story also increased to 13.4%. in addition, compared to table 4 in which none of the participants used a famous quote, there are 9% of the participants tried to open their speech with famous quotes. lastly, there was only 1,5% of the participants tried to demonstrate something before they delivered the speech. on one hand, it can be concluded that there is an improvement in the way participants delivered their speeches. in short, most participants have realized that they can open their speech not only with the traditional template of a long self-introduction but also with various strategies such as sharing touching stories, asking interesting questions, or doing surprising demonstrations. thus, at the end of the semester, the participants no longer had a problem with confidence and the issue of speaking naturally. as participant e said in the interview, lucas’ seven strategies widened his knowledge. the participants can do further miles to attract the audience by applying the strategies that were discussed in class. on the other hand, teachers must be aware of the tendency of the participants who just wanted complete the task without paying attention to the quality of the strategies they used. for example, many of the 46.3% of participants who used the question the audience strategy had not paid attention to the question they asked. instead of asking critical questions as had been shown in the movie clips, they just asked simple questions rephrased from the topic given. whereas, the suggested idea is that the speaker asks a rhetorical question. another technique to persuade the audience to think about the speech is to ask a rhetorical question. as a result, more students were expected to ask questions that the audience answered mentally rather than aloud (lucas, 2015, p. 189). or else, when the participants tell stories, it is expected to be provocative, dramatic, or suspenseful (lucas, 2015, p.190). it was discovered that many participants just ask basic questions and tell generic stories as a result of the findings. thus, even though the findings showed that the movie clip had increased students’ speaking ability, it is also essential for teachers to acknowledge that to enhance the participants’ quality of the speech content. from the interview, they believed that they need more practice time as expressed in the interview with participant g below. but at the end of the day, after i watch the movie, i know things uhm… yaa, the lawyer demonstrates silence, fear for his case. that’s new. but, i think we need more time for practice than just theory. maybe more time to try the strategies for our own speech (participants g, personal communication, december 27, 2021). from the interview with participant g above, it can be seen that participant g did admit that he learned new things from the movie clips. he learned that from one episode, a lawyer managed to demonstrate fear and silence. for him, it is a new thing that he never knew before. however, for him, it was not enough just to know those strategies proposed by the lawyers in the movie. he thought that to apply the strategies well, he need practice. unfortunately, due to the limited schedule of online learning, there was no chance for the participants to try strategies. with only 60 minutes of online class per week, it cannot be denied that there is a challenge to provide all students with adequate time and forum to put the strategies into practice intensively. compared to the condition before the pandemic, the participants could join an onsite class for 90 minutes. during that time, they can try delivering the speech that they had prepared in front of the class. regretfully, as previously stated, similar to the previous studies (efriana, 2021; yuzulia, 2021), some students are still having trouble connecting to the internet two years after participating in online classes. considering that not all students are equipped with strong wi fi connections every day, the duration of online learning is usually shortened. obviously, due to the limitation of time, it is impossible for each student to apply the strategies, or at least try kinasih & olivia an analysis of using movies ……….. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 326 to use them during the regular lesson. thus, for further research, it is suggested to study further how participants can enhance the quality of the strategies they used. conclusion from here, it can be concluded that movies can be used to enhance students’ ability in delivering speeches even when the public speaking lesson is conducted online. firstly, there is a significant difference in the students’ public speaking ability before and after being exposed to the treatment. the student's ability to perform public speaking skills is changing from poor to average into average to good. secondly, it can be concluded that the usage of a movie in an online public speaking class successfully becomes the source of authentic language spoken in real situations. as result, they can comprehend the language since the materials are compelling. then, the visual aspect of a video helps participants in understanding unfamiliar vocabulary as they get to see “language in use”. thus, not only does the authenticity make the participants enjoy the online public speaking class, but also attracts their interest and attention. thirdly, it is very important for the teacher to not only play the movies during the online class but also share the link to the selected episode with students because some students still have problems with the internet connection. fourthly, teachers must not only use lengthy movies to save time. ultimately, no matter how interesting the movie is, if the students are having trouble accessing the materials due to the limited quota, then the strategies will be useless. on top of that, it is also very important for teachers to comprehend the content of the selected movie clips. lastly, the teacher also needs to prepare a meaningful discussion afterward. only when the discussion in the class is carefully designed, do the students feel that the lesson is contextual even though the lesson is conducted online. to end, the researchers recommend efl teachers incorporate movies into their public speaking classes due to their usefulness. all in all, statistically, the participants showed improvement in the way that they can apply principles to complete a task as explained in the third level of bloom's taxonomy (california state university, n.d.). among all strategies that were taught in class, 46.3% of participants chose to ask questions to the audience. unfortunately, this research does not cover the result of to what extent the students brainstorm their ideas in constructing their preferred strategy. it was discovered that many participants just ask basic questions and tell generic stories as a result of the findings. thus, for further research, it is suggested to investigate the quality of strategies being used and how to develop them through onsite practice. finally, the help of ratters might also affect the result of further research. references anggia, h., & setyadi, r. 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(2020). using english movie to enhance students interest in speaking skill at smak 1 galis pamekasan. journal of english teaching and research, 5(1), 62– 71. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5641 october 2022. vol.10, no,4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 551-560 jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 551 self-confidence and speaking skills for lower secondary school students: a correlation study 1nisa arifa nurul aulia, 1tri wintolo apoko 1english education department, faculty of teacher training and education, universitas muhammadiyah prof. dr. hamka, indonesia corresponding author email: nisaana86@gmail.com article info abstract article history received: july 2022 revised: august 2022 published: october 2022 self-confidence is a trait that can evoke an attitude to have positive, idealistic, and optimistic thoughts about abilities. even though there are frequent interactions between teachers and students with english in class, students still feel less confident when speaking in front of their classmates. the study was aimed to investigate the relationship between efl students' self-confidence and their speaking skills at smpit al muchtar. the type of this study is quantitative design. the ibm spss statistics application with 24 version was used to calculate. the population taken was all the eighth grade students which consisted of 108 students. there were 30 students taken using the purposive sampling technique as the respondents comprising 22 females and 8 males. two instruments were used to collect the data, namely: a questionnaire for measuring students’ self-confidence and speaking test used for speaking skills. after the data was obtained, the researcher analyzed the correlation data. it was found that there was a positive relationship between efl students' self-confidence and speaking skills at smpit al muchtar. this proved that ha was accepted and ho was rejected because 0.548 > 0.361 with a significance value of 5%. in conclusion, there was a fairly significant relationship between self-confidence and speaking skill. keywords self confidence; speaking skills; how to cite: aulia, n.a.n., & apoko, t. w. (2022). self-confidence and speaking skills for lower secondary school students: a correlation study, jollt journal of languages and language teaching, 10(4), pp. 551560. doi: https://doi.org/10.33394/jollt.v%vi%i.5641 introduction based on real life, efl students are in the red zone as currently they are faced with problems in speaking english. they are confused about giving ideas in english. most efl students who were in lower secondary school had low vocabulary, found it difficult to translate with western accents and pronunciation (qasim, 2021). in fact, students preferred to speak their mother tongue when they interacted with friends. they had different ways of interpreting their foreign language as this was influenced by their social conditions (rahayu, f. e. s., & utomo, a., & setyowati, r., 2020). thus, the vocabulary they learned and practiced did not develop in the speaking skills of efl students. they were not sure of practicing speaking well, then they were punished as an effective means. however, the punishment of efl students who did not apply english orally could have a negative impact. they were afraid to speak and to make the mistakes. often they chose to remain silent or did not speak english in order to avoid the ridicule of friends. sometimes they had prepared words, but they found it difficult to express them. therefore, this incident could reduce their attractiveness to practice english orally. although efl students were not attractive, speaking skills were always emphasized as a skill that needed to be developed, both in the workplace and in the academic field. however, efl students did not get the intention and purpose of the interlocutor as long as they did not use appropriate english patterns (rao, 2019). speaking skills were measured through their skills in interacting orally in the target language (purwanti, sri e., and yeni, 2021). despite the https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:nisaana86@gmail.com aulia & apoko self-confidence and speaking skill…….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 552 importance of speaking skills, efl teachers often underestimated the right learning methods to improve the speaking skills of efl students. even though elf students had been learning english for many years, they still had difficulty in expressing their ideas in english. to realize fluent speaking skills was not an easy task for efl students (audina et al., 2021a). in recognizing this problem, teachers often applied activities such as memorizing dialogues, conversations with friends, debates and group presentations. various activities carried out by the teacher did not provide maximum results. it was because they did not design learning in accordance with the class conditions and the character of the efl students. so, this was one of the ineffective factors in developing speaking skills. speaking does not only open the mouth, but also reveals some words or sentences that contain meaning in it. therefore, efl students needed to understand how to convey ideas orally and to know the accurate use of english (allo & priawan, 2019). speaking skills provided many advantages for them. one of the advantages was broadening knowledge and adding personal experience. besides, students not only collected information, but exchanged information related to their lives as well. therefore, speaking skills were the main goal of efl students to achieve success in learning english that involved some elements of speaking (audina et al., 2021a). some theories suggest that the way of communication between speaker and listener is to use speech to convey the meaning which involves non-verbal communication. there are three components that can help to be successful in speaking. they are speakers, listeners, and utterances (vanderkevent, 1990). conveying meaning had also to be in accordance with the context of the conversation and easy to understand since speaking was the ability of efl students to release their voices and express their thoughts (lingga et al., 2020). this is reinforced by sri erma p. & melda yeni saying that speaking skills could be measured through their skills in interacting orally in the target language (purwanti, sri e., and yeni, m., 2021). so, speaking was the delivery of meaningful messages to the interlocutor until an interactive process occured between the speaker and the listener (suryadi, 2018). moreover, efl students also need strong motivation to practice speaking skills. they needed notivation to keep improving their english speaking skill. they could take part in some discussions, activities, and tasks using english. they believed that making communication in english all the time with teachers and classmates might incease their self-confidence, boost their motivations, and enhance their english speaking (alotumi, 2021). communication was created as there were several internal factors to be able to become confident students. these factors greatly affected their behavior when speaking. having self-confidence needed to look at themselves and judge them. if they thought they could do anything, then they were up for the challenge. despite facing tough problems, they easily found the best solution to improve themselves (moneva & tribunalo, 2020). self-confidence is the key to success in english speaking skills (hasan et al., 2020). according to anish in (burton, kate & platts, 2006), self-confidence has a clear advantage. examples could be (1) having a belief in being able to overcome and achieve desires that are considered difficult by others, (2) being a motivator to stop worrying while speaking, and (3) being able to solve problems from the smallest to the biggest. efl students who are confident in their abilities are able to overcome their fears and negative thoughts so that they will speak english fluently (audina et al., 2021b; kinasih & olivia, 2022). they believed that they could achieve their goals and dreams. thus, students' self-confidence was one of the factors that encourage student progress in participating in learning activities (akbari & sahibzada, 2020). nevertheless, efl students experienced a lack of confidence in communicating. when they had a dialogue with their peers, they were afraid of making mistakes in the use of grammar, pronunciation, or vocabulary. this caused pressure on efl students, and they could not express ideas simply. therefore, efl students did not become optimistic people in improving skills and aulia & apoko self-confidence and speaking skill…….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 553 were reluctant to interact. the students who did not have self-confidence, they would not dare to speak english fluently (hasan et al., 2020). if they felt confident in their strengths, they were never worried about the results of their performance (tridinanti, 2018). so, self-confidence would act to accept themselves. people who were confident would show themselves that they were capable of doing their job because confidence was the basic foundation for success in any field. to be lucky people, they never felt burdened to do the work they wanted. also, they were able to be responsible for good or bad results, behaved politely when interacting with others, became high achievers, and realized their strengths and weaknesses (utomo & maratus, 2021). in addition, activity could increase high self-confidence in speaking english to other people (hasan et al., 2020). the achievement of success in speaking english could be seen from the way messages or information was conveyed in an appropriate and orderly manner. to be successful in speaking, efl students had to own high self-confidence. therefore, the involvement of self-confidence could encourage efl students mentally to speak english. on the other hand, the acquisition factors that affected students' speaking skills included not only internal factors, but also external ones to improve their speaking skills. to improve the speaking skills of efl students, they could make habits through their hobbies such as listening to songs, watching movies, and accessing websites. they could apply it to their daily activities after studying more deeply. many opportunities that efl students got from real situations (ikromova, 2021). so, learning media was an encouragement for efl students to improve their speaking skills. according to kate brutton and brinley platts, there were ten core indicators of selfconfidence that they can explore in depth (burton, kate and platts, 2006) such as direction and value, motivation, emotional stability, positive mindset, self-awareness, flexibility in treatment, desire to grow, health and energy, willingness to face uncertainty, and a sense of purpose. based on some definitions of self-confidence, it can be concluded that self-confidence is believing in themselves that they can achieve their goals in accordance with expectations. they must be optimistic even though there are many obstacles that must be faced. efl students who have high self-confidence always think positively and dare to take risks because self-confidence is a person's capital to live their lives. they are able to adapt themselves in various conditions. this allows efl students to overcome their inner anxiety. therefore, those who have high selfconfidence are calm and confident in their abilities. the researcher found several previous studies related to this research. one relevant study found that there was a significant relationship between students' self-confidence and their speaking skills (hasan et al., 2020). their results showed that the significant level was at the number 0.700 which means strong and the junior high school students were found to have high self-confidence when speaking english. another study found that students who had high selfconfidence could have a strong influence on their speaking skills (rumapea, ella pratiwi and wennyta, 2020). however, this result is in contrast to what (sari, riva silvia and dewi, 2021) found. they stated that the level of students’ self confidence toward their speaking is low with a value of 0.286. from previous studies, this current study on efl students’ self confidence in relation to their speaking skill in the lower secondary school is a rare undertaking. thus, it is necessary conduct a study to investigate the relationship between self-confidence and speaking skill of the students. research method research design the design of research used was a survey providing a quantitative description of variables and answering the question about the relationship between variables (creswell, 2018). there were two variables in this study. they were self-confidence as independent variable and aulia & apoko self-confidence and speaking skill…….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 554 speaking skill as dependent variable. thus, this survey design would answer the research question if there was a positive association between self-confidence and speaking skill for lower secondary school students. the population of the research was all the students of integrated with smpit located in bekasi that consisted of 108 students. the samples used in this research were 30 students that comprised 22 female students and 8 male students as the respondents taken purposively. instruments there were two kinds of instruments used in this research. the first one is the questionnaire which was to measure the students’ self-confidence. before this questionnaire was used, it would be tested for the validity and reability. the questionnaire consisted of 30 with negative and positive questions to be answered by the respondents. the likert scale questionnaire ranged from strongly agree, agree, disagree, strongly disagree. based on the results of the validity test, 26 self-confidence statements were declared valid and 4 invalid statements consisting of the numbers 9, 19, 24, and 30. the four statements were declared invalid as the r-result was smaller than the r-table, namely 0.361 with a significance level of 5%. after gaining valid data, the researcher conducted a reliability test to show the extent to which a tool could be trusted. it was found that reliability coefficient of the questionnaire was 0.868 considered very reliable. secondly, to measure the students' speaking skills, a speaking test was used. this test was done by speaking in pairs. there were two raters to give the scores of speaking. every two students were asked to present their performance to tell an experience during eid al-fitr in pairs. the components to consider were pronunciation, vocabulary, grammar, fluently, and comprehension. the ratings have a numeric value ranging from 1 to 5 points for each speaking test component (brown, 2003). data analysis in quantitative research, the researcher used descriptive and inferential statistics in analyzing the data by looking at the results through ibm spss statistics for 26 version. descriptive statistical techniques are used to describe sample data without any conclusions that apply to generalizations. descriptive statistical statistical technique aims to determine the value of sum, average, mode, mean, standard deviation, percentage calculation (sugiyono, 2016). in addition, the efl student self-confidence questionnaire data was distributed into three categories, namely low, medium, and high (azwar, 2017). empirical scores were used to categorize efl students' self-confidence. furthermore, the data were processed using inferential statistical techniques used for hypothesis testing. the product moment correlation was then used to test the hypothesis. before the hypothesis was tested, a normality test and a linearity test were conducted to find out whether the data was normal and linear by using the one-sample kolmogorovsmirmov test with the following conditions: if the significance value 0.05, the data could be normally distributed. meanwhile, the decision making for the linearity test was that if the significance value of the deviation from linearity was more than 0.05. to interpret the results of data analysis, a table of interpretation of the correlation coefficient is used in the following: table 1 pearson correlation category coefficient interval relationship level 0.80-1,000 very strong 0.60-0.799 strong 0.40-0.599 strong enough 0.20-0.399 low 0.00-0.199 very low aulia & apoko self-confidence and speaking skill…….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 555 research findings and discussion research findings in the research findings section, the data findings were presented in descriptive and inferential data analysis techniques. this data was collected through a questionnaire which was used as an instrument of students' self-confidence and an efl student's speaking test which was used as an instrument of speaking skills. it covers the relationship between students' selfconfidence and students' speaking skills at lower secondary school. here is the results of descriptive statistics on self-confidence of efl students in the table below. table 2 description data of self-confidence no category interval frequency % mean stdv max min sum 1 low x < 69 3 10% 2 average 69 <= x< 85 20 67% 77.37 8.092 98 67 2321 3 high x>= 85 7 23% total 30 100% based on the table above, there were 10% of students who had low self-confidence, 67% of students who had moderate self-confidence, and 23% of students who had high selfconfidence. so, the results show that the self-confidence of efl students was at the moderate level. furthermore, in the description of the speaking skill data, a speaking test which was related to retelling the past was used. the assessment components taken for the speaking test were vocabulary, fluency, pronunciation, grammar, and comprehending. the following are the results of descriptive statistics from speaking skills. table. 3 description data of speaking skill no category interval students % mean stdv max min sum 1 very good 21-25 22 73% 2 good 16-20 8 27% 3 average 11-15 0 0% 21.97 2.109 25 18 659 4 poor 6-10 0 0% 5 very poor 0-5 0 0% total 30 100% from the table above, it was found that there were 73% of efl students who had english skills in the very good category and 27% of efl students in the good category. in conclusion, the skills of efl students were mostly in the very good category. before the hypothesis testing, the following is described the result of normality test in the table 4. table 4 normality test one-sample kolmogorov-smirnov test unstandardized residual n 30 normal parametersa,b mean .0000000 std.deviation 1.76349722 most extreme differences absolute .081 positive .081 negative -.056 test statistic .081 asymp. sig. (2-tailed) .200c,d aulia & apoko self-confidence and speaking skill…….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 556 a. test distibution is normal. b. calculated from data. c. liliefors significance correction d. this is a lower bound of the true significance the data could be said to be normally distributed if the significance value is more than 0.05 and vice versa. based on the results of the normality test, it was known that the significance value was 0.200 > 0.05; thus, it could be concluded that the residual value was normally distributed. after the data was found normal, the next one to do the prequired test was a linearity test as it could be seen the result in table 5. table. 5 linearity test anova table sum of square df mean square f sig. speaking skill*self confidence between groups (combined) 65.800 20 3.290 .469 .924 linearity 38.779 1 38.779 5.525 .043 deviation from linearity 27.021 19 1.422 .203 .998 within groups 63.167 9 7.019 total 128.967 29 based on the data obtained, it showed that the significance value of deviation from linearity was 0.998 > 0.005. so, the data were linear. as the data were already normal and linear, the correlation analysis was used to test the hypothesis. the result of the analysis is described below. table. 6 correlation analysis correlations self confidence speaking skill self confidence pearson correlation 1 .548** sig. (2-tailed) .002 n 30 30 speaking skill pearson correlation .548** 1 sig. (2-tailed) .002 n 30 30 the table above showed that the significance value of 0.002 was less than 0.05, so it shows that these two variables had a relationship. furthermore, the data also showed that the pearson correlation r was 0.548. it could be interpreted that there was a positive relationship between self-confidence and speaking skills for lower secondary school students. it meant that the higher the confidence of efl students was, the higher their speaking skills would be. based on the interpretation of the pearson product moment correlation coefficient, as t-observed was at 0.548, and it ranged at 0.41 – 0.60, it indicated that the degree of correlation was moderate. to find out how much efl students' self-confidence could affect the speaking skills, the results can be seen in the table below: table. 7 regression analysis model summary model r r square adjusted r square std. error of the estimate 1 .548a .301 .276 1.795 a. predictors: (constant), self confidence aulia & apoko self-confidence and speaking skill…….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 557 the table above explains that the correlation or relationship (r) value was 0.548. from the output, the coefficient of determination (r square) was 0.301 which meant that the effect of self-confidence on the speaking skill was 30.1%. in other words, self-confidence contributed 30.1% to improve students’ speaking skill. thus, there were other factors (69.9%) affecting english speaking skill of lower secondary school students. discussion the research was aimed at investigating the relationship between efl students’ selfconfidence and speaking skill in lower secondary school. based on the results, it was found that the correlation coefficient between the confidence of efl students and their speaking skills in smpit al muchtar was 0.548. in other words, there was a positive relationship between selfconfidence and speaking skill. the result also showed that 67% of students had moderate selfconfidence and 23% of students had high self-confidence to produce speaking skills where 73% of students were in the very good category and 27% of them were at the good category. in the context of teaching english, mainly in speaking english, teachers were trying to design learning activities in small group discussions such as in pairs and group interview technique. the students were in groups discussing one topic within certain length of time. the speakers were in front of the class delivering their speech in english. the speakers seemed to be active and confident (maca, 2020; lume & hisbullah, 2022). however, the other situation was about how teacher performed his/her speaking activities with lack of practice for the students. this was influenced by the lack of teachers’ practical knowledge development (webster, 2019; anabel & simanjuntak, 2022). these two situations become the reflections of teaching spoken speaking facilitated by teachers to anticipate in the future. the result of this hypothesis test proved that there was a relationship between efl students' self-confidence and their speaking skills. it could be said that speaking skills had a close relationship (lar and maulina, 2021). efl students would communicate well if they felt confident about their ideas in english. despite the wrong use of language structures, they had high self-confidence to practice. on the other hand, they would have the most dangerous barrier if they did not feel confident to speak effective english. another study found that speaking skill was an art that was created and possessed by a person naturally, especially english so that fluency, grammar, pronunciation, and understanding became a picture in speaking skills (sihotang et al., 2021; suparlan, 2021). therefore, all the language aspects could be achieved if efl students had self-confidence while learning english. thus, self-confidence greatly affected the development of efl students in speaking english (lingga et al., 2020; hadi, zaitun, & suni, 2021). on the other hand, low selfconfidence could be considered the most dangerous barrier (lar and maulina, 2021). in addition, having low vocabulary, not mastering grammar, and fear of being ridiculed were resulted in low self-confidence of efl students (rahayu, a. s. et al, 2020). efl students could solve their problems through belief in themselves (widiyono, y., rochimansyah, and jannah, 2020). the fact showed that 30.1% of efl students' self-confidence could affect efl students' speaking skills. then, 69.9% was influenced by other factors. having self-confidence encouraged efl students to talk english bravely and actively with their classmates; conversely, they did not try to speak, they did not have self-confidence (sudirman, andi m., junaid, rusdiana, & tamallo, 2020). this current study was conducted in one of islamic private lower secondary schools in bekasi with 30 samples. thus, this result could not represent all the students in indonesia describing the students’ english speaking skill which was influenced with 30.1% of selfconfidence. in addition, the speaking test for the students was limited to one topic on eid alfitr celebration to tell in pairs. aulia & apoko self-confidence and speaking skill…….. jollt journal of languages and language teaching, october 2022. vol.10, no.4 | 558 conclusion based on the discussion, it is then inferred that there was a fairly relationship between the efl students’ self-confidence and their speaking skill at smpit al muchtar as r-observed was 0.548 which indicated that the score was greater than the r-table 0.361 with a level of 5%. it is therefore recommended that teachers should encourage the students to practice speaking more often to boost their self-confidence. in addition, students’ self-confidence could be created by having positive thinking and showing love for oneself. when students could do these two things, they would be able to speak english without any fear. references akbari, o., & sahibzada, j. 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(2020). speaking ability media implementation in learning teaching on public high school. journal of physics: conference series. https://doi.org/10.1088/1742-6596/1446/1/012048 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i4.2778 october 2020. vol. 8, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 402-411 jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 402 actuating reading comprehension through genrebased directed reading thinking activities (g-bdrta) viewed from critical thinking skills 1ahmad hanan, 1muhammad muhlisin, & 1taufik suadiyatno 1english lecturer, fbmb, mandalika university of education, indonesia corresponding author email: ahmadhanan@ikipmataram.ac.id article info abstract article history received: august 2020 revised: september 2020 published: october 2020 the significance of reading comprehension for learners’ english mastery makes english teachers need to help learners to activate their background knowledge related to texts being read and promote the use of reading techniques. in this study, researchers applied the genre-based directed reading thinking activities (g-bdrta). genres here are oriented to provide learners with various text types for reading activities. consequently, researchers aimed to actuate learners’ reading comprehension through genre-based directed reading thinking activities (g-bdrta) viewed from critical thinking skills. this study was classified as an experimental study using a non-equivalent control group design. this study was conducted at sman 1 lingsar. there were 62 learners involved in this study. the learners were divided into two groups, and each group consists of 31 learners. one group becomes an experimental group subjected to the g-bdrta strategy. the other group is subjected to the control group treated using student-teamlearning (stl) strategy. to obtain the data, researchers used a reading test and critical thinking test as research instruments. then, the data were analyzed using two-way-anova. based on the data analysis, there is a significant effect of gbdrta strategy on students’ reading comprehension viewed from critical thinking skills. keywords reading comprehension; reading strategies; critical thinking skills; how to cite: hanan, a., muhlisin, m., & suadiyatno, t. (2020). actuating reading comprehension through genre-based directed reading thinking activities (g-bdrta) viewed from critical thinking skills, joltt journal of languages and language teaching, 8(4), 402-411, doi: https://doi.org/10.33394/jollt.v8i4.2778 introduction reading is one of the main language skills. reading has an essential role for students to gain information from english texts to extend their knowledge and information (haerazi & irawan, 2020). the process of reading is a process of making meaning from written texts (novita, 2018). it means reading is a process of gaining and understanding information from written texts. to achieve this sense, students require to have enough linguistic knowledge (haerazi et al., 2019), vocabulary mastery (setianingsih et al., 2018), and sufficient grammatical competence (imran et al., 2019). when students read english texts, students activate their linguistic knowledge. with this process, the book they read helps support their writing skills and enhance their vocabulary and grammar (haerazi et al., 2020). in secondary schools, reading is the most crucial skill for foreign language students because they have little exposure to english outside their class, and mostly the information in english comes from reading (ambarini et al., 2018). furthermore, reading doesn’t merely orient to know the meaning of words or recognize the vocabulary in english texts but comprehend the content of information or message implicitly and explicitly from the texts as well (rohmah, 2018). in an effort to improve students’ reading skills, students face difficulties in utilizing their critical thinking ability during reading activities. as receptive skills, reading should involve their background knowledge dealing with the text being read (thamrin & agustin, http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:ahmadhanan@ikipmataram.ac.id author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 403 2019). critical thinking skills here become essential to lead students to activate their potential. the essential skills of thinking that should be provided for students in reading activities include “interpretation, analysis, making an inference, making an argument, and selfregulation” (par, 2018). considering the importance of having critical thinking skills, researchers propose a learning strategy to help students improve their linguistic knowledge, grammar, vocabulary, and critical thinking skills. the strategy is the genre-based directed reading thinking activity (g-bdrta) strategy. giving students various genres to read and reading thinking activities can help them activate their background knowledge during reading activities. this study's contribution to literature includes the genre-based directed reading thinking activity that can be utilized by english teachers to teach their students in reading comprehension. reading is a crucial language skill for efl students to get information. reading thinking activities and critical thinking skills are increasingly recognized as a key of the 21st-century learning skills. consequently, this study was oriented to find out the effect of the genre-based directed reading thinking activity on reading comprehension viewed from critical thinking skills at the secondary schools. besides, this study was underpinned by some theoretical pieces of evidence, such as the g-bdrta literature, pieces of critical thinking review, and reading comprehension. therefore, the research questions that are proposed in this study cover; (1) how is the effectiveness of the g-bdrta strategy to improve reading comprehension viewed from critical thinking skills?; (2) do the students who have high critical thinking skills have better reading comprehension than those having low critical thinking skills?; and (3) is there any interaction between teaching strategies and critical thinking skills in improving students’ reading comprehension?. genre-based directed reading thinking activity (g-bdrta) one learning strategy that can be used by english teachers to lead their students in the reading process is genre-based directed reading thinking activity (g-bdrta) strategy. this learning strategy emphasizes reading activities with various genres. therefore, it is possible to help students solve their difficulties in reading. according to bos and vaughan (2012), directed reading activities involve students making a prediction and teachers can actuate their students’ prior knowledge by asking them questions relating to reading texts. it is in keeping with nerim (2020) who conducts a study in which the directed reading thinking activity was able to lead students to build their background knowledge. students feel easy to remember the words they get during the reading through active discussion. in addition, stauffer (in nerim, 2020) states that the drta or g-bdrta strategy adapted the reading stages, namely “pre-reading, during reading, and post-reading”. it is a popular strategy for engaging students in reading narrative text for understanding. in drta, prediction plays an important role in providing students with reading purposes. the teacher can guide their student by giving questions to activate their prior knowledge and provide clues like the title and picture from the text to stimulate their learners to make an accurate prediction (januarty & nima, 2019). the question raised by the teacher before the student begins reading, make those reading strategies effective. critical thinking critical thinking skill is the ability to solve problems and make reasoned arguments (facione, 1999). furthermore, wallance (2011) states, “critical thinking is a wide range of cognitive skills and intellectual dispositions needed to identify, analyze, and evaluate arguments effectively and to make reasonable and intelligent decisions about what to believe and what to do (p.32)”. it means that critical thinking is crucial for students in regulating their cognition to learn. richard and linda (2004) depict that the indicators of students who have author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 404 critical thinking skills include that in leaning they have “purposes; questions; information; point of view; assumption; concept; inference; and implication”. kallet (2014) argues that thinking is the foundation of everything students do. every action, every solution, and every decision they make shows the result of their thinking. critical thinking can significantly enhance students’ problem-solving and decision-making skills (espey, 2017). with critical thinking ability, students can make better-quality decisions, come up with more innovative solutions, and enjoy faster outcomes. in reading learning processes, bakir (2015) argues that critical thinking requires skills that lead students to clear their understanding of problems or situations, make the faster and accurate conclusions, and produce quality decisions” (pu & evan, 2018). teaching reading comprehension among language skills such as speaking and listening, reading is more interesting from researchers in terms of research (han et al. 2009) and teaching practice. reading is considered “a process of making meaning from the text to understanding what the text informs” (li & wu, 2015). it means that if there is no meaning being created, there is no reading taking place. some elements that must be mastered in reading activities include finding main idea, finding detailed information, finding explicit and implicit information, identifying word references, and making inferences (grabe & stoller, 2014). wu (2019) states that reading is the process to determine what the reader’s brain, emotions, and beliefs bring to the reading. it means that reading is the reader’s way in interpreting the printed words. klauda & guthrie (2008) depict that reading is a skill set that involves making sense and deriving meaning from the printed word such as making inference, and finding mind idea. in addition, snow (2003) argues reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. haerazi and irawan (2020) argue that in practice reading refers a process of understanding, evaluating and utilizing of information gained through the interaction between the reader and author. research method research design this study is categorized as an experimental study which is the quasi-experimental design using non-equivalent control group design. according to cohen et al. (2018), quasi experimental design is random assignation of participants to control or experimental groups. then, the non-equivalent group design indicates the non-parallel group learning strategies that possibly influence learners’ learning outcomes. this study uses this design because this study measures the effect of g-bdrta strategy on learners’ reading comprehension viewed from critical thinking skills at the secondary schools. the critical thinking in study is considered an attribute variable that can affect the learners’ reading comprehension. the learners will be divided into two classes, namely the control group and the experimental group. in experimental group will be subjected to the genre-based directed reading thinking activity (g-bdrta) strategy, while the control group will be treated using student team learning (stl), the existing learning strategy applied the real english teacher. then, the treatment results of the two groups will be analysed and compared in this study. the research design can be presented in table 2 as follows. author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 405 table 2 research design group pre-test treatment post-test experimental group (eg) 01 genre-based directed reading thinking activity (g-bdrta) strategy → critical thinking skills reading comprehension 02 control group (cg) 03 student-team-learning strategy → critical thinking skills reading comprehension 04 population and sample the population of this study covers all tenth-grades learners of senior schools consisting of eight classes (x-ips i, ii, iii, iv classes and x-ipa i, ii, iii, iv classes). the total population includes 200 learners. the sampling technique of this study uses the cluster random sampling technique with equal characteristics and probability. creswell and creswell (2018) state that in this random sampling technique, the research subject in the population is mixed. all subjects are considered equal, and every member of selected groups has similar characteristics and probability. based on creswell’s argument, the researchers will take the xipa iii class (experimental group) and x-ipa iv class (control group) as the sample of this study. the x-ipa iii class learners consist of 31 students and the learners of x-ipa iv include 31 students. so, the total samples are 62 learners. instruments the instruments of this study use reading tests and critical thinking tests. the kind of reading tests includes multiple choices, while critical thinking skills use essay tests. for reading tests, the researchers will give 2 point for each correct answer and 0 point for incorect answer. the items of the reading test 50 questions. it means if the learners answer all items correctly, they get 100-score. in the meantime, the critical thinking test covers 10 questions leading-learners to draw inferences, understand concepts, and make arguments. because of this, instruments are very important for attaining the appropriate data. according to cohen et al. (2018), research instrument is the tool in describing and qualifying the data in distinctive way. data analysis the technique of data analysis in this study applied the descriptive and inferential statistic. desciptive analysis was used to get a general overview of the result of the study. the data obtained were presented in the form of a mean, median, modus, and standard deviation. meanwhile, the data of inferential statistic were computed using two-way anova or twodimensional analysis of variance. according to cohen et al. (2018), two-way anova is employed when two independent variables are compared. in addition, the both variables have two or more levels. the normality and homogeneity data were considered before proceed to anova analysis. the statistical program of ibm spss 22.0 device was applied to calculate. the use of analysis variance aimed to know the g-bdrta strategy's effect on learners’ reading motivation viewed from critical thinking skills. the normality and homogeneity data were analyzed as well. the data were stated normal data because the sig. value was higher than sig. level 0.05. to find out the result, the researchers used kolmogorove-smirnov author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 406 formula. in the meantime, the data was stated homogenous because the the sig. value was greater than the significant level of 0.05. in doing so, levene test was employed in this study. research findings and discussion teaching english as a compulsory subject at indonesian senior high schools was done in an integrative way among speaking, listening, and writing including reading skills. in doing so, english teachers are demanded to find an appropriate way to teach. one of the teaching strategies that teachers applied is genre-based language teaching. in this study, researcher modified the genre-based language teaching in the form of a combination between this strategy and drta strategy. the two strategies are called the genre-based directed thinking activities and it is abbreviated g-bdrta strategy. therefore, this study focused on finding out the effect of the g-drta strategy on students’ reading comprehension viewed from critical thinking skill. based on the research findings, the g-bdrta strategy has a positive effect on students’ reading comprehension viewed from critical thinking skills. this study was designed in an experimental study in which the students were divided into groups, namely control and experimental groups. the control group students were treated using students-teams-learning (stl) strategy, while those of the experimental group were subjected to the g-bdrta strategy. the two strategies have the similar instructional goal which is to involve students in active learning processes and students are demanded to be autonomous learners. the difference of the two lies on the learning ways and teaching materials how to make students be active learners and autonomous learners inside the classes and outside the classes. the students’ score of the two groups in reading comprehension can be presented in table 1. table 1 students’ reading comprehension in the experimental and control group strategy mean std. error 95% confidence interval lower bound upper bound the g-bdrta strategy 68.319 .975 66.365 70.272 stl strategy 65.157 .920 63.314 67.001 table 1 shows that the g-bdrta strategy is greater than the stl strategy. compared to the stl strategy, the g-bdrta provides students with reading activities such as “prereading, during reading, and post-reading”. these activities are done in small groups and individually. it leads students to predict the meaning of words in the text. students are given some various genres to read. the various genres are designed to activate students’ knowledge before reading. in reading, predictions are essential for students with reading purposes. in doing so, teachers give questions before reading. it aims to help them activate their prior knowledge. furthermore, students are provided with some clues such as a tittle of the text and a piece of pictures so as to stimulate them to carry out an accurate prediction. in this study, the teaching steps of the g-bdrta comprise; (1) predicting activities, (2) reading activities, and (3) proving or disproving activities of predictions. another view of this consists of (1) reading, (2) making prediction, (3) rereading, and (4) confirming or readjusting predictions. this study employs the first three steps. it is in line with nerim (2020) who conducted a study using the strategy's three steps. furthermore, in reading activities, students are asked to predict and reflect on what they think of the text. it trains students to think critically of what they understand. it also helps students to administer their reading purposes (haerazi & irawan, 2020). besides, provided with meaningful segments, students can use those segments to gain understanding of the content. the segments are designed in the form of keywords, illustrations, pictures, and clues that bring students to predict the content of the author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 407 text. in this phase, students are able to activate their critical thinking skills. based on the result of analysis, the students’ critical thinking skills can be presented in table 2. table 2 students’ critical thinking mean score critical thinking skills mean std. error 95% confidence interval lower bound upper bound high 77.736 1.207 75.317 80.154 medium 66.192 .928 64.334 68.051 low 56.286 1.314 53.654 58.918 table 2 informs that the students’ critical thinking skills for students treated with the gbdrta strategy and those treated using stl strategy coexist in the high level with mean score 77.73. it indicates that the g-bdrta strategy utilizes various genres to engage students in predicting what they think the content or story will be about. with giving genres, students are asked to reconstruct the author’s ideas in line with their reading abilities. this activity train students to think of texts critically. it is in accordance with yulia and budiharti (2019) who state that teachers can modify various genres to involve students in higher order thinking skills. thus, the directed reading thinking activity aids students in developing critical thinking. it is proven with some provided questions for students such as “what do you think that the story with this tittle is about?”, “what do you think it may happen in this story?”, and “which of those predictions do you agree with?”. these questions lead students to think and reflect their thinking of the content of the text. it is supported by ilyas (2018) and khan (2019) who inform that providing students with the various high-level question can train them to have critical thinking skills. these also help students acquire vocabulary and grammatical competences during reading. compared to the g-bdrta strategy, the stl strategy helps students to work in a kind of teams. in the learning activity, this strategy tends to rely on partners. a student does the reading activities under helping the other student. it minimizes the student’s role as an autonomous learner. nevertheless, the stl strategy engages students in active learning in the form of team learning. thus, the stl strategy is considered a failed learning strategy to activate students’ prior knowledge in reading comprehension. it means that the g-bdrta strategy is greater than the stl strategy in developing students’ reading comprehension viewed from critical thinking skills. the data of students’ critical thinking skills at the two groups subjecting to different treatments can be presented in table 3. table 3 students’ critical thinking in the experimental and control group learning strategies critical thinking mean std. deviation n g-bdrta strategy high 79.07 5.954 14 medium 66.38 2.844 13 low 59.50 4.435 4 total 71.23 8.819 31 student-team-learning high 76.40 4.037 5 medium 66.00 5.461 12 low 53.07 3.852 14 total 61.84 9.883 31 total high 78.37 5.540 19 medium 66.20 4.213 25 low 54.50 4.731 18 total 66.53 10.425 62 author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 408 table 3 indicates that students’ critical thinking skills in the experimental group is higher than those in control one. it proves that the g-bdrta strategy helps students comprehend texts with providing them with reading activities that encourage critical thinking. for instance, the teacher gives students a simple text containing a story of “putri mandalika”. students are asked to activate their prior knowledge of the story. in doing so, students correlate their background knowledge with the text. also, students promote the use of reading strategies. to support the learning activities, students are supposed to interact with other learners in pairs and group work. it is in accordance with sumekto (2018) who declares that the learning form such as in pairs and group work can facilitate students to accomplish reading assignment easily. it also facilitates them to think and prevent them from misunderstanding the text. the second phase of the g-bdrta strategy's reading activities are designed to encourage students to apply their linguistic knowledge. students are involved in analyzing the text's language features such as phrases, sentences, and grammatical structures of each paragraphs. in doing so, the teachers prepare some vocabulary lists to guide students who have difficulties understanding the text. besides, students are asked to predict the meaning during reading activities. they are directed to interact the vocabulary and word reading fluency in predicting the meaning of sentences. it is supported by lee and chen (2019) who state that students’ reading comprehension is influenced by reading fluency and word knowledge. therefore, the g-bdrta strategy drives students to have a reading fluency. dealing with the interaction between learning strategies (g-bdrta and stl strategy) and critical thinking skills on students’ reading comprehension, the data show that there is no interaction among both on students’ reading comprehension. the two strategies have the same effect on developing students’ reading comprehension. also, students with high critical thinking skills are no better than those who have medium and low critical thinking abilities. the students at the experimental and control class have the same ability to think critically during reading activities. the g-bdrta and stl strategy give students chance to activate their knowledge before reading and after reading. the interaction between the learning strategies and critical thinking skills can be presented in table 4. table 4 the result of two-way anova analysis source type iii sum of squares df mean square f sig. corrected model 5426.301a 5 1085.260 50.514 .000 intercept 212905.690 1 212905.690 9909.717 .000 strategy 119.448 1 119.448 5.560 .022 ct 3142.931 2 1571.465 73.144 .000 strategy * ct 76.038 2 38.019 1.770 .180 table 4 points that the students subjecting to the g-bdrta and those treated using stl strategy are not influenced by the level of their higher order thinking skills. it is proven with which the sig. value (0.18) was higher than sig. level (0.05). in both groups, the teaching materials are designed intentionally to prime students with reading activities to think critically. for example, students are asked to analyze, interpret, and predict the content of the text. in the analysis process, students in pairs do language features analysis of the text. they try to internalize those features when they read. during reading activities, they are asked to interpret the meaning of sentences and paragraphs. during doing so, students feel easy to understand the paragraphs of texts and easy to predict the story of the texts. in accordance author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 409 with mursyid and kurniawati (2019), al-zahrani and elyas (2017) state the level of higher thinking skills can give a positive effect of students’ efl proficiency. besides, in the phase of proving their prediction toward the content of the text, students are asked to discuss in a small group to make sure their comprehension toward the text. it leads students to avoid misunderstanding of the text. conclusion this study focused on investigating the g-bdrta strategy's effect on students’ reading comprehension viewed from students’ critical thinking skills. the result showed that there was a positive effect of the g-bdrta strategy on students’ reading comprehension viewed from critical thinking skills. this learning strategy consisted of some steps, namely predicting activities, reading activities, and confirming or disconfirming activities toward predictions made. also, critical thinking skills have no effect on determining students’ reading comprehension. it means students with high critical thinking skills are no better than those with medium and low critical thinking skills. in other words, the g-bdrta strategy and stl strategy have the equivalent quality in developing students’ reading comprehension and critical thinking skills. acknowledgement the researchers would like to thank the lppm (lembaga penelitian dan pengabdian kepada masyarakat) of undikma who gives them a chance and fund to conduct this study under research internal program fund of 2020. the researchers also say thanks very much for the colleagues who have a contribution for comments and suggestions in any part of this article. finally, thanks also are delivered to head of school at sman 1 narmada who facilitates the researcher to accomplish this study. references al zahrani, b. s., & elyas, t. 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(2019). second language reading from a hegelian perspective. interchange, doi: https://doi.org/10.1007/s10780-019-09352-6 https://doi.org/10.1080/07908318.2018.1442473 https://doi.org/10.1007/s10780-019-09352-6 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5499 july 2022. vol.10, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 329-341 jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 329 teachers’ pedagogical practices to support learners’ functional literacy development: the context of mother tongue language 1annette naddumba, 1*logamurthie athiemoolam 1secondary school education, nelson mandela university, gqeberha, south africa *corresponding email author: logamurthie.athiemoolam@mandela.ac.za article info abstract article history received: june 2022 revised: july 2022 published: july 2022 the implementation of mother tongue instruction in uganda entailed teachers had to explore how best they could facilitate mother tongue instruction in the formative years of children’s schooling through the strategies they implement. it is with this background in mind that this qualitative study aimed at gaining deeper insights into teachers’ pedagogical practices to support learners’ early literacy acquisition processes through mother tongue languages. data were collected through in-depth interviews with 12 teachers, focus group sessions with 16 learners and classroom observation. the accumulated data were integrated and analysed thematically according to moustaka’s (1994) transcendental phenomenological approach. the findings of the study indicate that teachers’ application of storytelling, music, poetry, demonstration, and excursions, amongst others, in the mother tongue, contributed significantly to functional literacy development. the study concludes that functional literacy development in the mother tongue could be enhanced through socio-cultural learning and the inclusion of children’s prior language knowledge into classroom activities. keywords literacy; functional literacy; mother tongue; mother tongue instruction; how to cite: naddumba, a., & athiemoolam, l. (2022). teachers’ pedagogical practices to support learners’ functional literacy development: the context of mother tongue language. jollt journal of languages and language teaching, 10(3), pp. 329-341. doi: https://doi.org/10.33394/jollt.v%vi%i.5499 introduction this qualitative study is linked to a wider analysis of the 2007 mother tongue education policy which was adopted and implemented in ugandan primary schools with the aim of improving the quality of education and the development of literacy and life skills (altinyelken, 2010). in the context of this policy, learners at primary 1 (grade 1) to primary 3 (grade 3) must be taught in the mother tongue of their area while english is taught as a separate subject. in primary 4 (grade 4) onwards, english becomes the language of instruction and the mother tongue language remains an independent subject. all rural primary schools are required to choose a dominant mother tongue language (altinyelken, 2010), while urban schools are exempted from this arrangement due to a wider assumption that learners in urban schools are drawn from different parts of the country with a multitude of linguistic backgrounds. there is extensive literature which highlights the need for the mother tongue in the classroom such as; understanding of sound-symbol or meaning symbol correspondence (benson, 2004), easing learning of the new language through communication (young, 2008), transfer of linguistic and cognitive skills (kosonen, 2005) as well as confidence, self-esteem and identity (kagure, 2010). despite the use of mts (mother tongues) in uganda’s education system, limited achievement has been registered across the country in improving literacy levels (piper & miksic, 2011; uganda national examinations board, 2010; uwezo, 2011, 2012, 2013). this paper questions uganda’s mt education policy of 2007 in terms of teachers’ pedagogical practices. thus, this paper seeks to examine current teachers’ https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:logamurthie.athiemoolam@mandela.ac.za naddumba & athiemoolam teachers’ pedagogical practices to ……. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 330 pedagogical practices in the implementation of the current language-in-education policy. in order to provide a balanced analysis, this paper is guided by this research question: what are the teachers’ pedagogical practices, which support learners’ functional and relevant literacy development? theoretical framework this study is guided by the sociocultural theory to literacy development which situates literacy learning in a social and cultural context (limberg, et al. 2012, p.104). thus, literacy development through the mother tongue is perceived through the lenses of social practices which are historically situated and highly dependent on shared cultural beliefs and linked to social contexts (street, 2005; gee, 2008). the theory further embraces learners’ ability to participate in social activities, as well as enhance our understanding of the difference in literacy development and the varying perspectives in social activities which enhance literacy development (barrat-pugh, 2000). this would further mean that literacy learning based on social practices is grounded in children’s ability to utilize the social and cultural experiences to learn. thus, the theory acknowledges children’s literacy practices acquired in their mother tongue languages out-of-school context as a basis for learning in the classroom context. the theory bridges and facilitates the transition stages of children’s literacy development from the nonconventional to conventional level where a child is assumed to have the ability to develop relevant and functional literacies. it can further be stated that the sociocultural perspective translates children’s literacy development by exploring the social, cultural, and historical contexts in which the children have grown. in the context of this study, the sociocultural theory links the social practices and cultural experiences that the children acquired in their mother tongue languages out of school context to literacy acquisition and development. additionally, the sociocultural perspective maintains the view of understanding literacy as a social, cultural practice to describe reading and writing in multiple and evolving language activities (landis, 2003, p.283). this means that literacy development is related to actions and beliefs which a child creates to define him or herself in particular cultural settings or circumstances. these circumstances further describe what resourceful individuals like teachers would offer or create in terms of language tasks or events to help children be identified as readers and writers. it is against this background that this study examined teachers’ pedagogical practices which support learners’ functional and relevant literacy development. related literature mother tongue education in uganda: a brief historical overview in the african context, priority is given to international languages (ouane & glanz, 2012). available research registered little success attained in african countries through mother tongue-based education policies (bamgbose, 2000; parry, et al., 2005; stein, 2007 as cited in trudell & piper, 2014, p.2). in the context of this paper, ssembatya (2016) revealed that uganda has lacked a coherent and consistent government policy on language use in education since the days of colonial government. ssentanda et al. (2016) additionally reported that between 1960 and 2007, the use of mts in uganda’s primary education was not formalized, and it remained a practice of rural schools. it is the 2007 mother tongue education policy which has provided room for the use of mts in primary schools on the ground of improving the quality of education through literacy acquisition and development in the early years of schooling (kateeba, 2009; ministry of education & sports, 2004, 2008). under this policy, learners at primary 1 (grade 1) to primary 3 (grade 3) must be taught in the mother tongue of their area while english is taught as a separate subject. from primary 4 (grade 4) onwards, english becomes the language of instruction and the mother tongue language remains an independent subject. naddumba & athiemoolam teachers’ pedagogical practices to ……. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 331 literacy acquisition and development through mother tongue language while development research provides a logical process for literacy development which begins long before children enter school at birth (copple & bredekemp, 2009, p.7), other studies report multiple pathways to success in learning literacy (konold et al., 2003). specifically, learning contexts such as homes were identified to support children’s literacy acquisition and development through mother tongue languages (pianta et al., 2005; skibbe, et al., 2008). this means that parents are vital in supporting their children to acquire the basic nonconventional literacy skills which could be useful at a later stage of learning. such an understanding however is subjected to individual learners’ differences and contextual factors such as the home setting (mathew et al., 2018). on the contrary, overlapping orders of literacy acquisition and development stem from literacy orientations that begin early in the life of a child especially in a mother tongue language (shanahan, 2014, p.1). other related findings highlight a strong positive effect on children’s literacy development based on time spent at school, but with limited classroom-based pedagogical analysis and its effect on schooling across the four cardinal literacy skills in the mother tongue (connor, et al., 2006, p.668; skibbe, et al., 2011, p.43). such observations suggest that children’s literacy acquisition may be negatively affected by many factors such as limited home support (national early literacy panel, 2008, p.17). therefore, educators need to make a conscious effort to plan and engage learners in activities and experiences that capture and optimize conditions for them to acquire literacy practices (neuman, copple & bredekamp, 2000, p.35). this seems to further compel teachers to identify and implement teaching strategies based on social interactions, supported by a wide range of engaging reading, writing, and learning activities that will lead to the development of children’s literacy from emergent to fluent. it is against this background that this article attempts to examine the teachers’ pedagogical practices to support learners’ functional literacy development in a contextualized in-depth analysis of learners’ achievements backed by the lived experiences of the concerned stakeholders. teachers’ pedagogical practices for literacy development literature, relating to teachers’ pedagogical practices for literacy development, draws attention to high quality literacy instruction as well as children’s language support for thinking and understanding rather than narrow decontextualized skills (lennox, 2013, p.381). as such, research engagements with authentic literacy experiences provide a new perspective for examining critical ways through which literacy development can originate easily from reading as the main gate for literacy development. while gallagher’s (2009) new rationale for developing literacy tasks for children to read texts instead of reading for them, authentic literacy based on the readers’ workshop model, blends personal interest with approaches to reading and writing (brunow, 2016, p.68). the model emphasizes specific attention to learner expression and interaction in the classroom (anatilla, 2013, p.24). it is through carefully selected stages of the readers’ workshops such as mini-lessons, independent reading, conferencing in small groups, class share and individual writing that provision of authentic and significant opportunities for literacy development is achieved. thus, the readers’ workshop model seems to serve the diverse needs of learners and facilitates writing about the reading process. other research findings applaud the use of close reading strategies which help children complete tasks more effectively (brunow, 2016, p.68). close reading affords learners the opportunity to assimilate new textual information with their existing background knowledge and prior experiences to expand their schema (fisher & frey, 2012, p.181). by accessing the text through close reading, learners are supported to become authentic readers hence, building their analytical thoughts and actual practice. literacy is authentically developed when learners begin to examine the craft of writing based on reading as opposed to just writing about what they read naddumba & athiemoolam teachers’ pedagogical practices to ……. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 332 at elementary level. thus, active engagements between the teacher and learners provide support for reflective writing for both individual learners and groups. similarly, lennox (2013, p.383) acknowledges reading aloud to children as a basis for literacy development. through his article ‘interactive read-aloud: an avenue for enhancing children’s language for thinking and understanding’, lennox (2013, p.387) states that there is little doubt about the value of well-planned, engaging interactive read-aloud as one of the key avenues for supporting young children’s language for thinking and understanding. similarly, flint (2013) through his study entitled ‘the social construction of literacy understanding in a 3rd grade classroom’, pointed to advanced literary understanding and better understanding of how the text was crafted for the reader as a result of read-aloud conversations (flint, 2013, p.77). in other words, learners’ increased accessibility to the text motivates them to read, and any additional classroom engagement extends the debate towards advanced literacy development. lastly, research points out classroom environments as providing the greatest capacity for quality educational experiences and interactions to support and strengthen literacy development (anatilla, 2013, p.24). when teachers create a conducive and engaging atmosphere for learning, even low socioeconomic schools with struggling learners increase the chances of their learners to acquire and develop literacy practices (van hees, 2011). this could mean that the communication skills and ability to understand language has both a direct and indirect effect on that child’s transition to literacy. the implication of this study to the teacher in a classroom setting is that it is important to provide optimal classroom conditions for the development of oral expression ultimately affecting literacy development. ideally, this forms the basis for examining the teachers’ pedagogical practices and how their interactions and patterns create rich oral and expressive environments to increase learners’ literacy achievements. research method the research approach adopted for the purposes of this study was qualitative in nature since it explored meaning which individuals make of their lives and experiences in a natural setting (cresswell, 2013). the qualitative approach was suitable for a study of this nature, since the focus was on the thoughts, feelings and actions of the participants (merriam, 2014). in this study, since our focus was on exploring the use of the mother tongue-based language education policy in the development of learners’ literacy we opted for the transcendental phenomenological design, which enabled us to understand human experience more holistically. participants in this study were selected on the basis of their understanding of the mother tongue based on language education policy and how it enhances literacy development, as a result we were able to elicit data focusing on the diverse experiences of teachers and learners. the population for the purposes of this study comprised teachers and learners from four schools in uganda where the mother tongue language policy was being implemented. from the population of teachers and learners in uganda, research was conducted at the masaka and luwero districts of uganda because this region included both rural and semi-rural schools and the ugandan language policy was being implemented at these schools. schools w and y are traditional government aided schools in the masaka district with fairly good infrastructure and teaching resources, while schools x and z are government aided schools in the luwero district. while school x had quite reasonable infrastructure with adequate resources, school z was inadequately resourced with no library, and the books were kept in a locked bookshelf, at the back of the class. however, luganda was used in all schools as the medium of instruction and many of the learners participated actively in the lessons although some english was used by teachers, at times, during the delivery of lessons. naddumba & athiemoolam teachers’ pedagogical practices to ……. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 333 the data collection process involved conducting individual interviews with teachers on the strategies that they used to implement the mother tongue-based language education policy for the development of learners’ literacy practices, conducting focus group interviews with learners based on their experiences of the strategies, and classroom observation based on participant observation. interviews were conducted with 3 teachers from each of the 4 schools (12 interviews in totalinterviewees (i): 1-12), focus groups were conducted with 4 groups of learners comprising 4 learners from each school (fg 1-4), and 3 luganda language lessons per school were observed (total of 16 lessons). the accumulated data were analysed thematically by applying moustakas’ (1994) data analysis procedures. the process involved firstly analysing personal biases during the process, applying horizontalizing or listing relevant expressions from the transcripts, creating lists of relevant expressions from the verbatim transcripts of participants and reducing verbatim experiences from transcripts to invariant constituents. the process involved the clustering of textual meanings into themes and describing, classifying and interpreting data from emerging patterns into codes and themes. the next step involved a comparison of multiple data sources to validate the invariant constituents. in this study, themes derived from participants’ experiences collected through data generation strategies such as individual interviews, focus group discussions and participant observation were compared. this was done to verify accuracy and to provide a clear representation across the data sources. for the purposes of reporting the findings emerging from the study, an integrated approach to data analysis was adopted in that, data sets were integrated into discussions relating to specific themes identified while following moustakas (1994) transcendental phenomenological approach. for the purposes of ethics, permission to conduct the research was sought from the nelson mandela university’s ethics committee and pseudonyms were used for all the participants (both teachers and learners). research findings and discussion research findings in the next section, the researcher presents and discusses the findings of the study. the research findings depict a variety of literacy instructional practices employed by teachers in the use of luganda as medium of instruction in the classroom to support literacy development. in specific terms, the key pedagogical literacy practices which support learners’ functional and relevant literacy development, highlighted in this study, are synthesized below. holistic learning through songs and poems respondents regard music and poems presented in one’s mother tongue to have the power to satisfy learners’ curiosity, and being familiar with songs and rhymes in a particular language enhances learners’ understanding of concepts and ideas, as they can connect with these artistic forms. thus, teachers view singing, listening to songs, and reciting poems or song lyrics as a powerful method which enhances learners’ literacy practices in the classroom. teachers expressed these views as follows: “through singing songs in our mother tongue language, learners are motivated to learn.” (i-t11) additionally, learners revealed through focus group discussions, that their teacher uses singing and reciting of poems for teaching pronunciation of words, and listening to songs, and that this is mainly used when introducing new topics. “sometimes we begin our lesson by singing a song or a poem in luganda, and he can ask us questions related to it….” (fg1) both teachers’ and learners’ responses acknowledged the use of local or indigenous songs in the classroom as not only serving as a tool for literacy development, but also for continuous practice, for practicing the pronunciation of words, predicting of the reading skill, naddumba & athiemoolam teachers’ pedagogical practices to ……. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 334 for confidence building, motivation, as well as for remembering and enhancing vocabulary development. telling and reading stories the study’s findings revealed the effectiveness of stories and how learners gradually learn to present their own knowledge intelligibly through a smooth and spontaneous flow just because they use their mother tongue language. teachers described their views as follows: “they learn to write their own stories, and they learn leadership skills through learning to express themselves” (i-t12) “it is the way of practicing pronunciation of words in their language; through telling and retelling their stories, these kids have learnt a lot” (i-t4) learners also confess that they enjoy reading and telling stories, especially those blended in with words accompanied by pictures. such stories engage them to make connections to their own language and their daily interactions in the community. “the pictures are interesting, and the stories are written in luganda language." (fg2) thus, the common thread behind stories entails active participation in telling and reading stories which are familiar, listening to such stories, and discussing them which leads to enhanced literacy development. innovative reading method ‘i do, we do, you do’ teachers described the collaborative enhancement of literacy (listening, speaking and reading practices) through this method. this is achieved through four stages; the teacher reading to learners, the teacher reads with the learners aloud, learners read in a group while the teacher listens and corrects mistakes where necessary and learners read on their own or individually. teachers’ extensive responses are provided below: “look, this is a child-centered method because it involves the learner in all steps of the lesson, and it makes evaluation of the child easy i.e., whether she/he has understood or not, because it is done at all levels (stages) of the lesson” (i-10) responses in support of this innovative reading method indicates that since the focus is on the learner there is the potential for the promotion of fluency and creativity throughout the process of literacy development. interactive writing respondents state that interactive writing which is locally known as “akatiba” involves early writing instruction that teaches learners ‘to write’ in their mother tongue with confidence, and at the same time to develop dispositions towards writing. it is based on the idea that “we do; you do”. through the focus group discussions, learners of also shared their experiences of this method as follows: “we compose stories following his procedures and we keep on editing and improving on it from monday to friday when it is done. thereafter, each learner is given the opportunity to present his/her composition to the class…” (fg4) interactive writing of this nature develops literacy in the mother tongue while close attention is paid to all learners’ writing, advancing their awareness of spelling and handwriting skills. scaffolding method respondents acknowledged the teachers’ efforts to guide and support learners’ learning by building on what they are able to do in their mother tongue, through reading and writing. teachers believe that by providing cognitive support through language analysis and the completion of cognitively demanding tasks, learners will gradually be able to work at naddumba & athiemoolam teachers’ pedagogical practices to ……. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 335 cognitively higher levels, to initiate and sustain verbal interactions. one teacher expressed her views as follows: “like in word formation processes, it helps in evaluating whether the child needs special guidance and support or not. but generally, i have found this approach very useful in learning reading and writing, because of the continuous support i give to my learners” (i-t10) through the focus group discussion, learners acknowledged the role of scaffolding in terms of the use of personal experiences and background knowledge to seek clarification easily, understand some complex language situations and difficult words better, to use luganda for defining new vocabulary items, to express themselves in the language they understand and to find appropriate words to use in english. these views are expressed as follows: “our teacher normally asks us what we know about the lesson content, and thereafter, when we tell her, she teaches us beginning from there” (fg1) in consideration of the above assertations, successful literacy development is attached to the teacher’s ability to prepare and organize learning activities which engage and motivate learners to seek guidance from the teacher in a gradual and improving process. conversational interactions /expression method through conversational interactions, teachers engage learners in meaningful activities which require them to negotiate meaning while using quite a number of conversational modifications in their mother tongue language. through repetition, clarification and confirmation checks, learners use the available supportive structures to understand better. thus, engaging and supporting learners’ expressions in their mother tongue interactively, is regarded as the most effective way of building their literacy-based experiences. they expressed these views as follows: “our conversations in most cases are informal, i create a moment of talking with my learners on a particular topic of interest. my focus in these conversations is on how my learners express themselves when given an opportunity” (i-t8) lesson observation in school w, additionally revealed classroom engagements which added great value to their language experiences and literacy achievements. learners were afforded opportunities for talking and listening to each other, to interact with the teacher freely and stimulated to think creatively by posing insightful questions. essentially, conversational interactions seem to be a child-oriented literacy learning strategy depending upon the availability of literacy–rich environments which enable children to initiate and engage in conversational interactions which enhance their literacy during the early years of their learning. demonstrations /oral language” (pictorial) teachers’ acknowledged learners’ demonstrations through imaginative and interactive spheres as a basis of literacy development where learners access lesson content as well as exchange verbal interactions based on those demonstrations. through these demonstrations, teachers apply group work – verbal interactions in small mixed or ability groups, share tasks and resources monitored by the teacher. this is done as follows as described by one of the teachers: “such innovative ideas provide opportunity for learners to generate creative ideas, analyze their effectiveness and communicate them effectively” (i-t4) in addition, through focus group discussions, learners’ responses seem to suggest how best they learn from this approach as follows: naddumba & athiemoolam teachers’ pedagogical practices to ……. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 336 “the teacher tells us to draw pictures of happenings in our local environment and thereafter, write short stories or sentences about them, e.g. people in the marketplace” (fg4) the above responses indicate that the demonstration approach seems to apply generic literacy skills as a way of maximizing learners’ understanding of how images and words in a particular mother tongue can be integrated to present information. excursion method excursion provides opportunities for learners to become involved in real-life learning experiences, which makes literacy development more meaningful and memorable, compared to regular classroom instructional programs. teachers revealed that they regularly apply this method through observation; by visiting a normal learning environment like a garden to gain firsthand information and to develop their aesthetic sense; hence developing concrete skills such as note taking. in an interesting way, such activities are clearly linked to their mother tongue language. their responses are articulated as follows: “through this method, when learners go to the garden, through guiding questions, they learn to acquire the listening skill. they also choose from a variety of things that they get exposed to from the garden, from which they get questions to ask the teacher” (i-t6) thus, the above-mentioned response suggests that learners’ literacy learning, based on the local environment, enables learners to acquire a better understanding of vocabulary or words in their mother tongue contexts. discussion the implementation of the ugandan mother tongue-based language policy for literacy development in the foundation phase (grades 1-3) entailed teachers need to embrace pedagogical practices that would lead to enhanced learning. hence the study proposed to explore the strategies that teachers were implementing in their classes and how these strategies facilitated learning. the findings of the study indicate that teachers are embracing learner-centred pedagogical practices that facilitate mother tongue instruction in foundation phase classes. the findings emerging from the study concur with language theories and available research findings in literacy development which acknowledge the significant role of mother tongue-oriented pedagogy to enhance classroom practices and support for learners’ early literacy acquisition. in addition to a variety of literacy instructional practices which this study revealed, child-friendly and a positive atmosphere enhanced learners’ self-esteem and motivation to engage and interact in classroom activities. thus, it can be concluded that when the language used for instruction is understood, learners are able to develop functional and relevant literacy practices. specifically, the key pedagogical literacy practices which support learners’ functional and relevant literacy development are discussed below. respondents in this study agree that music and poems provide practical activities for the implementation of literacy skills such as reading, writing, and singing songs for language skills development, reading fluency, and writing progress. classroom observations revealed further that singing and reciting poems are effective approaches for teaching the pronunciation of words. specifically, lennox (2013, p.387) relates learning of this nature to ‘interactive read-aloud’, an avenue for enhancing children’s language for thinking and understanding, while flint (2013, p77) contends that read-aloud conversations could be associated with advanced literacy and improved comprehension. since music and poems are presented in a language which is familiar to learners, its value in the classroom fosters creativity and transforms classrooms into positive child friendly learning environments where children thrive academically, socially, and emotionally. thus, by enhancing literacy naddumba & athiemoolam teachers’ pedagogical practices to ……. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 337 instruction through music, learners in their early childhood literacy development are stimulated to practice the pronunciation of words, vocabulary, and word recognition, amongst others. correspondingly, respondents generally believed that the effectiveness of telling and reading stories in developing learners’ literacy in the mother tongue language relied upon their ability to create fun-filled, memorable learning situations, raising learners’ interest in listening to them, as well as speaking, writing and reading about them. the study’s findings link stories to children’s literacy development, since they create a window of imagination, fantasy, and reality of the world to children as they connect and engage in their understanding of the world. this entails that children are stimulated to learn if they are actively engaged in telling and reading stories which are familiar to them in their mother tongue. correspondingly, gallagher (2009, p.30) argues that affording learners an opportunity to choose texts and teaching them to read, supports their reading engagement and interest. this rationale for this is to develop literacy by tasking children to read texts instead of reading to them. thus, it is through their continuous active participation and enthusiasm to learn through stories that their literacy skills are enhanced. unlike telling and reading stories, the study’s findings revealed that the innovative reading method ‘i do, we do, you do’ pedagogy tackles literacy development through a gradual, systematic and authentic process from the teacher to the learner. through this gradual release model which has been widely recognized as a successful approach for moving classroom instruction from teacherto learner-centered collaboration and independent practice (fisher & nancy, 2012), learners are taught through demonstration, guided in how to perform tasks and eventually given time to practice language skills individually or in groups. the key stages with this approach include, initial direct teaching or instruction (i do), followed by guided practice (we do) and lastly independent learner practice (you do). throughout these stages, learners were able to learn by doing, correct mistakes, discover new knowledge built on previous knowledge, and productively work through tasks for meaningful literacy acquisition. thus, the strategy afforded learners opportunities to internalize knowledge through listening, speaking, reading, and writing, which are the main skills for literacy development. it further paved the way for both language and literacy development through collaborative efforts in the classroom and teacher guided classroom interactions. another teaching strategy, which the study’s findings revealed teachers engaged with, was creative and interactive writing. respondents revealed that they used this teaching pedagogy to make the writing process visual to the class. as such, teachers used two complementary approaches; the shared or collaborative writing (we do) and independent writing (you do). at first teachers shared writing experiences with learners on a chart paper which was quite large for the entire class to observe and to respond to critically. to enhance the collaborative process, in some classes, i observed learners participating by providing the teacher with some ideas to write; getting involved in the actual writing of words, phrases or sentences on the chart with the guidance of their teacher. the second activity involved learners doing individual planning and writing on the topic of their choice guided by the themes provided by the teacher. such an evidence-based interactive writing process seems to have increased learners’ writing proficiency through authentic constructive experiences. learners were involved in authentic and interactive writing; meaningful teacher-learner interactions, reading aloud and individual talking about their writing, which were beneficial for their literacy development. brunow (2016, p.68) affirms that writing about reading is as important as reading itself and the use of close reading strategies helps learners to complete tasks more effectively. this further means that by utilizing the mini-briefings and accessing the text through close reading, learners are supported to become authentic readers hence building their analytical thoughts and actual practice. therefore, because of these continuous naddumba & athiemoolam teachers’ pedagogical practices to ……. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 338 writing and reading engagements, many pieces of interactive writing became educational resources which teachers displayed in their classrooms to motivate learners to continue learning more about reading and writing. teachers also used scaffolding to enhance learners’ literacy skills, which could be transferred across other new learning contexts. in this particular study, teachers used scaffolding as a strategy to assist learners to become independent learners after gaining skills in how to complete tasks successfully under the guidance of the teacher initially. altinyelken, et al., (2014, p.47) conclusively argues for teachers to translate their instruction strategies by providing authentic and supportive spaces for practice through well-planned classroom demonstrations and micro-teaching. this is done through a favorable working space where the role of the teacher in the classroom is to facilitate learning and not be an active participant. teachers furthermore reported that scaffolding appealed to learning activities which involved, reading and writing through literature and new texts written in luganda. consequently, scaffolding provided in-built lesson support details that clarified each step of the instructional sequence adopted by the teacher to model and practice with learners and to simultaneously promote independent literacy development. through critical engagement and observation of different lessons, i synthesized the role of conversational interactions through mother tongue for literacy development as engaging and supporting learners to express their views in their mother tongue. the findings linked conversational activities between the teacher and the learners during reading and speaking activities to overall literacy achievement in luganda within authentic contexts. research findings on literacy acquisition and development categorize the effectiveness of teachers’ verbal interaction with learners in the classroom and its effects on literacy acquisition (van hees, 2011). in particular, collaborative construction of meaning between the teacher and learners in the mother tongue created space for the negotiation of mutual understanding of the meaning of words, phrases and sentences. teachers provided structured oral corrective feedback which enabled learners to identify their errors and to pay attention to certain language rules and forms. thus, through child-friendly conversational interactions, learners were exposed to their mother tongue language, which enabled them to become aware of the rules of the language. additionally, teachers enabled learners to express their opinions freely and spontaneously with a view to stimulating their intellectual and emotional development. thus, shared conversations appear to be imperative for the development of thoughtful literacy, but the complexity of instructional conversations would demand more expertly trained teachers in luganda as a mother tongue, which is still lacking in uganda. the second last strategy used extensively by teachers was the use of visual images for enhanced learning. teachers’ responses and classroom observations revealed further that visual images provide an imaginative and interactive learning environment where learners can fully develop their literacy skills. teachers used visual images for enhanced communication and interaction. through imagination and interaction, learners are trained to use these pictures or visual elements to develop their visual literacy to enable them to read, write and relate images to a wider mother tongue language used in the community. teachers emphasized the need for visual images based on sound, digital stories, cartoons, memes, and photographs as a tool for enhancing critical thinking and intellectual capacity which in turn leads to memorable learning experiences and which is transferable across literacy practices. related findings by akella (2010, 111) equally perceive literacy development as a concept of transforming experiences where learning begins from concrete experiences (feeling), reflective observation (watching), abstract conceptualization (thinking) and active experimentation (doing). such stages of literacy acquisition not only stimulate and motivate learners to learn but challenge them to develop necessary literacy practices through effective thinking and problem solving. thus, it is imperative that visual images or demonstrations naddumba & athiemoolam teachers’ pedagogical practices to ……. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 339 provide opportunities for interpretation and critical thinking with a view to developing an understanding of the complexities of reading and writing. the last strategy which this study identified as having the potential to integrate literacy practice i.e., listening and speaking, reading and writing through the development of a written text, is the excursion method. teachers argued that this strategy extended support to learners to write about their experiences and ideas while using familiar words in their mother tongue and later encouraging them to read these words. research by allington (2012) concludes that excursions afford learners opportunities to become involved in real world experiences which makes learning more meaningful and memorable. similarly, allington, et al., (2014) argue for its role in providing firsthand experiences which can develop further language and literacy practices, gaining new vocabulary and problem-solving skills. teachers acknowledged the significance of children reading their written texts, as it created possibilities for engaging with their mother tongue and ideas as they became more experienced readers and writers. the study also furthermore highlighted the importance of expanding children’s literacy through interaction with an expert teacher in that particular language, which means that continuous expansion and extension of oral language based on these experiences enables learners to write about them and later read. some limitations of the study included potential areas of bias and subjectivity based on the research design which will be explicated further. the study only explored the use of mother tongue-based educational policy in ugandan selected primary schools. since the study was phenomenological, a sample of 4 primary schools from 2 districts was selected from the buganda region, specifically 2 schools from masaka and from luwero districts. the focus of the study was on literacy acquisition and development for learners in primary one (grade 1) to primary three (grade 3) where the mother tongue language policy is met to be effective. no attempt was made to generalize the findings to other primary schools in uganda. since participants were purposefully rather than randomly selected, there was the possibility that they could not reflect the views of the entire population. thus, the scope of this study was limited by adequate resources, time, the nature of the research design (phenomenological study) and the implementation guidelines of the mother tongue language policy in uganda. the implications of the findings are that firstly, since literacy development focuses on learners’ ability to utilize the social and cultural experiences to learn (street, 2005), by incorporating activities which promote active interaction and classroom engagement they are provided with additional sources through which they can fully develop their functional literacy. secondly, since early childhood classroom engagements are based on previously acquired experiences in the use of the mother tongue, by acknowledging what learners achieved previously outside school contexts implies that children are capacitated to acquire literacy from birth to the stage of relevant and functional literacy. thirdly, since academic achievement and literacy development was presented as activity-based learning through play and hands on-experiences in a classroom setting which appeal to both mental and physical senses, this implies that learners’ literacy and expressional abilities are improved through activity-based classroom engagements. lastly, literacy-rich environments, which this study endorsed, provided significant insights into what transpires in the mother tongue language classroom which formed a basis for interaction with varied print and visual materials. this implies that since a literacy rich learning environment goes beyond early literacy achievements to facilitate content-specific learning, children need among others, interesting books and material in their mother tongue language, a fully functioning classroom library, bulletin boards, display books, writing corners, audio and visual materials, among others, to fully develop their functional literacy. acknowledgement naddumba & athiemoolam teachers’ pedagogical practices to ……. jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 340 the researchers would like to acknowledge the role of the nelson mandela university in providing funding for the completion of this study. conclusion the findings of this study indicate a coherent picture which acknowledges the teachers’ pedagogical practices to support learners’ functional and relevant literacy development in their mother together as a matter of interest and concern. drawing on the principles of the socio-cultural theory, which underpins the pedagogical praxis in early childhood literacy development; children are engaged in activities to learn. in the same line of analysis, teachers’ pedagogical activities seem to depict active involvement and engagement of children in functional learning through their mother tongue language based on parental involvement and support as well as learners’ experiences. in addition, playful, interesting, and interactive learning pedagogies were discovered by this study to be vital and the means through which teachers encouraged children to learn literacy. references akella, d. 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(ed.). mother tongue as a bridge language of instruction: bangkok: the southeast asian ministers of education organisation (seameo). http://www.twaweza.org/go/uwezo-publications http://gogalegroup.com/ teachers’ pedagogical practices for literacy development journal of languages and language teaching, vol. 6 no.1, mei 2018 1 the effects of story recitation for young language learners anesti budi ermerawati duta wacana christian university yogyakarta ermerawati@staff.ukdw.ac.id abstract this article discusses the effects of reciting english story in a way to prepare a storytelling competition in a private elementary school. initially forced to use the method, the young language learners (yll) gradually came to appreciate it. the practice enabled them to construct the story comprehensively, to improve pronunciation, to motivate their peers to tell the story confidently, and to develop the habit of attending the details of language in the context of language input. to investigate how beneficial the english story recitation is, i use interview to examine teacher’s perceptions and experiences about story recitation and its effect on language development. i will also investigate how story recitation is used and its effects in an efl (english as a foreign language) context. the paper concludes that such practice enhances yll’s noticing and rehearsal and later it facilitates second language acquisition. therefore, teachers are suggested to have a positive attitude towards english story recitation for young language learners. key words: young language learners, recitation, language development abstrak artikel ini menjelaskan tentang efek menceritakan cerita berbahasa inggris sebagai persiapan siswa sekolah dasar (sd) mengikuti kompetisi storytelling tahunan di sebuah sd swasta. para siswa sd yang tadinya terbebani dengan metode ini, pada akhirnya bersedia melakukannya dengan senang hati. proses persiapannya memampukan siswa sd merangkai cerita dengan baik, meningkatkan pelafalan kata, memberi semangat kepada teman sekelas untuk menceritakan cerita yang mereka hafalkan, dan memupuk kebiasaan untuk mengerti detail cerita dalam bahasa target. saya mewawancara guru bahasa inggris pada sekolah tersebut untuk mengetahui seberapa faedah metode menceritakan cerita berbahasa inggris, persepsi serta pengalaman menjalankan metode tersebut, serta efek metode tersebut terhadap perkembangan bahasa para siswa sd. lebih dalam saya juga akan menganalisa penerapan metode menceritakan cerita berhasa inggris ini dalam konteks pembelajaran bahasa inggris sebagai bahasa asing. artikel ini menyimpulkan bahwa kegiatan ini meningkatkan kemampuan siswa sd memahami dan mengulang dan kemudian kegiatan ini dapat juga meningkatkan penguasaan bahasa kedua para siswa sd. para guru disarankan untuk mencoba metode menceritakan cerita berbahasa inggris bagi para siswa sd. kata kunci: siswa sekolah dasar, menceritakan, perkembangan bahasa introduction it has been well-known that communicative approach is applied in yll classrooms. to support yll’s communication skill, a support through language practice is needed. interest in a topic and purpose for a task, though important, are not enough. a support at discourse level is required to organize their talk into an extended description (cameron, 2001: 60). widowson (1998) suggested that yll need to be exposed to a small yet frequent direct language practice such as models of language use to listen to, notice and appropriate; plentiful opportunities for repeated listening; plentiful opportunities to say the words journal of languages and language teaching, vol. 6 no.1, mei 2018 2 and phrases; and feedback on production to improve fluency and accuracy. to give frequent exposure of english to yll and to enhance their speaking skill, english story recitation has been reported as one number of effective methods (fuyono, 2013). fuyono further explained that english story recitation is effective for improving learners’ pronunciation, intonation, grammar awareness, and other related factors. therefore, to prepare the grade 3-6 ylls in tarakanita elementary school in yogyakarta, indonesia to join the annual storytelling contest, those ylls are exposed with two diferent stories to recite in a semester. this article sets to report how vina, the english teacher of the school, deals with the preparation in the recent years and shares the effects of the annual storytelling competition for yll’s improvements. this study is using an interview to examine the teacher’s perceptions and experiences about english stories recitation and its effect on language development in indonesian private elementary school. literature review morrow (1986) stated that retelling story demonstrates improvement in memory and recall. frequent practice and guidance in story retelling with an emphasis on the structural elements in a story increase learners’ comprehension, improve the number of structural elements included in their own retelling of stories, enhance the complexity of their oral language, and improve learners’ ability to recite an original story. heroman & aghayan (n.d.) suggest two major steps dealing with story retelling; sharing the story and retelling the story. sharing the story, a teacher will select appropriate stories and then engage the learners in an interactive storytime repeatedly. combs and beach (1994) argues that the power of a story is all around us and is essential in helping the students to understand the reality. further, when the teacher helps the learners retell the stories, she needs to introduce the props for retelling, to model how to do retelling and to guide the learners to memorize the stories by providing prompts. next, a teacher invites the learners to retell, offering support and prompts when needed, make the book and props available for learners’ use and encourage independent retelling. sharing the story asking young learners to retell a story in a foreign language is a very demanding task, even more demanding than in the first language. cameron (2001) however responded that getting them retell stories in a foreign language gives an opportunity for communicative activities and works on discourse skills. teacher firstly is required to set the chosen story in a slightly-beyond-the learners’-receptive level as it can be demotivating if they are unlikely to comprehend the story. if the ylls are to reproduce the whole story in some way, then the language demands will need to be reduced. secondly, to engage the ylls in an interactive storytelling, the teacher invites his learners to be aware of the thinking process through questioning, pausing, sharing of ideas. it is recommended that the teacher build a good interaction such as asking them to visualize and imagine the setting or events, predict what might happen, and relate characters or events to their own lives and to comprehend the cultural aspects involved under the treated story as well as figure out what the moral value of the story is (delett, 2001). retelling the story retelling the story is post reading or post listening recalls in which readers or listeners tell what they remember (morrow, 1986). this activity is the peak of the overall task. therefore, teacher needs to provides some strategies to help the learners retell the story. the props for retelling as well as how to do retelling and then followed by guidance how to memorize the story are crucial. heroman & aghayan (n.d.) recommend some props worked in their retelling class such as hand journal of languages and language teaching, vol. 6 no.1, mei 2018 3 puppets, paper cratfs, jumbled phrases or sentences, and skid costumes. ghosn (2002) states that young efl learners can be motivated to experience oral language through retelling story. at the end of this activity, the ylls are able to scaffold a comprehensive story and they are ready to be guided to memorize the story to be recited in the upcoming meeting. research method barkhuizen et. al. (2014) remark that narrative inquiry brings storytelling and research together by using storytelling as a tool for presentation of findings. this biographical reaserach can help readers to understand how language teachers organize their experiences and represent them to themselves and to others. collecting some data, i decided to gather my data through interview. i conducted a semi-structured interview meaning that i left the questions open since i wanted to collect a broader view from the teacher. the questions i asked were about the teacher’s experience and her views on effectiveness of english story recitation for yll language development. i recorded everything she said in the interview and it was then transcibed and reported. the interview was conducted in both english and indonesian since the interviewee found it more subtle if she could freely express herself in her mother tongue. the only participant i interviewed on october 24 was theresia vina. she is 30 years old and has been a young learner teacher for 10 years. she is competent from the first grade up to the third grade. she was the one who began a retelling story preparation as well as the initiator of a classroom discourse application in tarakanita elementary school yogyakarta. result and discussion anayzing and intepreting the results from the interview, i compiled all responses and then categorized the results into three different thematic groupings: language development, confidence, and motivation. language development vina emphasised that the activity of english story recitation started when she needed to prepare her yll for annual tarakanita talent competition which requires the elementary contestants to retell a story. then she decided to prepare 3-6 graders to join the competitions as she was thinking that the 3rd graders are able to write and read well. at the same time, she found that her learners’ english proficiency has a good potential to be challenged and develop. despite the learners’ good english proficiency, she however concerned about their speaking ability. her learners had problems with fluency, intonation, and pronunciation – which are the important aspects of telling stories in a foreign language. she therefore set some steps to improve them as well as give the yll opportinity to construct the material. i will show a set of pictures about the text. i will let them write whatever words come to their mind on the board for the class to see and later to discuss about. children compete enthusiastically to contribute ideas when i ask them to build a story using the words written on the board. children then are shown the video and they start to construct the story more wildly. they even come up with well-sequenced story to tell – although their mother tongue still dominates. guessing and arranging pictures trigger ylls to produce words as cameron (2001) found that once ylls have something they want to say, they will speak meaningfully in foreign language classroom. this activity surely develops ylls’ foreign language acquisition. journal of languages and language teaching, vol. 6 no.1, mei 2018 4 confidence cameron (2001) also added that ylls will use their existing language resources to construct understanding in a foreign language. therefore, after searching for famous tales, vina tried to simplify the story for her ylls by inserting some direct sentences as follows. the two goats once upon a time, there was a small village near the town. the village was filled with loads of people and animals. there were two silly goats who lived in the same village. a beautiful river flowed through this village. there was a narrow bridge across the river. whosoever wanted to pass the river, he had to go through the that narrow bridge. one day, the two goats were at the two ends of the bridge. but, only a goat could cross the bridge at the same time. unfortunately, those two selfish goats were very stupid as well as proud. each of the wanted to cross the bridge first. they started to cross the bridge from the two ends at the same time. the two goats met in the middle of the narrow bridge. there was no place for them to cross each other. the silly goats started to push and fight with each other. the bridge was very narrow and there was less space for the two goats. as a result, they fell into the river and drowned. (bedtimestories.com) the two goats over a river there was a very narrow bridge. one day a goat was crossing this bridge. just at the middle of the bridge he met another goat. there was no room for them to pass. "go back," said one goat to the other. "you must go back", said the second goat, "because i am stronger than you." "no!", said the first goat. "let’s see!", said the second goat, and he put down his horns to fight. the two foolish goats fought and fell into the water. (simplified version) having got the simplified text, ylls are provided with a list of new words right below the text. vina remarks that her inviting ylls to have repeat-after session and a comprehensive discussion for each pargraph help the ylls digest the tale fast enough. to build a better understanding, ylls are facilitated to memorize the simplified text to be recited in the upcoming week. vina herself notices that not only ylls’ pedagogical ability is increased but also their emphathy. when some students are doing their weekly recitation, other ylls are ready to give clues as well as positive feedback for their mates’ performances. peers pay attention on the speaker’s both language competence and public speaking manners. vina says: i noticed that my students are even more confident each day as they experience reciting the simplified story in front of the class. they start to be more expressive in delivering the recitation. some of them visualize the words in their hand movements and funny expressions. it’s hillarious! dornyei (2001) stated that ylls may discover that as they acquire greater skill, their confidence will grow and, as they become more confident in their ability to speak, they will take advantage of new opportunities to speak, which will enable them to gain greater skill. motivation by experiencing weekly recitation, their intrinsic motivation which deals journal of languages and language teaching, vol. 6 no.1, mei 2018 5 with behaviour performs for its own sake in order to experience pleasure and satisfaction, such as the joy of doing a particular activity (dornyei, 2001). vina remarks: i heard from mothers whom i met at school. they shared what the children arrange for selfinitiated practice with their parents. during the recitation performances, some good performances give a good sample for the others to perform better. another good thing is peer motivational feedback does exist in the classroom and the good ambiance arises the motivation of the ones who have not mastered the recitation. searfoss and readence (1994) state that story retelling is an appropriate assessment tool for use with esl students. ylls who are ready with their recitation are developing their performance with certain mimic and body movement. this kind of performance reflects ylls’ success of exploring both their story reconstruction and creativity. vina further explains: the utimate goal of this activity is to get the children to retell the story that they really understand. i appreciate their ideas of exploring the story they memorized by adding appropriate facial expressions and body movements on the stage of the annual storytelling competition. i notice that those who are successful doing the performance are those who can recite the story well during the preparation in the classrooms. as piagetian theory once said that as an active learner and thinker, children construct their own knowledge from working with ideas. when children have found a meaningful learning, they are developing it well. the set of repeated recitation activity has given ylls’ enough exposure to a foreign language. brunner (1983) supported that routine offers a way to add variation that can involve more complex language. conclusion on the basis of the interview that i conducted and the literature that i found, i come to a conclusion that english story recitation is a beneficial method for promoting language development of 3 grader ylls. in the interview, i noticed that the teacher not only looked at language development during recitation activity in the classrooms but also on the competition day when the ylls showed their creativity in delivering the story. further in the interview, the teacher’s explanation helped me conclude that the activity of english story recitation allows more positive affects for ylls such as enjoyment, confidence, and motivation. the process of the story scaffolding brings some fun to the classrooms. ylls enjoy the pictures and the videos the teacher brings to the class, they are willing to try to speak up their predictions, they put respect to others’ ideas during the story discussion, they learn the moral value of the story, and the most interesting part is that those ylls build their interpersonal skill by giving motivational feedback to each other. writing this paper, i noticed that this conventional method of learning language is suitable for indonesian ylls who do not have enough exposure of english. by memorizing the sentence stucture, the vocabulary, and the pronunciation at the same time, yll will at some point feel their success of speaking english. in the other hand, teachers are demanded to find interesting tales, simplify them, study the pronunciation, as well as prepare the supporting activities that help the yll scaffold the story unintentionally. journal of languages and language teaching, vol. 6 no.1, mei 2018 6 references barkhuizen et. at. 2014. narrative inquiry in language teaching and learning reaserach. new york: routledge. cameron, lynne. 2001. teaching languages to young learners. cambridge: cambridge university press. combs, m., beach, j. d. 1994. stories and storytelling: personalizing the social studies. the reading teacher, vol 47, nr. 6, s.464-471. viewed 26 feb. available: http://web.a.ebscohost.com.proxy.m ah.se/ehost/pdfviewer/pdfviewer?sid =638114a7-f5e3-4258-bfc0c1a5a1c18433%40sessionmgr4004 &vid=1&hid=4204 dörnyei, z. 2001. motivational strategies in the language classroom. cambridge: cambridge university press. fuyono et. al. 2014. effects of the experience of english recitation on japanese efl learners: towards multi-modal english speaking skills education. viewed: 10 jan. available: ghosn, i.k. 2002. four good reasons to use literature in primary school elt. oxford: oxford university press. heroman & aghayan. 2013. how to support teachers’ use of storytelling. viewed 12 jan. available: https://www.earlychildhoodweb inars.com/wpcontent/uploads/2013/01/retelli ng-webinar.pdf http://repository.seinangu.ac.jp/bitstream/handle/12345 6789/1027/le-n4v1-p15-28fuy.pdf?sequence=1 morrow, l. 1986. retelling stories: a strategy for improving young children's comprehension, concept of story structure, and oral language complexity. elementary school journal, 85, 647–661. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5311 july 2022. vol.10, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 380-391 jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 380 schoology-aided instruction: measuring the effectiveness for student-teachers’ reading comprehension achievement 1masagus firdaus, 2santi mayasari 1english lecturer, graduate program, university of pgri palembang, indonesia 2english lecturer, fishery and marine faculty, university of pgri palembang, indonesia corresponding author email: masagus26firdaus2026@gmail.com article info abstract article history received: june 2022 revised: june 2022 published: july 2022 reading comprehension plays significant roles in grasping precious information. however, this skill seems difficult for most of student-teachers to complete properly. thus, this study is oriented to cover this phenomenon. in this quasi experimental method, there were 80 student-teachers who were clustered as the experimental and control. they were treated for eight meetings. both pretest and posttest instruments were integrated for collecting the data. to figure out the improvement of the two groups, t-tests, i.e., paired and independent, were employed. the findings showed that in pretest, both groups encountered problems related to reading comprehension. however, after being treated with this schoology learning management system (lms), experimental group students gained better achievement in reading comprehension comparing to control group. mean scores of experimental group (75.250) was bigger than control group gained (61.875). by the same token, the f-test score (0.392) with df (78) and sig. value (0.000) informed about different qualities gained by both groups, i.e., experimental and control. in a nutshell, the integration of schoology lms is more effective in increasing students’ reading comprehension comparing to conventional mode of learning. keywords learning management system; reading comprehension; schoology; how to cite: firdaus, m., & mayasari, s. (2022). schoology-aided instruction: measuring the effectiveness for student-teachers’ reading comprehension achievement, jollt journal of languages and language teaching, 10(3), pp. 380-391. doi: https://doi.org/10.33394/jollt.v%vi%i.5311 introduction reading is a part of language skills that has a precious position in language learning. through reading activity, students not only can enrich their knowledge, but also can understand other disciplines. brown (2004) claimed that reading as a receptive skill remains as a precious skill in all education contexts. it is also assumed as a complicated, dynamic, and interactive course which encourages readers to use sub skills in decoding and inferring the variety of texts. this deals with the ability to draw ideas grasped from printed reading material with appropriate interpretation by the assistance of skills and strategies (jafri, 2017; masduqi, 2014). another similar vein, reading plays its crucial function in language acquisition (harmer, 2007). this is because when intensity plays its precious position in determining students’ success in gaining information or knowledge. this means that spending more time for reading activity in the classroom can promote better reading comprehension. in the same vein, reading comprehension as the main terminal of reading skill has a pivotal role in grasping ideas from reading materials. this trustworthy skill can assist to cover the needs of the 21st century language learning (daff & ahmed, 2016; snow, 2002). in obtaining better reading comprehension achievement, students need to elaborate prior knowledge and precious elements of reading materials (klingner, et al., 2007). they further noted that in understanding the meaning of reading materials, students need to combine both https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:masagus26firdaus2026@gmail.com file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23brown file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23jafri file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23masduqi file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23harmer file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23daff file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23snow file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23klingner firdaus & mayasari schoology for reading comprehension … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 381 syntactical and semantic knowledge to construct meaning or ideas of reading materials. it can be noted that reading comprehension involves a series of cognitive processes which is solely aimed at exploring and generating ideas from printed texts by the assistance of prior knowledge. since reading comprehension is not an easy matter, instructors need to play their optimal roles for their learners, e.g., encouraging students to deeply participate in reading comprehension instruction, providing appropriate and meaningful learning materials and activities to students, promoting students to actively discuss their constraints in reading comprehension instruction, and giving constructive and trustworthy feedback toward students’ assignments and exercises. by these all means target language set up in advance can be realistic. in this 21st century language instruction, the ideal target of reading comprehension instruction is empowering students with higher order thinking skills (hots). by this context, reading comprehension instruction is both directed to high and low levels of thinking skills. singh and shaari (2019) stated that by possessing hots, students can be encouraged and practiced to analyze, synthesize, and evaluate any kinds of reading materials. in addition, they can be invited to create and share ideas in classroom discussion. by similar tone, frutas (2019) stated that when students have possessed hots, they can determine and integrate information obtained from reading activity. by this condition, hots can endorse to analyze, synthesize, evaluate, and create ideas grasped from reading materials (frutas, 2019). in short, it can be denoted that equipping students with hots can be very precious for students in their learning process. in relation to the target of hots attainments as aforementioned, reading materials selected can be oriented to providing students better levels of reading comprehension as mentioned in barrett’s taxonomy (gocer, 2016). the arrangement of the levels is from the easiest to the hardest one. in this taxonomy, literal, reorganization, and inferential levels are referred to cognitive domain, while evaluation and appreciation levels deals with affective domain. in similar vein, javed et al. (2020), claimed that literal, reorganization, and inferential levels of reading comprehension deal with the teaching of language skills, while appreciation and evaluation levels are related to the teaching of literature, i.e., how to value and appreciate one’s work. unfortunately, up to now reading comprehension subject still becomes pivotal constraints which need to deal with. efl students look difficult to have better reading comprehension skill (lustyantie & aprilia, 2020). they further noted that students are much more asked to do reading comprehension activities and materials oriented to lots. they are rarely endorsed to conduct reading comprehension activities that deal with hots. in this virtual era, students and instructors are insisted to change their learning condition from fully brick-and-mortar classroom setting into blended or even fully online learning mode. this also promotes problems which need to solve immediately, e.g., instructors and students’ technological knowledge, selection of appropriate reading materials, and the integration of suitable strategies for reading comprehension instruction. thus, it is quite unsurprising to say that failure in reading comprehension certainly comes to many students. there are several possible factors causing the failure of efl students in reading comprehension subject (golonka, et al., 2014; khan, 2011; zamani & ahangari, 2016). 1) there are too many students joining reading comprehension subjects in every class. classroom learning nuance cannot be much educative and conducive when big classes occur without proper learning facilities and strategies. by this condition, instructors get trapped on how to manage classroom learning. 2) instructors do not provide clear stages of instructions from pre, while, and post reading activity in their learning process. when students are faced with unclear stages of learning process, they tend to have confusion and feel frustrated with their learning process. as a result, they become low learning motivation students (jung, file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23singh file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23frutas file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23frutas file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23frutas file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23gocer file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23javed file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23lustyantie file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23golonka file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23khan file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23zamani file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23jung firdaus & mayasari schoology for reading comprehension … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 382 2005). 3) the selection of reading materials is not based on students’ reading needs and they are considered as outdated reading materials. it is so unlucky to state that when reading materials are not relevant to what students need to read, it certainly will not optimally contribute to students’ reading comprehension progress (jung, 2005). 4) there is a limited chance for students to interact and collaborate in reading comprehension class (chen et al., 2016; tümen-akyıldız, 2019). ideally, students are offered more time to collaborate and discuss reading comprehension materials. this is very crucial because they can explore their reading interest and mind. in short, all possible factors contributed to the failure of reading comprehension learning. as a consequence, learning target or learning outcome which had been set up could not be optimally achieved. considering the above problems related to reading comprehension instructions and achievement as aforesaid, it is a great novelty to involve digital pedagogy in reading comprehension classroom. ahmad (2012) explained that students’ learning motivation can be easily promoted by integrating digital pedagogy in language learning. by the same vein, other scholars (buabeng, 2015; hismanoglu, 2011; indrašienė, et al., 2015) stated that technology integration in language learning can postulate meaningful contribution for both students and instructors. in similar vein, perron, et al. (2010) denoted that technological application can be used to send, transform, manage, and keep instructional data, i.e., materials and activities. thus, it is clear that education technology can accommodate learning process, i.e., the process can be more flexible and enjoyable while at the same time promotes trustworthy contribution to students. this idea is similar to what jung (2005) has claimed. he stated that flexibility and effectiveness of language instructions can be conducted through the involvement of digital technology. one of digital technology applications that can be used in educational setting is learning management system (lms). an lms is the latest education technology application that can assist instructors to prepare, manage, control, and evaluate learning input, process, and output in a rigid system. it has simple and attractive features that can promote students and lecturers to have meaningful learning. abdellah (2016) postulated that the integration of lms could promote significant contribution toward instructional reading activities of students due to its capability in simplifying the processes. by integrating an lms, there will be exploration of classroom activities, e.g., connecting students and instructors, delivering meaningful and attractive instructional materials, and simplifying classroom instructional activities with tasks of administration. in similar vein, essel (2018) claimed that several positive profits which can be explored from integrating lms, i.e., flexibility for place and time, information data share, online instructional materials, and various meaningful instructional experiences. furthermore, by the same token, ferdianto and dwiniasih (2019) firmly stated that there are many positive effects of integrating lms, e.g., schoology, such as simple and meaningful collaboration between instructor and students, simple submission process of students’ exercises and assignments, meaningful learning experience, measurable and recordable instructional activities. in this 21st century learning, the integration of lms can assist to provide well-managed learning materials and activities, and encourage students to be autonomous learners or selfdetermined learners. low (2017) claimed that instructors are required to prepare, provide, facilitate, and monitor a learning process. the assistance of education technology in this twenty-first century language learning can ascertain learning materials given to students are well-established, meaningful, and easy access. in addition, learning materials and activities given can be assumed as authentic and meaningful learning resources. another similar tone is from golonka, et al. (2014). they notified ideas related to students learning interest and spirit could be endorsed by technological education involvement. by integrating lms, efl students are engaged to be self-supporting and self-determined learners (ardi, 2017; shadiev file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23jung file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23jung file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23chen file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23chen file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23tümen file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23ahmad file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23buabeng file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23hismanoglu file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23indrašienė file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23perron file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23jung file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23abdellah file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23essel file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23ferdianto file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23low file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23golonka file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23ardi file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23shadiev firdaus & mayasari schoology for reading comprehension … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 383 & yang, 2020; solano et al., 2017). according to narayan et al., (2017), self-determined learning can provide students opportunity to determine learning materials and decide the process on how to grasp ideas of learning materials. by the same token, arifin et al., (2019) postulated that students are directed to control and reflect their own way of english language learning process and progress. by this situation, instructors are expected to control the instruction process and provide assiatance whenever needed. in addition, gangalakshmi and naganathan (2019) explained that students are very much trained to have technological knowledge in relation to the processs of grasping and understanding digital instructional materials integrated in efl learning. as a consequence, students can gain satisfaction dealing with their learning outcome (badaruddin et al., 2019). by examining closely toward the advantages of integrating lms in language learning, the researcher then integrated schoology as an lms in reading comprehension instruction for efl student-teachers at tertiary level of education in palembang-south sumatra. this research is promoted to figure out (1) the improvement of the student-teachers’ reading achievement after being instructed by conventional mode of learning; (2) the student-teachers’ learning progress after being promoted by integrating schoology lms as a mode of learning; and (3) which mode of learning is more effective in elevating student-teachers’ reading comprehension achievement. research method research design a quasi-experimental design was employed to elevate efl student-teachers’ reading comprehension achievement (gay, et al., 2012). the following scheme notified the research design. o1 x o2 o3 x o4 remarks: o1 : pretest (experimental group); o2 : posttest (experimental group); o3 : pretest (control group); and o4 : posttest (control group) from this scheme, it could be notified that both groups at the early stage were assessed their prior reading comprehension skill by completing preliminary testing. after that, the experimental group student-teachers were directed or treated by the involvement of schoology lms as the mode of instruction, whereas the control group employed conventional mode of learning. after several times for treatment activities, the two groups were provided the posttest. this was to measure student-teachers’ reading comprehension achievement progress. population and sample in this study, all second semester student-teachers from two private universities in palembang-south sumatra were the population, while the sample of the study was taken by integrating cluster random sampling, i.e., one group from each university as the sample. there were eighty students participated in this study, e.g., forty student-teachers as control group, and the other forty as the experimental one. in collecting trustworthy data, the researcher employed firstly validated research instruments. both pretest and posttest instruments were used to gather preliminary and post data of the student-teachers’ reading comprehension. the research instruments consisted of forty questions and were oriented to barrett’s taxonomy of reading comprehension. file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23shadiev file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23solano file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23narayan file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23arifin file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23gangalakshmi file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23gangalakshmi file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23badaruddin file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23gay firdaus & mayasari schoology for reading comprehension … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 384 data analysis in this study, the researcher employed several stages in analyzing the collected research data. the researcher integrated two types of statistical analysis, namely descriptive and inferential. descriptive statistical analysis was directed because the researcher wanted to notify more ideas about the data gained from the lowest to the highest of all research groups both in pretest and posttest in terms of frequency and percentage analysis. whereas the employment of inferential statistical, which covers parametric and nonparametric, was oriented to postulate inferences related to population according to the findings gained from the samples. the researcher firstly described students’ low and high scores, i.e., pretest and posttest, of the two groups in the form of distribution table of frequency. then, before coming to the inferential statistical analysis, the researcher analyzed normality and homogeneity of the samples in order to determine whether parametric measurements could be administered. when the data met the idea of normality and homogeneity, the researcher would continue to parametric techniques of measurement. in parametric measurement, the researcher employed two types of t-tests, i.e., correlated and independent t-tests. correlated t-test was integrated to view the mean score difference of the same group, while independent t-test was aimed at showing mean score differences between the two groups after being treated with different types of learning strategy or mode. research findings and discussion research findings pretest scores of the experimental group after the data of the experimental group students in pretest were collected and analyzed, it was found out that the highest score was 55, whereas the lowest score was 20 with 38 as the mean score. in addition, there were only three students (7.5 %) who could get the score higher than or equal to 50, while the other 37 (92,5%) students got lower than 50. the data could be seen in table 1 below. table 1 pretest scores of the experimental group frequency percent valid percent cumulative percent valid mean : 38.00 median : 40.00 minimum : 20 maximum : 55 20.00 1 2.5 2.5 2.5 25.00 2 5.0 5.0 7.5 30.00 6 15.0 15.0 22.5 35.00 10 25.0 25.0 47.5 40.00 9 22.5 22.5 70.0 45.00 9 22.5 22.5 92.5 50.00 2 5.0 5.0 97.5 55.00 1 2.5 2.5 100.0 total 40 100.0 100.0 pretest scores of the control group by the same token, when the data of the control group students in the pretest were obtained and analyzed, it was noted that 65 was the highest score, while 30 was the lowest one with 47.8750 as the mean score. furthermore, there were 21 students (52.5 %) who could grasped scores higher than or equal to 50, while the other 19 students (47.5%) got lower than 50. the data could be viewed from table 2 below. firdaus & mayasari schoology for reading comprehension … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 385 table 2 pretest scores of the control group frequency percent valid percent cumulative percent valid mean : 47.87 median : 50.00 minimum : 30 maximum : 65 30.00 1 2.5 2.5 2.5 35.00 3 7.5 7.5 10.0 40.00 5 12.5 12.5 22.5 45.00 10 25.0 25.0 47.5 50.00 9 22.5 22.5 70.0 55.00 10 25.0 25.0 95.0 65.00 2 5.0 5.0 100.0 total 40 100.0 100.0 posttest scores of the experimental group in this study, the researcher also analyzed posttest data of the experimental and control group students. in the posttest, the experimental group students’ highest score was 90 with the lowest one was 60. there was an improvement toward students’ reading comprehension achievement. the mean score of the experimental group in the posttest was 75.25. in the posttest, the experimental group students could successfully completed the program, i.e., no more student got the scores lower than 50. all students (100%) could get scores higher than or equal to 50. table 3 below presented the attainment. table 3. posttest scores of the experimental group frequency percent valid percent cumulative percent valid mean : 75.25 median : 75.00 minimum : 60 maximum : 90 60.00 1 2.5 2.5 2.5 65.00 5 12.5 12.5 15.0 70.00 5 12.5 12.5 27.5 75.00 15 37.5 37.5 65.0 80.00 9 22.5 22.5 87.5 85.00 4 10.0 10.0 97.5 90.00 1 2.5 2.5 100.0 total 40 100.0 100.0 posttest scores of the control group in the same vein, control group students’ data in the posttest were also calculated. it was denoted that the mean score was 61.8750 with the highest score was 75 and the lowest one was 45. in addition, it was notified that there were 39 students (97.5 %) who could gain higher than or equals to 50, whereas there was only one student (2.5%) got lower than 50. the data could be seen in the table following 4. table 4. posttest scores of the control group frequency percent valid percent cumulative percent valid mean : 61.87 median : 62.50 minimum : 45 maximum : 75 45.00 1 2.5 2.5 2.5 55.00 11 27.5 27.5 30.0 60.00 8 20.0 20.0 50.0 65.00 12 30.0 30.0 80.0 70.00 7 17.5 17.5 97.5 75.00 1 2.5 2.5 100.0 total 40 100.0 100.0 firdaus & mayasari schoology for reading comprehension … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 386 normality and homogeneity tests after the data were collected, the researcher then measured normality and homogeneity of the data. it was gained that the sig. value of the experimental group 0.084 with kolmogorov-smirnov, while based on shapiro-wilk, it was 0.188. this sig. values were higher than 0.05. this means that the data of the experimental group were in normal distribution. by similar token, when the data of the control group were analyzed, it was noted that the sig. value was 0.072 with kolmogorov-smirnov, while in relation to shapiro-wilk it was 0.068. these sig. values were also higher than 0.05. thus, it could be confirmed firmly that the data of the two groups were in normal distribution. the detailed description could be viewed in table 5 below. table 5 test of normality group kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. experimental .131 40 .084 .961 40 .188 control .133 40 .072 .949 40 .068 a. lilliefors significance correction furthermore, when the data were further analyzed for homogeneity, it was found that the sig. values based on mean was 0.894 and based on median was 0.911. since the sig. values were higher than 0.05, it was grasped that the data were homogenous in variances. table 6 below portrays the detailed of the data. table 6. test of homogeneity of variance levene statistic df1 df2 sig. based on mean .018 1 78 .894 based on median .013 1 78 .911 based on median and with adjusted df .013 1 77.728 .911 based on trimmed mean .020 1 78 .887 pair samples t-test of the experimental group considering the data were in normal distribution and homogenous variances, the researcher further analyzed the data gained in inferential statistics. the researcher then analyzed for the improvement in every group from the pretest and posttest scores. it was noted that the sig. value was 0.000 which was lower than the sig. value 0.005 with t-obtained was 44.411. this could be expressed that there was a significant improvement of students’ reading comprehension achievement after being instructed with schoology improvement. the data could be viewed in the following table 7. table 7 paired samples test paired differences t df sig. (2taile d) mean std. dev. std. error mean 95% confidence interval of the difference lower upper p a i r 1 posttest – pretest 37.250 5.304 .839 35.553 38.946 44.41 39 .000 firdaus & mayasari schoology for reading comprehension … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 387 pair samples t-test of control group in similar tone, when the data of the control group in the two tests were analyzed, the tobtained was 9.760 with the sig. value 0.000. this was also lower than the sig. value 0.000. this can be stated that there was also an improvement in students’ reading comprehension after being guided with conventional learning mode. table 8 below depicted that data. table 8 paired samples t-test of the control group paired differences t df sig. (2tailed ) mean std. dev. std. error mean 95% confidence interval of the difference lower upper p a i r 1 posttest – pretest 14.000 9.072 1.434 11.098 16.901 9.76 39 .000 independent samples t-test considering the improvement of the two groups, the researchers then compared the achievement of the two groups to figure out which group could get better achievement. by integrating independent t-test, it was noted that the t-obtained was 9.22 with the sig. value was 0.000. it was lower than 0.005. by this condition, it could be declared that there was a significant difference of reading comprehension achievement between the two group students. this could be sum up that experimental group student who were treated with schoology lms in their reading comprehension instruction could get better achievement comparing to control group which was trained with conventional learning mode. the data could be observed in table 9 below. table 9 independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed ) mean diff. std. error diff. 95% confidence interval of the difference lower upper post test equal varianc es assume d .3 95 .532 9.22 78 .000 13.38 1.45 10.49 16.26 equal varianc es not assume d 9.22 77.9 .000 13.38 1.45 10.49 16.26 firdaus & mayasari schoology for reading comprehension … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 388 discussion there are several precious points discussed in this section, i.e., pretest and posttest results of the two groups, and independent t-tests. first, it is likely to notify that in the preliminary assessment, both group students’ scores were not alike. almost all experimental group students got low scores in the pretest, while half of control group students could gain better results. moreover, the mean score of the experimental group was lower than that in the control group. this could be denoted that the two groups had different prior knowledge or reading comprehension ability. second, the two groups learning progress, i.e., control and experimental, promoted significant difference toward reading comprehension achievement. learning progress of the control group, i.e., treated with conventional mode of learning, could not be optimally explored. it was true that they also got the improvement but this was not significant because there were quite many students still could not elevate their reading comprehension achievement. this phenomenon was contradictory with the experimental group students. they were treated several meetings with schoology lms and could gain much better improvement on their reading comprehension. this could be seen from their reading comprehension achievement which portrayed the significant improvement of students’ reading comprehension. it is trustworthy to claim that the experimental group students became more motivated and fascinated in their learning. they were allowed to explore their reading competence and directed to be autonomous learners. besides, they were also allowed to discuss their ideas with other students and could explore more extensive reading materials that endorsed them to have more reading comprehension. this is relevant to what noted scholars (sanchez garcia et al., 2018) have argued. students who are instructed by using schoology lms can get better achievement than those who are trained in a traditional way. third, after grasping the ideas of students’ learning progress of the two groups, the researcher could also inform the results of the normality and homogeneity tests. both groups in the normality test informed that they were statistically in normal distribution due to the sig. value were higher than the standard value as indicated in kolmogorov-smirnov and shapirowilk. in addition, the data of homogeneity test promoted that the two groups were homogeneous in variance. this sig values based on mean, median, and median with adjusted df were higher than instructed by standard sig. value. in a nutshell, it could be stated that the data gained from the two groups were clustered as in normal distribution and homogenous in variance. fourth, the results of independent t-test promoted clear description on how schoology has significantly influence experimental group students’ reading comprehension progress comparing to conventional learning mode. it was found out that the f-obtained was 0.395 with sig. value 0.532. in addition, t-obtained was 9.22 with sig. value 0.000 for 2-tailed. students who were treated with schoology lms as clustered in the experimental group could gain better mean scores of reading comprehension progress comparing to those who were instructed with the conventional mode of instruction. this ascertains that there is a significant influence of schoology lms for experimental group students comparing to the control one. the existence of schoology lms as the means of reading comprehension instruction brought positive influence toward students’ reading progress, whereas those who were directed with conventional one could not optimally gain better achievement. in a nutshell, schoology lms integration could elevate students’ reading comprehension achievement better than any other learning mode or means. as previously described in the introduction section of this paper that the integration of lms ideally could promote better learning improvement is truly occurred. what reputable scholars (abdellah, 2016; essel, 2018; ferdianto & dwiniasih 2019) have previous informed related to lms employment is totally correct. the integration of lms in file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23abdellah file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23essel file:///c:/users/acer/documents/artikel_1_%20schoology%20instruction/1_artikel_1_masagus%20firdaus_28%20mei%202021.docx%23ferdianto firdaus & mayasari schoology for reading comprehension … … jollt journal of languages and language teaching, july 2022. vol.10, no.3 | 389 learning process can promote valuable learning process that can come to precious learning output and outcome. conclusion some remarkable notes could be claimed: (1) control group student-teachers who were taught by using conventional mode of learning got improvement related to their reading comprehension. however, this improvement was not really significant; (2) experimental group student-teachers who were taught by using schoology lms got significant improvement related to their reading comprehension achievement; and (3) experimental and control group student-teachers made significant difference related to their reading comprehension achievements due to their mode of instructions. the experimental group students could get better scores than that of the control group students. in addition, mean scores of the final test of the experimental and control groups make any differences. experimental group students can get much better results comparing to control group students. this means that schoology lms integration is more effective in increasing students’ reading comprehension achievement. references abdellah, a. 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(2017). exploring the use of educational technology in efl teaching: a case study of primary education in the south region of ecuador. teaching english with technology, 17(2), 77–86. tümen-akyıldız, s. (2019). do 21st century teachers know about heutagogy or do they still adhere to traditional pedagogy and andragogy? international journal of progressive education, 15(6), 151–169. https://doi.org/10.29329/ijpe.2019.215.10 zamani, r., & ahangari, s. (2016). characteristics of an effective english language teacher as perceived by learners of english. international journal of foreign language teaching & research, 4(14), 69–88. https://doi.org/10.5539/elt.v2n4p130 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6071 january 2023. vol.11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 144-150 jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 144 the language variations used among speakers of sasak lombok, west nusa tenggara 1sugianto, 1muhammad asrul hasby 1english lecturer, english language education, faculty of culture, management and business, mandalika university of education, indonesia corresponding author email: sugianto@undikma.ac.id article info abstract article history received: october 2022 revised: december 2022 published: january 2023 sasak language is rich of language varieties, both in dialect (pronunciation) and vocabulary. it is a unique language which shows some influences from java, bali and makasar as the neigbouring islands. the research is aimed at revealing the language variations made by the “sasak” speaker (an austronesian language family) when they speak “sasaknese”. the research is qualitatively describe how the speakers of sasak stand the existence of their language by renewing, updating it through language variations to gain belonging sense among teens who were gradually used modern languages. for the sake of finding out accurate and valid data on sasaknese language variations used, some related literatures on relevant issues were deeply read and reviewed to provide the supporting data sources. the research data were collected and analyzed in qualitative ways. the model of data analysis were divided into three stages of data analysis, those stages are data reduction where the researcher selects and simplifies the big data into a more simple and readable one. and then display the data where the researcher fits the selected data into tables, matrixes or charts to support reader data display. the last stage is conclusion drawing and verification where the researcher made some verifications data to draw a final conclusion of the research. after all, the reports the language variations exist in sasak language, a language that is spoken by native community who live in lombok. this local language is now endangered for the ignorances. keywords language variation; sasak language; endangered; how to cite: sugianto., & hasby, m.a. (2023). the language variations used among speakers of sasak lombok, west nusa tenggara, jollt journal of languages and language teaching, 11(1), pp. 144-150. doi: https://doi.org/10.33394/jollt.v%vi%i.6071 introduction important to say that “sasak” is the name of one particular ethnic living in lombok island west nusa tenggara. meanwhile, the sasak language which is also known as “sasaknese” is a language mostly spoken by all sasak ethnic members along with bahasa indonesia as the unified language (syarifaturrahman et al., 2017). the sasak language is not the only language spoken in lombok, there are samawa, and mbojo language which is spoken by around five to ten percent of the community who live in lombok (shibatani, 2008). sasak language is only used by the sasak ethnic group, the majority population of lombok. the sasak people acquire sasak language as their mother tongue or first language which is then followed by learning the indonesian language as the official language. sasak language is rich in language varieties, both in dialect (pronunciation) and vocabulary (sugianto & kamarudin, 2021). it is a unique language that shows some influences from java, bali, and makasar as the neighboring islands. as time goes by, many vocabularies were adopted from those neighboring languages. the sasak language itself was much influenced by the balinese and javanese languages. this fact cannot be denied since the two great kingdoms from java and bali, majapahit and karang asem were expanding their territories and involves lombok wholly. some facts of words that are really adopted from balinese is “cokor” which mean sugianto & hasby the language variation used ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 145 “feet” is also understood bali and in lombok (sugianto & kamarudin, 2021; wouk, 1999). in javanese there is the word “tumbas” which mean “buy” has the same meaning and function in sasak language. this fact shows that some of the words from that two main islands bali and java were adopted into sasak language (aridawati et al., 2022; sugianto & kamarudin, 2021). however, these adopting words does not mean the three of them are intelligible. the balinese must learn sasaknese to fully understand the sasak language as well as javanese. the sasak language that is spoken by ethnics live around lombok in fact has many variations. those language variations have their own patterns, characteristics and uniqueness in each area of sasak native speakers (wilian, 2006; zain et al., 2022). language is universal because every language has a number of linguistic components such as phonological, morphological, syntactic, and lexicon.. besides, language is unique because it has its own structure and the system is not necessarily the same as the structure and system of other languages (chaer, 2003). the language classes do exist among the speakers of sasak, the language classes are staged into three levels. these three levels are different in terms of user context and the user of the language itself. the first class is the noble class. this language class speaks by the nobles who rules the country, district, or region and person who have money or are wealthy (aridawati et al., 2022). the second language class is the madya class. this language class speaks by middle-class family who owns enough money and land. ordinary class is a language class spoken generally by persons who do activities in a public area like markets, streets, beaches or clubs, etc. sasak language for a very long time had become a pride for its speakers until the modernization era comes with its pros and cons. speaking this language affected the social behaviors and habits of the ethnics member which was described to be brave, honest, and responsible society which was then known as “lombok” as mentioned in literature by warta (2010), he explained that the word “lombok” was derived from the word “loumbouk” which mean “be straight” which then symbolized the character of people of sasak with honest character. based on the geographic location, the speaker of “sasak language” spread around east lombok with ngeno ngene dominant dialect, while the rest speakers speak menu-meni dialect. at the central part of lombok live the meriak meriku sasak speaker with menu meni speakers around 25% of them. sasak language consists of five dialects; dialect kutokute, dialect ngetongete, dialect menomene, dialect ngenongene and dialect mariaq-mariqu (thoir, 1979). the west lombok and mataram the capital city mostly speak ngeno-ngene dialect of sasak while kuto-kute dialect exist around north lombok. here in the study, the statement of problems was formulated through the question “what language variations do the speakers of sasak speak in their daily speaking activity?” with this question then the research objective at finding out what language variations the speakers of sasak. research method the descriptive qualitative research method of the research was used in the study where a deepen description reveals the phenomenon of sasak speakers' interactions using some language variation. the description reveals how the use of language variations can preserve the use of the sasak language during the modernization and globalization era. the description also explains how dialects happen in a natural setting. the researcher uses a qualitative approach because the data from the information is collected in the form of words or statements that do not require calculations with numbers or statistical analysis on analyzing the data. the description of language variations purely describes the actual data from the intended sasak speakers. subjects in this study were the informants who live in lombok and speak the sasak language. that criterion is a general qualification before meeting the special qualifications as the research informants. the certain qualification to fulfill for the research informants are firstly sugianto & hasby the language variation used ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 146 the age criteria, that the informant must be up to 30 years old, the second criteria that the informant must be a native speaker of sasak, thirdly, the informant must be a person with outbeyond insight which is proved by the education levels they took. and the last criterion to meet is that the informant must be a native of the motherland, this criterion is important to make sure the informant represents the area of a language variation. other sources of research data were also from formerly related research that told about language variations in sasak. these data sources were then referred to and adapted to meet the specific aim of this research. one of the data sources was from mahyuni (2006) who revealed the facts about language variations, dialects, and sociolects in sasak. these could help the research much on mapping the language variations all around lombok island. in qualitative research, the instrument is the researcher himself because researchers as a tool that can adjust to the aspects of the situation and may collect a variety of data, sugiyono (2014: 305). the researcher came to the research field and addressed some related questions to dig up the information for the sake of answering the research questions as the main aim of the research. research findings the research found that the term “language variations” in the sasak language tend to those different dialects and accents spoken among the sasaknese (sasak people). a matter of fact, there is a bit of difference between that definition confirmed to the former language variations definition addressed in the earlier chapter of this writing. by and large, it is known that the term language variation refers to regional, social, or contextual differences in the ways that a particular language is used. variation between languages, dialects, and speakers is known as interspeaker variations rather than language variation. variation within the language of a single speaker is called intraspeaker variation, and the finding of the study reported that this kind of variation is widely speared among sasak speakers. the study of language variation involves many aspects of language. the language variation can be in terms of phonemes, morphemes, syntactic structure, and the shifting meaning of the words or sentences from the former meaning in a particular language. all aspects of language (including phonemes, morphemes, syntactic structures, and meanings) are subject to variation. as one of the main issues in the study of linguistics, language variation has its formal study which is known as variationist sociolinguistics or sociolinguistics. the language variation itself, according to john benjamins (2002) divided into three types of variation those variations are dialectal variation, linguistic variation, and sociolinguistic variation. linguistics variation refers to the alternation between elements is constrained by the linguistic context in which they occur. with sociolinguistic variation, speakers can choose between elements in the same linguistic context, and the alternation is probabilistic. furthermore, the probability of one form being chosen over another is also affected in a probabilistic way by a range of extra-linguistic factors. linguistic variation plays a vital role in the study of language use since it is impossible to study the language forms used in natural texts without being confronted with the issue of linguistic variability. a data fond from one of the former linguist named mahyuni (2006) from mataram university stated that sasak dialects can be classified into some classifications. the first classification is said to be ngenongene dialect. this dialect of sasak is spoken by the people of lombok who live around central west coast of lombok and central east to north east coast of lombok. the second classification is known as menomene dialect. this language variation is spoken by the people of lombok who live around praya, central lombok. the third classification is ngetonggete dialect. this dialect is spoken by the people live around east lombok like in suralaga and sembalun. the fourth classification is kutokute dialect. the dialect is spoken by the people around north to east of the northern coast of lombok, like in tanjung, santong, bayan, and other civilizations live in north part of lombok island. the fifth sugianto & hasby the language variation used ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 147 is meriaq-meriku dialect. this dialect belongs to south central area around bonjeruk, sengkol and pujut at cetral lombok distict. as the time flies, the meriak meriku dialect now much been spoken in east lombok as well, like in labuapi and gerung. those various dialects address different language variation in each parts of lombok. in addition, the research reported that there is another dialect that also play dominant role in sasaknese speakers. the dialect is menu-meni dialect. the dialect seems tobe forgotten by many researchers. the specific reason of not involving this dialect into some language variation classifications is not yet been found. the fact, this menu meni dialect is widely spoken by the sasaknese speaker around south east of lombok like in jerowaru, sakra, and keruak. even this dialect often been used by the most singer of sasak to sing their song instead of using any other dialects like kuto kute or ngeno ngene. among that language classification in sasak, the are also found the data so called “language class” the language class does exist among the speakers of sasak, the language classes are widely staged into three stages in sasak. these three level are different in terms of used context and the user of the language itself. the first class is noble class. this language class speaks by the nobles who rules the country, district or region and person who much money or are wealthy. the second language class is the madya class. this language class speaks by the middle class family who own enough money and land. ordinary class is a language class speaks generally by the persons who do activities in a public area like markets, streets, beaches or clubs etc. the noble class of sasak often speaks a language that is assumed to be polite language. these noble classes appear to use some noble title following their regular name. the noblest title exist in sasak is “raden” for man who born from the kingdom side. this title is addressed to man only, meanwhile the woman noble uses “lale”. this noble title might be found different from other parts of lombok like in the north part of lombok which tends to use “dende” instead of “lale”. in the central part of lombok the noble community of society may choose “lalu” as the noble title and “baiq” for the woman noble. this noble society is categorized into “menak” category, this category spokes high class of sasak language variations called “tiang-nggih” the “tiang nggih” language variation is the opposite of “aoq ape” language variation. tiang enggih is used to respect the speaker to whom it is spoken. meanwhile the “aoq ape” emphasizes on the friendship, familiarity, and casualty. it can be spoken to anyone along the street and get new friends. conversely, the “tiang nggih” is not for “street talking” it was used by the former kings and queen of sasak. it addresses highness, and caould be assumed “mocking” when it is spoken to non menak. thus, being polite in english never be the same with being polite in sasak. discussion language variations reflects class in sasak an old and classic language must stand and go through generations. let us say the examples of old languages like javanese, arabic, or anglo which are the origin of english now had gone through thousands of years even decades, yet still many speakers loyally speak those languages (aridawati et al., 2022). what makes them stand from the flows of globalization and modernization? surely there are some characteristics, uniqueness, and variations that make them special and could not be replaced by any other languages in the modern era. as well as in sasak language, there are some language aspects that still exist and depend on the existence of using sasak language in society (sukenti et al., 2016; wouk, 2006). if one says that language used by the society reflects their social class, it seems to be true and happened in sasak language speaking. this research found that the different class of societies in sasak tend to use different language class. this language high-class level can be used to speak to those who assumed to be a noble one where it is not applicable to those who belong to lower class of the society (sugianto sugianto & hasby the language variation used ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 148 & kamaruddin, 2021). in short, it is said that high class language variation applied to those who high pride or noble family. the research reported that saying “enggih tiang sampun medaran” is something awkward if it is addressed to those who categorized “commoner” or people in general. saying “aok wahq tak mangan” is more applicable variation. saying this utterances assumed more friendly and casual. a foreigner who learn sasak language is recommended to study the commoner variations. with some considerations, that foreigners can make more friends faster than using the noble variation one (syarifaturrahman et al., 2017). the use of commoner variations is widely can be found in daily communication in sasak. this commoner variation are considered more flexible and contains various vocabularies differences than in noble one (zain et al, 2022; archangeli et al., 2020). in fact, the research found that the vocabulary to address the word “eat” can be “medaran” “medahar” in noble class. conversely, a commoner can use many expressions to address the same word, those are like “mangan”, “nelen”, “kakan” or the angry use only variations like “ngerodok” “ngeredek” takgatih” “takdarak”. those language variations can be classified into three variations that reflects three class of societies. noble variation is respectful. they use a respective variation of language (krats, 2006; pappas, 2021). not every one from any class of society can use and understand this sasak language variation. commoners use the middle-class variations where every one from any class of society can address this variation. for this casual and flexible, this variation of the sasak language is worth to learn for those who want to learn the sasak language. the third variation is used for those who are angry or those who so called “rude”. the use of this language variation may lead those who speak it into conflict with the hearer or the person to whom they speak. for this reason, this sasak language variation can not be found in villagers speaking. instead it can be found in the bus station or crowded places with high criminal levels. the research report found three utterances that when someone say these in sasak language can bring three different responses: “silak de bekelor” then the speaker is respected with honor. “aneh te mangan” then the speaker is friend and treated so friendly. “mah tie ngerodok” then the fight might happened between the speaker and the person to whom he speaks. from the finding utterances, it is clear that language variation in sasak reflect the class of people who speak it (fahruddiningrum, 2019; setiawan, 2017). however, those language variations are used according to it situation because sometime you do not always deal with good person. good language variations result good responses when it is used in good situation (alkapitani et al., 2017). beyond those three variations and classes, there are two variations that are assumed to be “rude” when it is used to another society group who do not speak that language variation. the research found that society from western part of lombok (around narmada, lingsar, and gerung) is offended when person from southeast part of lombok (around jerowaru, sukaraja, keruak) welcomed and served them to have some dishes by saying “silak de jamban” which mean “silahkan disantap” or “please enjoy the meal” the responses given can be terrible even fighting might happen, because to them the variation is assumed into “rude” variation (austin, 2013). conversely, when the western part society of lombok please the southeast part society to have the meal by saying “aneh silak entak wah” the possibility of being offended is hundred percent because to them using this language variation is so “angry” level to them. this variation of language is only used by the person who are getting angry and bring the opposite meaning which mean “what a shame, you do not eat that meal!!”. seeing this facts, it is concluded that a language variation that categorized standard and polite to one group of society might not when it is spoken to other societies. sugianto & hasby the language variation used ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 149 conclusion language variation used reflects the class of speakers who speak the language. the sasak used language variations to address the social levels, they speak a polite version to speak to nobles, elders and parents. they communicate the casual variation to speak to friends, acquaintances, and foreigners that they meet. they speak another variation (rude variation) when they meet certain situations (like anger, damning, or swearing). regardless of the rude variations, the existence of these sasak language variations can indeed prevent the sasak language itself from being abandoned by the teen speakers that now begin to appreciate using the sasak language with variations. the existences of language variations make the new experience in using the sasak language. even some native speakers who have already been introduced to any kind of social media have now used variations on sasak language to speak on their channels like facebook, youtube, instagram or tiktok. they use sasak language to grasp the attention from their viewers and followers by showing the uniqueness of the language variations the use. even the national radio and tv announcers, tvri and rri ntb greeting the audiences by saying “hallo semeton sasak, napi kabar, semoga sehat selalu” this casual variation to hearth and closer to the audiences. indeed, this variation is not applicable to the highest level of social society in lombok. instead of saying “hallo semeton sasak, napi kabar, semoga sehat selalu” it is considered to be more and politer to say “hello kadang-jari senamian, dumogi rahayu” however the first variation is more accepted and widely used that the feeling it brought more familiar and friendly. to sum up, the language variation used, implicitly addresses the speaker's social 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(2006). the language of apologizing in lombok, indonesia. journal of pragmatics, 38(9), 1457–1486. https://doi.org/10.1016/j.pragma.2005.09.011 zain, m. i., muhaimi, l., & nuriadi, n. (2022). the maintenance of sasak alus language in noble families at kotaraja village. international journal of multicultural and multireligious understanding, 8(12), 639-646. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6447 january 2023. vol.11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 114-122 jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 114 language brokering and code switching as teaching and learning tools in multilingual settings: reflections of two immigrant children 1*quinta kemende wunseh, 2erasmos charamba 1languages, literacies and literatures, wsoe, university of the witwatersrand, south africa 2foundation phase studies, wsoe, university of the witwatersrand, south africa *corresponding author email: quinta.kemendewunseh@wits.ac.za article info abstract article history received: october 2022 revised: december 2022 published: january 2023 language diversity is generally a norm in multilingual south african classroom. orellana and garcía (2014) describe how multilingual speakers need to learn tools to allow them to be flexible with their language skills. language brokering and code-switching form part of the everyday teaching and learning tools needed in south african multilingual classroom setting. data was collected by means of observation and semi-structured interviews. snowball sampling was used to select francophone immigrant children or learners who were observed outside the classroom in order to establish how they interacted with their peers on school playgrounds. their personal narratives were collected and analyzed to enhance triangulation and thematic analysis was used to understand how immigrant children acted as language brokers. this research sets out to consolidate the position of language brokering and code-switching as pedagogically oriented language practices in a multilingual classroom setting. using the sociocultural theories and the funds of knowledge (fok), the current study rejects a deficit model, where linguistically and culturally diverse institutions of learning are reputed to be incapable of offering rich learning experiences and resources. keywords multilingual; language brokering; code-switching; sociocultural; funds of knowledge; how to cite: wunseh, q.k., & charamba, e. (2023). language brokering and code switching as teaching and learning tools in multilingual settings: reflections of two immigrant children, jollt journal of languages and language teaching, 11(1), pp. 114-122. doi: https://doi.org/10.33394/jollt.v%vi%i.6447 introduction south africa is a linguistically superdiverse society where many learners speak english and a range of african languages at home and school. according to sibanda (2019), one can find 50 learners who speak 12 different mother tongues between them, in a typical township classroom. there are at least 25 different languages spoken in south africa (lemmer 2002) where the 11 official languages are just a proportion of the full range of tongues. notwithstanding the official language in education policy of additive multilingualism, in practice most schools do not provide the spaces and opportunities for learners to express themselves in languages other than english. according to alexander (1992, as cited in wunseh, 2018) the diversity of south africa is even more complex due to the flow of people from different parts of the world. as a result of economic and socio-political unrest in some african countries, africans, particularly those from french-speaking african countries, have made south africa their home. south africa is referred to as a “rainbow nation”, a term that was coined by archbishop emeritus desmond tutu (allen, 2006). upon arrival in south africa most immigrant parents find difficulty in learning english, they encourage their children to do so, and thus their children in turn become their translators or interpreters. according to wunseh (2018), by communicating in english, which they believe is the main language used nationally, immigrants therefore, look for ways of becoming part of this rainbow nation. the immigrant children quickly become https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:quinta.kemendewunseh@wits.ac.za wunseh & charamba language brokering and code ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 115 assimilated into their new host country’s language system and help their immigrant families and friends by taking up new identities as child language brokers (wunseh, 2018). when brokering, children do not passively transmit words from one speaker to the other, but they use language as a tool for negotiation. this is because language brokering entails translating, interpreting, negotiating and advocating by bilingual children in a wide range of daily situations for their parents, relatives and other people who have limited english proficiency (baker, 2006; corona et al., 2012; orellana, 2009, 2010). therefore, language brokering is defined as the mediational work that children do as they negotiate for themselves and their families who are monolingual speakers (orellana, 2009). teacher language brokers, just as child language brokers, do not only translate, but mediate, to develop the metalinguistic and cognitive skills of learners, meaning that learners must label, describe, synthesise and question (pimentel & sevin, 2009). teachers act as language brokers by using code switching as a possibility for brokering language in a multilingual classroom. this enables learners to understand complicated subject matters taught in their l2. this also promotes outstanding achievement in teaching and learning. meyers-scotton (1992) defines code-switching as an interaction between speakers during a single communicative episode, and the use of more than one language. it can occur wherever there is a question of contact or interaction between speakers of different languages, or of the use of different codes by bilingual or multilingual speakers. upon arrival in the host country, most children are taught in an additional language, to prepare them for entering the ‘mainstream education' in the new country (baker, 2000). in many countries in africa english is usually the most prestigious language, with high socioeconomic status (prah, 2005). most immigrant children in south africa must communicate in english, which is the medium of instruction in many schools. english language becomes a barrier to meaningful learning in the classroom as many of these children do not have adequate proficiency in it which, in some cases, is their third or fourth language (prah, 2005). hence, many immigrant children take up the role of language brokers for their peers who may experience difficulty in understanding and communicating proficiently in a second language of the host country. language brokering is an alternative communication strategy for a diverse range of people from different countries as they cannot communicate effectively in the imposed official language/s (baker, 2006; corona et al., 2012; orellana, 2009, 2010). child brokers from many different countries and languages have been described as demonstrating many tasks related to language and literacy that required them to mediate language and to make decisions (harris & sherwood, 1978; mcmillan & tse, 1995; suárez-orozco & suárezorozco, 2001). south african children, just like immigrant children, all face challenges using english as language of instruction in most cases. in many south african schools, there has been an increasing mismatch between the stated policies on language and what one obtains on the ground. webb (1999) states that meanwhile the country’s institutional documents, (the constitution and the national policies being developed) proclaim linguistic pluralism to be the national objective the country seems to be regressing to its pre-apartheid situation of monolingual practice situation of ‘english only’. barkhuizen (2002) suggests that the slow progress towards the implementation of indigenous african languages in schools and universities may be attributed to the fervent reactions from educationists, planners and politicians who have highlighted the impracticality of such a move. this has made english to maintain the prestigious position among other official languages in south african education system. such values attributed to english as a language of success, progress and sophistication exclude those people who go to school with multiple languages and want to wunseh & charamba language brokering and code ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 116 live in a culturally integrated, multilingual society as people with the power to make their own decisions (barkhuizen 2002). to foster understanding of content taught, some educators and learners in multilingual south african classrooms have decided to code-switch. allwood, hammarstrom, hendrikse, ngcobo, pretorious, & van der merwe (2010) claim that code-switching refers to instances of complete and unaltered forms of another language (english in particular) that are used in discourses between two or more speakers of the same language. these will also be used to refer to expressions in which a mixture of isizulu language and lexical material from the english language is manifested. backus (2000) points out that the term codeswitching was originally coined to refer to alter-national switching between two languages. garcía, (2009) prefers to use the term translanguaging to reconceptualise the term code switching as a social practice that forms part of the everyday social life. according to makalela (2014) translanguaging can be defined as a purposeful pedagogical alternation of languages in spoken and written, receptive and productive modes. for this research, the term ‘translanguaging’ is used to refer to both language brokering and code-switching. this is because translanguaging involves sophisticated pedagogically oriented language practices that include code-switching, translating, language recasting, and language brokering (gort & sembiante, 2015; macswan, 2017). the study argues that by using language brokering and code-switching as teaching and learning tools in a multilingual classroom setting, bilinguals are considered as unique language users who act naturally and bring diverse experiences into communities (garcía, 2009). this portrays bilinguals who practise code-switching and language brokering as active constructors, bringing their own meanings to text, and thus reading and writing is in essence a construction and reconstruction of meaning. this study argues that a more appropriate balance can be achieved in south african multilingual classrooms if learners and educators are allowed to use their diverse natural communicative practices to promote meaningful teaching and learning for all in a multilingual context. therefore, this study aims to understand the efficacy language brokering and code-switching in a multilingual and multicultural south african context. hence, the following question: what are the implications of language brokering/code-switching for english language learning in the sa multilingual context? research method research design this study used a qualitative methodology as it involves collecting information about participants’ personal experiences. according to silverman, 2005 cited in wunseh, (2018), qualitative research is concerned with human beings in terms of interpersonal relationships, personal values, meanings, beliefs, thoughts, and feelings. the qualitative researcher attempts to attain rich, real, deep, and valid data from a rational standpoint. the current study was based on a qualitative case study research design. the qualitative design enabled this study to investigate the various instances of language and cultural interactions between immigrant language brokers, their peers and their teachers in and outside multilingual and multicultural south african school context. this study used an interpretive paradigm to understand the implications of language brokering/code-switching for english language learning in the sa multilingual context. to address the abovementioned question, this study followed the qualitative method informed by the funds of knowledge (fok) theory to look into the practices of language brokering/codeswitching/translanguaging by both teachers and learners in the south african multilingual and multicultural classroom setting. wunseh & charamba language brokering and code ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 117 participants the participants of this research were two immigrant children: claire and belleange (pseudonyms). at the time of data collection, claire was a sixteen-year-old grade ten congolese girl. belleange was a seven-year-old female grade one learner. she was born in congo but moved to south africa with her parents when she was just three years old. claire and belleange grew up with two home languages as a result of being the offspring of ‘mixed marriages’, where parents come from different ethnic groups and speak different first languages. the study needed immigrant children who had spent at least two to three years or more in south africa and who were registered in primary schools. the research also needed immigrant children from french speaking countries who were willing to share their experiences of struggling to learn and use english language. claire and belleange met these conditions. instruments data was collected by means of semi-structured interviews. the francophone immigrant children were observed outside the classroom in order to establish how they interacted with their peers on school playgrounds. semi-structured interviews, observations and immigrant students’ personal narratives were used as methods of data collection for triangulation purposes. triangulation refers to the use of multiple methods or data sources in qualitative research which are intended to develop a comprehensive understanding of phenomena (patton, 1999). data analysis thematic analysis was used to understand how immigrant children acted as language brokers, and how they negotiated and constructed their identities through english (l2) learning. data collected by using recorded semi-structured interviews was transcribed as the first step in preparing and organizing the data for analysis (creswell, 2003). the recorded semi-structured interviews were transcribed verbatim to avoid losing any valuable data. the transcribed data were coded into various themes. research findings and discussion translanguaging which sometimes occurs outside the classroom must be capitalised by educators in class. data collected and analysed showed that francophone immigrant children have different language experiences but have a common goal; to learn and use english properly to ease communication in multilingual south african context. findings indicate that the immigrant children participated in varied and complex activities required in the process of family settlement and mobility in the new country. their participation helped their parents to reduce the stress and frustration associated with settlement, thus resulting in more effective family functioning (valenzuela, 1999). for the purposes of this paper, responses from two francophone immigrant children, belleange and claire are presented and discussed. language brokering as an emotional activity during the semi-structured interviews, the two francophone immigrant children were conscious of their role in helping their families and friends in south africa with regards to language. they played a significant role as translators across different languages within their respective social circles. it should be borne in mind that translation is an aspect of language brokering (orellana, 2009). for example, one of the participants, belleange, explained that whenever she went to the shops, social gatherings or meetings at school she had to perform the role of language broker, and this made her; i feel fine helping mama …then i’ll be very happy she understands after. (belleange, interview, 20/04/2016) wunseh & charamba language brokering and code ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 118 this excerpt reflects the child's positive feeling as a language broker. in other words, she finds the experience exciting and so reports positive feelings about her language brokering performance, adding: …i also enjoy talking to my siblings in english … i do it so they can be proud of me… i like being a translator to my family and others who are in need. the fact that belleange uses words and short phrases like "enjoyed" "talking with siblings in english" "being a translator to my family and others...in need" shows that she acknowledges that she belongs to a particular community which lacks certain language skills such as english language competence. therefore, english is treated with high regard, and proficiency in it seems to be a marker of high status. hence, those who lack proficiency in it are proud of those who have it at their disposal. however, in another interview belleange explained that she was unhappy because she could not help her father due to her lack of understanding of “big english words” making her; … feel bad not helping papa with his work paper …i couldn’t understand the big english words… (belleange, interview, 20/04/2016) this suggests that while belleange acted as a language broker for her parents, she had a limited vocabulary in english. this could be attributed to her young age and her few years of exposure to english. she was seven years old and had arrived in south africa only four years prior to the interview. research on child language brokering confirms that young immigrant children like belleange could serve as language brokers for families and friends. in their study of migrants in the us, morales & hanson (2005) found that language brokering starts from one to five years after entering the immigrant country and the child may be as young as eight or nine years old. language brokering not only enables children to translate information and communicate things to their parents but also aids in developing an understanding of cultural practices and norms (weisskirch, 2010). belleange's proficiency levels in english – which still seemed underdeveloped – could also be explained in relation to cummin’s (1989) cognitive academic language proficiency (calp). cummins (1989) states that students' proficiency in reading academic texts, termed cognitive academic language proficiency (calp) lags significantly behind their oral proficiency, termed basic interpersonal communication skills (bics). in the case of belleange, her bics which takes two to three years to develop (cummins, 1989) is not a problem since she could communicate orally in english. the problem seemed to be with the calp which was not yet fully developed as she was still struggling with written texts. she could not help her father with paperwork because she did not understand the “big english words.” in the same way, the sixteen-year-old claire explains how proud she is to be a language broker stating that she does not do language brokering for her family only, but for all immigrants who face difficulties in communicating due to lack of english proficiency and it is a pleasure for me to help explain things in english to my family members and others and also explain to them what is said in english…i feel honoured when i receive just a “thank you” after helping people understand what is said… (claire, interview, 24/05/2016). claire indicated how she facilitates communication by acting as a language broker for other immigrants wunseh & charamba language brokering and code ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 119 almost every day, i come across immigrants struggling to pass a message through in the little english they know… it’s embarrassing when one feels impotent because one doesn’t know the language. i help translate wherever and whenever i can and i am glad to be of help (claire, interview, 24/05/2016) the excerpt shows how these two immigrant children act as language brokers across space and time in their host country. claire uses the expressions, “i help translate”, “wherever” and “whenever”, to better explain how this happens. from claire’s responses to the interview, it can be deduced that home language maintenance is a linguistic asset in multilingual settings. language brokering may serve as a means of preserving home language competence among children (tse 1995). maintenance of the home language appears to be a means of sustaining positive relationships amongst immigrants in a new country (naddumba & athiemoolam, 2022; makgabo & niipare, 2022). claire's home language is lingala which she used everywhere after she had just arrived in south africa. her congolese friend who was born in south africa and could speak english helped her to understand english by translating information from english to lingala. she also introduced her to her english-speaking friends from whom she could learn english. subsequently claire mastered english and she started to explain things in english to her mother and other immigrants who were still learning english. this happened at meetings in schools or in other social gatherings (zano, 2022; alemayehudheressa, 2022). claire was motivated by her family and other immigrants she brokered for. she felt very positive about life and her future as she was also recognized by her school authorities as hard working and a good language broker. in the second excerpt, claire expresses positive feelings about being a language broker for her family and others. affirmation by other immigrants motivated her to do better in language brokering for her immigrant community in south africa. belleange’s and claire’s positive feelings can be understood in relation to lave and wenger’s (1991) community of practice (cop) framework which shows a strong link between the act of learning a second language and the community in which the learning is actually taking place. this concept is a perspective that locates learning in the relationship between the person and the world; at its centre is how the social and the individual constitute each other. lave & wenger’s (1991) cop framework is included as part of the poststructural approach to second language learning identified by block (2007) and other scholars (lantolf, 2000; pavlenko & lantolf, 2000). the responses of these two children seem to imply that english is a prestigious language that affords or cultivates high self-esteem in the person who speaks it. this relates to bourdieu's (1977, 1991) works which draw attention to the importance of power in structuring discourse with interlocutors who hardly share equal speaking rights. bourdieu (1991) considers the use of language as a social and political practice in which the value of an utterance and its meaning is determined in part by the value and meaning ascribed to the person who speaks. in this case study, claire is considered as a person of power and high status as she can understand and speak the language of high status in south africa namely, english. the compliments and appreciation she receives from other immigrants motivates her to learn english. in this way, she can negotiate and construct a new identity through english which is seen as a prestigious language, not only in south africa but across the globe. in the case of second language learning, it is dialogue that constructs linguistic knowledge and allows performance to outstrip competence. language brokering is a continuous learning process as immigrant children perform brokering acts for their families and peers on a daily basis. in the light of this it is likely that the immigrant children will not only be proud of having competence in english but will also have increased confidence in using the language (mcquillan & tse, 1995; walinchowski, 2001). wunseh & charamba language brokering and code ……….. jollt journal of languages and language teaching, january 2023. vol.11, no.1 | 120 from the literature used, we can say both immigrant and south african learners have high self-esteem and feel proud when they are able to make use of their rich language repertoires to understand lesson content in school. the sense of pride seems to arise from the knowledge that they are able to use their home languages to better understand content taught in english in many formal domains in south africa. conclusion this study, through the theory of funds of knowledge concedes the substantial academic potential associated with loads of knowledge that arise from students’ active participation in multi-generational (vallejo & dooly, 2020), multicultural, and multilingual academic activities. according to this concept, learners do not enter the academic space as blank slates (bonomi, 2019); neither do they arrive with only their prior school learning. they arrive in the classroom with knowledge that should be viewed as resources rather than obstacles. such resources include their home language. the funds of knowledge theory argues that academic instruction should be linked to students’ lives and lived experiences (ramirez & ross, 2019), and the details of effective pedagogy should be linked to local histories and community contexts (gonzalez, 2005) from which learners come. the households where learners come from are ‘repositories of knowledge’ (gonzalez 2005: 26), and these forms of knowledge can be transferred to the classroom, thus affording opportunities to bridge the space between their life worlds and the learning institutions they attend (fránquiz & ortiz, 2018). the current study, therefore, suggests multilingual learners must be made aware that their ability to code-switch, and act as language brokers, is integral both to their academic success in multilingual south african classrooms (holdway & hitchcock, 2018). educators across the academic sphere should encourage learners to draw from their rich, fluid linguistic repertoire (yuvayapan, 2019). an interesting point that was noted is that language brokering/code-switching and language learning are mutually constituted, influencing each other. in addition, it became clearer that language learning for multilingual learners mean the acquisition of discourses in the south african community. references alemayehu dheressa, m. 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(2020). a translanguaging perspective on medium of instruction in the cfl classroom. journal of multilingual and multicultural development, doi: 10.1080/01434632.2020.1737089. https://doi.org/10.33394/jollt.v10i3.5499 https://doi.org/10.33394/jollt.v10i4.5268 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7460 april 2022. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 263-274 jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 263 leaning meanings in bima language: a study of natural semantic metalanguage rabiyatul adawiyah, indonesian language and literature education, fkip, nahdlatul wathan university mataram, indonesia corresponding author email: rabiyatula@gmail.com article info abstract article history received: march 2023 revised: march 2023 published: april 2023 the study of regional languages is a critical component of a nation's cultural and linguistic heritage. as such, it is imperative to conduct in-depth research into the meanings and nuances of regional languages. in this study, the bima language (ngahi mbojo), which belongs to the bima-sumba language family and is widely spoken in the bima and dompu districts, was examined to map and explicate verbs with the concept of 'lean'. to gather the necessary data, oral and written sources were used, including storybooks in the bima language. the research methodology utilized a combination of interviews and literature review, while the verification method was employed to collect and analyze the data. the method, which involves the alteration of form and the use of paraphrasing techniques, was utilized to determine the original meaning of the verb and its explication, resulting in 65 points of analysis. the study revealed that bima language verbs with 'lean' can be mapped to entities, processes, tools, and results. specifically, the lexicon used to express the concept of 'leaning' includes maru (sleeping), santengi (leaning), doho (sitting), oko (squatting), kidi (standing), and tu'u (getting up). keywords lean meaning; natural semantic metalanguage; bima language how to cite: adawiyah, r. (2023). leaning meanings in bima language: a study of natural semantic metalanguage, jollt journal of languages and language teaching, 11(2), pp. 263-274. doi: https://doi.org/10.33394/jollt.v%vi%i.7460 introduction each regional language has uniqueness and potential that needs to be explored more deeply (jiang et al., 2019). one of them is the bima language. bima language is spoken by the bima tribe on the eastern part of sumbawa island, west nusa tenggara, and is used by its speakers as a means of communication both within the family and in the community (artawa et al., 2023). bima language, like indonesian, has a semantic structure, namely verbs and nouns. verbs are a central element because they can determine the structure of a sentence (swandana dkk., 2022). the meaning of a verb in a proposition varies, depending on its relation to the argument (wurmbrand & lohninger, 2023). with the various meanings of verbs, the meanings discussed in this study are focused on conceptual meanings (tsai, 2020; leech, 1981). there are still many semantic features in bima language verbs that need to be studied and developed using various theories (anggayana et al., 2020). bima language verbs are grouped on the basis of time stability scales (sankoff, 2019). based on the time stability scale, bima language verbs are classified into three, namely: state verbs, process verbs, and action verbs (sudipa, et al, 2021). in this study it is more devoted to action verbs with the notion 'interesting'. action verbs with the meaning 'interesting' have specific semantic characteristics and features, with the help of metalanguage theory we can understand them (anderson, 2020; davies et al., 2020). the description of the theory will be described in the theoretical review section. based on this description, it can be stated here that the basic reasons underlying the urgency of this research are: (1) the many riches or features of the bima language; (2) regarding this conceptual meaning has not been studied or analyzed in https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:rabiyatula@gmail.com adawiyah leaning meanings in bima …… ….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 264 more depth so that the natural semantic metalanguage theory can bridge this problem with mapping and explication analysis (magfira, et al, 2022; fabrega, 2019). linguistics as a scientific study of language according to the book "the routledge handbook of linguistics" defines "linguistics is the study of the human ability to produce and interprete language in speaking, writing and signing (for the deaf) (van dan van 2021). language, according to this definition consists of (1) spoken language; (2) written language and (3) sign language (bragg et al., 2019). at the level of each language, there must be smaller studies, namely: (1) phonology, studying the problem of sound systems; (2) morphology, describing the formation of words; (3) syntax, concerned with the arrangement of phrases, clauses, sentences to text and (4) semantics, analyzing the meaning of every sound, word and sentence that is successfully produced by humans in interacting with each other (hakim 2022). speakers of each language produce words every day, then organize them into meaningful sentences so that communication runs smoothly. every sentence that comes from a word or lexicon has categories such as: nouns, verbs, adjectives, adverbs and others. verbs, according to some experts (givon 1984, allan, 2001) verbs are central in a speech because (1) they must be present in every utterance, (2) they can determine the number of arguments or components in each utterance and (3) determine the semantic role (actor undergoer) on each component of the story. paying attention to the central role of a verb, of course, will be an attraction for further study, especially from the point of meaning. to study the meaning of language, a number of theories are available, we just have to choose which one is suitable and can give satisfactory results. research on the origins of the bima dompu language has been carried out since 1884 by the dutch researcher brandes-jonker. they grouped the bima language with the bimasumba language group. the second study, adawiyah (2021, 2022): a study of natural semantic metalanguage. in this study, the bima language verbs can be divided into three classes, namely state verbs, process verbs, and action verbs. with the application of the theory of natural semantic metalanguage, the semantic classification of balinese verbs can be broken down into more specific elements that are reflected in the sub-types of verbs (sudipa, et al., 2019). state verbs have a prototype; cognition, knowledge, emotion, perception, and desire. the cognition prototype includes the original meaning element thinking. process verbs, with event prototypes are realized with the original meaning of ̀ happened` with the syntactic rules something happens to something attached to the lexicon. in action verbs with subtypes doing and moving, a layered semantic role model is found that is at a certain step before the final determination of a semantic role in the argument (janda, 2019). this research greatly contributes to this writing because it can give an idea that each region has its own unique language, but the discussion in this study is not as specific as in this paper which specifically writes action verbs in bima language, namely with a leaning lexicon. in the classification of action verbs in the bima language, the theory of natural semantic metalanguage can have a major influence in showing the types and subtypes to the sub-subtypes of the verbs. in general, the previous studies described above have similarities and differences. the similarity in question is the application of msa theory to verbs. however, until this research was written, the researcher had not found a natural semantic metalanguage study that was used to analyze bima language verbs by `relying` (setiawan, 2020). theory of natural semantic metalanguage there are three reasons why this theory was chosen. (1) the theory of natural semantic metalanguage is designed and used to replicate all meanings, both lexical meanings, illocutionary meanings, and grammatical meanings. of course, this theory can be used to explain the meaning of a verb. (2) supporters of the theory of natural semantic metalanguage believe in the principle that the natural condition of a language is to maintain one form for one adawiyah leaning meanings in bima …… ….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 265 meaning and one meaning for one form. this principle applies not only to grammatical constructions, but also to words. (3) in the theory of natural semantic metalanguage the explication of meaning is framed in a metalanguage that originates from natural language. this explication can be understood by all native speakers of the language concerned (swarniti, 2021; acquaviva 2022). natural semantic metalanguage examines the smallest components of each language, which consists of 65 semantic primes and more than 50 semantic molecules that are universal (goddard and wierzbicka, 2014). look at the table below. table 1 default sets of meanings no component semantic elements substatives i-me, you, someone, people, something/thing, body 2 relational substatives kind of, part 3 determiners this, the same, other-else-another 4 quantifiers one, two, some, all, much/many, little/few 5 evaluators good, bad 6 descriptions big, small 7 mental predicates think, know, want, don't want, feel, see, hear 8 speech say, words, true 9 actions, events, movement, contact do, happen, move, touch 10 location, existence, possession, specification be (somewhere), there is, be (someone)`s, be (someone/something) 11 life and death live, die 12 time when/time, now, before, after, a long time, a short time, for some time, moment 1 3 space where/place, here, above, below, far,near, side, inside, touch (contact) 14 logical concepts not, maybe, can, because, if 15 intensifiers, augmentators very, more 16 similarity like/as/way wierzbicka claims that the set of 'original meanings' above is universal because it is a reflection of the basic human mind regardless of the level and level of culture that each nation has. wierzbicka began to emphasize that what he was looking for was not just a mini-lexicon, but a complete mini-language for semantic analysis. the 'original meaning' consisting of lexicon items should have a universal syntactic pattern that can and must be determined. the term 'metalanguage natural meaning' was adopted to reflect this. research method the present study employs the qualitative research methodology, which is based on postpositivist principles and is designed to investigate scientific conditions and phenomena. researchers serve as key instruments in this approach, facilitating the collection and analysis of data, as noted by sugiyono (2015) and arifin (2011). qualitative research is particularly suited for investigating complex issues that require a nuanced understanding of contextual factors. this approach is carried out in a natural and unbiased manner, without any form of manipulation, and in accordance with prevailing conditions in the field. qualitative data is the primary source of information in this study and encompasses a range of non-numeric sources, such as interviews, observations, and document analysis. the present study is conducted through a range of data collection methods such as interviews, focus groups, observations, and document analysis. researchers often engage in an iterative process of data collection and adawiyah leaning meanings in bima …… ….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 266 analysis, where new insights and findings are used to inform subsequent data collection activities. research design the research data consists of primary and secondary data. sugiyono (2018). the data sources are three (1) spoken utterances, spoken utterances containing verbs in the form of lexicons and clauses of the bima language in several natural speech settings observed during the interviews. (2) written data, and (3) language intuition as a source of spoken data. primary data is oral data that is verified by key informants and secondary data is written data. writing data was obtained from a number of books, dictionaries and stories in bima. the position of secondary data is as a comparison of oral data that has been collected from a number of key informants used by the bima community. population and sample the population in this study is the parado community. based on the history of the parado people in general, parado was the first center of civilization in the bima-dompu region. this is based on findings in the form of historical artifacts which are widespread in the mountainous areas of the parado area which is directly adjacent to hu'u, dompu. the parado people are generally farmers, but some also work part-time as cattle breeders, honey beekeepers, fishermen and gardeners. below you can see the map picture of parado district. the samples in parado village are school teachers, academics, traditional/community leaders. the research instrument was in the form of a list of questions for bima language verbs, namely action verbs in indonesian which were translated into bima sentences. data analysis data analysis is a critical aspect of qualitative research, which aims to uncover the meaning and interpretation of data that has been collected through non-numeric sources such as interviews, observations, and document analysis. qualitative data analysis is an iterative and reflexive process, where the researcher continuously returns to the data to identify patterns, themes, and concepts. according to sudaryanto (2015), there are two distinct approaches for presenting data analysis results: the formal and informal methods. in the present study, the informal method has been employed. this method involves the use of descriptive language to provide detailed explanations and unravel the meaning of the verb under investigation. by utilizing this technique, the presentation of bima language verb is expected to be highly informative. the informal method is a commonly used technique in qualitative research, as adawiyah leaning meanings in bima …… ….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 267 noted by bungin (2003:197), and shows promise in delivering rich and comprehensive descriptions of the data. research findings and discussion research findings in data analysis, the equivalent method and the distribution method will be used (in mahsun, 2017 and sudaryanto, 2018). there are two types of matching methods, namely intralingual matching and extralingual matching. the intralingual equivalent method is used by comparing things in the language itself, such as research on collocations, morphological processes and others. the extralingual equivalent method is to compare things that are linguistic in nature with non-linguistic ones such as doing mapping and explication. the equivalent method has basic techniques in the form of equating comparisons, distinguishing comparisons, and equating the main points. these three techniques are used both in the stage of classifying bima language verbs and in discussing action verbs, namely mapping and explication. in addition to the equivalent method, the agih method is also used by applying the technique of changing the form of paraphrasing, (sudaryanto, 2017: 108) used to express the original meaning contained in the bima language. the original meaning is used to determine the semantic structure of bima language verbs with explication or paraphrase techniques. according to wierzbicka (1996:35) and sutjiati-beratha (2000:248) paraphrasing must be conducted to ensure effective paraphrasing, it is important to use a combination of multiple original meanings proposed by scholars such as wierzbicka, as the natural semantic metalanguage theory argues that a form cannot be accurately described using a single meaning. additionally, language-specific elements can also be utilized to aid in paraphrasing, by combining unique elements of the language to accurately convey the intended meaning. when paraphrasing sentences, it is crucial to adhere to the syntactic rules of the language employed, while also using simple language to ensure clarity. finally, it may be necessary to employ special indentation and spacing techniques when paraphrasing, depending on the requirements of the particular project or assignment. discussion leaning note actors as the only argument in a position experience displacement, from one position to another which is done intentionally. the concept of leaning includes as follows. maru 'sleep' (1-1) tu`u dei ngaha kaina, maru, ngaha, maru, ngaha get up from eat, bed, eat, sleep, eat, eat edempa dirawina that's all it works (la na`e ngaha `the eater, p. 39) `wake up from eating, then sleep, eat, sleep, and eat again. that's all he does (1-2) “ndakeku, ngara mamaru bolasi tahopu tu`u dohomu, adawiyah leaning meanings in bima …… ….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 268 like this, if you sleep, wake up better get up and sit ngara madoho si tiwara au rawimu, tahopa lampa if you sit down, you have nothing to do, it's better to walk reromu”, ngahi dou ede. everywhere," said the man. (la na`e maru, `the sleeper', p.39) `look, if you sleep badly, you better sit down, if you sit idle, you better take a walk, " said the man. now those which contain elements of the meaning of the combination of doing and moving to express the actor experiencing the movement are expressed: maru, santengi, doho, oko, kidi, tu'u. the lexicon of sleeping on your back contains an element of meaning that someone does something and because of this action this person or himself experiences a transfer. this movement is downward from the position of the person sitting and standing to a supine state, the variation of the body moves downward, as a result, the position of the person's body is supine and elongated, except that other than himself, he experiences a displacement and is in a position like maru sarenga, there are people who are teku tatu'u, their body position is not lying straight except that the ends of the knees are pulled up so that they stick to the chest and are hugged by both hands but remain in a lying position. this shows that it might be because this person is cold or scared so that his body is tried to be as small as possible. expplication at that time x does something to y because of this x the position of the body is already downward at the same time x wants this x does something like this santengi 'lean' (2-1) maki dula ese nggaro nahuma santengi wa`u tired of coming home from my fields that lean first "i'm tired after coming home from the fields, i lean back first". the body position of a person who is relaxed is assumed to be someone doing something to himself so that he moves. the direction of this displacement must be clearly revealed before the analysis is carried out. if the initial position of the person is sitting and wants to sit back then the direction of movement is downwards but vice versa if the original position of this person is sleeping on his back and wants to do something like sitting back then the direction of movement is directed upwards. adawiyah leaning meanings in bima …… ….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 269 the starting position of the doho is 'sitting' (downward) leaning against the wall after this person's position is sleeping on their back in relation to the position of someone who is sitting leaning against the wall on the pillars of a stage or chair. santengi can be found not only leaning in a sitting position but also standing. expplication: at that time x did something due to this the position of the body shifts in a certain direction at the same time x moves downwards from a sitting position or x moves upwards from a sleeping position x wants this x does something like this doho `sit` (3-1) edempara ne`e dohokaira dou de. “ndakeku , nggara mamaru then sat up the person, "look, if you sleep bolasi tahopu tu`u dohomu, ngara madohosi tiwara dikarawimu get up better get up sit down, if sitting is not at your work, tahopu lampa reromu, "nggahi dou what you are doing, it is better to walk to and fro”, said the person. (la mboto maru `the sleeper', 2003 p. 42) that person went up and sat in the palace. "look, if you don't sleep sleep, you better sit down, if you sit idle, you better take a walk, said the man. verbs with this variation describe someone who has done something so that this person experiences a position shift from the previous position. the direction of this move can also be different depending on the original position of the person doing it. if the initial position is squatting, the direction of movement for the sitting position is that the movement is directed up or it could be down. variations in the lexicon barasila, the formal position for the men to sit while the women's position is called doho epa. irregular sitting position is called doho datatu. based on the results of the study and by comparing the inherent elements of "sitting arbitrarily" or caused by the mood of the agent, the atmosphere can be because you want to arrive or more, indeed because there are emotions that will be shown to occur because of frustration. example of a child sitting. it seems that there is an element of annoyance, crankiness and the like attached to this lexicon because it is impossible to use it for a sitting meaning. the element that is highlighted as a differentiator is that x does not want this. exemplification: at that time x did something because of this x is moving in a certain direction at the same time x moves downwards from a squat position or x moves upwards from a reclining position adawiyah leaning meanings in bima …… ….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 270 x wants this x does something like this doho datantu explication at that time x did something because of this x moves in a certain direction at the same time x moves downwards from a squat position or x moves upwards from a reclining position x doesn't want this x does something like this oko 'squatting' (4-1) dou ma tua` ti ra wa`u oko, ti wa`u na sambea sakidi old people are no longer strong enough to squat, unable to pray standing up na sambea sadoho mpa just pray sitting `parents are no longer able to squat, unable to. standing prayer is only able to pray sitting only someone who is oko (squatting) usually makes the move from a sitting position to then standing. this is usually done by young children, parents whose physical condition does not allow them to stand up from a sitting position. on the other hand, there is someone who is ok from a standing position over his back in the downward direction and then sits down, or there is even a supine sleeping position according to the wishes of that person.expplication okay : oko (squatting) explication: at that time x did something because of this x moves in a certain direction at the same time x moves downward from a bent back position or x moves towards the top from a sitting position x wants this x does something like this kidi 'stand up' (5-1) ipi kidi mu, wati eda dou ma doho pala adawiyah leaning meanings in bima …… ….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 271 your standing hard, don't see the person sitting but "it's so heartless to stand, can't see the person sitting." being in the meaning of standing kidi from a series of human activities with the lexicon incorporated in this sub-chapter. the person who is now standing requires that the intensity of the agent entity who does something moves from a sitting position and immediately cleans himself or from a leaning position, he can immediately squat. this last displacement of the reference is the upward movement direction. kidi (standing) explication at that time x did something because of this x moves upwards upwards at the same time x wants this x does something like this tu`u `wake up` (6-1) ama ngadi ama na tu`u salaho ba pana tari`i na at night his father woke up sometimes because he had to pee 'every night my father always wakes up because he has to pee' (6-2) ba ringa na dou man ncau finally tu`u na dei because he heard people fighting, he finally woke up doho kai ina la ahmad sit down ahmad's mother "because she heard people fighting, si ahmad's mother finally got up from her seat". (6-3) de tu`u sia bara ha`a ba kangento la`o kana`ena afi. then wake him up bitten by bedbugs go light the fire wotu bohara ba dolu janga kabuha pahuna meledaklah oleh telur ayam busuk wajahnya (ruma makese wara `tuhan yang maha esa`, hlm. 129) “sewaktu tidur, kakek rica digigit oleh kutu busuk. kemudian dia pergi menyalakan api ke dapur, tiba-tiba sebutir telur meledak dan mengenai wajahnya”. the upward move is also expressed by the verb tu`u `wake up`, this activity is carried out by someone after that person is in a sleeping position with his back leaning back. the uniqueness of this verb is that there is no opposite direction attached to it so that the only direction it has is upward. there are two meanings of getting up, the first is tu`u from bed or previous position and opens his eyes, moves or moves and tu`u from a seat.expplication adawiyah leaning meanings in bima …… ….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 272 expplication at that time x did something x moves upwards at the same time x wants this x does something like this. conclusion based on the analysis and findings of the data, the utilization of the natural semantic metalanguage theory allows for the classification of bima verbs based on specific semantic elements, resulting in the identification of various types, subtypes, and sub-subtypes of verbs. in particular, subtypes containing polysemous meanings of 'doing' and 'moving' are exemplified by verbs expressing the concept of 'leaning'. a range of leaning lexicons have been identified as having types, which possess distinct semantic features, thus giving rise to different meanings within the same semantic domain. these 'leaning' verbs are mapped to different categories, including entities, processes, tools, and results. the bima language verbs that express the notion of 'leaning' include maru, santengi, doho, oko, kidi, and tu'u. acknowledgements the authors would like to thank the people who contributed to this research, including: the head of parado village who was always ready when asked about data, teachers, academics, religious stakeholders who were key informants, who always made time to write, regardless of their time. all help with full sincerity. the same thing was said to the people who helped and were involved in this research. references acquaviva, p. 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(2023). an implicational universal in complementation– theogrohretical insights and empirical progress. propositionale argumente im sprachvergleich/propositional arguments in cross-linguistic research: theorie und empirie/theoretical and empirical issues, 84, 183. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2733 july 2020. vol. 8, no, 3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 251-263 jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 251 utilizing communicative language games to improve students’ speaking ability siti maryam english teacher, smpn 4 praya barat daya, indonesia corresponding author email: maryam@gmail article info abstract article history received: june 2020 revised: july 2020 published: july 2020 this study is aimed at finding the utilizing of communicative language games in improving students’ speaking ability at second grade students of smpn 4 praya barat daya. this study was an action research which comprised two cycles. it involved an english teacher and 24 students of second grade at smpn 4 praya barat daya. the steps of this study were reconnaissance, planning the actions, implementing and observing the actions, and reflecting the actions done. the data of this study were qualitative and quantitative. the qualitative data were obtained by observing the teaching and learning process during the implementation of the actions and interviewing the students and the english teacher. the data were collected using field notes and interview transcription. the quantitative data were taken by assessing the students speaking ability using pre-test and post-test in the form of students’ scores. the research finding shows that the use of the communicative language games is effective to improve students’ speaking ability. the games are accompanied with other actions such as using classroom english, applying varied themes, using adequate media, doing language form activities, giving feedback, giving rewards, doing group works and rearranging the students seating arrangement. therefore, it can be concluded that the use of communicative language games is able to improve students’ speaking skills at second grade students of smpn 4 praya barat daya. keywords communicative language games; speaking skills; how to cite: maryam, s. (2020). utilizing communicative language games to improve students’ speaking ability. jollt journal of languages and language teaching, 8(3), 251-263, doi: https://doi.org/10.33394/jollt.v%vi%i.2733 introduction english becomes one of international language which is widely used in the world. as english becomes the global language in the world, people's demand for mastering english is gradually increasing (mauranen, 2018; berns, 2019). the ability to communicate in english is very important in the global area because english takes up a very crucial position in almost any sector of use such as business, commerce, academic field, technology, international relations and diplomacy (bhatia, 2019). in addition, the majority of all resources on the internet are in english. therefore, learning english is very important. realizing the importance of english, the indonesian government decides that english must be taught officially at schools. moreover, english has been decided as one of the local content subjects at elementary school and as a compulsory subject at junior high schools and senior high schools (haerazi, vikasari, and prayati, 2019). it is clearly implied in the indonesian ministry of education regulation no. 22/2006 and no. 68/2013 about the scope of the subject in every level of education in the curriculum. english language teaching consists of four skills to be taught, they are speaking, listening, reading and writing. from these four language skills, speaking might be the most important one to be learned because when students learn a foreign language (angelini & garcia-carbonell, 2019). they are considered successful once they can communicate http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id maryam utilizing communicative language games ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 252 effectively in their second or foreign language. in line with kd (base competence) of the latest indonesia 2013 curriculum, the students are required to understand the texts, both spoken and written forms to solve the daily life problems. thus, students are expected to be able to master english because it is very useful for students in the learning process to achieve learning objectives. according to stevick in fauziati (2002: 126), speaking refers to the gap between linguistic expertise and teaching methodology. linguistic expertise concerns with language structure and language content. teaching speaking is not like listening, reading, and writing. it needs habit formation because it is real communication. speaking needs practicing as often as possible. it is not writing or reading but it must be practiced directly in full expression. in teaching speaking, a teacher should be able to make an interesting topic and apply the suitable technique (hidayati, 2019; buhari, 2019). this can motivate the students to speak more because speaking skill emphasizes students' ability to speak as much as possible. the interesting topic can relate them to their environment and life. in addition, the teacher has to instruct them by not giving a direct correction to their speaking. it fosters them to be confident to explore their idea so that the students are not afraid of making a mistake in speaking the classroom. in teaching speaking, the teacher also has to teach meaningfully (khodabandeh, 2019). there are many problems in teaching speaking especially in the classroom. the first, the students are afraid of making a mistake in speaking english. it indicates that the students have a limited vocabulary. the second, the students always do mistakes in grammar and pronunciation aspect. basically, they only speak english. they do not pay attention to the sentence structure and correct pronunciation. the last, the teacher dominates in teaching the students using indonesian so it can not increase students’ speaking ability. those problems also appear in smp n 4 praya barat daya. based on an interview with the teacher, some students encountered difficulty in mastering speaking skills. it could be seen from the following phenomena. the students had low speaking ability. it was shown by their being apathetic and inhibited to speak in english. as the result, the students felt afraid of making mistakes when they spoke in english. this condition absolutely obstructed the students’ ability in expressing their ideas. moreover, they tended to be passive in the speaking teaching and learning process. also, they often pronounced some english words incorrectly when they were asked to speak in english. on the other hand, the students had less opportunity to practice their english orally. it can be seen from the teaching and learning activities which emphasized on doing reading and writing activities and seldom involved speaking activities. furthermore, environmental and family factors may also influence such as, they came from the village, and they only get english teaching in school. based on the phenomena above, the researcher tried to find an effective solution to improve the students' speaking skills. speaking activities should provide sufficient time for students to practice the target language. the activities also should motivate students, so that they can enthusiastically engage in the learning process. the english teacher also needs to contribute by giving the appropriate feedback that helps students in the activity (harmer, 1998: 87-88). in addition, the researcher chose communicative language games to improve the students’ speaking skills because communicative language games may give opportunities for students to practice their speaking. the students must speak in order to be able to finish the task. communicative language games also can make the teaching-learning situation more interesting. the students are not just sitting and listening to the teacher's explanation, but they can interact with their friends and practice their speaking skills. lastly, communicative language games may boost students’ confidence and also motivation in speaking. considering the problems above and also the benefits of communicative language games in improving maryam utilizing communicative language games ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 253 students’ speaking skills, it is necessary to conduct a research entitled “utilizing communicative language games to improve students’ speaking ability at smp n 4 praya barat daya grade viii”. research method research design this research was an action research study that deals with the use of communicative language games to improve the speaking skill of grade viii students of smpn 4 praya barat daya. it focused on the efforts to improve the real condition of the english teaching and learning process. this research was implemented in the form of collaborative action research. the research was conducted collaboratively with the english teacher and the students of grade viii of smpn 4 praya barat daya. the team worked together in planning, implementing and reflecting the action as the structured research which was adapted from kemmis and mc taggart (1988). the action research had been conducted through the process as follows. figure 3.1: the cycle of action research this figure describes that the researcher and collaborators had identified a problem, formulated a possible solution, implemented the action, and reflected on the outcome of the action. there were two cycles conducted in the research. research setting and subject the setting of the research was at smpn 4 praya barat daya. it was located on jalan ranggagata-ungga kecamatan praya barat daya kabupaten lombok tengah. related to english learning and teaching activities, smpn 4 praya barat daya had only one english teacher. the english subject is scheduled twice a week for 80 and 120 minutes for each meeting. the school consisted of 3 classes (1 class for vii grade, 1 class for viii grade, and 1 class for ix grade). the average number of students in each class was 24 students. the facilities supporting the english teaching and learning activities in the classroom were a whiteboard, board markers, an eraser, ± 24 student tables, ± 24 student chairs, a teacher table, a teacher chair, and a set of lcd. the subjects of the research are students at smpn 4 praya barat daya lombok tengah grade viii in the academic year 2019/2020. the researcher chose the viii class as the subject of the research with 24 students. the research was conducted in the first semester of the academic year 2019/ 2020. the observation was done on august 28th, 2019 while the research was conducted from august 29th to september 12th, 2019. the study took place according to the class schedule in which the english subject was taught twice a week every wednesday and thursday. the duration was 80 minutes for wednesday and 120 minutes for thursday. procedure of action in conducting the action research, the researcher applied mc taggart design, which consisted of four phases within one cycle. those are planning, acting, observing, and reflecting. the first cycle was accomplished to know how the implementation of using maryam utilizing communicative language games ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 254 communicative language games worked out. after finishing the first cycle, if some lacks or problems were found in the result of the first cycle, the researcher would continue to the next cycle as of the satisfies of the finding research. to be more detail about action research phases, the writer illustrates, as follow. cycle i planning in this phase, the researcher planed what action to be done in applying the communication games in teaching speaking. firstly, the researcher selected and adjusts the materials with the teachers’ annual program based on the skkd. after determining the material, then the researcher makes a lesson plan that it will be the teacher’s guideline in teaching and implementing the games. other preparations are: preparing the teaching and the research instrument such as sets of pictures, schedule of daily activities, and an observation form. in line with this, the researcher determines the measuring rod of research success. in this case, students are supposed to be able to build their confidence to practice and to express their thought in the form of oral. here students are also able to interact with people who are known or unknown by them before by using correct expression and structure. acting after forming the lesson plan, teaching instruments and the research instruments, the researcher implemented the technique by using those preparations. based on the discussion with the teacher before, the researcher decided to become the teacher, while the english teacher will be the observer who observes the teaching and learning process. observing the observer observes students’ activities, their participation in the class, teachers’ performance, and the class situation during the process of teaching and learning. in doing this, the researcher uses a structured observation form that has been prepared by the researcher. in this case, the researcher also notices every single thing by which none information will be missed. reflecting in the reflecting phase, the researcher discusses with the teacher regarding data that have been collected within the overall activities during the acting to observing. here, the researcher and the teacher analyze the observation data and the teachers’ performance whether the researcher has fully implemented the technique in the action or not. students’ daily worksheets are also analyzed to know whether the implementation of the technique is successful, but if it is unsuccessful, the researcher will continue to the next cycle as the target is reached. furthermore, data reduction will be used to decide a better plan for the next cycle. cycle ii planning in the planning phase of the second cycle, the researcher will revise the lesson plan based on the problem faced by students within the first cycle. here the researcher reselects the material and reforms the evaluation and the teaching instrument to improve indicators that have not been reached yet. acting it is similar to the acting phase at the first cycle in which the revised lesson plan will be implemented in teaching english in the classroom. the three-phase technique is used in accomplishing the teaching process. expressions and vocabulary are given to the students, maryam utilizing communicative language games ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 255 together with these communicative language games are also implemented within the learning process by using the selected material. observing in this phase, the researcher observes the students’ response, participation, and achievement which are found during the teaching and learning process. the researcher uses an observation form that has been formed by the researcher to collect the data. reflecting in this phase, the researcher evaluates students’ progress in their speaking ability after teaching by using communication games. the researcher will also ask the english teacher’s opinion about the students’ improvement in speaking. data analysis to sustain the validity of the research result, the researcher collected data which were derived from several ways such as observation, interview, and tests. the researcher accomplishes the interview two times. first, the interview is conducted before applying the action research. in this case, the researcher interviews the english teacher concerning the teaching problem in that school, students’ difficulties in learning the english language and what method is used by the english teacher. here, the researcher found that the teacher uses dialogue memorization and text-based dialogue. concerning the students' problem, students are the lack of vocabulary and motivation, so it is very difficult to make them practice the spoken language. this interview is also conducted toward students in the second grade of smpn 4 praya barat daya regarding their difficulties in learning english especially speaking, the method that is used by their teacher, and the activities they do during the teaching and learning process. the interview remained that they are a lack of vocabulary, but they had the motivation to learn english furthermore to be able to speak english well. sometimes they feel awkward and inconvenient, more and more when they have to take turns by turn to have a conversation with their partner in front of the class. from both interviews, the researcher infers that there are two main problems that bring about students’ lack of speaking. first, students are lacking in vocabulary, second students are low in motivation. therefore, they need something different in learning the english language to help them achieving the english language, especially in spoken language. the observation was done by the researcher toward students of grade viii of smpn 4 praya barat daya academic year 2019/2020 directly during the teaching and learning process. here, the researcher as an observer observes the students behave in the classroom, for example, how students participate and achieve the speaking skill. the observation accomplished by using an observation form that has been formed by the researcher before. from the observation, the researcher found that the english teacher in teaching english only emphasizes on students' understanding of grammar and text genre. meanwhile speaking is seldom taught by the teacher, and in teaching speaking, the teacher uses dialogue that students have to read it after the teacher. in practicing the dialogue, the teacher gets students to perform by using the textbook where the dialogue is written. pair by pair student takes a turn and so until all the pair gets their turn. the number of students in which contains about 24 (twenty-four) students that make the class situation uncontrolled, so it needs extra monitoring toward students to behave. dealing with both data; interview and observation, the researcher uses a triangulation technique that is an adjustment of data sources which is derived from the teacher, the students, and the real situation to ensure the validity of collected data. according to david p. harris (1998:178) test is considered as the best way to know how well students achieve the materials they have been learning. the objective of the test itself within the teaching and learning is to provide feedback (penny ur, 1992). referring to maryam utilizing communicative language games ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 256 those statements, from the feedback which gotten from students' test results (pre-test and posttest), the researcher can see the improvement of students’ achievement in speaking skills. the test is conducted twice and is in the form of oral. first, it is a pre-test; a test which is given toward students before implementing the action research in order to diagnose students' ability in speaking skills. second is the post-test; a test that will be accomplished to evaluate students’ achievement and to know students' progress after implementing communicative language games in teaching english especially speaking skills within the classroom action research (car). research findings and discussion research findings reconnaissance the research was started by gathering initial information from the english teacher and grade viii students of smpn 4 praya barat daya. it was done by interviewing the english teacher and the students, observing the teaching and learning process, and conducting a pretest. the field problems which occurred during the teaching and learning process can be seen in table 1. table 1 the field problems found in the english teaching and learning process no. field problems indicators codes 1. the students had low motivation in learning english, especially in speaking activities. the students did not pay attention to the material delivered by the teacher. s 2. the students looked apathetic and inhibited to speak in english. they tended to keep silent when the teacher was asking them questions. also, when the teacher asked them to speak english, the students did not want to speak up. s 3. the students were afraid of making mistakes when they spoke english. they said that they did not want to speak english because they could not do it and were afraid of making mistakes. s 4. the students lacked vocabularies. they did not understand the teacher’s talk in english. s 5. the students had low pronunciation skill. they frequently made mistakes when they were asked to pronounce english words or to speak using english. s 6. many students interacted with the other students and the teacher using their mother tongue during the lesson. the students used indonesian language when they communicated with their teacher and the other students during the lesson. s 7. many students did not pay attention to the teacher’s explanation. they were busy with their own by making noises during the class. tl 8. the activities given by the teacher were focused on reading and writing rather than speaking skill. the teacher gave the materials by using a course book that most of which were related to the reading and writing activities only. t maryam utilizing communicative language games ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 257 9. the students lacked chances to practice speaking during the lesson. the teacher often gave the students activities which tended to relate reading and writing skills by doing some tasks in the worksheets or course book. tl 10. the media used were limited the media often used in teaching and learning process were such as course book, white board. md note: s : students tl : teaching and learning process mt : materials md: media t : teacher from the identified problems above, the researcher then decided some crucial problems that were feasible to solve as presented in table 2. table 2 the feasible field problems to solve no. field problems codes 1. the students had low motivation in learning english, especially in the speaking activities. s 2. the students were afraid of making mistakes when they spoke in english. s 3. the students were aphetic and inhibited to speak in english. s 4. many students interacted each other using their mother tongue during the lesson. s 5. the students lacked chances to practice speaking during the lesson. tl 6. the students lacked vocabularies. s 7. the students had low pronunciation skill. s 8. the media used were limited m the researcher began with the description of the improving students’ speaking ability using communicative language games. the researcher presents the answers of the problem stated in chapter i, those are: “how does the use of communicative language games be able to improve speaking competence of the second year students of smp n 4 praya barat daya?” “to what extend communicative language games can improve the second year students of smp n 4 praya barat daya speaking ability? to begin the research, the researcher and the english teacher discussed the essential problems to be solved. the students of grade viii had low speaking ability. it was shown by their being apathetic and inhibited to speak in english. as the result, the students felt afraid of making mistakes when they spoke in english. this condition absolutely obstructed the students’ ability in expressing their ideas. moreover, they tended to be passive in the speaking teaching and learning process. also, they often pronounced some english words incorrectly when they were asked to speak in english. on the other hand, the students had less opportunity to practice their english orally. it can be seen from the teaching and learning activities which emphasized on doing reading and writing activities and seldom involved speaking activities. from the observations and pre-test, the researcher noticed that the students often make mistakes in pronouncing some words. they also often make incorrect intonation. besides, maryam utilizing communicative language games ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 258 they were discouraged and still ashamed when they were asked to speak before the class. moreover, most students were still unfamiliar with the use of english as a medium of instruction e.g. “please, distribute the handouts.”, “who is absent today?”, “raise your hand”. based on those existing problems, the researcher needed to solve them to make the teaching and learning english processes run effectively. after the actions had planned, acted, observed and reflected in the cycle 1, the following findings were found; (a) communicative language games provided more opportunities to speak english and improved students’ self-confidence and involvement. besides, they decreased the students’ anxiety and motivated the students to join the speaking class. thus, communicative language games technique was generally successful in improving the teaching and learning of english speaking skill practices. (b) classroom english was successfully used as an effort in improving the teaching of english speaking skill practices and in assisting the students to be more familiar with the english words. however some students still found difficulties in understanding english. besides, they also needed to have translation in indonesian. when the researcher was using english to teach, some of the students did not understand. they kept silent. hence, using indonesian translation was necessary for the students. (c) language focus activities in terms of pronunciation, spelling and structure effectively helped to prepare the students in communicative focus activities like communicative language games. however, the pronunciation errors still frequently existed. (d) the use of varied themes in the cycle 1 could make the students enjoy their learning activities and reduce their boredom of joining the lesson. (e) giving rewards by applauses and praises could motivate the students to be active or to speak up during the class. (f) various media like handout, video, recording, lcd, pictures and flashcard successfully assisted the students learning process and made them enjoy their learning process. (g) group works and pair works enabled the students interact each other. besides, their self-confidence was improved. however, some efforts were still needed to modify the classroom management to make the students pay more attention and be ready to the lesson. discussion cycle 1 in this planning stage, the form of the pre-test and the communicative language games technique that would be applied in the first cycle were determined. pre-test and post-test were used to know the students’ achievement on their speaking ability. the researcher administrated the pre-test in the first meeting to the students. both the pre-test and the post-test were designed in the form of performing dialogues based on given situation. in these tests, the students acted the dialogue they had made based on the situation given in front of the class. the researcher and the collaborator assessed their performance by using the speaking rubric adapted previously. after determining the pre-test and the communicative language games technique, the teaching and learning instruments in terms of the speaking rubric, the lesson plans and the tasks were designed. then, after all instruments of the research had been ready to be used, the action plans were carried out. conducting communicative language games communicative language games were supposed to be the best solution to help the students improve their speaking ability. in the cycle 1, the games used were “do me a favor” and ‟shopping list”. “do me a favor” was a game given in the first meeting that involved the students to work in a group of four. besides, in playing the game, they had to speak up using suitable expressions which had been taught. every student in each group competed to finish the game fastest and become the winner. meanwhile, “shopping list” game was played by the students in the second meeting. in the game, there were two groups. five students became the maryam utilizing communicative language games ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 259 shop assistants and the others were the customers. the situation was made like in the shop. the students were asked to compete to be the first player who finished the game. for the shop assistant who was fastest selling all the things would be the winner while for customer who became the first player and got all the things they needed would be the champion. therefore, to make them win the competition, they had to use suitable expressions which had been learnt and they had to speak up actively. the more detailed rules about the games can be seen in the handout in the appendix. conducting the communicative language games, the students were expected to have more opportunities to speak english referring to the activities during the games. besides, they could motivate the students to join the speaking class because they found some fun activities in their learning process. also, by using the games, the students’ anxiety would be minimized and the students’ self confidence and involvement were gradually improved. as the result the students’ speaking skill could be improved. using accompanying actions besides implementing communicative language games, some accompanying actions were needed to support the improvement of the students’ speaking ability. the accompanying actions which were planned were as follows: classroom english the purpose of using classroom english in the teaching and learning process was to make the students get familiar with the english pronunciation, grammar and vocabulary. classroom english used was such as greeting the students in the beginning of the lesson, leading the materials that would be learnt, giving the instructions of the tasks or activities, explaining the materials, giving feedback and also ending the class. to avoid the students’ misunderstanding when the classroom english was used, the researcher translated the language into indonesian for the first time. language focus activities language focus activities captured three elements of language skills. they were related to the students’ pronunciation, spelling, and grammatical structure. pronunciation practice was done by imitating teacher’s model or recorded model. the next language element, spelling, was practiced by doing blocks of letters or word search, completing words in the lexical web, and rearranging jumbled letters into words. meanwhile, in the structure practice, the activities were rearranging jumbled words into sentences, matching, and completing sentences. those form focus practices aimed at preparing the students in communication focus activities i.e. “communicative language games”. thus, the students could speak using the expressions correctly and communicatively. varied themes the theme in the first meeting was “do me a favor” that related to the expressions of asking, giving and refusing help that would be taught in the meeting, while in the second meeting, the theme applied was “let’s go shopping” that dealt with the topic of the lesson which was the expressions of asking, giving and refusing things. a variety of themes was still used to reduce the students’ boredom with the lesson and those make them more enjoyable in learning the materials. rewards one of the accompanying actions would be used in the cycle 1 was also giving rewards. the rewards given in the first and the second meetings were similar. they were applauses and compliments e.g. “well done”, “very good”. these were given to the students when they were willing to perform in front of the class voluntarily and also when they could answer the researcher’s questions well. generally, the rewards were used to appreciate the students who were active in the class. the purpose of this action was to extrinsically motivate the students to be active to speak up during the class. maryam utilizing communicative language games ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 260 media use accompanying actions, especially using supporting media were necessarily applied in teaching the students. in cycle 1, the media used were suchh as handout, lcd, recording, video, pictures, and flashcard. the use of media in the first meeting and the second meetings would be almost similar. the difference was that the first meeting used a video, while the second meeting used a recording. all the media had several functions for teaching the students. the lcd was used to show a video, pictures and power point. besides, it was also used to play a recording. the media like video and recording were used to give the students comprehension focus of what they were learning. meanwhile, the pictures were used to give the students a warming up or a brainstorming activity related to the theme which was discussed. to play communicative language games, the researcher always used flashcards. thus, by using all of the media mentioned above, it was believed that the students would be more enthusiastic and interested in joining speaking class. besides, they would be more assisted in learning the materials. group works during cycle 1, working in groups or pairs in every meeting would be done by the students. grouping was used to enhance the students’ interaction among each other as well as to help them improve their self-confidence to participate in speaking class. action and observation in the cycle 1 the pre-test was carried out in the first meeting on wednesday, 28th august, 2019. the actions which were implemented in the cycle 1 were conducted in two meetings. the first meeting was on thursday, 29th august, 2019 while the second meeting was on wednesday, 4th september, 2019. in this cycle, while the researcher implemented the action, the teacher took part in the class as the observer who observed the teaching and learning process by taking notes or fulfilling the observation checklist sheets. cycle 2 cycle 2 was conducted in two meetings. the first meeting of cycle 2 was conducted on thursday, september 5th, 2019. meanwhile, the second meeting was conducted on wednesday, september 11th, 2019. the communicative language games were implemented in every meeting as they were the main technique to improve the students’ speaking ability. in addition, they were always linked-up with some accompanying actions. in this cycle, while the researcher was implementing the actions planned, the english teacher observed the teaching and learning process. the data during the cycle 2 were collected through classroom observation and interviews. conducting communicative language games the use of communicative language games as the main technique in this research successfully motivated the students. it was in line with wright, betteridge and buckby (1984) who claim games as highly motivating activities that create enjoyment and excitement. furthermore, based on the interview in the reconnaissance steps, some of the students were reluctant to speak english. they felt shy and afraid if they might make a mistake. deesre (2002) says that games can create classroom environment in which students learn without realizing that they are studying. learning activities were sometimes frustrating the students and made them less confident and inhibited to get involved in the learning process. meanwhile, through communicative language games, they learnt in more fun way and unconsciously got involved in learning speaking process. with regard to that, communicative language games were successfully applied to make the students felt more confident in speaking english. using accompanying actions the following are the reflections of the accompanying actions in the cycle 2. maryam utilizing communicative language games ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 261 classroom english the use of classroom english could be effective to improve the students’ speaking ability and it made them more familiar with english words. furthermore, it gave the students’ more opportunities to speak english during the teaching and learning process. the students admitted that the classroom english was effective to improve the students’ speaking ability. the translating into indonesian and paraphrasing used by the researcher helped the students understand the difficult words or sentences. language focus activities during the language activities, the students got involved in pronunciation, spelling and structure practices. although some errors still existed when the practices were ongoing, the researcher gave the students another accompanying action. the action was giving feedback that would be discussed in the next part. hence, the language focus activities were beneficial for the students to prepare the students in the communicative language games. varied themes varied themes applied in the teaching and learning materials during cycle 2 were considered decreasing the students’ boredom and making them enjoy the lesson. the themes were chosen based on the students’ interest or commonly popular or familiar with them. the students’ seemed to show that they enjoyed the materials. in addition, the english teacher also gave her comment related to the use of variety of theme. rewards based on the observation, the use of rewards in the forms of compliments, applauses, and presents was successful to improve the students’ motivation and involvement during the teaching and learning process. the students became active in the class without being asked by the researcher. the compliments and applauses given by the researcher were kinds of rewards which could make the students feel satisfied because they had already succeeded in their performances. meanwhile, rewards in the form of presents could make the students eager to compete with the other students because they want to get the present. media use using some media like handout, flash cards, and pictures or lcd also motivated the students to join the speaking class. they became more enthusiastic in learning english. the media were necessary to make the students more enthusiastic in joining the speaking class. furthermore, the media also assisted the researcher in delivering the materials communicatively. as the result, it was easier for the students to learn the materials. group works related to the classroom management, pair works or group works improved the students’ self-confidence when they were less confident in working individually. group works were also the best solution to make the students interact each other. it is in keeping with veldman et al. (2020) who state that pair works and group works can help students to improve their self-confidence to speak and become active learners. rearranging the students’ seating arrangement meanwhile, by rearranging the students’ seating arrangement make the class condition better. it was done by separating the students who often made noises so that they could not chat with each other. although it did not work optimally, it could minimize the class condition in which the students were not ready to join the lesson and they disturbed the other students. the english teacher stated her opinion about the students’ condition. it is in line with what haerazi, prayati, and vikasari (2019) do in their efl classes in which seating arrangement in efl classes can stimulate them to be autonomous and creative learners. maryam utilizing communicative language games ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 262 giving feedback the implementation of giving feedback to the students could be said successful to improve the students’ english pronunciation and grammar. the students seemed enthusiastic to repeat some expressions or words after the researcher as the feedback of their pronunciation mistakes. besides, the students became aware of the grammatical mistakes and could correct the mistakes after the researcher’ feedback. in addition, the teacher stated that giving feedback to the students’ english pronunciation and grammar errors were effective to make the students aware of how to pronounce and how to create sentences correctly. conclusion based on the result of data analysis, the writer inferred that teaching english by utilizing cummunicative language games is effective and can improve students’ speaking ability. it can be proved through several data such as: observation result which it showed the students enthuastic and actively participated in learning process. they were also motivated to learn spoken english which it reduces students’ hesitation to say in english. from the result, the researcher concluded that there were the mean of pre-test is 59.75 while the mean of post test result is 75.42. it means there are 15.67 impovement toward students’ speaking score. from these interpretation, the writer obtained that there are 54.2 % (87.5 – 33.3 = 54.2) of students score had improved after conducted post test in the second sycle, or 21 of 24 students are passed the kkm while the other three students are still bellow the kkm. it is meant that the implementation of communicative language games in the classroom action research to improve students speaking ability is success. references angelini, m. l., & garcía-carbonell, a. 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(2018). the impact of storytelling techniques through virtual instruction on english students’ speaking ability. teaching english with technology, 18(1), 24–36. mauranen, a. (2018). second language acquisition, world englishes, and english as a lingua franca (elf). world englishes, 37(1), 106–119. https://doi.org/10.1111/weng.12306 reuben, b. d. 1999. simulation, games, and experience-based learning: the quest for a new paradigm for teaching and learning simulation and gaming, 30 (4), 498-505. richard , j c. & rodgers, t. s. (1986). approaches and methods in language teaching. cambridge: cambridge universit press. richards, j. c. & renandya, w. a. (2002). methodology in language teaching: an anthology of current practices. new york: cambridge university press. richard, j. c. 2006. communicative language teaching today. new york: cambridge university press. veldman, m. a., doolaard, s., bosker, r. j., & snijders, t. a. b. (2020). young children working together. cooperative learning effects on group work of children in grade 1 of primary education. learning and instruction, 67(july 2019), 101308. https://doi.org/10.1016/j.learninstruc.2020.101308 wang, y. w. (2010). using communicative language games in teaching and learning english in taiwanese primary schools. journal of engineering technology and education, 7(1) 126-142. http://iteslj.org/ http://iteslj.org/techniques/deesri-games.html http://iteslj.org/techniques/deesri-games.html https://doi.org/10.18326/rgt.v12i2.157-180 https://doi.org/10.25134/erjee.v8i1.2011 https://doi.org/10.33394/jollt.v7i2.1961 http://iteslj.org/articles/kayi-teachingspeaking.html https://doi.org/10.1111/weng.12306 https://doi.org/10.1016/j.learninstruc.2020.101308 utilizing communicative language games to improve students’ speaking ability table 1 the field problems found in the english teaching and learning process table 2 the feasible field problems to solve action and observation in the cycle 1 cycle 2 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https:/doi.org/10.33394/jollt.v%vi%i.4997 april 2022. vol. 10, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 285-294 jollt journal of languages and language teaching, april 2022. vol. 10, no. 2 | 286 effectiveness of online film posters on students’ achievement in writing descriptive text wiki tedi rahmawati english education study program, faculty of teacher training and education, university of alwashliyah, medan corresponding author email: weeqeefun@gmail article info abstract article history received: february 2022 revised: march 2022 published: april 2022 this research aimed to determine whether the online film posters as a teaching medium significantly affected students’ achievement in writing descriptive text. this research was conducted using a quasi experimental research with pre-test and post-test design. the population was 60 students of the tenth grade senior high school of mas muhammadiyah 13 sei rampah, medan. there were two parallel classes as the population, namely class x ipa and x ips. each class consisted of 30 students. the sample in this research was taken using the cluster sampling technique to decide the experimental and control groups. x ipa was the experimental group and x ips was the control group. the experimental group consisted of 30 students was taught using online film posters and the control group consisted of 30 students was taught without using any media. there were five meetings during the research. the first and the fifth meetings were administered as pre-test and post-test while the other three meetings were administered as the treatment sessions.the instrument used to collect the data was a writing test. the students of both groups were assigned to write a descriptive text to be administered as the research data. it was obtained that the mean score of experimental group in pre-test was 74.86 and 79.93 in post-test while the mean score of control group in pre-test was 73.66 and 69.9 in post-test respectively. these statistical data were then analyzed using t-test formula. the result of t-test calculation showed the value of t-observed was 3.20 and the value of t-table was 2.00 in level of significance of 0.05 and df=58. this meant that tobserved was higher than t-table (3.20 > 2.00). based on the finding, then alternative hypothesis (ha) was accepted and null alternative (ho) was rejected. thus, it was concluded that online film posters significantly affected students’ achievement in writing descriptive text. keywords teaching media; online film poster; writing skills; descriptive text; how to cite: rahmawati, w.t. (2022). effectiveness of online film posters on students’ achievement in writing descriptive text, jollt journal of languages and language teaching, 10(2), pp. 285-294. doi: https:/doi.org/10.33394/jollt.v%vi%i.4997 introduction writing is one of the language skills presented in the teaching-learning process of english (hadi, izzah, & paulia, 2021). among the four skills in english language, writing is the most difficult skill for students to be mastered. apsari (2019) wrote that writing is a skill that classified as the most difficult among other abilities because writing is a combination of abilities needed in mastering english. writing is considered the most difficult skill for learners to master because the difficulty is not only by generating and organizing ideas but also translating these ideas into readable text. from this point of view, it is clear that writing is not easy to teach, learn, and master. many studies stated that writing is an important and difficult skill of english to learn, seeing that so many aspects of writing that must be considered to write as stated by fatikasari (2021). the product of writing is not instant; it needs to be planned thoroughly to reach the final form. the processes from the first stage to the final stage of writing are the result of https://e-journal.undikma.ac.id/index.php/jollt/index mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id rahmawati effectiveness of online film posters……….. jollt journal of languages and language teaching, april 2022. vol.10 , no.2 | 287 thinking, writing, compiling, and revising. as quoted from (fajarini, syahputri, rahmawati, 2021), writing is a process of putting ideas or thoughts into words combined into the form of paragraphs; thus, writing requires special treatment that the students are able to achieve the goal in writing subject. this research clearly aimed and dealt with the students’ achievement in writing descriptive text. there are two aspects that the students need to understand: the writing itself and the descriptive text. brown (2001) described that writing is a process of putting ideas down on paper to transform thoughts into words, to sharpen main ideas, and to give them structure and coherent organization, explain that the writing is a whole brain activity, which use right brain side (emotion) and left brain side (logic). although right and brain sides are used in writing, right brain side has a big position. it is a place which appears new ideas and emotion. the key point in this statement is that writing is a process. writing can be seen as a developmental process that helps students to choose their own topics and genres and write from their own experiences or observations (brown, 2001). tuan (2012) also stated that writing is a process which indicates that there are activities or steps that are carried out continuously in the process of writing. the process of writing may involve creating (prewriting), planning (outlining), writing, and polishing. on the other hand, descriptive text is one of the genres or text types that should be mastered well by the students. a descriptive is a kind of text which states, portraits, or describes something like person, place and thing (fajarini, syahputri, rahmawati, 2021). in addition, siahaan and shinoda (2008) stated that description is the written english text in which the writer describes an object. the object can be concrete or abstract object. it can be a person, an animal, a tree, or a house, or camping. gerot and wignell (2012) stated the generic structures of descriptive text consisted of two parts: 1) identification where the generic structure introduces to the subject of description, and 2) description which is a part gives detail of the characteristic features of the subject such as qualities, characteristics, describing the phenomenon in parts, or/and characteristic, size, physical appearance, ability, habit, daily life, etc. the problem in writing faced by students mostly is the confusing to start writing. as hadi, mutiarani, & herlina (2021) said that the problem faced by senior high school students mostly is to compose their ideas into papers to become good paragraphs. students frequently choose unreasonable words, unstructured sentences, and no cohesion and coherence. in addition, hadi, mutiarani, & herlina (2021) also said that students have low vocabulary acquisition. mostly, the students only acquire a very standard vocabulary; thus, they think that writing in english is difficult since they sometimes cannot figure out what the exact words are to be used to start writing. the same problems are commonly found in the school of this research location. the students of the tenth grade face the fundamental difficulty that is how to start writing; in this case the writing of descriptive. the students then start to think what they have to write first. in this phase, most of the students get stuck and do not know what to write. this is in line with the problem revealed by ismayanti & kholiq (2020) in their research. they found that the tenth grade of senior high school students did not understand what they should write and describe. the students could not describe things, places, and a person in detail because they did not have any ideas when they were asked to describe them. in addition to this problem, the current research also notice that the students are actually given some explanation about the writing genres or text types and the generic structures including the descriptive text during teaching learning process. some examples also are showed to them and they even are asked to read by the teacher. then, they are assigned to write descriptive paragraph by choosing the topics given by the teacher. these are the common class activities occur in the writing session of this research location. this description is in line with mulyana and siregar’s (2017) rahmawati effectiveness of online film posters……….. jollt journal of languages and language teaching, april 2022. vol.10 , no.2 | 288 elaboration that the lecture technique that teacher applied in teaching writing paragraph was not effective because the process of writing was not clear for the students. the teacher asked the students to write a paragraph or paragraphs based on the title given without supervising the students how to write systematically. these occurred because the teacher did not apply the student centered learning in a way of teaching. it made the students felt bored because the teacher just explained the material from the guiding book and after that asked the students to write a descriptive paragraph. even though the students are given explanation and example of descriptive paragraph, still the students find it is difficult to start writing because they feel confuse to choose the correct words. this could be caused by the limitation of vocabulary mastery by the students. this thought is in line with farooq, hasan, and wahid’s (2012) statement that lack of vocabulary is another cause of difficulty which makes writing colourless, boring and ineffective. dila (2018) also added that lack of vocabularies made the students confused in developing their ideas. the students have to choose correct words that they need to write in the text. thus, indeed, to start writing particularly in english is difficult. however, teacher as the source of knowledge needs to find a solution for any problems and difficulties occur during the teaching learning process, especially in teaching writing with descriptive genres. apsari (2019) stated that the problems come from the teachers’ way of teaching the language in a static way and the thing that teachers bring in a learning process is another factor of teaching english. she also added, when teachers use a thing like realia, model, and graphic materials, it will arise the attention of the students in a class. sampath (1984) as quoted from sakat, zin, muhamad, ahmad, ahmad, & kasmo (2012) claimed, people learn through the senses and each sense has different learning percent and the sense of sight is the highest by 83%. considering this statement, the involvement of visual media as a stimulus to the learning process is the first choice of many educators (sakat et al, 2012). thus, using a medium can be a way out to help students to engage in teaching learning process. sakat et al (2012) mentioned that the use of media in teaching will be able to overcome the problem of students with different learning styles. sakat et al (2012) also added that application of media in teaching will be to diversify the skills of intelligence, which is absolutely necessary to acquire a skill. there are many media which teachers can use to support the writing teaching learning process. one is the film posters or movie posters which well known to be used to promote a new movie. fatikasari (2021) wrote that movie poster is a poster that corresponds to the story of the film, the characters, the theme as well as being appealing to its audience to make them want to go to the cinema to watch the film. since the current condition involves more internet technology, most companies who produce movies will promote using online sites. they will post the film posters in that site. mulyana and siregar (2017) stated that movie posters can be found in the internet, magazine, billboards, in the local movie theater, in the special movie posters’ shop, etc. sakat et al (2012) added that applications of educational technology media in teaching and learning help teachers communicate information of interest to students as well. thus, using media which can increase the interest of students’ engagement in learning particularly writing is an ideal way to create fun learning sessions. from this point of view, it can be considered that using film posters can attract the students’ attention to take students’ ideas to produce a piece of writing. they will be interested in since the media they use are something depicted as real thing. typically, film posters include graphic and image elements. by looking at film posters, it is predicted that students can produce many ideas so that they can produce a good paragraph. film posters have different types depends on what genres of the films or movies are presented. adventure films present interesting and new experience stories and always related with action genre. comedy has a light plot intends to entertain and invite laughter by exaggerating situations, language, actions, relationships and characters. crime generally contains scenes that show criminals act or even mafia theme. drama films’ storylines reflect rahmawati effectiveness of online film posters……….. jollt journal of languages and language teaching, april 2022. vol.10 , no.2 | 289 more a real life situations and stories that involve character development and intense interactions. horror films show scary scenes which fear for the audience. below are some examples of online film posters taken from internet source which can be given to the students as the media to teach writing descriptive text to describe person. the teacher can search or surf the online film posters to adjust the need of the students or the topics that are discussed. source: www.google.com there were several researches conducted concerning the use poster or movie poster as media in teaching writing. the research conducted by apsari (2019) did not specify the type of posters used in teaching writing descriptive. applying quasi experimental research, this research revealed that there was statistical significant difference of pre-test and post-test resulted which led to the conclusion that posters is effective with a moderate level on the students’ writing skill of writing descriptive text. another research was also implemented using posters particularly presenting idols through direct instruction model by fatikasari (2021). this research was conducted using quantitative research with pre-experimental design. the result of this research showed there was enhancement in students’ writing descriptive text. thus, it was concluded that using idol poster with direct instruction model could enhance students’ ability in writing descriptive text. research conducted by mulyana and siregar (2017) focused on applying the movie posters in teaching writing descriptive paragraph. it was conducted under a classroom action research with two cycles. analyzing the quantitative and qualitative research instruments, it revealed that the students were interested in engaging writing by using movie posters. the conclusion was drawn that by using movie posters improved the students’ achievement in writing descriptive. these previous researches have the common item that is they referred to the printed type of poster while this research focused on exploring the online film posters spread widely in online sites. as media used for teaching learning particularly in writing descriptive text, certainly there are some benefits or advantages of using poster (apsari, 2019) such as improve taste, mutual understanding and sympathy in the classroom, produce significant changes in students’ behavior; demonstrate the relationship between subjects and needs, as well as students’ interest with increasing students’ learning motivation, bring freshness and variety to students' learning experiences, making learning outcomes more meaningful for various students' abilities, encourage the meaningful use of subjects by involving imagination and active participation that increases learning outcomes, provide the necessary feedback, which can help students discover how much they have learned, complete a rich experience with knowledge of concepts that are meaningful and can be developed, expand student insights and experiences that reflect non-verbalistic learning and make appropriate generalizations, overcome space and time constraints since not all things or event can be brought in to the class and students are not always brought to the event, and also overcome the limitations of the observation. rahmawati effectiveness of online film posters……….. jollt journal of languages and language teaching, april 2022. vol.10 , no.2 | 290 there are two functions of film or movie poster according to mulyana and siregar (2017). first is to attract the viewer to watch the movie and second is as communication to the viewer. mulyana and siregar (2017) also emphasized that movie posters can be used as media in teaching writing descriptive paragraph from the functions. a descriptive text requires details and variation. thus, it is affirmed that film or movie poster is one medium which is suitable to be used to teach descriptive text. the procedures to teach writing descriptive text using online film poster in this research were modified from the research procedures conducted by mulyana and siregar (2017). first, the students were showed three online film posters which had been prepared using power point. then, they were asked what the purposes of showing the online film posters. the students were given some examples of descriptive writing. next, they were given explanation about the elements of film posters and discussed as well as analyzed the generic structures (characteristics and language feature) in writing descriptive. then, the students were guided and encouraged to write descriptive paragraph based on the film posters presented in the power point. the teacher also assisted them by providing rich description and questions that led to detail illustrations and a coherent description using the students’ own words. the students were asked to describe the film posters and wrote it in their workbook. final activity was the teacher asked the students to read and present their descriptive text and requested other students to give comment or ask question and compare to their writing text. research method research method is certain design, steps, or procedures which are necessary to be well prepared before conducting a research. design is the general plan for carrying out the study with active independent variables. design is important because it determines the study's internal validity which is the ability to reach valid conclusions about the effect of the treatment on the dependent variable. steps or procedures are the ways to conduct the research in a structured and particular sequence. these ways are needed in order to carry out a good research. selecting appropriate research design and administering the correct steps or procedures should be done before conducting the actual research as the first phase in research method. research methods also reflect some strategies, processes, or techniques applied by the researcher to collect the data or any evidence found during research implementation to be analyzed later. the analysis is needed to obtain the answer of the research questions or find new information, or create better understanding of a certain topic. thus, research method should be well decided and prepared before implementing the research. research design this research was conducted by applying quasi experimental research design with two groups: experimental and control. the experimental group received treatment by teaching them using film posters as the media which were prepared in a power point slide while the control group was treated without giving any type of media. both of the experimental group and control group were administered pre-test and post-test. the design of the research is presented in below table. table 1 quasi – experimental research design with pre-test and post-test no name of group pre test treatment post test 1. experimental ✓ online film posters ✓ 2. control ✓ lecturing method ✓ rahmawati effectiveness of online film posters……….. jollt journal of languages and language teaching, april 2022. vol.10 , no.2 | 291 population and sample the population of this research was the tenth grade students of mas muhammadiyah 13 sei rampah, medan. the population consisted of two classes; they were x ipa and x ips. each class consisted of 30 students. the total number of population was 60 students. since this was a quasi experimental research, x ipa consisted of 30 students was chosen as the experimental group and x ips consisted of 30 students was chosen as the control group. below table presents the distribution of the sample. table 2 number of population and sample no name of class group population sample 1. x ipa experimental 30 30 2. x ips control 30 30 total 60 60 instruments a writing test using online film posters to write descriptive text was used as the instrument for collecting the data. the students of both groups were requested to write descriptive text based on the film posters given. there were 5 components as the indicator to score the students’ writing tests, namely content, organization, vocabulary, language use, and mechanics. the students’ writing in pre-test and post-test of both groups were scored by two raters. the writing tests were given to the students to find out the difference score between pre-test and post-test before and after given treatment. the result of the writing score shall prove the students’ achievement in writing descriptive text using online film posters. data analysis this research applied t-test formula to analyze the data obtained from the administering of pre-test and post-test of both group. before conducting the t-test, the measurement of validity using construct validity and using pearson product moment with inter rater to measure reliability was also conducted. right after obtaining the preliminary data, the normality and the homogeneity test were conducted. the analysis of t-test was aimed to find out the significance difference of students’ achievement in writing descriptive text with and without using online film poster as the media. the result of t-test was used to prove the statistical hypotheses that were constructed previously whether the alternative hypothesis (ha) is accepted and null hypothesis (ho) is rejected or the vice versa; the alternative hypothesis (ha) is rejected and the null hypothesis (ho) is accepted. research findings and discussion research findings there were 60 students taken as the sample. the students were divided into two groups: experimental and control. pre-test and post-test were administered for each group. to assess the test, the scoring rubric of writing test was applied. the data needed to test the hypothesis were taken from the test scores of each group. the summary of data obtained were tabulated as follows. table 3 summary score pre-test and post-test experimental group pre-test post-test number of students 30 total 2246 2398 mean 74.86 79.93 rahmawati effectiveness of online film posters……….. jollt journal of languages and language teaching, april 2022. vol.10 , no.2 | 292 table 4 summary score pre-test and post-test control group pre-test post-test number of students 30 total 2210 2097 mean 73.66 69.9 table 3 and 4 above showed the writing score in experimental and control group. there were 30 students in each group as the sample and it was obtained that the mean score of experimental group in post-test (79.93) was higher than the mean score of post-test in control group (69.9). these results were then calculated using the t-test to obtain a certain value in order to prove the hypotheses. under the df=58 and level of significance = 0.05 the calculation of t-test resulted that the value of t-observed was higher than t-table (3.20 > 2.00). this proved that using film poster as the media in teaching writing descriptive text could give significant effect on students’ achievement. it meant that alternative hypothesis (ha) was accepted. discussion this research was mainly aimed to prove the effectiveness of online film posters on students’ achievement in writing descriptive text. it was conducted by applying quasi experimental research with pre-test and post-test design. the population and sample were the tenth grade students of mas muhammadiyah 13 sei rampah medan with total number of 60 students. the sample was selected using cluster sampling and there were two groups: experimental group (x ipa) taught by using online film posters and control group (x ips) taught without using any media to write descriptive text. the use of online film poster can help students elaborate the topics according to posters. it in line with prayati (2020) and ismiati and pebriantika (2020) who state students can arrange their writing if teachers provide topics in the forms of pictures and posters. it also encourages students to utilize their metacognition to compile sentences (haerazi & kazemian, 2021; kazemian et al. 2021). in this present study from the research findings described previously, the mean score of the experimental group in pre-test was 74.86 and the mean score of control group in pre-test was 73.66 while the mean score of post-test in experimental group was 79.93 and 69.9 in control group respectively. obtaining those statistical data, the t-test formula was applied and 3.20 was the value obtained for the t-observed. under the df=58 and the level of significance 0.05 it was obtained 2.00 for the t-table’s value. comparing both value, it can be said that tobserved was higher than t-table (3.20 > 2.00). after completing the statistical calculation, the result was used to test the hypotheses previously assumed. if the value of t-observed is higher than t-table, the alternative hypothesis (ha) is accepted and if the value of t-table is higher than t-observed, the null hypothesis (ho) is accepted. seeing the value of t-observed was higher than that t-table (3.20 > 2.00), it meant the alternative hypothesis (ha) was accepted. this led to a conclusion that using online film posters affected significantly on students’ achievement in writing descriptive text. the finding in this research was in line with the research conducted by mulyana and siregar (2017), apsari (2019) and fatikasari (2021). the first researcher in the list aimed to improve students’ achievement in writing descriptive paragraph by using movie posters under a classroom action research. the data showed the mean of students’ score was 56.38 in test i, 68.05 in test ii, and 85 in test iiis. the qualitative data also confirmed the students were interested in learning using movie posters. it was conclude that using movie posters improved the students’ achievement in writing descriptive. the second research conducted by the second researcher in the list also used posters as media to find out its effectiveness on students’ writing of descriptive text. this research also was analyzed by using t-test with a rahmawati effectiveness of online film posters……….. jollt journal of languages and language teaching, april 2022. vol.10 , no.2 | 293 significance of α= 0.05 and also calculated the effect size. the p-value of the pre-test was 0.321 ≥ sig α= 0.05 and the p-value of post-test was 0.005 = sig α = 0.05 and the effect size was 0.7. at the end, this research concluded that using posters was effective with a moderate level on the students’ writing skill of descriptive text. the last researcher in the list also used posters through the direct instruction model in writing descriptive text. it resulted in the same conclusion. the results indicated an enhancement in students’ writing descriptive text by providing data that the students’ mean score in pre-test (45.84) was lower than post-test score (82.26) and t-test value was higher than t-table value (11.880> 1.734). this comparison affirmed that h0 (null hypothesis) was rejected and h1 (alternative hypothesis) was accepted. based on the findings of this research and others previous researches, it proved that film posters, or simply posters, gave valuable contribution on the students’ achievement in writing especially in descriptive text. it can be seen during the teaching learning process in the class. the students were actively engaged to speak up their ideas to illustrare what they saw and write those ideas into a creative descriptive writing. the students were guided to write from the first steps to the final writing (hasby & sugianto, 2022). the students focused on describing what they saw in the film posters and engaged to understand the generic structure of descriptive text as well as the benefit of using film posters in writing subject. the students were asked to describe in detail in their writing; thus, they also gained more vocabularies. the result of the analysis using t-test also showed the students’ mean score taught by applying film posters was higher than the mean score of students taught without film posters. as conclusion, applying film posters gave a positive effect to the students’ achievement particularly in writing descriptive text. conclusion as the conclusion, this research found out that online film posters had significant effect on the students’ achievement in writing descriptive text. based on the result of the analysis, the mean score of students taught by using online film posters was higher than the mean score of students taught without online film posters. the t-observed (3.20) was higher than t-table (2.00) at the level of significant 0.05. thus, this research can be concluded that the use of online film poster as the media to teach writing can give significant effect on students’ achievement particularly in descriptive writing. references apsari, andi aspian nur. (2019). the effect of using posters on students’ writing of descriptive text. s-1 thesis. department of english education, faculty of educational sciences: syarif hidayatullah state islamic university. https://repository.uinjkt.ac.id/dspace/bitstream/123456789/48039/1/andi%20aspian %20nur%20apsari-fitk brown, d. h. (2001). teaching by principles. san francisco: addition wesley longman. dila, irfa. (2018). the problem faced by students in writing descriptive text in individual work and group work at eighth grade in smpn 1 tinggimoncong. s-1 thesis. english education department, faculty of teacher training: muhammadiyah university of makassar. https://digilibadmin.unismuh.ac.id/upload/5909-full_text.pdf fajarini, l., syahputri, d., rahmawati, w.t. (2021). the effect of guided writing strategy on students’ achievement in writing descriptive text. excellence: journal of english and english education, 1(1), 7-11. http://siakad.univamedan.ac.id/ojs/index.php/excellence/article/view/58 https://repository.uinjkt.ac.id/dspace/bitstream/123456789/48039/1/andi%20aspian%20nur%20apsari-fitk https://repository.uinjkt.ac.id/dspace/bitstream/123456789/48039/1/andi%20aspian%20nur%20apsari-fitk https://digilibadmin.unismuh.ac.id/upload/5909-full_text.pdf http://siakad.univamedan.ac.id/ojs/index.php/excellence/article/view/58 rahmawati effectiveness of online film posters……….. jollt journal of languages and language teaching, april 2022. vol.10 , no.2 | 294 farooq, m.s., hasan, u.u., & wahid, s. (2012). opinion of second language learners about writing difficulties in english language. a research journal of south asian studies, 27(1), pp.183-194. https://www.researchgate.net/publication/330170345 fatikasari, ainun. (2021). the effects of posters in enhancing students’ ability to write descriptive text using direct instruction model at the second grade of junior high school. s-1 thesis. english education, faculty of teacher training and education: universitas muhammadiyah makassar. https://digilibadmin.unismuh.ac.id/upload/13640-full_text.pdf gerrot, l & wignell, p. (2012). making sense on functional grammar. sydney: gerd stabier. haerazi, h., & kazemian, m. (2021). self-regulated writing strategy as a moderator of metacognitive control in improving prospective teachers’ writing skills. journal of language and literature studies, 1(1), 1–14. doi: https://doi.org/10.36312/jolls.v1i1.49 hadi, m.s., izzah, l., & paulia, q. (2021). teaching writing through canva application to enhance students’ writing performance. jollt journal of languages and language teaching, 9(2), 228-235, doi: https://doi.org/10.33394/jollt.v%vi%i.3533 hadi, m.s., mutiarani, & herlina, s. (2021). outdoor learning activity in teaching students’ writing skills, jollt journal of languages and language teaching, 9(2), 220-227, doi: https://doi.org/10.33394/jollt.v%vi%i.3529 hasby, m. a., & sugianto, s. (2022). enhancing students’ writing skills through english movies-watching reports; an improvement of linguistic competences, journal of language and literature studies, 1(2), 66–74. doi: https://doi.org/10.36312/jolls.v1i2.628 ismayanti, eni & kholiq, abdul. (2020). an analysis of students’ difficulties in writingdescriptive text. e-link journal, 7(1). https://garuda.kemdikbud.go.id/journal/view/17692?page=6 ismiati, i., & pebriantika, e. (2020). designing strategies for university students’ writing skills. journal of languages and language teaching, 8(1), 8-19. doi: https://doi.org/10.33394/jollt.v8i1.2210 kazemian, m., irawan, l. a., & haerazi, h. (2021). developing metacognitive writing strategy to enhance writing skills viewed from prospective teachers’ critical thinking skills. journal of language and literature studies, 1(1), 15–28. doi: https://doi.org/10.36312/jolls.v1i1.499 mulyana, t. n. & siregar, m. (2017). improving students’ achievement in writing descriptive paragraph by using movie posters. https://media.neliti.com/media/publications/149381-en-improving-studentsachievement-in-writin.pdf prayati, z. (2020). the effect of team product to improve students’ creativity in writing at smpn 1 jonggat. journal of languages and language teaching, 8(1), 40-47. doi: https://doi.org/10.33394/jollt.v8i1.2213 sakat, a. a., zin, m. z. m., muhamad, r., ahmad, a., ahmad, n. a. & kasmo, m. a. (2012). educational technology media method in teaching and learning progress. american journal of applied sciences, 9(6), 874-878. https://doi.org/10.3844/ajassp.2012.874.878 siahaan, s. & shinoda, k. (2008). generic text structure. yogyakarta: graha ilmu. tuan, luu trong. (2012). teaching writing through reading integration. journal language teaching and research, 3(3), doi:10.4304/jltr.3.3.489-499 https://digilibadmin.unismuh.ac.id/upload/13640-full_text.pdf https://doi.org/10.36312/jolls.v1i1.49 https://doi.org/10.33394/jollt.v%25vi%25i.3533 https://doi.org/10.33394/jollt.v%25vi%25i.3529 https://doi.org/10.36312/jolls.v1i2.628 https://garuda.kemdikbud.go.id/journal/view/17692?page=6 https://doi.org/10.33394/jollt.v8i1.2210 https://doi.org/10.36312/jolls.v1i1.499 https://media.neliti.com/media/publications/149381-en-improving-students-achievement-in-writin.pdf https://media.neliti.com/media/publications/149381-en-improving-students-achievement-in-writin.pdf https://doi.org/10.33394/jollt.v8i1.2213 http://dx.doi.org/10.4304/jltr.3.3.489-499 paper title (use style: paper title) journal of languages and language teaching, vol. 6 no.1, mei 2018 27 syndicate learning: an alternative approach for teaching extensive reading dian novita universitas muhammadiyah sidoarjo diannovita1@umsida.ac.id abstract extensive reading subject has important benefits for efl learners. the main purpose of the subject is to raise the positive reading habit for the students. however, for most students, extensive reading is not an easy subject to complete. this paper describes the implementation of syndicate learning approach in extensive reading subject at english study program, universitas muhammadiyah sidoarjo. the students’ perceptions of the approach were collected through survey research with opinionative with likert scales as the instrument. in addition, there were 16 participants engaged in the study. the results showed that majority of the students gave positive views of syndicate learning approach for both as the individual participant and the member of group. the study is expected to contribute a solution for problems may rise in extensive reading subject. keywords: extensive reading, syndicate learning approach, students’ attitude abstrak mata kuliah extensive reading memiliki manfaat penting bagi pebelajar english for foreign language (efl). tujuan utama dari mata kuliah ini adalah untuk meningkatkan kebiasaan membaca yang positif bagi para mahasiswa. namun, bagi sebagian besar siswa, extensive reading bukanlah mata kuliah yang mudah untuk ditempuh. artikel ini menjelaskan implementasi pendekatan syndicate learning dalam mata kuliah extensive reading pada program studi bahasa inggris, universitas muhammadiyah sidoarjo. persepsi mahasiswa terhadap pendekatan syndicate learning dikumpulkan melalui penelitian survei dengan skala likert sebagai instrumen. selain itu, terdapat 16 peserta yang terlibat dalam penelitian ini. hasil penelitian menunjukkan bahwa sebagian besar mahasiswa memiliki persepsi positif terhadap pendekatan syndicate learning baik sebagai peserta individu maupun anggota kelompok. penelitian ini diharapkan dapat memberikan sebuah solusi untuk masalah yang mungkin timbul pada mata kuliah extensive reading. kata kunci: extensive reading, pendekatan syndicate learning, persepsi mahasiswa introduction for english learners, reading is a fundamental skill that must be mastered as well as listening, speaking, and writing. in the process of reading, students are expected to be able to extract and combine different kinds of information from the texts, and at the end they connect them with their background of knowledge (koda, 2005 in grabe, 2009). in other words, reading skill requires various cognitive processes work together, such as skimming, comprehension, and prior knowledge resources. in relation to the students’ academics activity, reading skill is essential. here, it is not only for reading subjects, but it also applied for the other ones, i.e., reading to learn. there are two kinds of teaching reading for efl learners: intensive and extensive reading. the main purpose of intensive reading is to increase the students’ knowledge of language features, for example: vocabulary, grammar, cohesion, etc., and their awareness of reading strategies (nation, 2009). in this kind of reading, the activities of reading depend more on the teacher’s guided instruction. meanwhile, extensive reading has more complex activities. here, extensive reading enables the students to focus not only on the items of language but also the story or the content of large quantities of journal of languages and language teaching, vol. 6 no.1, mei 2018 28 texts (nation, 2009: 50). the important thing that should be considered by the teacher of extensive reading is the students’ interest in what they are reading, so that they enjoy and have more optimal attention on the meaning of the text rather than studying the language elements of the text. in addition, renandya and jacobs (2002) state that extensive reading engages rapid reading of large number of passages. here, the readers focus on the meaning of what is being read rather than on the elements of language. the essential purpose of this program is to build a life-long reading habit for students. in more specifically, day and bramford (1998) differ the intensive and extensive reading from eleven points of view: class goal, purpose, focus, material, amount, time, speed, method, assessment, teacher’s roles, and student’s roles. first, the class goal of intensive reading is the accuracy of the target language; however, extensive reading focuses on fluency and automaticity of the target language. in addition, intensive and extensive reading has difference purposes. the purposes of intensive reading allow the students to translate and have full comprehension of the text. on contrary, extensive reading enables the learners to get information and enjoyment. from the focus view, in intensive reading, the learners should pay attention on the words and structures of each sentence in the text; on the other hand, extensive reading attempts the students to focus on overall meaning of the text. moreover, the materials in intensive reading are selected by the teacher. as a result, it drives the learners into a boring situation. it also perceived irrelevant with the students’ interests and sometimes it is difficult. meanwhile, extensive reading gives an authority for students choose their own materials. it gives the positive effects for them, such as the text is relevant with their expectations and easy because it goes well with their linguistics capabilities. the next difference lies on the length of the text. intensive reading has short targeted selections; on the other hand, extensive reading has many whole texts, ideally a million words over a year. meanwhile, intensive reading is done in the classroom and homework time; conversely, extensive reading facilitates the students to read for both in and outside the classroom. the reading speed in intensive reading is slow; in opposition, the reading speed in extensive reading is fast. in addition, reading in intensive reading is a compulsory activity. here, students must finish reading the passage, and they use dictionary to verify and gloss unknown words. on the other hand, the reading activity in extensive reading is voluntary. learners are able to exchange the book if it is not suitable or difficult. moreover, they do not need dictionary because they can infer the meaning of any unknown words or skip them. the assessment in intensive and extensive reading is also different. in intensive reading there is regular compulsory testing, and the form of assessment is closed questions. however, there is no regular testing in extensive reading. here, the form of assessment is open questions. in intensive reading, teacher has more authority; conversely, in extensive reading, teacher becomes a facilitator, motivator, and fellow reader and learner. at last, in intensive reading, the students’ roles are passive, compliant, and subordinate. on contrary, in extensive reading, the students are more active, creative, equal to everyone in class including teacher. at english education program of universitas muhammadiyah sidoarjo, extensive reading is a subject taken by students after completing the three prerequisite subjects: literal reading, interpretive reading, and critical reading. in this program, reading activities becomes the main doing. moreover, the students select the materials based on their interests and needs, including fiction and non-fiction texts. it is journal of languages and language teaching, vol. 6 no.1, mei 2018 29 expected that by choosing their own readings, students have positive motivation towards extensive reading subject. however, the length of the text should be complied with the teacher’s guided criteria. in line with this, guthrie and cox (2001) have proved that extensive reading could build positive attitude and motivation towards readers’ interest. in addition, wang and guthrie (2004) claim that extensive reading equips the learners with good experience to produce positive motivation towards reading. to make the extensive program is successful; teacher may consider ten principles developed by bamford and day (2002). they are (1) the materials of reading are easy for readers; (2) a variety of reading topics are available; (3) students choose what they want to read; (4) students read large number of reading materials; (5) students use rapid reading; (6) students read for pleasure, getting information, and general understanding; (7) students read individually and silently; (8) reading is its own reward; (9) teacher orients and guides the students; and (10) teacher becomes a role model for the students. based on the observation, the students’ motivation towards extensive reading subject is still low. the data taken from the interview showed that most of them stated that extensive reading is a complicated subject because they should read a lot of books. although the materials were provided by themselves, they felt hard to accomplish the assignments given by the teacher. the main reason causing the problem was the enthusiasm of reading on students was low. the above phenomenon is contrary to the theories of extensive reading program. for this, the syndicate learning approach is chosen to solve the problem. syndicate learning is dividing a class into small groups (syndicates) of four to eight students (mckeachie, 2010). here, teacher gives each syndicate assignment and the members of the syndicate may divide the readings and discuss together before giving the report in front the class. in line with this, mckerlie (2012) states that syndicate learning is a promising approach that offers some valuable benefits for students. it is a type of peer learning that consists of five to ten students working together to achieve of a set goal or task. in practice, they have a freedom to arrange the allocated time and group meetings in order to accomplish the assignment. research method in the present study, the researcher applies a survey research since it aims at obtaining the information of students’ attitude on the implementation of syndicate learning approach in the process of teaching extensive reading. according to mckay (2006), there are three kinds of information that can be conveyed through survey: factual information, behavioral information, and attitudinal information. the subjects of the study were the fourth semester students of english study program of faculty of teacher training and education at universitas muhammadiyah sidoarjo, namely class b1. there were 16 students in the class. here, the researcher took them all as the respondents. afterwards, the researcher formulated ten statements including students’ attitude towards the implementation of syndicate learning approach in extensive reading as individual participant and member of group related to the students’ perceptions on syndicate learning approach in the form of opinionnaire. in addition, there were five options for each statement that can be assessed by using likert scale: strongly agree, agree, neutral, disagree, and strongly disagree. it was important to identify students’ positive or negative attitude towards the approach. the implementation of syndicate learning approach in teaching extensive reading has similar phases as cooperative learning process (hamalik, 2008). there are four stages in syndicate learning approach. the first phase is forming syndicates next, each group chose a particular book to read together. in this stage, it is expected that the journal of languages and language teaching, vol. 6 no.1, mei 2018 30 positive interdependence among the members are created. the second phase is functioning process. here, students in each syndicate were given chances to have their own roles. the main point of this phase is providing the students’ responsibilities for both individually and group. the third is formatting the report. here, students in each syndicate organize the summary of books they have read and communicate their idea in the group. in relation to the present study, the researcher divided the class into four groups. here, students were asked to read novels and reported them in the form of students’ logs promoted by lyutaya (2011). students’ log helps teacher see students whether they accomplish the reading program goals, recognize their strengths and weaknesses, and also direct them to complete the assignments. the next step, teacher check the reading logs based on the eight criteria on a scale of (1) excellent; (2) very good; (3) good; or (4) needs work. the criteria are as follows: 1. observation. students analyze about the plot, characters, setting, language, or other textual elements. 2. quotations. students quote the text accurately and relate to some important feature in the story. 3. comparisons. students make a note for the similarities and differences between characters, themes, language, or other textual elements. 4. reflections. students gives their opinions about how the story makes their feel and connects events from the story to their experiences or current incidents. 5. summaries. students write a coherent review of the readings. 6. analysis. students write the motivations of the characters, the resolution of the plot, or the consistency of the writer. 7. synthesis. students use advanced reasoning skills to show the correlation between the readings and other events. 8. vocabulary. vocabulary used in the students’ log represents appropriate strategies and includes a variety of difficult words, grammatical structures, and colloquial expressions. at last, in the performance phase, each group presents their understanding on what they have read in front of the class and discuss with the other groups. findings and discussion in the study, the researcher had constructed ten statements of students’ attitude towards the syndicate learning approach implementation in extensive reading subject of the fourth semester students of english study program of faculty of teacher training and education at universitas muhammadiyah sidoarjo. the statements cover the students’ perception for both as the individual participant and the member of group. to gather the data of students’ response as the personal participant to syndicate learning approach in extensive reading subject, the researcher had set the opinionnaire items of 1, 2, 5, 7, and 9. in addition, the items of 3, 4, 6, 8, and 10 had been formulated to identify the students’ perception as the group on syndicate learning approach implementation. the following table presents the result of the student’s attitude after attending the extensive reading subject using syndicate learning approach. table 1. the analysis of students’ attitude towards the implementation of syndicate learning approach in extensive reading subject statements and responses frequency (f) percentage (%) (1) extensive reading is an interesting subject since the syndicate learning approach is implemented. 14 88 journal of languages and language teaching, vol. 6 no.1, mei 2018 31 strongly agree agree neutral disagree strongly disagree 2 0 0 0 12 0 0 0 (2) i enjoy learning reading during the whole process of syndicate learning approach. strongly agree agree neutral disagree strongly disagree 16 0 0 0 0 100 0 0 0 0 (3) during the implementation of syndicate learning approach, students actively participate within a group. strongly agree agree neutral disagree strongly disagree 15 1 0 0 0 94 6 0 0 0 (4) students learn how to respond actively when the others need help in completing the tasks during the learning activity through syndicate learning approach. strongly agree agree neutral disagree strongly disagree 15 1 0 0 0 94 6 0 0 0 (5) syndicate learning approach makes me confident in reading class. strongly agree agree 13 3 0 81 19 0 neutral disagree strongly disagree 0 0 0 0 (6) students always appreciate one to another when they share their ideas during the learning activity in syndicate learning approach classroom. strongly agree agree neutral disagree strongly disagree 14 2 0 0 0 88 12 0 0 0 (7) extensive reading subject becomes easier when i follow the steps of syndicate learning approach. strongly agree agree neutral disagree strongly disagree 15 1 0 0 0 94 6 0 0 0 (8) students work cooperatively during the learning activity in syndicate learning approach classroom. strongly agree agree neutral disagree strongly disagree 13 3 0 0 0 81 19 0 0 0 (9) after attending the syndicate learning classroom, i get better understanding on reading text. strongly agree agree neutral disagree 14 2 0 0 0 88 12 0 0 0 journal of languages and language teaching, vol. 6 no.1, mei 2018 32 strongly disagree (10) students can take benefits, such as improving motivation, self esteem, and achievement after attending the syndicate learning classroom. strongly agree agree neutral disagree strongly disagree 16 0 0 0 0 100 0 0 0 0 the explanations of the results of the analysis of students’s attitude towards the implementation to syndicate learning approach in extensive reading class in table 1 are as follows. first, as the individual participant, students agreed that extensive reading is an interesting subject since the syndicate learning approach is implemented. there were 88% of the participants answered strongly agree and the rest selected agree. moreover, for the statement “i enjoy learning reading during the whole process of syndicate learning approach,” all the students stated strongly agree. in addition, there were 81% of the students selected strongly agree on the statement “syndicate learning approach makes me confident in reading class.” meanwhile, there were 19% of students stated agree. besides, students also agreed that extensive reading subject becomes easier when they follow the steps of syndicate learning approach. there were 94% of learners answered strongly agree and the rest stated agree. also, for the statement “after attending the syndicate learning classroom, i get better understanding on reading text,” there were 88% of students stated strongly agree and 12% of students chose agree as their responses. from the investigation of group participation, there were about 94% of the participants stated strongly agree and 6% of them answered agree in the statement that during the implementation of syndicate learning approach, students actively participate within a group. this also happened to the statement “students learn how to respond actively when the others need help in completing the tasks during the learning activity through syndicate learning approach.” meanwhile, there were 88% of students answered strongly agree for the statement “students always appreciate one to another when they share their ideas during the learning activity in syndicate learning approach classroom,” and the rest chose agree. then, it was 81% of the learners said strongly agree for the statement “students work cooperatively during the learning activity in syndicate learning approach classroom,” and there were 19% students answered agree. finally, all the students agree with the statement of “students can take benefits, such as improving motivation, self esteem, and achievement after attending the syndicate learning classroom.” conclusion the study has provided the evidence that students have positive attitude toward the implementation of syndicate learning approach in extensive reading subject. this can be seen from the findings that most of the participants of the research show their strong agreement towards the usefulness and effectiveness of the use of syndicate learning approach for teaching extensive reading. considering the conclusion above, it is implied that syndicate learning approach is an attractive strategy to solve the problems in extensive reading program. in the process of learning, this approach promotes the positive interdependence, interaction among students, individual responsibility, social skills, and personal as well as group evaluation. however, teachers should make sure that all students actively participate in the process of learning. accordingly, it is important for the participants being well trained before the application of the approach. journal of languages and language teaching, vol. 6 no.1, mei 2018 33 in fact, there are still plenty of problems and the essences of syndicate learning approach that need to be uncovered. therefore, it is expected to see how syndicate learning approach could be applied in the different level of students, not only for the students of tertiary education but also at the secondary education. references bamford, j. and day, richard r. 1998. extensive reading in the second language classroom. cambridge: cambridge university press. bamford, j. and day, richard r. 2002. top 10 principles for teaching extensive reading. reading in a foreign language, vol. 14 (2). 142-145. grabe, william. 2009. reading in a second language (moving from theory to practice). new york: cambridge university press. guthrie, j., and cox, k. 2001. motivational and cognitive contributions to students’ amount of reading. contemporary educational psychology 26. 116-31. hamalik, o. 2008. kurikulum dan pembelajaran. bandung: bumi aksara. koda, k. 2005. insights into second language reading. new york: cambridge university press. lyutaya, tatiana. 2011. reading logs: integrating extensive reading with writing tasks. english teaching forum number, vol. 49 (1). 26-34. mckay, s.l., 2006. researching second language classroom. new jersey: lawrence erlbaum associates. mckeachie, wilbert and svinicki, marilla. 2010. teaching tips: strategies, research, and theory for college and university teachers. mckerlie, r.a., cameron, d.a., sherriff, a., and bovill, c. 2012. students perceptions of syndicate learning: tutor-less group work within an undergraduate dental curriculum. european journal of dental education 16. 122-127. nation, i.s.p. 2009. teaching esl/efl reading and writing. new york: routledge, taylor and francis group. massachusetts: cengange learning. renandya, w.a, and jacobs, g.m. 2002. extensive reading: why aren’t we all doing it?. methodology in language teaching: an anthology of current practice (pp. 295-302). new york: cambridge university press. wang, j., and guthrie, j. 2004. modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between u.s. and chinese students. reading research quarterly 39. 16286. journal of languages and language teaching, vol. 4 no.1, mei 2016 42 the effectiveness of fantasy stories technique towards students’ creativity in writing ujang supriadi sma negeri 1 praya timur, lombok tengah, ntb supriadijang88@gmail.com abstract this research is aimed to find out whether or not using fantasy stories technique toward students’ creativity in writing is effective. the research was experimental research and the design used was used one group pre-test post-test design. the population of the study was the second grade students of sma negeri 1 praya timur which consisted of only one class with 25 students’. so, the researcher took all the number of population as the sample. the data were collected by using pre-test and post-test. the instrument of this research used was writing test. the technique that was used to analyse the data was t-test formula. from the data analysis, it was found that the result of t-test (2,296) was higher than t-table (1,711) at the significant level = 0,05 and the number of degree of freedom (df) = 24. therefore. based on the result of the analysis. it can be concluded that fantasy stories technique towards students’ creativity in writing at the second grade students’of sman 1 praya timur in academic year 2017/ 2018 is effective. key words: fantasy stories technique, and creativity in writing. abstrak penelitian ini bertujuan untuk mengetahui apakah menggunakan teknik cerita fantasi terhadap kreativitas siswa dalam menulis secara efektif. penelitian ini merupakan penelitian eksperimental dan disain yang digunakan adalah uji coba satu kelompok pre-test post-test. populasi penelitian ini adalah siswa kelas dua sma negeri 1 praya timur yang hanya terdiri dari satu kelas dengan 25 siswa. jadi, peneliti mengambil semua jumlah populasi sebagai sampel. data dikumpulkan dengan menggunakan pre-test dan post-test. instrumen penelitian yang digunakan adalah tes tulis. teknik yang digunakan untuk menganalisa data adalah rumus t-test. dari hasil analisis data diperoleh hasil uji t (2,296) lebih besar dari t tabel (1,711) pada tingkat signifikan = 0,05 dan jumlah derajat kebebasan (df) = 24. oleh karena itu. berdasarkan hasil analisis. dapat disimpulkan bahwa teori cerita fantasi terhadap kreativitas siswa dalam menulis siswa kelas ii sman 1 praya timur pada tahun ajaran 2017/2018 efektif. kata kunci: tekhnik fantasy stories dan kreatif dalam menulis. introduction writing language is basically representation of spoken language. thus, language exists in two forms. according to brown (2003: 218) writing is few learn to express themselves clearly with logical primarily and convention for recording speech a convention for reinforcing grammatical and lexical feature of language. creativity in writing is very important because through creativity people will be able to create something new, if creative people tell something in the past form or in the future form, he/she should has creativity because creative person be able to create something usual will be changed being something different. creative people are able to explore them self by giving their ideas or create something new because they are having good dictations. the researcher has conducted an observation during teaching practice (ppl) journal of languages and language teaching, vol. 4 no.1, mei 2016 43 at sman 1 praya timur in academic year 2017/2018. the researcher found that some problem when the teacher teaching the students in the class room the problem were like; the students also find difficulties in communicating by using english language it can be showed by there is little interaction between teacher and student. most of all, students were difficulty to the ability to think in a flexible way to solve problems in order to have more solutions. and the student’s difficulty to the originality of the creative ideas that can be expressed, the students only created the ideas that very monotonous idea that makes teaching learning process was not creativity. based on the statement of the problem, the purpose of the study was to find out the effectiveness of fantasy stores technique towards students’ creativity in writing skill at the second grate students’ sman 1 praya timur in academic years 2017/2018. review of related literature according to harmer (2004: 33) states that writing is frequently useful as preparation for some other activity, in particular when students write sentences as a preamble to discussion activities. alane jordan starko (2005: 25), creativity is a complex construct and is most commonly expressed through a broad range of intelligences including linguistic, musical, mathematical, spatial, kinesthetic, interpersonal, and perhaps even intrapersonal. the aspect of creativity fluency, the total number of interpretable, meaningful, and relevant ideas generated in response to the stimulus. fluency score is the sum of the answers reduced by the same answer (not the category of answer). flexibility, the ability to think in a flexible way to solve problems in order to have more solutions. originality is the originality of the creative ideas that can be expressed. the more varieties of the expression the more originality the ideas. elaboration. the ability to elaborate and develop the ideas to higher complexity ideas. according to wright, et all (1994: 109) a fantasy story is one that includes witchcraft or magic and is usually set in an alternate reality, fantasy stories often contain medieval elements, such as clothing, architecture, technology and language. the procedure of fantasy stories the object of the game is to invent a complete fantasy based on the pictures received. it should not be realistic about someone losing their purse or having a party, for example. the pair or group should invent the story through discussion. once the story is ready, it should be written down and/or recorded on tape. the stories should then be told to the whole class. the pictures and the written version of the stories could be displayed o the wall. the variation of procedure of fantasy stories group or pair works, leading to class work. instead of giving each pair or group a selection of pictures, put 15-20 pictures on the wall of the classroom. then ask the pairs or groups to invent a story, making use of the pictures in any order. when everyone has finished, the stories can be written down and told. the advantage of this variation is that each group will be more interested in what the others have written, because the same pictures have been used. group work leading to class work. instead of using only pictures, prepare a kit containing six to ten assorted objects and pictures, e.g. a piece of string, a key, a toy car, a picture of an expensive house, a picture of a bank, a whistle, an empty purse or wallet. each group works independently to prepare a short play to ‘reconstruct a crime’, and must refer to all the objects and pictures. each play is then presented to the class. each learner n a group is given a picture or an object. the learners then take turns to tell a story. they must continue the journal of languages and language teaching, vol. 4 no.1, mei 2016 44 story as told by their neighbor and must refer to the picture or object at some point in their continuation of the story. research method in this research is quantitaive research. research design that used in this research was pre experimental. where, in this design there is only one group without control group. so, the researcher used one group pre-test post-test design, the researcher gave the pre-test to the students to know the ability of students before getting the treatment, and then after that the researcher gave the treatment to the students. the population of the research 25 students’ and the sample was 25 students’. the instrument of this research was essay test. technique of data collection in this research was pre-test and post-test design. research finding the researcher designed the study based on the test, which were pre-test as and post-test. it was conducted at the second grade students’ of sman 1 praya timur in academic year 2017/2018. the research has been conducted from 12 june to 12 july 2017. the researcher gave students’ pre-test and the researcher treated the students by using fantasy stories technique in several meetings. in giving treatment the researcher gave students’ material about narrative text. after that, the researcher conducted the posttest. the follows is explained the result of pre-test and post-test. the result of data analysis showed that the highest score of pre-test was 15 and the lowest score was 2, after the researcher calculating the score of pre-test by using narrative analysis, the researcher found that the result of mean was 8,32,median was 16,5, mode was 14,25, and the standard deviation was 3,634 and the frequency distribution of the data as follows: table 4.1 frequency distribution of pre-test class limit class bndrs mid point tally fre q. per cen t. 2 – 4 1.5 – 4.5 3 iiii 4 16. 0% 5 – 7 4.5 – 7.5 4 iiii 4 16. 0% 8 – 10 7.5 – 10.5 9 iiii 5 20. 0% 11 – 13 10.5 – 13.5 10 iiii iiii 9 36. 0% 14 16 13.5 – 16.5 15 iii 3 12. 0% 2 5 1 00.0 % the graphic above is used for conveying the data from pre-test of students creativity in writing narrative text. the polygon showed the achievement students of pre-test used for the viewers in pictorial form or to describe the data set. it is easier for most people to comprehend the meaning of data presented as a picture then data presented as a table; this is especially true if the viewers have little or no statistical knowledge. graphic 4.1 histogram and polygon of pre-test frequency the result of data analysis showed that the highest score of post-test was 20 and the lowest score was 7, after the researcher calculating the score of post-test by using narrative analysis, the researcher found that the result of mean was 14,24, median was 17,562, mode was 17, 9, and standard 0 2 4 6 8 10 1.5– 4.5 4.5– 7.5 7.5– 10.5 10.5 – 13.5 13.5 – 16.5 series1 journal of languages and language teaching, vol. 4 no.1, mei 2016 45 deviation was 23,437 and the frequency distribution of the data as follows: table 4.2 frequency distribution of post-test class limit class bound. mid point tally freq. perc ent. 7 – 9 6.5 – 9.5 8 iiii 5 20.0 % 10 – 12 9.5 – 12.5 11 ii 2 8.0% 13 – 15 12.5 – 15.5 14 iiii ii 7 28.0 % 16 – 18 15.5 – 18.5 17 iiii iii 8 32.0 % 19 21 18.5 – 21.5 20 iii 3 12.0 % 25 100. % the graphic above is used for conveying the data from post-test of students’ creativity in writing narrative text, the polygon showed the achievement students’ of post-test used for the viewers in pictorial form or to data presented as a picture then data presented as a table; this is especially true if the viewers have little or no statistical knowledge. graphic 4.2 histogram and polygon of post-test the statistical analysis of the data obtained that was done hence the discussion of the result of the analysis came. the result of statistical analysis of t-test in this study was (2.296) it is higher than t-table in the significant levels (0.05) (1.711) in degree of freedom (24). based on the condition above the researcher concludes that fantasy stories technique is effective towards students’ creativity in writing narrative text (ha). meaning that, fantasy stories was very appropriate in teaching students’ writing narrative test. therefore, it also was clear that t-test was higher than t-table in which the degree of difference of the mean scores was significant in confidence level 0.05, meaning that ha is accepted, the ho is rejected. conclusion based on the data analysis and the discussion in previous chapter, the researcher finally comes to the conclusion. based on the result of t-test, the researcher found that t-test (2,296) is higher than t-table (1,711) with the degree of freedom (df) = 24. it means that the null hypothesis (ho) is rejected and the alternative hypothesis (ha) is accepted. thus, it can be concluded that fantasy stories is effective towards students’ creativity in writing. on the other words, teaching english writing at sman 1 praya timur by using fantasy stories technique has been able to produce much greater change in the students’ creativity in writing. references adair, john. 2007. the art of creative thinking. london and philadelphia andrew wright .1994. games for language learning. new york: cambridge university press. brown. h. douglas. 1995. teaching for principle. san francisco. addition wesley. longman. inc hammer, jeremy. 2001. the practice of english language teaching. essex: longman group uk limited. hatch, e and brown h. 1995.research design and statistical for applied 0 2 4 6 8 10 6.5– 9.5 9.5– 12.5 12.5 – 15.5 15.5 – 18.5 18.5 – 21.5 series1 journal of languages and language teaching, vol. 4 no.1, mei 2016 46 linguistic. newbury house publisher. inc: london. quadt. 1966. the effectiveness of consolidation stage in teaching vocabulary.unpublisher. quirk, randolp.1978. “longman dictionary of contemporary” english great britain: longman group. ltd. starko, ja. 2005. creativity in the classroom. london sugiyono. 2010. statistikuntukpenelitian. bandung: cv alfabeta suharsimi, arikunto. 2006.prosedurpenelitiansuatutindakanprak tik. jakarta: pt. rinekacipta. sukarni catur utami munandar, 1990. creativity in education. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i4.2815 october 2020. vol. 8, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 432-441 jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 432 retelling strategy towards students’ english reading comprehension at senior high schools 1rudiawan & 2jupri 1english teacher of sman 1 jonggat, central lombok, indonesia 2english lecturer, mandalika university of education, indonesia corresponding email author: rudiawan@gmail.com article info abstract article history received: september 2020 revised: october 2020 published: october 2020 it was found that the majority of the students felt reluctant, nervous, and shy to read, especially when they were asked to read in front of their friends. the research objective is to find out how the use of the retelling-based instruction strategy can increase the students’ reading comprehension and find out the participants’ perceptions on the retelling as a technique used to improve their reading comprehension. this research was experimental research that deals with utilizing the independent variable (the retelling technique) toward learners’ reading comprehension. fifty-two students were involved in this study. the xi-a class was taken as the experimental class, and xi-b was treated as the control class. the research shows that it is significantly different in teaching english by using a retelling strategy to improve the students’ reading comprehension. the sig. (2-tailed) is 0.000 is lower than the significant level (0.05). thus, the retelling strategy can improve the students’ reading comprehension in sman 1 jonggat, praya, central lombok. the t-test is higher than the t-table, 8.04 < 1.67. this also certainly concludes that there is a significant difference in teaching reading by using retelling strategy and not using retelling strategy. there is a positive contribution to the teaching of english reading comprehension by using retelling strategy in the sman 1 jonngat, praya, central lombok. all 25 students in the experimental class were happy and enjoyed reading by using the retelling strategy. keywords retelling strategy; reading comprehension; how to cite: rudiawan & jupri. (2020). retelling strategy towards students’ english reading comprehension at senior high schools. jollt journal of languages and language teaching, 8(4), 432-441. doi: https://doi.org/10.33394/jollt.v8i4.2815 introduction recently, english has been increasingly becoming the medium of communication in every aspect of life, particularly in the education domain. as a result, many people learn english as an endeavor to face global demand. the principal purpose for them in knowing it is to be able to read. they consider that reading is the most crucial language skill, among other skills. according to research findings, reading seems intuitively the most important: people who know a language are referred to as readers of that language. many, if not most, foreign language learners are primarily interested in learning to read. in indonesia, english is a foreign language (widiati & cahyono, 2006: 276). for indonesian people, english is learned after they mastered their first language. gebhard (1998) states that english as a foreign language means that english is studied by people who live in places where english is not their first language; english is only taught as a school subject. for this position, many indonesian people, including students, find several problems in mastering it. they consider that english is quite difficult to learn and even think it is the most difficult one to master. http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& rudiawan and jupri retelling strategy towards reading comprehension jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 433 various factors may trigger the difficulties in mastering english as a foreign language. those could be from the english language itself, or from the learners themselves, or possibly from the learning process itself. obviously, the teacher's role also plays a crucial effect (nunan, 1999: 93). english is a complex language for indonesian people because it contains various patterns, unique spelling, and pronunciation. it is said that english is badly spelled (literary-research, 2001). based on the researcher’s experience teaching in this school, the researcher found that one of the problems that restrain their reading ability is lack of self-confidence. it was based on the researcher’s teaching experience. it was found that the majority of the students still felt reluctant, nervous, and shy to read, especially when they were asked to read in front of their friends. knowing that they are heterogeneous, coming from different characters, the background of education, and families. it seemed that they seldom cooperate. this condition also affected their active involvement during their english class. some students have willing to ask for clarification from their teacher. they responded to or answered the teacher’s instruction and question, did the task given by having an active discussion with their peer/group, helped or asked for help from each other, and actively answered their friends’ questions. it was found that out of 26 students, there were only 7 students (27%) who were categorized as active students. a large body of reading research has recently targeted strategy instruction, which presumes that learners who are empowered with knowledge of a particular reading strategy, and specifically how it is used, can better increase their reading comprehension (anderson, 2005; beers, 2000). moreover, pressley (2002) emphasized that reading education should focus on comprehension instruction: readers should be taught comprehension strategies. comprehension instruction entails “teaching people how to construct meaning from text rather than simply finding the meaning put there by the author” (pressley, 2002: 390). in order to comprehend the text well, the student has to be engaged in utilizing strategies “to construct meaning from text, using text information to build conceptual understanding, [and] effectively communicating ideas orally and in writing” (gambrell, malloy, & mazzoni, 2007, p. 13). students who engage in such meaningful literacy activities can become motivated and achieve reading success. in the context of second language (l2) learning, the teacher can implement best practices in relevant and meaningful ways when teaching students to read english as a foreign language (efl). reading comprehension strategies for efl learners should promote memorizing linguistic symbols and understand ideas in the text. in an efl classroom, the following responses are quite common. when teaching students to read an english article, a language instructor may ask them to describe what they have read once they have finished reading. in many situations, the instructor repeatedly encounters students’ silent responses or replies, such as, “sorry, i have nothing to tell you,” “i don’t remember,” or “i have no idea about that.” these responses reveal the problem: efl learners cannot remember anything after they read a piece of english text. to overcome this problem, an instructor should offer students a strategy to reconstruct meaning in order to help them remember and understand the information in the text. one strategy that engages students in reconstruction is retelling. the retelling technique is a verbal rehearsal skill in which readers restate what they have read. through retelling the text, learners can engage in meaning reconstruction by generalizing text information, connecting details, and referring to prior personal knowledge. in english-speaking contexts, retelling has been used as an instructional tool for quite a long time. some research on the effects of retelling-based reading programs shows that retelling is an effective tool used to improve students’ text comprehension in a holistic fashion and to enhance students’ ability to recall entire texts (cullinan, harwood, & galad, 1983; french, 1988; gambrell, koskinen, & kapinus, 1991; morrow, 1985, 1986, 1993; rudiawan and jupri retelling strategy towards reading comprehension jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 434 moss, 1997, 2003, 2004). however, in the context of learning english as a second or foreign language (esl/efl), no studies in the literature on retelling examine it as an instructional tool for increasing reading comprehension. thus, the present study instructed chinese adult learners in the retelling technique and examined the effects of retelling on their reading comprehension performance. the present study can contribute to the current body of knowledge about how to improve comprehension in esl/efl reading education. despite the wide use of the retelling technique in education and the amount of research examining its effects on comprehension in a native english-speaking context, the above literature review exposed several gaps. first, there are few studies on the effects of the retelling technique on esl/efl learning. using recall as a reading comprehension assessment tool, bernhardt (1991) recommended that the analysis of students’ retelling protocol be an instructional device to improve fl learners’ reading comprehension. more recently, moss (2004) indicates that english-language learners benefited from text retelling. a second gap in the literature is that, despite the documented robust effect of retelling on improving native speakers’ comprehension, the linguistic aspect of reading comprehension that is best improved by retelling has not yet been deeply investigated. through the questionnaire employed in the present study, the researcher examined the impact of retelling with regard to the participants’ understanding at the word-level, sentence-level, and text-level. third, the text type utilized in previous research has been either expository or narrative. but these two text types have different structures that may spark readers to activate diverse strategies for comprehension. in fact, a reader may be involved in both types of article reading in daily life. therefore, to provide a complete reading comprehension performance analysis, the researcher used both narrative and expository texts. fourth, the participants in previous research have been kindergarten, elementary, and high school students. i assumed that the retelling technique that worked with kindergarten, elementary, and secondary students, would also serve other students, namely post-secondary students. thus, the present study examined university students. most importantly, the during-reading phase has been ignored in the previous research using retelling as an instructional tool to activate the learners’ reading comprehension. previous research has used the retelling technique only as a follow-up strategy. as a result, these studies on the effects of retelling only examined reading comprehension following reading or listening. however, what students comprehend and how they understand the text during reading may influence what they retell after reading. therefore, the present study asked participants to use retelling and examined how they understood the text during reading. the purpose of this study was to examine the effects of the retelling technique on esl learners’ reading comprehension of expository and narrative texts. research method the design of this research was experimental research. this design deals with utilizing the independent variable (the retelling technique) toward learners’ reading comprehension. the research step was started from the problem identification found by the teacher in his classroom. latief (2009) states that experimental research for english learning aims to develop and apply a certain instructional strategy to solve practical instructional problems in english classroom teaching. this research was designed to apply the retelling strategy to solve the problem in the english class of the xi grade students of sman 1 jonggat, central lombok, west nusa tenggara. in conducting this experimental research, the researcher collaborated with one collaborator. the collaborator was the teacher who taught english in this school. it is based on the early agreement; the researcher acts as a teacher implementing the retelling strategy. the collaborator helps the researcher observe the teaching process by filling the supporting rudiawan and jupri retelling strategy towards reading comprehension jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 435 instrument to gain the supporting data. before conducting the research, the collaborator is trained on how to use the research instruments such as observation checklists and field notes. the collaborator, who is equipped with those research instruments, observes the researcher and students in the teaching and learning activities during the retelling strategy implementation. research design the experimental research design used in this study is an experimental process adapted from the model proposed by kemmis and mctaggart (cited in koshy 2007). it consists of five main steps: problem identification, implementing the treatment, distributing the instruments, gaining the data and analyzing the data. population and sample this study was conducted at state senior high school or sman1 jonggat, which is located in jl. jurusan praya, central lombok, west nusa tenggara province. the research population was 52 students of xi grade of sman1 jonggat, central lombok, west nusa tenggara, in 2019/2020. the xi grade students were divided into two classes, xi-a and xib. class of xi-a contained 25 students, and xi-b contained 27 students. the xi-a class was taken as the experimental class, and xi-b was treated as the control class, controlling the experimental class, which was treated by implementing the retelling strategy. the researchers utilize non-random sampling as the sampling of the research. it was conducted for the xi grade of sman1 jonggat only had two classes, which were not possible to be randomized. this was done to maintain the intake setting of the class. the researchers also have consulted with experts who provided some suggestions not to randomize the research participants. instruments reading comprehension was tested in the preand post-tests. the preand post-tests are group tests featuring the same text, which measures the participant’s ability to comprehend reading comprehension in english. the participants read five passages and answer 25 questions. these passages and questions are directly adopted from pauk (2000). in the original format, each passage is followed by six types of questions: main idea, subject matter, supporting details, conclusions, clarifying devices, and vocabulary in context. the main idea question is taken away because it is not the multiple-choice variety from which participants select one correct option. the rationale for using the same test for both preand post-measurement is to assure objectively comparable tests, thus avoiding the problem of equating different formats of pre and post-tests. the six-week interval between administrations is considered long enough to control for any short-term memory effects. this is because the participants are not provided with the correct answers after the pre-test, so they have no way of knowing whether their answer is correct; moreover, they are unlikely to remember how they have answered a question the first time. thus, the interval is deemed long enough to control any significant learning except for the training. the questionnaire of self-evaluation results. the questionnaire contained 5 items with a 0 and 5 likert scale for each item (0 = strongly disagree, 5 = strongly agree). the questionnaire includes: (1) some statements pertaining to the impact of retelling after reading, (2) some statements of the impact of the ability to tell after reading, (3) some statements about the impact of enjoying the activity of reading, (4) some statements of the impact of the ability of writing after reading, and (5) some statements on the impact of the ability to gain vocabulary after reading. rudiawan and jupri retelling strategy towards reading comprehension jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 436 individual items dealing with the periods during and after reading are further divided into word-level, sentence-level, content details, and the text's overall meaning. in addition, two items covering the period during reading focus on the participants’ affective factors, exploring how participants conceive retelling as a strategy that helps them pay attention to the reading material. questionnaires are written in english and translated into bahasa indonesia. participants complete the bahasa indonesia version. in addition, the self-report focuses on the participant’s experience with retelling. it contains one semi-open question asking whether the participants want to continue to use the retelling technique after the program is over and why or why not . data analysis after data collection, the researcher applies statistic package for social science for windows (spss) version 22.0 to compute the data collected from reading comprehension preand post-tests, the participants’ reading performance questionnaire. the researcher conducts the independent samples t-tests to investigate whether there are differences between the experimental and control groups on reading comprehension tests and duringand after reading performance. furthermore, self-reports are analyzed qualitatively. the analysis is focused on why the students feel meaningful learning to improve their reading comprehension or why not. the qualitative analysis is used as supplementary data to help interpret the results of the statistical analysis. research findings and discussion research findings the result's presentation was intended to find out the answer to the problem of investigation as formulated in the introduction. to find out the problem's solution, the researcher intended to analyze the data obtained from the students' test results. the data analysis was meant to determine the implementation of the retelling technique in increasing students’ reading comprehension at the grade of xi a and b of sman 1 jonggat in the academic year 2019/2020. in this step, a finishing formula from a t-test analysis of spss computation has been adopted to determine the significant difference between the teaching of reading comprehension by using retelling strategy and the teaching of reading comprehension using a non-retelling strategy. in the first step of the research, the researcher came to the class and delivered a kind of pre-test to explore the students’ reading ability. a simple reading test was delivered to students. some of the students were familiar with the topics discussed, but others seem so strange and even confused when the researcher tried to examine them with the reading test. to mark the students' test results, the researcher gave six points for the lowest score, then the highest possible score is nine. secondly, after the pre-test was administered, the researcher held out the regular treatment of the teaching of reading comprehension by using retelling strategy to the experimental class and non-retelling strategy for the control class. the number of students taken as the population of this study was 52 students. twenty-five students were treated for the experimental group, and 27 others were treated as the control group. they had been chosen in non-randomization. this was applied due to maintaining the intake setting of the class. the researcher also has consulted with the observer, who provides some suggestions not to randomize the research participants. the experimental group students were treated using the retelling strategy to improve the students’ reading comprehension. meanwhile, the students categorized into the control group were treated using non-retelling techniques or a conventional teaching method to teach rudiawan and jupri retelling strategy towards reading comprehension jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 437 reading comprehension. the treatments were conducted about eight meetings and the researcher came to the class (experimental and control groups) four times a month. the experimental group and the control group were treated with a post-test to know how well the students’ major competence or individual reading comprehension ability. in finding out the positive effect of the retelling technique in increasing the students’ reading comprehension, the experimental and control groups' data are put in the tables and counted for the mean scores. this is to find out the comparison between both pre and post-test between both groups. in analyzing the data obtained, the researcher follows the following steps. arranging and putting the score of pre and post-tests between both experimental and control groups and analyzing the data using early statistical computation to measure the results of descriptive statistical computation in finding out the mean score of pre and posttests between experimental and control classes and analyzing the data by using a further statistical computation to measure the significance of teaching reading comprehension by using a specific teaching technique in the form of retelling strategy of teaching. this statistical analysis is called inferential statistical analysis, which was conducted to find out the effect of teaching reading comprehension by using the retelling strategy. descriptive statistical analysis the next steps are analyzing the results of pre and post-tests between both experimental and control groups. the researcher applied computer software for analyzing the data. the statistical application is called spss statistical analysis version 22 from ibm. the results of descriptive statistical analysis of post tests for both experimental and control group. table 2 the results descriptive statistical analysis group statistics group n mean std. deviation std. error mean nilai 1.00 25 85.1600 6.43998 1.28800 2.00 27 72.1111 5.23548 1.00757 pursuant to the results of the descriptive statistical analysis above, the researcher can now look at the comparison of the mean scores between both experimental and control classes. the experimental group's mean score is higher than that of the control group, which is 85.16 < 72.11. this surely indicates that the experimental group performs better in learning reading comprehension than the control group. the teaching of reading comprehension by using the retelling strategy is better than using a non-retelling strategy. the retelling technique is positively improving the students’ reading comprehension. it is now answering the researcher’s hypothesis derived from the research question that the retelling strategy is effective in improving the learners’ reading comprehension in sman 1 jonggat in the academic year of 2019/2020. the researcher positively argues that teaching english reading by using retelling strategy can now be promoted. efl teachers can surely adopt the results of this investigation to solve problems in efl settings, particularly the teaching of english in middle school in non-english speaking countries. it was based on the above results of descriptive statistical analysis; the researcher can now conclude that the retelling technique is positively improving the students’ reading comprehension in the level of middle school. rudiawan and jupri retelling strategy towards reading comprehension jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 438 inferential statistical analysis after the steps of analyzing the results of pre and post-tests in both experimental and control groups in the form of descriptive statistical analysis, the researcher can now proceed to further statistical analysis by using computer software of spss from ibm for analyzing the data. the further statistical application is similarly applied from spss statistical analysis version 22 from ibm. this deeper analysis is called inferential statistical analysis, which certainly examines both the post-test results between experimental and control groups. the following tables show the results of inferential statistical computation from ibm spss version 22. pursuant to the inferential statistical analysis results above, the researcher can now look at the comparison of the results of significant differences found after the computation of the analysis by using an independent sample t-test. the result of the sig. (2-tailed) shows .000, which is higher than that of the significant level of 0.05 which was set by the researcher, which is 0.000 > 0.05. this indicates that the experimental group that was taught using the retelling technique performs better in learning reading comprehension than the control group. reading comprehension in the practical class by using the retelling strategy shows better results than using a non-retelling strategy. the retelling technique is positively increasing the students’ reading comprehension. it is now also further answering the researcher’s hypothesis derived from the research question that the retelling strategy effectively improves the learners’ reading comprehension in sman 1 jonggat in the academic year of 2019/2020. the inferential statistical analysis results show that it is significantly different in teaching english by using a retelling strategy to improve the students’ reading comprehension. the results of the sig. (2-tailed) indicate 0.000 which lower than the significant level (0.05). hence, it is now proven that reading comprehension in middle school, particularly in sman 1 jonggat praya, central lombok, can be assisted by using the retelling strategy. that is why efl teachers can surely cope with this finding. english teachers in the level of middle schools can teach reading comprehension in english by using the retelling strategy. the researcher then looked at the result of the t-table, which is commonly stated in general in the list of the distribution of the t-table. the researcher found that the results of the t-table is 1.67. the researcher then compared the results of the t-test and the results of the ttable. it was found that the t-test is 8.04, and the results of the t-table is 1.67. therefore, the ttest is higher than the t-table, 8.04 < 1.67. discussion the computation of the data analysis from the descriptive statistical analysis in the former pages shows that the two mean scores of the experimental and control groups are resulting in 85.16 for the experimental class and 72.11 for the control class. this figure that the experimental class shows a higher mean score than that of the control class. the experimental class, which was taught by using the retelling strategy, performed better results in acquiring reading comprehension. the researcher surely can conclude that based on the mean score results from descriptive statistical analysis, it was found that 85.16 for experimental group is higher than 72.11 for the control group. that is 85.16 < 72.11. it means that the degree of difference between two mean scores is the significance for both classes in the teaching of reading by using and by not using the retelling strategy of teaching. the result above indicates that the researcher's hypothesis during the promotion of the research questions can be accepted. thus, the retelling technique is effective in increasing students’ reading comprehension. from the result of the discussion above, it is clearly seen that the retelling technique is able to make the students understand the reading comprehension by their own. the importance in this activity, teachers should build-up and activate teaching strategy to the students right before reading activity. rudiawan and jupri retelling strategy towards reading comprehension jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 439 the results of the inferential statistical analysis also show that there is a significant difference in teaching english by using the retelling strategy in improving the students’ reading comprehension. the results of the sig. (2-tailed) indicate 0.000, which is lower than the significant level (0.05). that is why it was proven that reading comprehension in the level of middle school, particularly in sman 1 jonggat praya, central lombok, can be assisted by using retelling strategy. that is why efl teachers can surely cope with this finding. english teachers in middle schools can teach reading comprehension in english by using the retelling strategy. this finding indicates a corroboration to former research findings, which found that retelling increases elementary students’ reading comprehension in terms of both the quantity and quality of what is understood (richardson & morgan, 2003; tennessee department of education, 2007). thus, this research finding positively supported the former research finding in the retelling strategy of english teaching. these findings were in line with some research studies that have evaluated the impact of oral retelling on students’ last memories of a story, such as dudukovic, marsh & tversky, 2004; marsh & tversky, 2004; marsh, tversky & huston, 2005; tversky & marsh, 2000. the results indicate that retelling has both positive and negative consequences for recall. different kinds of rehearsal involving other purposes, audiences, and social contexts may differentially affect memory. marsh (2007) stated that the re-tellers' different purposes could result in other recall consequences. it is because concepts formulated during retelling affect later recall of the entire event (marsh, tversky & huston, 2005; tversky & marsh, 2000). conclusion the data analysis from the descriptive statistical analysis shows that the experimental group's mean scores are higher than the control group, resulting in 85.16 < 72.11. this indicates that the experimental class, which was using the retelling strategy, performed better in acquiring reading comprehension. the researcher can conclude that based on the results of the mean score from descriptive statistical analysis, it indicated that the degree of difference between two mean scores is different for both classes in the teaching of reading by using and not using the retelling strategy of teaching. thus, the retelling strategy can improve the students’ reading comprehension in sman 1 jonggat, praya, central lombok. the inferential statistical analysis shows that it is significantly different in teaching english by using a retelling strategy to improve the students’ reading comprehension. the sig. (2-tailed) is 0.000 is lower than the significant level (0.05). thus, the retelling strategy can improve the students’ reading comprehension in sman 1 jonggat, praya, central lombok. the t-test is higher than the t-table, 8.04 < 1.67. it also concludes that there is a significant difference in teaching reading using retelling strategy and not using retelling strategy. there is a positive contribution to the teaching of english reading comprehension by using retelling strategy in the sman 1 jonngat, praya, central lombok. the questionnaire covered the impact of retelling after reading, the ability to tell after reading, the activity of reading, the power of writing after reading, and the ability to gain vocabulary after reading activities. all 25 students in the experimental class are happy and enjoy reading by using the retelling strategy. in self-report, 23 students responded in positive answers. almost entire students are willing to continue retelling in english. they enjoy retelling the story before the audience and gaining some new words and courage. most of them can perform retelling as the teacher guides them, and indeed, they enjoy having new vocabularies that they did not understand earlier. rudiawan and jupri retelling strategy towards reading comprehension jollt journal of languages and language teaching, october 2020. vol. 8, no.4 | 440 references anderson, n. j. 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(1990). psycholinguistics: learning and using language. nj: prentice hall. tennessee department of education (2007). retelling. retrieved may 10, 2007, from http://www.state.tn.us/education/ci/cistandards2001/la/cicontentreading.pdf tversky, b., & marsh, e. (2000). biased retellings of events yield biased memories. cognitive psychology, 40, 1-38. http://www.irt.org.tw/ http://www.state.tn.us/education/ci/cistandards2001/la/cicontentreading.pdf journal of languages and language teaching, vol. 4 no.1, mei 2016 30 the effectiveness of “i challenge game” in teaching grammar yuliani smp negeri 2 kediri, lombok barat, ntb yuliani.ahmad110795@gmail.com abstract this study was to find out the effectiveness of i challenge game in teaching grammar. this research was quasi experimental design. the population of this study was the second grade students of smpn 2 kediri which consisted of four classes. two classes were chosen as the samples, those were viii b class as experimental group consisted of twenty six students and viii d class as control group consisted twenty five students. they were chosen by using simple random sampling technique. experimental group was treated by i challenge game and control group was treated by grammar draughts game. the instrument that was used objective test informs of multiple choices. then, the scores were analyzed by using statistical analysis. it showed the mean score of experimental group was 67,04 while the mean score control group was 52,54 and the value of t (t test) = 1,716 was higher than (t table) = 1.677 at the significance level of 0,05% and the number of degree freedom (df) 49. it meant that alternative hypothesis (ha) was accpeted and null hypothesis (ho) was rejected. it could be calculated that i challenge game was effective in teaching grammar at the second grade students of smpn 2 kediri. key words: i challenge game and grammar. abstrak penelitian ini bertujuan untuk menemukan keefektipan dari permainan i challenge dalam pengajaran grammar. metode yang digunakan dalam penelitian ini quasi experimental. total populasi dari penelitian ini adalah seluruh siswa pada kelas 2 smpn 2 kediri yang mana terdiri dari empat kelas. dua kelas telah terpilih sebagai sampel, yaitu viii b sebagai kelas experimental terdiri dari 26 siswa dan viii d sebagai kelas control terdiri dari 25 siswa. kedua kelas dipilih menggunakan sistem acak sederhana. kelas experimental telah diajarkan menggunakan strategi permainan i challenge dan kelas control telah diajarkan menggunakan strategi permainan grammar draughts. instrumen yang digunakan yaitu tes obyektif yang terdiri dari pilihan ganda. kemudian, penelitian dianalisa menggunakan analisa statistik. nilai rata-rata dari kelas experimental adalah 67,04 sedangkan nilai ratarata dari kelas control adalah 52,54 dan nilai dari t-tes = 1,716 lebih tinggi dari nilai t-tabel = 1,677 dengan taraf signifikan 0,05% dengan derajat kebebasan yaitu 49. dari hasil tersebut artinya alternatip hipotesa telah diterimah dan hipotesa nihil telah ditolak. bisa disimpulkan bahwa permainan i challengen telah efektip untuk digunakan dalam pengajaran grammar di kelas dua pada smpn 2 kediri. kata kunci: i challenge game dan tata bahasa. introduction in education, english has been taught as a compulsory subject since 4 grades at elementary school, junior high school and senior high school. besides that, in indonesia english is adopted as a foreign language and has been proven through the national examination that english is one of the subjects being tested. in teaching process there are some parts of english must be known by the students like grammar and vocabulary. grammars has an important role in learning english which swan (2005: 19) say that grammar is the rules that show how words are combined, arranged or changed to show certain kinds of meaning. when the researcher conducted an observation on december 2016, the researcher found that the processed journal of languages and language teaching, vol. 4 no.1, mei 2016 31 teaching and learning in smpn 2 kediri at the second grade student the teacher still used conventional method means that in the classroom teacher were talkative like given too much theories about grammar, write down in white board and also after that usually the teacher given to the students some exercise. in this method makes the students bored in learning processed. so, the teaching and learning process were uninterested. several learners found many problems in learning grammar that make them confused to arrange a good sentence. the learners were difficult to add suffixes –s, and –es, in verb of simple present tense because in english one word when any adding so, the functions has to changed. the researcher here has one strategy that call i challenge game. this game has given each student the same opportunities in learning process. the reasons why the researcher interested to choose the strategy i challenge game that was investigated because game can be an interested strategy in learning process and through this game the researcher can motivated the students to learn. the purpose of this study was to find out whether i challenge game effective in teaching grammar at the second grade students of smpn 2 kediri in academic year 2016/2017. the result of this study was expected can give theoretical and practical significant (for the english teacher, the student, the next researcher and for the school itself). review of related literature in this study according to greenbaum and nelson (2002: 1) say that the grammar is the set of rules that allow us to combine words in our language into larger units. another term for grammar in this sense is syntax. grammar determines how words are arranged to form meaningful units. based on the theory stated above, the researcher takes conclusion that grammar is a study of the rules of language which are implemented into acceptable language. according to davis and rinvolucri (1995: 37) i challenge game is a competitive game to avoid completing a word and to force the students into completing it letter. it is a creative way to teach the students about simple present tense how to put suffixes s, es or ies in verb. the teacher asks the student first what they have known about simple present tense. after that teacher given clearly definition of simple present tense and also the formulas of simple present tense itself. and then the teacher tells to the students about the game, the rules of game, game focused on verb and the goals of game itself. research method in present study, the researcher employs the appropriate method to obtain the data properly in order to answer the statement of the problem displayed in chapter one. the researcher delivers an experimental research. in this case, the researcher was used quasi experimental which used two groups as experimental group and control group and given pre-test and post-test design. where in this quasi, the researcher was used non-equivalent in order to examine the effectiveness of i challenge game in teaching grammar. the experimental group was taught by using i challenge game, and control group was taught by using grammar draughts game. in this case, the population of the research is the second grade students of smpn 2 kediri in academic year 2016/2017, there are four classes, namely a class, b class, c class, and d class. the total number of students was 101 students and they are supposed to be active in teaching grammar process. in this case, the researcher took the sample by simple random sampling technique to determine the experimental group and control group. those two groups were taken randomly by using lottery. so in this research, the researcher took two classes to be sample, b class as experimental group and d class as control group. the total sample of this study is 51 students. journal of languages and language teaching, vol. 4 no.1, mei 2016 32 instrument is the tool that use in research to collecting the data (suharsimi, 2010: 192). in this study the researcher used grammar test consist of 55 items of multiple choice types. to know the instrument valid or not, firstly the researcher tested the instrument. the researcher found there are 26 items are valid from 55 items of the instrument. so, the instruments were used in the pre-test and post-test were 26 items of multiple choices. for the scoring of one item correct answer was scored 1 and incorrect answers were scored 0. it meant that the students would get 100 if they answered all of the questions correctly. data collection was the processed of gathering and measuring information on variable of interest. collecting data is very important in a research. the data of this study were taken from pre-test and posttest of the students. the step of collecting the data as shown below: (1) pre-test: in this study the pre-test was done as the first step to collect the data. here the researcher has given the student a test to know the student grammar mastery about simple present tense. this test was given to both of experimental and control groups. (2) post-test in this study the post-test was done as the second step of collecting data and were given to the students in experimental group and control group. this test was conducted after the researcher given the treatment i challenge game for experimental group and grammar draughts game for control group. in techniques of data analysis, the researcher was used a descriptive statistics and inferential analysis to calculated all the data. after obtaining the data of the students, the researcher would be analyzed as the following steps descriptive analysis (mean, mode, median and standard deviation) and inferential analysis (testing hypothesis and interpretation). research findings the problem formulated by this study was, “is i challenge game effective in teaching grammar at the second grade student of smpn 2 kediri in academic year 2016/2017?” at the first step the researcher gave pre-test, the purpose was to know the students’ basic knowledge about the materials. second, the researcher gave treatments to the both groups, but different treatment. where in experiment group used i challenge but in control group used grammar draughts game. the last step, the researcher gave post-test to collect the data. to answer the problem, the researcher analyzed the data obtained from pre-test and post-test scores of both experiment and control group. then, the researcher presented the statistical computation of mean scores of both groups. the discussion continued to analyzed and interpret the findings. the statistical computation covered the calculation of both experiment and control group. data of experiment group the results of data analysis show the highest score of pre-test were 81, score were 27 and from post test the highest score were 92 and the lowest score were 46. after the researcher showed the individual scores of the experiment group the researcher continued to find out mean, mode, median, and standard deviation score by using the formulas. table 4.1 frequency distribution of experimental group for pre-test class limits class bndrs m point tally fre q. per cen t. 46 – 55 45.5 – 55.5 50.5 iii 3 11,5 56 – 65 55.5 – 65.5 60.5 iiiii iiiii iii 13 50,0 66 – 75 65.5 – 75.5 70.5 i 1 3,85 76 – 85 75.5 – 85.5 80.5 iiiii iii 8 30,8 86 – 95 85.5 – 95.5 90.5 i 1 3,85 ∑ 26 100 journal of languages and language teaching, vol. 4 no.1, mei 2016 33 figure 4.1 histogram and polygon of experimental group for pre-test data of control group the results of data analysis show the highest score of pre-test were 62 and the lowest score were 27 and from post test the highest score were 69 and the lowest score were 38. after the researcher showed the individual scores of the control group the researcher continued to find out mean, mode, median, and standard deviation score by using the formulas. table 4.2 frequency distribution of control group for pre-test class limits class bndrs m point tally fre q. per cen t. 37 – 43 36.5 – 43.5 40.5 iiiii i 6 24 44 – 50 43.5 – 50.5 47.5 iiiii iii 8 32 51 – 57 50.5 – 57.5 54.5 ii 2 8 58 – 64 57.5 – 64.5 61.5 iiiii 5 20 65 – 71 64.5 – 71.5 68.5 iiii 4 16 ∑ 25 100 figure 4.2 histogram and polygon of control group for pre-test testing hypothesis is process in deciding whether alternative hypothesis would be accepted or null hypothesis would be rejected. the hypothesis was tested by using t-test formula. to find out the result of t-test whether or not was higher from t table (t test value ≥ t table) was used by determining the level of significance as well as the degree of freedom of samples minus two. in this research, the sample of data was 26 students for experimental group and 25 students for control group; the total sample for both of groups was 51, so the degree of freedom that was used 51-2 = 49. based on t-test computation, it was found that t-test (1,716) ≥ t-table (1,677) (0.05). mcomputation the students’ mean and deviation scores of the two groups. it has been discussed in chapter three, how to collect data after two weeks doing research, the groups were given a test two times. pre-test was to find out the students’ grammar mastery before the treatment and post-test was given after giving treatment was to find out the significance result. after calculating the students scores of each group in experimental and control group from post-test, the mean score of experimental group was 67,04 and the mean score of control group was52,54 meanwhile, the standard deviation score of experimental group was 10,393 and the standard deviation score of control group was 7,036 and then the squared standard deviation of experimental group was 12722 and the squared of standard deviation of control group was 4068. identifying the significance of the deviation scores from the two mean scores and the last process of computation statistical data was to find out the value of t, based on the previous data computation and description. after calculating the data by using t-test formula, the result was 1,716. to test the significance of the two variables being investigated, the result of ttest was compared to the t-table. this has been proved by analyzing data from the distinction between both 0 100 200 46– 55 66– 75 86– 95 f re q u en cy class limits class boundarie s 0 50 100 150 37 – 43 44 – 50 51 – 57 58 – 64 65 – 71 ∑ f re q u en cy class limits class boundaries journal of languages and language teaching, vol. 4 no.1, mei 2016 34 mean and deviation scores of experimental and control group and also by analyzing the t-test formula was obtained to t-table 1,677 at the level of significance 0,05 and degree of freedom 51 – 2 = 49. after comparing the scores, that was proved that teaching grammar through i challenge game was effective at smpn 2 kediri in academic year 2016/2017. therefore, alternative hypothesis was accepted and null hypothesis was rejected. conclusion and suggestion conclusion based on the statement of the problem on previous chapter, “is i challange game effective in teaching grammar at second grade students of smpn 2 kediri in academic year 2016/2017?.” the reseacher found that i challenge game was effective in teaching grammar. there were some points that the researcher took toward the advantage of using i challenge game in teaching grammar. first, i challenge game helped students to understand and knowing the meaning of grammar especially in simple present tense. second, it helped students to be more active in the class. third, students were given the opportunities to participate in the discussion because they work in cooperatively. through the research, it can be concluded that i challenge game can be used in teaching grammar. it was found that t-test was 1,716 with t-table degree of freedom (df) = 49 was 1,677. it was showed that t-test value was higher than ttable value. it means that null hypothesis (ho) was rejected because t-table was lower value than t-test. therefore, alternative hypothesis (ha) was accepted because t-test is higher than t-table. suggestion the teacher has to make new innovation in teaching especially for teaching grammar, so the students did not feel bored. the teacher should make the students interested to learn the english and also make the students more creative to learn english. the teacher can create a fun condition in the class by using i challenge game in teaching grammar. the researcher hopes that the students’ participation is more active in teaching learning process in the classroom and every student should improve their knowledge to comprehend the ideas of the text. the researcher hopes that the result of this study can be useful for the next researcher who are interested in english and for who wants to conduct further research about the use of i challenge game. refrences cohen, louis., lowren manion and keith marrison. 2007. research method in education. canada by routledge. cowan, ron. 2008. the teacher’s grammar of english. usa: cambridge university press. davis, paull and mario rinvolucri. 1995. grammar games. musselburgh, scotland: great britain by scotprint ltd. decapua, andrea. 2008. grammar for teacher. collage of new rochelle. springer. dewifartina, ridhatul. 2011. developing students’ ability of simple peresnt tense through substituation drilss. uin jakarta. eastwood, john. 2002. oxford practice grammar. new york: oxford university press. greenbaum, sidney and gerald nelson. 2002. an introduction to english grammar. great britain: first published. hadfield, jill. 2008. beginners' communication games. addison wesley longman imran, fathhurrahman. 2015. penelitian experiment. unpulished. larsen-freeman, d. 2001. teaching language: from grammar to grammaring. boston, ma: heinle & heinle. argues for a reconceptualization of grammar and the way it is taught, featuring journal of languages and language teaching, vol. 4 no.1, mei 2016 35 grammar as a complex, nonlinear, dynamic system. marczyk, geoffrey., dematteo, david., & festinger, david. 2005. essentials of research designs and methodology. united states of america. singh, yogesh kumar. 2006. fundamental of research methodology and statistics. new delhi: new age internasional publishers. anas sudijono. 2007. pengantar statistik pendidikan. jakarta: pt. raja grafindo perkasa. sugiyono, prof. dr. 2014. metode penelitian kuantitative, kualitative dan kombinasi (mixed methods). bandung: penerbit alfabeta. suharsimi, arikunto. 2003. manajemen penelitian. jakarta: rineka cipta ------------------------. 2010. prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta swan, michael. 2005. practical english usage: 3rd edition. oxford university press trask, r. l. 1993. a dictionary of grammatical terms in linguistics. london: routledge. westwood, peter s. 2008. what teachers need to know about teaching methods? acer press. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4827 april 2022. vol. 10, no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 223 breadth and depth-vocabulary knowledge and reading comprehension in an english first additional language context kufakunesu zano department of basic education, south africa corresponding author email: kufazano@gmail.com article info abstract article history received: february 2022 revised: march 2022 published: april 2022 most research has been concerned predominantly with vocabulary breadth in comparison with vocabulary depth. this study aims to bridge this gap by answering the following question: how do scores on vocabulary size, depth of vocabulary knowledge and reading comprehension correlate with each other? this study used quantitative method research on grade 11 english first additional language (efal) learners. only 30 participants took part in the study. the independent variables used are the vocabulary levels test (vlt) and word associate test (wat). then, the dependent variable reading comprehension is the dependent variable. the results indicated that 81% of the variance in the breadth of vocabulary scores which was measured through the vlt was shared with reading comprehension scores obtained in a reading comprehension test out of 30. on the other side, 90% of the variance in depth of vocabulary knowledge scores measured through a wat was shared with reading comprehension scores. however, the depth of vocabulary scores could improve the prediction of the reading comprehension scores over and above the estimation accomplished by the vocabulary breadth scores. the results demonstrated the need for teachers to know their learners’ vocabulary knowledge and reading comprehension abilities. keywords vocabulary breadth; vocabulary depth; vocabulary knowledge; english first additional language; how to cite: zano, k. (2022). breadth and depth-vocabulary knowledge and reading comprehension in an english first additional language context, jollt journal of languages and language teaching, 10(2), pp. 223-233. doi: https://doi.org/10.33394/jollt.v%vi%i.4827 introduction up to the 1980s, grammar was the central study area for second language acquisition research. however, in the last three decades, vocabulary has become a major focus of linguistic works or, to quote meara, “has mushroomed enormously” (meara 1995: 11), even being at the heart of theories such as the lexical learning hypothesis according to which “vocabulary knowledge is indispensable to acquire grammar” (malvern, richards, meara & milton 2008: 270). the complexities of the reading process have been long established by now, and numerous subcomponents of reading comprehension, such as decoding skills, vocabulary knowledge, syntactic knowledge, and inferencing skills have been identified. among these various components, however, vocabulary knowledge is especially crucial even from the beginning, as without it one cannot process and discern meanings of even simple sentences or clauses (kang, kang & park, 2015). language-learners, teachers, and researchers agree that vocabulary is an essential element in the process of learning a language (schmitt, 2008) because words are the primary conveyors of meaning (vermeer 2001) and thus carry the main information load in communication. learners should know the vocabulary of a language to be able to use the language in a purposeful way to tackle the four language skills markedly speaking, listening, reading and writing. https://e-journal.undikma.ac.id/index.php/jollt/index mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& zano breadth and depth-vocabulary ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 224 there is an increasing recognition that vocabulary knowledge is composed of multiple dimensions rather than a single construct; several researchers have proposed various frameworks to define the complex nature of word knowledge (choi, 2013). to be cognisant of a word entirely embraces mixed types of vocabulary knowledge which include articulation, spelling, opposites, synonyms and word building (alfaki, 2015; rashidi & khosravi, 2011). it is for this reason that this study embraces vocabulary breadth and depth of vocabulary knowledge as a basic feature of the language. a large body of studies has demonstrated that one’s vocabulary breadth is a powerful predictor of reading comprehension ability (qin, 2015; choi, 2013). this led to the birth of a globally consistent assessment for the evaluation of english language aptitude (baki, 2013). on the other hand, small vocabulary size may cause difficulties in reading comprehension (perfetti, landi & oakhil, 2005). vocabulary breadth, sometimes called vocabulary size, may be used to reflect a learner's recognition vocabulary only: their ability to recognize the form of a word as a real word in the foreign language and distinguish it from an artificially created non-word (milton 2013). the term may also be used to reflect a learner's ability to recognize a word and link it to the meaning or a translation in the first language (ibid). laufer (2010) defines vocabulary breadth as vocabulary size that is the number of word types or families, for which a learner has at least the slightest knowledge of meaning. it can also be considered as the number of words that a language learner knows (qin, 2015; alfaki, 2015). there is abundant proof to confirm that the quantity of vocabulary has a considerable function in forecasting reading comprehension capacity (nation, 2006). qin (2015), laufer (2010) and milton (2009) reported that vocabulary breadth is a key feature in manipulating reading comprehension. vocabulary breadth predicts reading comprehension and also openly influences learners’ reading development (alfaki 2015). when supplementary words are known by learners, the reading comprehension capability of the learners is improved (qin, 2015; laufer, 2010). vocabulary depth reflects accurate knowledge of words, and it has been identified as an important predictor of reading comprehension abilities. although vocabulary depth, as a further element of vocabulary knowledge, has also been demonstrated as a solution to better reading performance the correlation between vocabulary depth and reading comprehension has not been extensively researched (alfaki, 2015; kang, kang & park, 2012). vocabulary depth is less well defined. it can be characterised in terms of knowledge of any of the several facets which nation (2001) lists and which might involve knowledge about a word rather than just recognising it: associational knowledge, collocational knowledge, inflectional and derivational knowledge, knowledge of concepts and referents, and knowledge of constraints on use (milton, 2013). read (2004) and matsuoka and hirsh (2010) define it as the quality of the learners’ vocabulary knowledge, how one knows a word. vocabulary depth denotes knowledge about words that include various features of words such as their spelling systems, pronunciations, syntactic and morphological features, and semantic relations (hudson, 2007). reading ability has always been considered as crucial to academic success (mcnamara 2004). to reach academic success, it is considered to be a fundamental element of efal learning (rashidi & khosravi, 2010). reading is used not merely as a foundation of knowledge and enjoyment but also as a way of solidifying and expanding information (rashidi & khosravi, 2010). reading is a production of the implication of passage; it is a vigorous and deliberate procedure wherein the reader's expertise and awareness interrelate with the features of the textbook (schellings, aarnnoutse & leewe, 2006). comprehension is termed as a deliberate judgment in which sense is constructed during exchanges involving a textbook and student (rashidi & khosravi, 2010). zano breadth and depth-vocabulary ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 225 theoretical framework this section provides briefly the theoretical framework that forms the basis for this study. in conceptualizing this study, qian’s (2002) theory on vocabulary knowledge is the conceptual framework upon which this study hinges. qian (2002) proposes that vocabulary knowledge consists of four intrinsically connected dimensions of vocabulary knowledge: vocabulary size, depth of vocabulary knowledge, lexical organization and automaticity of receptive-productive knowledge. vocabulary size is about the number of words in a language; while vocabulary depth refers to the quality of knowing a word. the third dimension is the lexical organization, which refers to the storage, connection, and representation of words in the mental lexicon of a learner. lastly, the automaticity of receptive-productive knowledge refers to all the fundamental processes through which access to word knowledge is achieved for both receptive and productive purposes. in comparison to qian's (2002) theoretical framework, henriksen (1999) describes a model of lexical (vocabulary) development as follows: partial to precise knowledge, depth of knowledge and receptive to product usability. meara's (2005) theoretical framework also describes a model of lexical competency/skill in three ways namely: vocabulary size, vocabulary organization, and vocabulary accessibility. daller, milton & treffers-daller, (2007) developed a vocabulary theoretical framework that describes a learner's vocabulary knowledge in lexical space as follows: lexical breadth, lexical depth, and lexical fluency. qian's (2002) theoretical framework describes four vocabulary dimensions. however, the first thing to note about the three frameworks above is that they all assume three dimensions, perhaps, either true to a geometrical definition of space assuming length, breadth, and depth or simply giving support to the proverb that says that all good things come in threes (gyllstad, 2013). as to the first dimension of the three models, it could be seen to deal with the same underlying process, namely the building of a repository of vocabulary items. as in qian's (2002) first dimension, what is characteristic of this dimension in all the three models is that it has more to do with quantity (which qian names vocabulary size) than quality (which qian names depth of vocabulary knowledge). meara's (2005) vocabulary size and daller et.al.'s (2007) lexical breadth is very similar in this sense whereas henriksen's (1999) partial to precise knowledge dimension refers to the development of individual word knowledge (gyllstad, 2013). there are differences among the theorists as regards the second dimension which is vocabulary depth. qian (2002) describes the second dimension as the depth of vocabulary knowledge. daller et. al. (2007) see lexical depth largely from a word knowledge framework perspective. meara's second dimension is called vocabulary organization and it is conceptually different from that of daller et.al. (2007). meara proposes a vocabulary dimension that is structured and makes up a learner's mental lexicon (gyllstad, 2007). henriksen's second dimension, called depth of knowledge, may sound closer to that of qian's depth of vocabulary knowledge. thus, there is a glaring interrelatedness between the four different vocabulary knowledge theoretical frameworks. in all the four frameworks, they agree on vocabulary breadth and vocabulary depth (although they use different terms) as the most influential two aspects of vocabulary knowledge as reported by qian (2002). consequently, the current researcher turned to thrash out the viability of these two aspects (vocabulary breadth and vocabulary depth) in this study to see if they could be treated as either complementing or opposing constructs. zano breadth and depth-vocabulary ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 226 research methodology the study conducted attempted to answer the following research question: how do scores on vocabulary size, depth of vocabulary knowledge and reading comprehension correlate with each other? this study used a quantitative method research. because this is a quantitative research study, a deductive approach was used. the deductive approach has its foundation in quantitative or scientific research. scholars such as locke (2007) and nola and sankey (2007) reported that this approach adopts rigorous scientific methods to gather and analyse numeric data. then, the data is subjected to robust statistical analysis, which deductively contributes to the body of knowledge. the deductive approach was adopted because it helps to identify the theory which underpins the study, testing its implications per its data set. the study made use of the method of randomisation at the school understudy to end up with 30 participants. only 30 grade 11 efal learners were selected to participate in this study. the researcher requested for parental consent for their children to participate in this study. also, the researcher requested assent from learners to participate in this research. the data collection instruments used were as follows: vocabulary levels test developed by nation (2001) modified by schmitt, schmitt and clapham (2010), word associate test developed by read (1993) and reading comprehension developed by cambridge university. before learners took the test, they were informed of the general aim of the study and were told that their performance on the test would not affect their course outcome. the data collection procedure was carried out in three sessions. in the first session, the vlt was administered to the participants followed by the wat in the second session. the third session was for a reading comprehension test. the r-programming was used to analyse the data. research findings and discussion research findings after the collection of the data through the vlt, wat, and rc, the data was presented as in the following figures to answer the question: how do scores on vocabulary size, depth of vocabulary knowledge and reading comprehension correlate with each other? figure 1. comparisons of means and standard deviations 0 10 20 30 40 50 60 70 80 breadth depth reading comparison of means and standard deviations standard deviation mean zano breadth and depth-vocabulary ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 227 as the bar chart showed, the mean score of the breadth of vocabulary knowledge, vocabulary depth, and reading comprehension were 64.1, 72.8 and 68.9 respectively. these means illustrated almost identical performance in vlt, wat, and rc. further, the standard deviations of 8.4, 7.57, and 8.77 respectively depicted low and marginal variability in the respondents' performance in vlt, wat and rc tests. this showed consistency in performance because of the low standard deviations between the variables, vlt, wat, and rc test performances. another interpretation was that the above statistical metrics showed good performance due to the high mean marks of 64.1, 72.8 and 68.9. hence, learners performed well in reading comprehension for having mastered breadth and depth aspects. the marginal variation in the learners' performance showed satisfactory proximity to the means 64.1, 72.8 and 68.9 indicating generally good performance by most learners. some learners performed below average. nevertheless, the respondents' mean scores still outlined a strong inter-relatedness between reading comprehension, depth and breadth aspects. scatter graphs to show the nature of the correlation between variables the researcher presented the scatter graphs to show the nature of the correlation between the respective variables: breadth, depth and reading comprehension. figure 2. scatter plot of wat and rc when explaining the relationship between two quantitative variables, it would be best to use a scatterplot. the scatterplot above showed an almost perfect linear correlation between depth of vocabulary knowledge and reading comprehension. there was a strong positive correlation of 0.95 between the depth of vocabulary knowledge and reading comprehension. higher proximity in clustering implied that the depth of vocabulary knowledge was a comparatively stronger predictor of reading comprehension than breadth. the learners performed well with marginal variation in the marks. this strong association indicated that learners' performance in reading comprehension was heavily influenced by their depth of vocabulary knowledge. in other words, the strong correlation between the depth of vocabulary knowledge and reading comprehension suggests that a deeper knowledge of words helps learners comprehend the text (reading comprehension) better. zano breadth and depth-vocabulary ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 228 figure 3. scatter plot of vlt and rc figure 4.3 above showed a high positive correlation between the breadth of vocabulary knowledge and reading comprehension. there was a strong positive correlation of 0.90 between breadth of vocabulary knowledge and reading comprehension. this strong relationship was indicative of the significance of a good understanding of the breadth of vocabulary knowledge by the respondents for them to become proficient in reading comprehension. the high correlation between the breadth of vocabulary knowledge and reading comprehension implied that a larger vocabulary made it possible for learners to recollect more information from the text they read. hence, it was quite clear that reading comprehension was strongly dependent on the breadth of vocabulary knowledge. figure 4. scatterplot of vlt and wat the above figure depicted a strong positive association between the depth of vocabulary knowledge and breadth of vocabulary knowledge. the inter-relatedness implied almost zano breadth and depth-vocabulary ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 229 identical performance levels between learners hence these aspects should be developed in unison for effective mastering of the depth of vocabulary knowledge and breadth of vocabulary knowledge. the high correlation of 0.89 between the two independent variables of the depth of vocabulary knowledge and breadth of vocabulary knowledge suggested that those learners who had a large vocabulary size had a deeper knowledge of the words too. figure 5. the coefficient of determination of depth and breadth of vocabulary knowledge against reading comprehension the above figure showed the coefficient of determination of the depth of vocabulary knowledge and breadth of vocabulary knowledge against reading comprehension. the coefficient of determination of 0.81 represented the proportion of overlap between breadth of vocabulary knowledge scores and reading comprehension scores. it also interpreted that 81% of the variance in the breadth of vocabulary scores was shared with reading comprehension scores. therefore, the breadth of vocabulary knowledge accounted for about 81% of the variance in reading comprehension. based on these results, it could be claimed that the depth of vocabulary knowledge and breadth of vocabulary knowledge were important factors in reading comprehension. therefore, the depth of vocabulary knowledge was as important as the breadth of vocabulary knowledge. although the slightly higher correlation coefficients found in the present study between depth of vocabulary knowledge and reading comprehension assumed that depth of vocabulary knowledge was superior to the breadth of vocabulary knowledge, and depth of vocabulary knowledge had a stronger relationship to reading comprehension than did the breadth of vocabulary knowledge. the two measures were closely associated together and with reading comprehension. discussion the study conducted attempted to answer the following research question: how do scores on vocabulary size, depth of vocabulary knowledge and reading comprehension correlate with each other? the potential limitation to the study is that only 30 learners were used as participants in this study. perhaps, if the researcher had used more participants, the results could have been different. to answer the research question, the study has shown that there was a strong positive correlation of 0.95 between the depth of vocabulary knowledge and reading comprehension. the coefficient of determination of 0.90 indicated that 90% of the variance in the depth of vocabulary knowledge scores was shared with reading comprehension scores. also, the strong correlation between the depth of vocabulary 0.75 0.8 0.85 0.9 0.95 depth breadth coefficient of determination of reading comprehension zano breadth and depth-vocabulary ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 230 knowledge and reading comprehension suggested that a deeper knowledge of words helped learners comprehend the text better. the high correlation of 0.89 between the two independent variables of the depth of vocabulary knowledge and breadth of vocabulary knowledge suggested that those learners who had a large vocabulary size had a deeper knowledge of the words too. this study showed that the vocabulary depth of vocabulary knowledge predicted reading comprehension performance better than vocabulary breadth. in as much as the results for both breadth and depth of vocabulary knowledge were almost equal, the results of the coefficient of determination of depth and breadth against reading comprehension reported otherwise. the results indicated that 81% of the variance in the breadth of vocabulary scores which was measured through the vlt was shared with reading comprehension scores obtained in a reading comprehension test out of 30. on the other side, 90% of the variance in depth of vocabulary knowledge scores measured through a wat was shared with reading comprehension scores. this meant that 81% and 90% of the participants' performance in reading comprehension was attributed directly to breadth and depth proficiency respectively. hence, any variation in the participants' depth and breadth ability was reflected in their reading comprehension with 81% and 90% certainty. as a guiding principle to the teaching of reading comprehension, the researcher felt that teachers should place enough emphasis on both breadth and depth of vocabulary knowledge. closer scrutiny of the predictive powers of the vocabulary breadth and depth of vocabulary knowledge tests confirmed that scores of the vocabulary depth and vocabulary breadth were both relatively unique, and distinctive, predictors of reading comprehension scores. however, the depth of vocabulary scores could improve the prediction of the reading comprehension scores over and above the estimation accomplished by the vocabulary breadth scores. the study served to show a high and positive correlation between the two dimensions of academic vocabulary knowledge, that is, depth and breadth. however, depth of vocabulary knowledge was reported as a better predictor of reading comprehension aspects although learners needed to develop them side by side. other researchers in support of the current study insist that vocabulary depth is the stronger predictor of reading comprehension than the breadth of vocabulary knowledge (nation, 2006; verhoeven & leeuwe, 2008; rashidi & khosravi, 2010; pasquarella, gottardo & grant, 2012; kang, kang & park, 2012). the principal implication of this research is that teachers should value both vocabulary breadth and vocabulary depth so that they enhance english first additional language learners’ understanding of the reading comprehension. it becomes imperative for the teachers to expose learners to different texts that will help address both their vocabulary breadth and depth much needed in reading comprehension. conclusion the findings have huge implications on efal teachers, learners’ and material developers. the results established the need for teachers to be familiar with their learners' vocabulary knowledge and reading comprehension aptitude. the development of depth of l2 learners’ vocabulary knowledge is generally consistent with the breadth of their vocabulary knowledge, for different language learners, the development of both constructs should be very balanced. this means teachers should not only expand the breadth of their learners’ vocabulary but also pay attention to the development of their depth of vocabulary knowledge. sequentially, this would assist them devise more fitting learning tasks that broaden learners' academic vocabulary knowledge in an efal background. anchored in the respondents' performance in vlt, wat, and rc, efal teachers should support learners to attain a satisfactory threshold for them not to struggle with vocabulary related issues and reading comprehension. zano breadth and depth-vocabulary ……….. jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 231 these results are of immense help to learners who anticipate widening their vocabulary knowledge and advancing their reading comprehension. to accomplish the above, it becomes crucial for such efal learners to widen the convention of freehand reading as a foundation of amusement and self-development. learners should select the most suitable learning materials when they are doing vocabulary activities on their own. the correctness of the chosen learning materials means that the content should cater to both constructs of vocabulary knowledge, notably breadth and depth. it is recommended that learners value vocabulary breadth as much as they embrace vocabulary depth because both constructs still have a contentious bearing on vocabulary knowledge and reading comprehension. to a large extent, the results also present material designers with precious information for developing and endorsing english texts. any designed english reading material needs to take cognizance of efal learners' vocabulary threshold and reading comprehension ability. material designers' main focus needs to be on developing formal and informal activities that endorse the growth of learners' vocabulary breadth and vocabulary depth which in turn will hone their reading comprehension aptitude. this paper draws attention to the fact efal teachers, learners’ and material developers need to incorporate both dimensions of vocabulary knowledge – breadth and depth into english second language teaching and learning. english second language learners will benefit more in efal reading comprehension when they are equipped with both an adequate size of vocabulary and a deep knowledge of words. acknowledgement the author would like to thank the anonymous reviewers for their positive feedback and the learners who participated in this study. funding there was no funding received for this study references alfaki, m.i. 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(2001). breadth and depth of vocabulary in relation to l1/l2 acquisition and frequency of input. applied psycholinguistics 22, 217-234. www.testpreppractice.net/toefl/cambridgetoefl.html http://www.testpreppractice.net/toefl/cambridge-%20toefl.html jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.6617 january 2023. vol.11, no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 14-26 jollt journal of languages and language teaching, january 2023, vol.11, no.1 | 14 integrating content and language to teach esp online writing with the assistance of google docs susilawati english literature study program, faculty of communication and language universitas bina sarana informatika, indonesia corresponding author email: susilawati.sxw@bsi.ac.id article info abstract article history received: november 2022 revised: december 2022 published: january 2023 the integration of content knowledge and language should be applied while instructing writing in english for specific purposes (esp) lessons. in an online lesson, additional vital support comes from a proper online writing tool. therefore, the present study aims to portray how to teach writing in esp classes using remote content and language integrated learning (clil) combined with google docs as an online writing tool. the study employed a qualitative case study. 18 students from the office administration major at a private indonesian university in central jakarta were involved in the study. observations and openended questionnaires were used to collect the data. the observations were structured based on the writing stage, while the open-ended questionnaires were arranged based on the uses and gratification expectancy (uge) constructs. the findings revealed that all clil elements are applied to teach esp writing in a full online learning setting; all 4cs (communication, culture, content, and cognition) are detected during the learning either before or during the writing via google docs. pertaining to the use of google docs, based on the cognitive, affective, personal, and perceived e-learning (pele) constructs of the uge, most students give positive views after using it in their writing classes. in short, clil and google docs make a good collaboration in teaching esp writing. recommendations for potential research are also discussed. keywords content and language integrated learning; esp writing; google docs; uge model; how to cite: susilawati, s. (2023). integrating content and language to teach esp online writing with the assistance of google docs, jollt journal of languages and language teaching, 11(1), pp. 14-26. doi: https://doi.org/10.33394/jollt.v%vi%i.6617 introduction learning how to write well in english for specific purposes (esp) is crucial for esp students to acquire. the enhancement of students’ writing will direct them to complete their specific needs, either for schooling or work. writing business letters, presenting reports, and arranging notes or minutes of meetings are activities within the current academic and business routines (pandey, 2020). in daily instruction, teachers may give a task, or exercise that assists students with the development of their writing skills, since learning a language with a purposerelated orientation will require a number of simulations or exercises (salmani-nodoushan, 2020) in an effort to prepare students for real job tasks. however, learning to write for esp students may not be as easy as it seems. it is viewed as a complex process due to its rules and ethics (montaner-villalba, 2021). research conducted by wahyuni et al. (2021) revealed that esp students might find writing difficult due to low ability in general english (ge), lack of mastery of vocabulary and mechanics, the frequent use of translator machines, as well as limited time to practice writing. on this ground, using appropriate learning approaches to accommodate students’ needs in specific languages and suitable writing tools to help them practice is absolutely crucial. in this case study, clil and google docs are used. https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:susilawati.sxw@bsi.ac.id susilawati integrating content and language ….. jollt journal of languages and language teaching, january 2023, vol.11, no.1 | 15 the term "clil" (content and language integrated learning) is defined as an approach with a double intention, teaching content and language at the same time (marsh & martín, 2012). in the practice, it is applied when teaching non-language subjects in a foreign language (georgiou, 2012). this approach is conceptualized in 4 elements (known as 4cs) consisting of content, communication, cognition, and culture (coyle et al., 2010) which present flexibility in their uses. further, clil lessons might be delivered either in face-to-face or online classes are acceptable (birdsell, 2021). based on the approach element and mode of delivery, this indicates that teachers can teach clil classes in a variety of ways. clil in the remote setting has been reported to give a positive impact on esp learners, either on linguistics or non-linguistics aspects, including hots (higher-order thinking skills) and learning motivation (mukadimah & sahayu, 2021). to be more specific, clil is noticed to promote students’ vocabulary mastery (nugroho, 2020). based on content, clil’s authentic materials are viewed as relevant by students, while the language, such as grammar or structure (that students have also learned in their ge materials), helps them finalize their esp learning (sulindra, 2019). in a more general scope, research has reported that clil suits the need of the indonesian current curriculum (rosyida & effendy, 2022). it is obvious that clil offers aids both from the standpoint of language and subject-specific knowledge perspectives. supporting the use of clil in a remote setting, google docs can be blended to accommodate online learning, especially synchronous. this tool provides users with real-time document writing and editing, such as spelling and grammar suggestions. it also enables users to have collaborative writing. henceforth, google docs is beneficial in the development of efl students’ writing skills (valizadeh, 2022), enables interaction (handayani & amelia, 2021; hsu, 2020), as well as presents peculiar experiences (hidayat, 2020). the facts infer that google docs indisputably creates meaningful learning atmosphere. the use of google docs in writing classes has also received positive feedback from efl students. in a study conducted by zaky (2021), students shared their good acceptance of the use of google docs due to the feedback they receive. students also gave positive feedback when using google docs to collaboratively compose their essay writing (handayani & amelia, 2021). according to hoang & hoang (2022), students valued google docs-based collaboration for promoting and developing their academic english writing abilities. a group of students in the study conducted by lin et al., (2016) approved the help that google docs' feature offers to immediately edit writing and provide revision history. assuredly, google docs provides beneficent assistance for students to develop writing skills. the above-listed clil studies have analyzed how clil is implemented in esp online learning. separately, the studies of google docs have highlighted how the tool is perceived in writing classes, specifically efl. this study simultaneously will focus on clil implementation and google docs use in esp classes. going into more detail, this study attempts to portray two foci. the first is how clil and google docs are combined and implemented in an esp writing class. the second is how students of esp writing class view google docs use based on the uge framework. research method research design the present study employed a qualitative approach. as highlighted by creswell (2012), qualitative research is viewed as an approach of investigating and comprehending the meaning that individuals or groups ascribe to a social or human problem. as means of investigation or exploration a problem or a case, a case study is preferred (yin, 2018). it may provide exploration to the whole phenomena (processes, events, activities, individuals) being studied by the use of various instruments to collect data (creswell, 2012). in this study, the case study design was chosen to portray the esp class learning situation in a natural and contextual setting. susilawati integrating content and language ….. jollt journal of languages and language teaching, january 2023, vol.11, no.1 | 16 the subjects in the present study comprised 18 students from an office administration study program at one private university in central jakarta, indonesia. they were selected as a result of their enthusiastic engagement and active participation in the clil and google docsbased business correspondence classes. this study used a purposive sampling technique. it was chosen because the researcher wanted to explore the case with a small number of subjects in depth. in light of this, creswell (2012), suggests that purposive sampling is an appropriate preference, allowing researchers to choose their participants in line with their research objectives. instruments the present study used two instruments to gather the data. the first is observations, which are used purposefully to portray all activities occurring during the teaching and learning process in a natural setting, or claimed by bell (2005) to see how people do, say, and behave. the focus of the observations was on the steps of how clil 4cs are applied during the writing session included in the google docs. the 4 elements observed are communication, content, cognition, and culture. the second instrument to be employed is open-ended questionnaires. the instruments are chosen due as they provides researchers with a holistic and thorough look at the subjects being examined (albudaiwi, 2017). the questionnaires are arranged based on the constructs of the uge adapted from mondi et al. (2007), which are then realized in seven short answer questions. this model is commonly used to measure someone’s level of satisfaction on communication media, such as social media and current technology (khan et al., 2020) including educational technology. the construct adapted in this study consists of cognitive, affective, personal, and perceived e-learning experience (pele). the details of each construct are presented in table 1. table 1 the uge construct (adapted from mondi et al., 2007) construct question number cognitive 1-2 affective 3 personal 4 pele 5-7 data analysis the data gathered from the observations and questionnaires were analyzed qualitatively using the steps suggested by creswell (2013). the first step conducted to analyze the data was organizing and preparing the data; the observational data were carefully noted, and the data from open-ended questionnaires were sorted. the second step was to read all of the collected data to determine the overall theme; here, the researcher attempts to determine which learning activities and learning modes demonstrated the application of clil elements, as well as the students' tendencies based on the uge (whether they give positive or negative responses). the third step was to code the data; the observational data were coded based on the elements of clil, while the questionnaire data were classified based on the construct of the uge. in the fourth step, the researcher presented the data. the researcher combined the use of a table with narration to present the findings. the last step to do was interpreting the data. in this step, the researcher presented her analysis and compared the findings to the previous relevant studies. further, to confirm the data validity, method triangulation (creswell, 2012) was applied. susilawati integrating content and language ….. jollt journal of languages and language teaching, january 2023, vol.11, no.1 | 17 research findings and discussion research findings the results of the observations the first findings show the implementation of clil during classes and the infusion of google docs as the writing tool. the detailed description is summarized in table 2. table 2 the summary of writing process using clil and google docs writing phase description platform used elements detected material delivery the lecturer presented materials (types of business letters focusing on their purpose, language features, structure, letters’ format/template, and examples) using bilingual (english and indonesian). in the zoom meeting sessions, not all students turned on the camera. therefore, the lecturer kept reminding them to turn on the camera and pay attention to the materials. in the learning sessions conducted via whatsapp discussion, only some students responded to the lecturer's questions or asked questions of the lecturer; the rest were silent readers. the lecturer then frequently asked them to be actively engaged in the learning session. whatsapp application or zoom meetings communication content culture planning the students were assigned the task of writing a business letter and then asked to create an outline for the letter. lms owned by the campus content cognition drafting the students wrote their first draft letter in google docs. google docs content cognition revising the lecturer gave feedback to the students’ business letters by making comments on the incorrect parts of the letters, and then the students were asked to revise the letters. some were observed to revise their writing based on the lecturer’s feedback, but some others ignored the feedback. the lecturer was observed warning them that they should revise the letter. google docs communication content cognition culture editing/ proofreadin g the lecturer rereads the students’ work; if mistakes are still identified, the students should revise their letters before submitting the final draft to the campus lms. the lecturer rereads the students’ work; if mistakes are still identified, the students should revise their letters before submitting the final draft to the campus lms. google docs content cognition publishing the students published their final draft. however, some of them submitted their work on time, while others did not. the lecturer usually repeats the consequence of the behavior that will affect their final score. lms owned by the campus communication culture susilawati integrating content and language ….. jollt journal of languages and language teaching, january 2023, vol.11, no.1 | 18 from the table above, it is visible that communication takes place three times. content has the highest frequency with 5 visits. the cognition element has been detected four times. culture happens three times during the learning process. in particular, the communication element emerges during the material delivery, revising, and publishing phases. content is noticed in almost all stages except publishing. cognition is detected in many stages of the writing process. it appeared in the planning, drafting, revising, editing, and proofreading processes. the last element identified is culture. it has been observed that culture comes up in the stages of material delivery, revision, and publishing. the results of the questionnaire the present study also aims at investigating the students’ views on the use of google docs based on the uge constructs. the results of the open-ended questionnaire is reported in table 3. table 3 the students’ views on the use of google docs construct question students’ answer yes no cognitive 1. i got new knowledge of learning to write business letters in english using google docs. what new knowledge did you feel when you first wrote a letter using google docs? 18 students first time using google docs compatible in many devices direct checking and feedback from the lecturer collaborative writing more organized and accurate writing still confused 2. do you think the features in google docs help you to write business letters in english? what features in google docs help you to write business letters in english? 17 students auto saving mode document easy converting to pdf format auto translation mode comment feature for the lecturer to give direct feedback, similar to ms. word formatting writing by voice recognition suggestion mode for writing style tagging other writers 1 student still confused affective 3. do you enjoy using google docs to write business letters in english? state the reasons why you like/dislike using google docs to write business letters in english. 17 students triggering students to write can be accessed anywhere and anytime efficient writing new experience 1 student sometimes the text disappears cannot be used in offline mode susilawati integrating content and language ….. jollt journal of languages and language teaching, january 2023, vol.11, no.1 | 19 construct question students’ answer yes no classmates can steal our ideas personal 4. writing business letters in english in google docs is easy for you explain your reasons. 15 students helpful features (translation feature, grammar correction mode) user friendly (similar to ms. word use) the lecturer gave clear explanation sharing writing inspiration with other students 3 students a bit difficult for formatting margin a bit confusing pele 5. google docs allows me to always learn to write english letters anytime and anywhere. explain your reasons. 18 students easy use (mobile friendly) flexible access helpful at language structuring 6. do the feedback and suggestions from lecturers in google docs help you to write business letters in english? what kind of feedback and suggestions helped you to write a business letter in english? 16 students easy to understand easy comprehending instruction language use/structure vocabulary 2 students nothing 7. have you got troubles writing business letters in english using google docs? if yes, elaborate/describe the problems you face. 11 students table feature auto logging out cursor feature does not work well cannot find signature feature bandwidth 7 students based on the cognitive construct, when asked about new knowledge gained from learning to write with google docs, all students (18) agree that they find new insight from it. the 17 students further express their approval that google docs has helped them with the business letters’ writing, while 1 student does not agree. in the affective construct, 17 students acknowledge that they enjoy using google docs in their writing class, but 1 student does not susilawati integrating content and language ….. jollt journal of languages and language teaching, january 2023, vol.11, no.1 | 20 agree with the statement. personally, most students (15) approve that writing business letters using google docs is easy for them, but others (2) state it is not. based on the perceived elearning construct, first, all students (nineteen) agree that using google docs makes them learn anytime and anywhere. second, most students (16) also accept that feedback and suggestions given by the lecturer in google docs are helpful for them, while the others (2) think the feedback does not help them. third, having been asked whether they encountered troubles when using google docs, most of them (11 students) say yes, while the rest (7) do not find any difficulties at all. reasons why the students agree or disagree are also presented in the table. discussion teaching esp writing using clil combined with google docs the first focus of the present study is to find out how clil is implemented in an esp writing class by the assistance of google docs. the results of observation signify that to teach writing in an esp class using clil, the lecturer applies all clil elements during the learning process including when they use google docs as the online writing tool. the clil 4cs elements are applied more than once with varying frequencies. the lecturer uses her pedagogical and knowledge competence to determine what elements should come first and what elements should be repeated the most. this shows that the elements can be used in a variety of ways by the lecturer in order to achieve the learning objectives and provide students with meaningful learning. rodríguez (2018) sees that the flexibility offered by clil will assist educators with either successful learning or equipping students with beneficial skills for their academic and professional futures. each element of the 4cs is discussed below. communication the communication element emerges in the phases of material delivery, revision, and publication. when delivering materials, the lecturer presents the materials and opens a discussion with the students. the learning platforms used to deliver the materials are the whatsapp application and zoom meetings. by using those media, the lecturer and her students are able to have real-time written and direct oral communication. the lecturer delivers materials by first emphasizing the communication element to make sure that the students are ready for the content of the subject, so the class will be livelier and more interactive. students can pick up the target language and put it to use by interacting with one another and their teachers in communication-based learning environments (hussain, 2022). the second communication occurs when the lecturer gives feedback to the students’ writing in google docs; the communication is a written communication in which the lecturer utilizes interactive or dialogic feedback facilitated by google docs feature (mohammed & aljaberi, 2021; saeed & al qunayeer, 2022). the lecturer is observed to frequently use the feature "adding comments" to give feedback to the students. some of the students sometimes reply to the comments, but mostly they just revise the writing based on the feedback. communication also occurs when students submit their writing to the campus lms, where the lecturer usually provides more feedback or appreciation for their work; however, this communication is oneway because the lms does not provide a feature to reply to the lecturer's message. to accommodate students with low levels of proficiency, the lecturer frequently uses bilinguals. this practice is considered appropriate as clil is intended for bilingual education by integrating the content of particular fields with their respective languages (morton, 2018; sampaio et al., 2021). content content is noticed in almost all stages except publishing. in the material delivery stage, the content delivered by the lecturer comprises types of business letters with their communicative purposes, language features, structure, letters’ format and template, and susilawati integrating content and language ….. jollt journal of languages and language teaching, january 2023, vol.11, no.1 | 21 examples, which are categorized as content knowledge (lozada, 2016). examples of letters are presented to illuminate and give models to students so they can try to recreate letters with similar tones. in the planning stage, the lecturer frequently presents another example of a letter to recall the students’ understanding before they start to make the letter's outline. this content modeling is seen as appropriate regarding its effectiveness (efrianto et al., 2022). in the drafting stage, the students start to write their first draft in google docs. they use the same link when writing their own letters. the lecturer is observed to ensure that the students write based on the letters’ purposes, format, template, relevant phrases and vocabulary, and correct grammar. the same content is also checked by the lecturer in the revising stage; here, the students are given written corrective feedback in google docs (yunus, 2020). the feedback generally focuses on the listed content, completed by the structure or grammar, choice of vocabulary, and language style used in the letter. cognition cognition is identified in the planning, drafting, revising, editing, and proofreading processes. when writing their first draft, the students are required to interpret the task’s instructions, such as identifying the sender of letters, the addressees, the purpose of writing the letter, and specific information to be conveyed in the letters. here the students’ hots (krathwohl, 2002) of understanding (c2) and analyzing (c4) are tested while evaluating (c5) and producing (c6) mostly take place in the revising and editing stage. cognition is also seen in the revising stage, in which the students are required to correct their letters based on the lecturer’s feedback in google docs’ "adding comments" feature. for the students with high language competence, the lecturer frequently gives feedback and then asks them to explore the exact correction by themselves, such as "pay attention to your spelling." this is expected to enlighten students with metacognitive information (hanan et al., 2022) before they revise the text. however, for those who are categorized as low achievers, the lecturer directly gives suggestions to them, such as by saying, "not dear, but dear." here the lecturer uses explicit and implicit feedback (babanoğlu et al., 2018), distinguishing the receiver of each type of feedback based on their language competence. further, synchronous interactive feedback facilitated by google docs is reported to affect the accuracy of students’ texts in the revising stage (saeed & al qunayeer, 2022). cognition is also viewed in the editing or proofreading stage. if the students’ letters have not been completely correct, they will be asked to have another revision before submitting the letters to the campus lms. this practice is applied to enable the students to explore more accurate language structures. it is expected that the students will experience meaningful acquisition of the correspondence content and its language simultaneously (walenta in wilkinson, 2018). culture the last element to discuss is culture. it has been observed that culture comes up in the stages of material delivery, revision, and publishing. the lecturer seems to keep reminding her students about what they should do and the consequences if they do not follow her instructions. in the material delivery stage, the lecturer asks for her students to actively engage themselves; for example, during the zoom meeting sessions, they were asked to turn on the camera and pay attention to the materials being delivered, while during the whatsapp learning session, the lecturer usually mentioned the students’ names to make them come to the discussion. when revising, some students finish the revision, but some other students just ignore it. the lecturer again asks them to have a revision before they submit the letters. she also warns the students about the consequences of not submitting their task. it seems that the lecturer works quite hard to encourage the cultural awareness of some students during the classes. being ignorant and refusing to engage in learning is the big susilawati integrating content and language ….. jollt journal of languages and language teaching, january 2023, vol.11, no.1 | 22 homework until the end of the course. this type of obstacle may be due to demotivation or a lack of face-to-face interaction (yang & yang, 2022).the finding of the present research is a bit contrary to the common challenges faced by clil teachers, which are frequently about clil teachers’ competence, resources (le & nguyen, 2022), learning strategies, and teachers’ support (lazarević, 2022). students’ views on the use of google docss the second focus of this present study is on scrutinizing the esp students’ views on the use of google docs in their classes. most students show positive views on the use of google docs in their esp class, according to the uge construct adapted from mondi et al. (2007). they feel assisted by the use of the online tool in writing business correspondence. generally, this finding corresponds to the discovery of previous studies signifying students’ favorable acceptance of google docs to facilitate their writing (alharbi, 2020; handayani & amelia, 2021). cognitively, all students approve that they find new insight from using google docs, as it is known that they first use google docs in this subject. however, when asked about the new knowledge, one student feel confused about the new thing he find in google docs, while most students list the new knowledge they get from google docs, such as the first time using it, its compatibility, direct checking and feedback from the lecturer, collaborative writing, and more organized writing, the concurring opinions are in harmony with some previous research discovery, which highlight that google docs gives students a meaningful experience (hidayat, 2020), its compatibility with mobile applications improves writing skills (gharehblagh & nasri, 2020). it also provides direct feedback that allows synchronous writing revision (lin et al., 2016), and enables writing together with peers (valizadeh, 2022). most students also admit that google docs has assisted them with the business letter's writing so that it enhances their written productive skills (alwahoub et al., 2022). they declare that all features are helpful; they are assisted by auto saving mode, easy document conversion to pdf format, auto translation mode, a comment feature for the lecturer to give feedback, similar to ms word formatting, writing by voice recognition, suggestion mode for writing style, and tagging other writers. still, one student mention that he is still confused with the use of google docs. affectively, most students acknowledge that they enjoy using google docs in their writing class, but one student does not agree with the statement. when asked why they write, 14 of them state that google docs motivates them to write because of its flexibility, efficiency, and new experience in learning to write business correspondence, while three students say that sometimes the text disappears, the application cannot be used in offline mode, and sometimes working together gives some students the idea to copy and paste other students’ work. in short, they generally love to use google docs for writing business letters. this result corresponds to the research conducted by mohammed & al-jaberi (2021), emphasizing that google docs has promoted students’ engagement. personally, most students approve that writing business letters using google docs is easy for them. it has helpful features, is user-friendly, and is completed with clear direction and explanation from the lecturer, making them feel assisted in writing their business letters. they also say that writing becomes easier because they can share writing inspiration with their friends during collaborative writing (haerazi & kazemian, 2021; kazemian et al., 2021). in short, the students value the usefulness of google docs in their class (asih et al., 2022). however, the rest of the students (3) notice that google docs does not help them set the margin of their letters, and some features are a bit confusing (hoang & hoang, 2022). based on the construct of pele, the students say that, first, all students agree that using google docs makes them learn anytime and anywhere due to its ease of use, flexibility, and assistance with language structuring. previous research has demonstrated that google docs offers conveniences such as accessibility and flexibility (mukhtar et al., 2020) as a part of supporting an online writing environment (li & mak, 2022; hadi et al., 2021). second, most susilawati integrating content and language ….. jollt journal of languages and language teaching, january 2023, vol.11, no.1 | 23 students (16) also accept that feedback and suggestions given directly by the lecturer in the google docs comment box are helpful for them; the feedback they prefer is easy-to-understand feedback, feedback with comprehensive instruction, feedback on language use or structure, and the choice of vocabulary. only two students state that the lecturer’s feedback does not help them. the opinion exhibits that the students feel assisted by the feedback provided by the lecturer (handayani & amelia, 2021; wismanto et al., 2022), especially feedback that focuses on grammar and vocabulary (zaky, 2021; erickson, 2022). third, having been asked whether they encountered troubles when using google docs, most of them (11 students) say yes, while the rest (7 students) do not find any difficulties at all. the 11 students mention the troubles they most encounter when using google docs: difficult formatting of the table feature, frequent auto-logging out, inappropriate use of the cursor, no feature for letter signatures, and bandwidth. this confirms the research conducted by hoang & hoang (2022) that students may also find difficulties when using google docs. conclusion writing in the esp environment may be a challenging task for some students to perform. therefore, equipping esp students with sufficient writing skills is crucial to attaining their academic or professional goals in the future. the integration of content and language is predicted to address their needs. supports from accurate digital writing tools is also crucial. the present study has portrayed how content and language in the clil framework are integrated into an esp writing class with the infusion of google docs as the online writing tool. the clil elements are detected prior to, during, and after the writing process. there is no specific pattern for how all elements are used, as the approach offers flexibility for educators to use, explore, and enhance their teaching. most of the students in the present study also share their positive views (cognitively, affectively, personally, and pele) toward the use of google docs in their business correspondence writing class. google docs has provided the students with assisting features that enable them to learn writing synchronously in a remote environment. in short, an accommodating learning environment can be created by combining clil with google docs. blended, hybrid, or even offline learning environment may also adapt the combination of them. future research might focus on cultural sensitivity in online mode, which appears to be lacking in this case study, in order to get a more complete depiction of clil implementation. continuous use and effectiveness of google docs in esp classes is also worth investigating. references albudaiwi, d. 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(2021). google docs in undergraduate online composition class: investigating learning styles’ impact on writing corrective feedback. asian journal of interdisciplinary research, 4(1), 65–84. https://doi.org/10.34256/ajir2117 https://doi.org/10.33394/jollt.v10i2.4956 introduction research method research findings and discussion research findings the results of the observations the results of the questionnaire discussion teaching esp writing using clil combined with google docs students’ views on the use of google docss conclusion references jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7560 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 363-372 jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 363 the use of euphemisms in the book of “the alchemist” by paulo coelho 1*smirna br tarigan, 1marlin steffi marpaung 1faculty of english education, universitas advent indonesia, bandung, indonesia *correspondence author email: smirnatarigan@gmail.com article info abstract article history received: march 2023 revised: april 2023 published: april 2023 euphemisms are a linguistic phenomenon whereby milder or courteous words are substituted for blunt or unpleasant expressions. this study focuses on the use of euphemisms and related expressions in paulo coelho's book, "the alchemist." specifically, the research aims to identify the various euphemistic devices employed, ascertain the prevalence of such devices, and explicate their significance within the context of the novel. a descriptive qualitative research design was employed, which involved an in-depth and detailed exploration and analysis of the phenomena under investigation. to obtain the necessary data, a comprehensive review of relevant literature and library resources was conducted. the results revealed that paulo coelho's "the alchemist" contains several euphemisms that serve to enhance the overall tone and mood of the narrative. the study further identified four distinct types of euphemisms in the novel, namely euphemisms used to soften descriptions of physical attributes, mental states, skills, etc., euphemisms used to make disagreeable situations more palatable, euphemisms used in business contexts, and euphemisms used in other contexts. of these categories, the most common type, accounting for 44.5% of all instances, was found to be euphemisms used to make something sound more pleasant. keywords euphemism; figurative language; novel; how to cite: tarigan, s.b., & marpaung, m.s. (2023). the use of euphemisms in the book of “the alchemist” by paulo coelho, jollt journal of languages and language teaching, 11(2), pp. 363-372. doi: https://doi.org/10.33394/jollt.v%vi%i.7560 introduction literature is a term used to describe written texts that are notable for their careful use of language (sinaga & marpaung, 2023). literature is a piece of writing that is considered to be the smallest element of alphabetical writing and a personal expression of feelings such as experience, idea, motivation, and confidence in the concrete description through the use of language. human understanding is combined with artistic expression in literature to reflect human thoughts and emotions in beautiful words and forms. literary works from texts are used in everyday life and can be found in books, newspapers, legal documents, and scholarly writings. epic, poetry, novel, and drama are the classical literary forms of literature (marpaung & rahmadhan, 2021; sinaga & marpaung, 2023). novel or literature analysis is an important component of scientific research. while numerous literature review guides are available, many are limited to the philosophy of review procedures, protocols, and nomenclatures, resulting in non-parsimonious reporting and confusion due to overlapping similarities (antons et al., 2023). to address the limitations stated above, we take a pragmatic approach to demystifying and shaping the academic practice of conducting literature reviews. a selection of words must be used while writing or creating a document so that it is clearer, more courteous, and more pleasing to read or hear (habibi et al., 2022). these days, writing written works is modern. there are several fresh advancements that make writing more eloquent and endearing. the usage of euphemisms is one of these advances. using euphemisms helps authors and readers make their work more polite and seem sweeter (biryukova & serozeeva, 2018). euphemism is an etymology; it is derived from the greek term euphemisms. https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:smirnatarigan@gmail.com tarigan & marpaung the use of euphemism ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 364 which means to sound good or good speech. euphemism refers to polite or mild phrases which substitute unpleasant ways of saying something sad (safa, 2020; ariani et al., 2020). in other words, euphemism makes things sound sweeter than their natural meaning. euphemisms are emotionally neutral words or expressions that are used instead of synonymous with the words or phrases presented to that speaking with indecent, rough, or tactlessness. they also take the place of derogatory and archaic names. euphemisms include occasional individual-contextual replacements of some words by others to distort or mask the authentic essence of that designated (zarifovna, 2021). the systematic study of euphemisms is essential for translators and interpreters to understand their types and functions, as they will remain actual in translation for many years (mohamed et al., 2019). one of the most significant and pressing issues facing our methodology at the moment is the systematic study of euphemism as a whole as a speech layer, revealing all of its speech-inner possibilities and describing its functional-methodological features, particularly its relationship to different functional style types. euphemisms have drawn both foreign and domestic linguists' attention in general linguistics (danilina et al., 2019). understanding the individual quirks of euphemisms, their sorts, and roles is essential for translators and interpreters. as will continue to be true for many years since languages are always developing, new words are added, and translators are always trying to translate words from one language into another. one of the most influential writers of our time, paulo coelho is the author of 30 international bestsellers, including the alchemist, brida, veronika decides to die, manual of the warrior of light, and eleven minutes. he is a member of the brazilian academy of letters and a united nations messenger of peace. paulo is the recipient of 115 international prizes and awards, among them, the chevalier de l'ordre national de la légion d'honneur (legion of honor). born in rio de janeiro in 1947, he soon discovered his vocation for writing. he worked as a director, theater actor, songwriter, and journalist. in 1986, a special meeting led him to make the pilgrimage to saint james compostela (in spain). the road to santiago was not only a common pilgrimage but a turning point in his existence. a year later, he wrote the pilgrimage, an autobiographical novel that is considered the beginning of his career. euphemism analysis has long been used in literary studies, particularly in taboo language. several researchers have conducted research that focuses on interpreting the language. especially, researchers are describing taboo language in euphemisms contained in the language (khan et al., 2023); (mohamed et al., 2019); (zahid saidil morsalin & hayat adnan, 2022). moreover, there are some researcher that focuses on translation of euphemisms contained translation techniques applied (al qahtani, 2020) and also used in english political euphemisms and its social functions (zhao & dong, 2010). hence, this study focuses on the type of euphemisms and the meaning of the whole book ‘the alchemist” by paulo coelho. therefore, three research questions were formulated in this study: (1) what is the meaning of euphemisms used in “the alchemist” by paulo coelho? (2) what are the types of euphemisms used in “the alchemist” by paulo coelho? and (3) what is the common type of euphemisms used in “the alchemist” by paulo coelho? indeed, this book has been the subject of prior studies. the analysis of my study, however, sets it apart from other research in a fresh way. it concentrates especially on euphemisms. the majority of the material i've read from earlier researchers' studies solely discusses the identification of bound morphemes as a case of postmodern spiritual resurrection in fiction, writing, and sentence structure in paulo coelho's novel the alchemist. there is also a discussion about how this work should be analyzed in its indonesian and persian translations. however, nobody has talked about how the alchemist novel uses euphemisms. tarigan & marpaung the use of euphemism ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 365 sociolinguistics euphemisms' cultural connotations with the aid of a sociolinguistic perspective. there are some discrepancies between these two languages when euphemisms in various categories— such as old age, death, family ties, occupation, and others—are compared and analyzed (yusupova batirovna, 2022). despite the fact that euphemism is a common phenomenon across many languages, western cultures have diverse social mores, historical processes, and cultural traditions. there are a number of obvious differences, particularly in customs and ideas. it is clear that there are distinctions between euphemism use and its cultural connotations. euphemism effectively conveys a nation's cultural characteristics. euphemism euphemism refers to polite or mild phrases which substitute unpleasant ways of saying something sad (safa, 2020; biryukova & serezeeva, 2018). making things sound sweeter than they are. euphemisms are words or phrases that we use to replace less pleasant words or phrases. it typically has more of a positive connotation than the original phrase and is often less offensive. common euphemisms are often used for unpleasant situations. euphemisms are used to describe many other things too (help teaching.com “what are euphemisms?”). thus, it can be used when talking about someone’s size, mental state, abilities, and more. in other words, whenever someone wants to be less offensive or “soften the blow,” they use a euphemism. a euphemism is a statement that replaces words or phrases that might be seen as harsh or unfavorable. euphemisms can be employed in a variety of contexts. it can help someone avoid being overly pushy and encourage polite conversation while genuinely offering a useful resource (ariani et al., 2020). people frequently still comprehend the meaning of euphemisms even though they are not used as frequently anymore (lingga & rangkuti, 2021). in other words, depending on the situation and objectives, euphemisms can be employed for a number of different purposes. euphemisms are frequently employed for three reasons: to minimize harm, to prevent conflict, and on occasion, to further rhetorical effects. euphemisms are commonly employed to avoid directly addressing subjects that can be deemed unpleasant or humiliating, such as death, sexual activity, or bodily excretion. they may be created with sincere intentions or with ulterior motives intended to mislead and confuse people (yusupova batirovna, 2022). the most typical euphemisms for death and dying are employed. people could use phrases like "his time was up," "she passed away," or "she was called home before her time" in place of "he died." when it is employed to make a harsh, unpleasant, or unpalatable reality more tolerable and pleasant, euphemism becomes an accepted and established practise in accordance with the ethical concerns incorporated in its use (albashir & alhaj, 2015). alternatively said, euphemism can be used in casual speech. help individuals understand word order and pronunciation in different cultural contexts euphemisms based on contexts and interpretive meaning. type of euphemism there are four types of euphemisms: first is euphemisms to make sound sweeter. to make sounds sweeter means that the words are polite and less harsh and common. to make the word into figures of speech, and parables so that no one is offended. for example, i’ve been laid off, to be i’ve been fired. second is euphemisms in an unpleasant situation. an unpleasant situation means that the situations painful, or annoying in some way, the set of things that are happening and the conditions that exist at a particular time. for example, describe death to be dying. third is euphemisms in business. euphemisms business often use when people are not doing well, or they have to fire people. e.g. the company is downsizing to be the company is conducting employee reductions. the fourth is other euphemisms. other euphemisms are used when talking about someone’s size, mental state, abilities etc. e.g. he’s carrying a few extra tarigan & marpaung the use of euphemism ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 366 pounds to be he’s fat. euphemisms by origin, euphemism taboos, historical euphemisms, and functional euphemisms (zarifovna, 2021). responding to or expressing a person's actions, words, or phrases that appear illogical but being courteous, and respecting the conventions of etiquette perhaps some polite words should be substituted. furthermore, the decision to use a phrase in a euphemistic manner or to replace it with a suitable alternative relies on the speakers (or writer's) legal standing as well as their wish to express their reaction to the incident (lingga & rangkuti, 2021). the study of euphemisms has long been a staple of literary analysis, especially when it comes to banned words. the interpretation of euphemisms in forbidden language is the subject of studies by a number of scholars. some studies focus on the definition of euphemisms found in taboo language is specifically being described by researchers (amendoira & nascimento, 2023; khan et al., 2023). also, euphemisms and dysphemism strategies in donald trump’s speech at sotu 2020 described by researchers (kafi & degaf, 2021). research method this study focused on analyzing the used of euphemisms as one type of figurative language. the data source is qualitative, and the method of analysis takes the form of a process of describing, illustrating, analyzing, and summarizing the events or phenomena researched with the purpose of explaining in depth and detail linked to the topic under investigation. descriptive analysis is used to thoroughly and precisely characterize the phenomena under study. the information was obtained through reading a variety of literary works and the library catalog in order to offer a comprehensive problem. besides, this study also focused on analyzing the meaning of each euphemisms in paulo coelho’s book. this study analyzed every word in paulo coelho’s book, which contained euphemisms and types of euphemisms are used in selected word by word in book by paulo coelho entitled, “the alchemist” from his one of the most influential writers of time, paulo coelho is the author of 30 international bestsellers, including the alchemist, brida, veronika decides to die, manual of the warrior of light, and eleven minutes. he is a member of the brazilian academy of letters and a united nations messenger of peace. paulo is the recipient of 115 international prizes and awards, among them, the chevalier de l'ordre national de la légion d'honneur (legion of honor). born in rio de janeiro in 1947, he soon discovered his vocation for writing. he worked as a director, theater actor, songwriter, and journalist. in 1986, a special meeting led him to make the pilgrimage to saint james compostela (in spain). the road to santiago was not only a common pilgrimage but a turning point in his existence. a year later, he wrote the pilgrimage, an autobiographical novel that is considered the beginning of his career. observation method was applied in collecting data for this study. research design a qualitative descriptive research methodology was used for this study and a narrative analysis method was used in determining the findings of this study. narrative analysis method focuses on the language and discourse used in a narrative, as well as the social and cultural context in which it is situated. in narrative analysis method, researcher may examine the use of specific words or phrases, the tone and style of the narrative, or the ways in which social and cultural norms are reflected in the narrative. in doing this study, the researchers gathered the data from a range of books and do library research to get the information. the literature for this study was gathered not just from books but also from periodicals, reference works, and the internet. the book by paulo coelho is the focus of this study. to hunt for offensive wording, the researchers scanned the euphemisms line by line. the data was then organized in a table based on the different categories and meanings of euphemisms. the who, what and where of phenomena are revealed through a variety of data-gathering techniques used in qualitative descriptive research (turale, 2020). three stages were taken in tarigan & marpaung the use of euphemism ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 367 this study's data collected by the researchers. this study uses three procedures to analyze the meaning of the forbidden language in a collection of euphemisms from paulo coelho's book: 1) determine the number of euphemisms words contained in used in language; 2) determine the categories of euphemisms; and 3) recognize euphemisms. data analysis the data was implemented by observing the used of euphemisms in the paulo coelho’s book. this study used some steps or technique, for analysing the data, first read the book line by line to look for euphemisms. the researchers then put it in a table and classified based on the types and meanings of euphemisms. second, identifying how many euphemisms are contained and identifying the types of euphemisms used in the book, and the last is recognizing book in order to interpret percentage of used euphemisms collection from “the alchemist” by paulo coelho. research findings and discussion research findings the study discovered that paulo coelho's novel "the alchemist" has 4 (four) different forms of euphemisms. the meanings of euphemisms, their types, and the percentages of those categories that are often used in the book were utilized to generate the table. the 63 euphemisms included in this analysis include 28 to make something sound sweeter, 18 to make something unpleasant seem better, 3 to make something sound better in business, and 9 others (used to describe someone's size, mental condition, talents, etc.). table 1 the meaning of euphemisms euphemisms page meaning euphemisms page meaning ruined 3 laid foreheads to the ground 38 prostrated flock 3 herd took up the chant 38 sing along sheared 5 shaved wept 39 cried nourishment 7 food without a cent 40 no money over dozens of years 10 more than decades mused 42 ponder inexhaustible 10 endless resume 42 ponder frightened 12 scare adjusted his clothing 47 fix his clothing, customize his clothing irritated 14 annoyed put some money aside 51 savings, save dryly 16 flatly get away from the business of the display 53 changes the topic of conversations ashamed 17 embarrassed ruefully 53 sad world’s greatest lie 18 biggest lie filled with tears 54 moved leafing 18 flip have down up 56 has ended chanting 18 song seducer of men 57 tempters ignorant 19 lack, less the city was still sleeping 60 early in the morning, the city is still quiet incredible 19 amazing wind up 68 finish probably 20 possible mounted up 72 installed leaned over 20 bow sun was at its strongest 72 sun hot, sun burning yearn 21 miss make up his mind 90 make decisions achieve 22 reach time stood still 92 time stopped townspeople 22 city dwellers evokes love 93 awaken love vanished 25 disappear, gone the setting sun 99 the sun has set anxiety 26 worry eying the boy 105 targeting tarigan & marpaung the use of euphemism ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 368 euphemisms page meaning euphemisms page meaning lame 27 disabled immensely relieved 111 very relieved slaughter 27 massacre not let up 111 do not stop veiled 28 hooked reiterated 115 repeated omen 28 sign daunting 115 scary startled 29 surprised life out 116 live in the desert insist 30 force ride out 116 drive abashed 33 shy, embarrassed stopped abruptly 117 stopped suddenly, stunned angry stream of words 37 anger one is loved because one is loved 122 someone is loved for being loved his heart squeezed 38 offended reaccustomed 123 get used to it fell to their knees 38 kneel researchers discovered 63 euphemisms from paulo coelho's novel "the alchemist" in this table. for instance, changing the term wrecked from the book to be laid to make the sound nicer, changing flock to be herded, changing shorn to be shaved, and others. table 2 type of euphemisms. types euphemisms meaning to make the sound sweeter ruined laid flock herd sheared shaved nourishment food frightened scare irritated annoyed ashamed embarrassed leafing flip ignorant lack, less incredible amazing leaned over bow achieve reach vanished disappear, gone anxiety worry lame disabled veiled hooked omen sign startled surprised wept cried mused ponder resume continue ruefully sad disembark down reiterated repeated inexhaustible endless dryly flatly chanting song yearn miss townspeople city dwellers slaughter massacre insist force in an unpleasant situation seemed irritated looking annoyed angry stream of words anger his heart squeezed offended fell to their knees kneel foreheads to the ground prostrated tarigan & marpaung the use of euphemism ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 369 types euphemisms meaning without a cent no money adjusted his clothing fix his clothing, customize his clothing get away from the business of the display changes topic of conversations filled with tears moved have down up has ended seducer of men tempters the city was still sleeping early in the morning, the city is still quite wind up finish mounted up installed eying the boy targeting life out live in the desert abashed shy, embarrassed took up the chant sing along business make up his mind make decisions ride out drive stopped abruptly stopped suddenly, stunned other euphemisms (used when talking about someone’s size, mental state, abilities, etc) time stood still time stopped evokes love awaken love the setting sun the sun has set immensely relieved very relieved not let up do not stop daunting scary one is loved because one is loved someone is loved for being loved sun was at its strongest sun hot, sun burning reaccustomed get used to it put some money aside savings, save the researchers discovered four different types of euphemisms. euphemisms are used to make words seem nicer, such as "nourishment" to refer to food. feared to be afraid, embarrassed to be ashamed, and more. second-degree euphemisms include, "seemed irritated to be looking annoyed," "his heart clenched to be offended," "foreheads to the ground to be prostrated," and similar expressions in uncomfortable situations. for instance, third euphemisms in business make up his mind to be able to decide, ride out to be able to drive, and abruptly stop to be able to stop or be astonished. other euphemisms are the last one (used to describe someone's size, mental condition, abilities, etc.). example invokes love to awaken love, reaccustomed to become used to it, time stood still to be time halted, and many more. table 3 the common type of euphemism. types total words percentage 1. to make the sound sweeter 28 44,5% 2. in an unpleasant situation 16 25,3% 3. business 3 4,8% 4. other euphemisms (used when talking about someone’s size, mental state, abilities, etc.) 9 14,3% making a sound more pleasant is the euphemism that appears the most frequently in paulo coelho's novel "the alchemist" (44,5% of the time), followed by an uncomfortable circumstance. 25,3%, 4,8% of business euphemisms, and 14,3% of other euphemisms (used to describe someone's size, mental health, talents, etc.) are all business euphemisms. tarigan & marpaung the use of euphemism ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 370 discussion based on the findings, there are some euphemisms used in the book “the alchemist” by paulo coelho in order to make the words more polite and to make the words in pleasant way. in the book “the alchemist” by paulo coelho, the researchers found out that there are 4 (four) types of euphemisms. there are to make sound sweeter, in an unpleasant situation, in business, and other euphemisms (used when talking about someone’s size, mental state, abilities, etc). the percentage of the most common type of euphemism used in the book is to make sound sweeter with 44,5%. the discussion of death remains a sensitive topic for many individuals, leading to the use of euphemisms as a means of avoiding direct discourse. this avoidance can be attributed to the fear that death evokes in people (ariani et al., 2020). to facilitate communication and ease the discomfort associated with death-related discussions, individuals may resort to using familiar, less jarring language (mohammed & majeed, 2020). consequently, various euphemistic expressions have emerged to replace blunt references to death, thereby allowing for the expression of views in a more socially acceptable manner. for instance, euphemisms such as "laid to rest" in place of "ruined" and "annoyed" substituted for "irritated" are common examples of such language substitution. additionally, other euphemisms such as "nourishment" instead of "food," "afraid" in lieu of "feared," and "ashamed" in place of "embarrassed" may also be employed, as noted in previous studies. euphemisms in an unpleasant situation means that the situations are painful, or annoying in some way, the set of things that are happening and the conditions that exist at a particular time (safa, 2020; ariani et al., 2020). as researchers found on the book “the alchemist” by paulo coelho such as "foreheads to the ground to be prostrated," and similar expressions in uncomfortable situations. describing the situation of someone that felt annoyed with something in the story and also “his heart squeezed” to be offended. it expresses their situation that they have hurt feeling against their relationship. people who speak the same language are assumed to be able to grasp the meaning of a particular term under the sociality of virtual meaning. under the characteristics, it is known that we do not know which of the word's features are actualized when the scenario is removed from its context (anvar et al., 2021). as euphemisms in business that found by the researchers on the paulo coelho’s book are “make up his mind” means to be make a decisions, “ride out” means being drive and “stopped abruptly” means to be stunned. we employ euphemisms in a variety of contexts without giving them much thought, but because there are no set criteria, it may be difficult to categorize them. different standards, guidelines, or concepts can be used to categorize euphemisms. unconscious and conscious euphemisms can be used to categorize euphemisms, whether they are used in a good or bad context. the euphemistic meaning—whether it is similar to the original meaning or not—is the standard for categorization. euphemisms that are used unintentionally and without any intention of deceiving or evading, as their name suggests, are known as unconscious euphemisms. since the thirteenth century, for instance, the more morbid phrase "graveyard" has been replaced by the word of "cemetery" (inomovna, 2022). the varieties of euphemisms used in paulo coelho's book "the alchemist" were identified by the researchers in order to respond to the research question no. 1, "what are the meanings of euphemisms used in "the alchemist" by paulo coelho?" table 1 displays the analysis. in order to respond to the research question number 2, "what are the euphemisms used in "the alchemist" by paulo coelho?" table 2 displays the analysis, and to respond to the research question number 3, "what are some common euphemisms found in paulo coelho's "the alchemist"?" the analysis is displayed is displayed in table 3. tarigan & marpaung the use of euphemism ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 371 conclusion euphemisms are significant in literary writing based on the findings. through a literary description or choice, euphemisms can convey their feelings and bad circumstances to the reader. this makes euphemisms more appealing to read since they sound more nice and more courteous. the findings demonstrate that the euphemisms are used in this study is the most tend to sound nicer. there were 63 records found for euphemisms with a pleasing tone. the least common, only appearing in three indicators, are business euphemisms. this demonstrates that the euphemisms that predominate in "the alchemist" are sweeter-sounding ones. based on the findings, the researchers concluded that the euphemisms used in paulo coelho's book "the alchemist" are as follows: to make sound sweeter (44,5%), to make unpleasant situations sound better (25,3%), to make unpleasant situations sound better in business (4,8%), and to make someone's size, mental state, abilities, etc. sound better (14,3%). acknowledgement without the assistance of the others, this essay could not have been completed. as a result, the researchers would like to express their gratitude to all of their colleagues who have supported and 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(2010). study on the features of english political euphemism and its social functions. english language teaching, 3(1), 118–121. https://doi.org/10.5539/elt.v3n1p118. https://doi.org/10.36312/jolls.v1i1.499 https://doi.org/10.35974/acuity.v6i1.2411 https://doi.org/10.26436/2018.6.2.514 https://doi.org/10.33019/lire.v4i1.60 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id & jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4778 april 2022. vol. 10, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp.148-160 jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 148 model of tourism terminology implementation in language for tourism purposes university courses tina orel frank faculty of tourism studies, turistica, university of primorska, slovenia corresponding author email: tina.orel@fts.upr.si article info abstract article history received: february 2022 revised: march 2022 published: april 2022 terminology is one of the key language elements in developing communicative competence in any language for specific purposes course. like any other field of knowledge, tourism has certain peculiarities in its terminology. the aim of this paper is to develop a model for the effective implementation of ltp (language for tourism purposes) in a university tourism-related language course. to achieve this goal, the typology of tourism terminology was investigated through a literature review and a study of the characteristics of tourism terminology and its teaching from the perspective of teachers and students at the university of primorska. the results are presented in a model for the implementation of ltp terminology, which proposes methods and activities for teaching tourism terminology, which tends to be multidisciplinary, internationalised and (de)terminologized. the findings are not limited to tourism-related foreign language courses, but can be applied to any lsp university course. keywords language for tourism purposes; tourism terminology; teaching terminology; how to cite: frank, t. o. (2022). model of tourism terminology implementation in language for tourism purposes university courses, jollt journal of languages and language teaching, 10(2), pp. 148-160. doi: https://doi.org/10.33394/jollt.v%vi%i.4778 introduction the most important feature of a language for specific purposes is its field-specific terminology, which refers to the conceptual information of the field named by specific terms. in defining terminology, we refer to vintar (2008, 37-39), who says that the only possible criterion for determining a term is its function and its specialized use formal universal criteria for distinguishing terms from non-terms cannot exist and gabrovšek (2005, 16-17), who defines terms in the broadest sense as lexemes that refer to specific concepts within a given field and form a subsystem of knowledge. in the past, a term was recognized as a kind of static entity, while the more recent approaches determine its dynamic character and consider it as a "verbalized special concept that appears and improves in the process of cognition" (leichik, 2012, 235). “to know the terminology of a field is to acquire knowledge of it" (cabre, 2008, 358). as a professional, it is necessary to be terminologically competent, which is understood as the basis for the formation of professional foreign language communication competence of future professionals and is one of the main tasks of foreign language teaching in a non-linguistic university (bakirova, 2020). unfortunately, vepreva (2011) notes that the methodology of teaching the oriented foreign language vocabulary is not sufficiently developed. in particular, the author (ibid.) highlights the insufficient methodology of developing lexical abilities and skills when teaching the special foreign language vocabulary. on this basis, we can agree with bakirova (2021), who recently stated that "the search for new methodological solutions that will ensure in practice high-quality mastery by students of the foreign language terminology of their professional industry, does not lose its relevance" (bakirova, 2021). "a esp course is expected to cover the terminology of their discipline." (meristo & lopez arias 2020, 251). the thorough acquisition of a conceptual framework by students depends on https://e-journal.undikma.ac.id/index.php/jollt mailto:jollt@ikipmataram.ac.id http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& frank model of tourism terminology … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 149 the systematic acquisition of the terminological lexicon of the tourism industry (yakubova, 2008, 264). nowadays, foreign words, especially english, are widely used, especially in "secondary" languages such as slovenian (as the office language at the faculty of tourism studies turistica in slovenia, where the survey in this paper was conducted). english is often referred to as the language of international travel, business and communication. nevertheless, interlingual borrowing is a frequent and common process in any living general or specialised language. this is particularly evident in areas with a particularly international character, such as tourism, which is also noted by sokolova (2020). therefore, as ciobanu (2015) notes, there are also many english terms in tourism lexicons worldwide, and slovenian is no exception. there are expressions in slovenian that are used in english either out of necessity, but mainly out of luxury, so that an english equivalent replaces an existing or pre-existing slovenian word in order to sound modern, rather than using an existing slovenian equivalent (e.g. english term booking instead of slovenian term rezervacija). anglicisms are chosen wisely to attract the attention of readers, viewers, or listeners in the fields of marketing and journalism, while the greatest influence is clearly observed in the fields of politics, technology, science, sports, tourism, and culture (sokolova, 2020). since recently many linguists have noted that the extent of english influence on "secondary" languages has become overwhelming and possibly a dangerous trend, it is important to incorporate the new tourism terminology into ltp classes, paying particular attention to making students, as future professionals, especially aware of this problem by providing them with methods to overcome this problem in future term formation. tourism language has been observed by several authors (dann 1996, 2012; jaworski & pritchard, 2005; jaworski &thurlow, 2010; mikolič, 2015). in recent times tourism terminology gained more focus, especially due to its fast development mirroring tourism extensive growth and progress. authors focus on tourism terminology development in the digital age (hasanova, 2018; mihaylova-palanska, 2020), its register variation (pulcini, 2012), the extensive use of anglicisms in modern tourism language (gimenez folques, 2015), its semantic and structural relations (kuchkarova, 2021), pragmatics (nazarova, 2021), antonym prefixation in english tourism terminology (yurko & styfanyshyn 2020; antoliyivna & mykolayivna, 2020). certain authors focus and asses the development of certain term clusters inside a specific type of concept of tourism, eg in religious tourism (jackowski (2000); küpeli, koc & hassan, 2016; khan 2016). translation issues and procedures are also a focus of authors dealing with tourism terminology (e.g. mammadova, 2021). nevertheless, the field of language of tourism and its terminology is well researched and also a vast number of published work focuses on english language skills teaching for a successful tourism careers (e.g. zahedpisheh, 2017; erazo et.al., 2019), there are up to date and to our knowledge no research of the implementation of tourism terminology in university courses. hence this paper is trying to fill the void by establishing the model of tourism terminology implementation in langauge for tourism purposes university courses. typology of tourim terminology the field language of tourism covers several contexts, from its use within the tourism industry, to the scientific, multidisciplinary nature of tourism, to its use in the broader social context. dann (2012) defines it as three-layered (tourism industry, academia, and public). these three layers are in a constant relationship, which is probably also one of the most active within all disciplines and sciences. the creation of concepts and their naming takes place at the level of all three layers, and the special interest of tourism lies precisely in the fact that it is difficult to draw a clear line between the scientific, the professional or the general part of its own field. consequently, the understanding of tourism terminology can be very broad. a wide range of subject areas and a high number of multidisciplinary terms show that tourism is a distinctly https://www.tandfonline.com/author/%c5%9een+k%c3%bcpeli%2c+tu%c4%9fba frank model of tourism terminology … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 150 interdisciplinary activity that is closely connected with other fields (mikolič, 2015, 16). in its global development, with the emergence of internationalisms, tourism can also be characterized as an interlingual field, where new terms to describe tourism concepts are rapidly formed through interlingual transition. this is also helped by the high topicality of the field, which in its short history has become a comprehensive global activity with the emergence of the concept of leisure, easier access to travel, and the opening of new markets (such as china). in line with these processes, tourism is a rather autochthonous field, and the recent vocabulary consequently remains inconsistent. as a result of the aforementioned tourism characteristics, its terminology is rather inconsistent, full of synonyms, anglicisms, neologisms, internationalisms and transterms, and the processes of (de/trans)terminologization seem to be very active (mikolič & beguš 2011, 315). from the justification of the existence of the regional discourse on tourism also comes the need to define the terminology of tourism. preparing an effective esp course depends on identifying students' needs (anthony 2018), but we might add that a thorough study of the characteristics of field terminology (as one of the key elements in a esp course) is also required. esp teachers might often face a major challenge here, as they often lack content field knowledge (li & flowerdew 2020; woodrow 2017). therefore, anthony (2018) emphasises the need for collaboration between subject matter experts and esp teachers. the terminology typology in tourism is very specific given the wide field of the language community, which includes both the scientific and professional language of tourism and its more general part through tourists and local communities. in general, the terms in tourism (as a culture-dependent field) can be classified as pseudoperscriptive terms, which means that they are often ambiguous, unstable, non-economic and strongly text-independent (žagar karer, 2011, 35). taking into account the peculiarities of tourism and the communicative context of its terminology in the sense of socioterminology, which proposes the consideration of terms in context, the typology of tourism terms was formed from the perspective of the origin of a particular tourist term (see table 1). table 1 typology of tourism expressions by area of origin 1. terms of professional and scientific language of tourism terms created in the professional and scientific language of tourism (eg catering): a) general tourism terms (eg tourist gaze) and b) terms from the tourism thematic fields, eg tourism industry, tourism sociology. 2. transterms terms originally used by other disciplines that passed into the field of tourism with transterminologisation (eg sharing economy, sustainable). 3. pseudo-terms words that originated in general vocabulary and pass into the field language of tourism (e.g. foodist, gramping). in formulating this overview, we have partially deviated from the typology proposed by mikolič, since in our typology we do not group the terms of the general part of the field of tourism in the first two categories. mikolič (2013, 258-259) considers only the first two categories when compiling a regional dictionary of tourism, since words from the general vocabulary pass in one way or another into the terminology of the professional language of tourism and the general technical term of tourism and do not need to be added. frank model of tourism terminology … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 151 there are constant intralingual transitions of terms between general and specific vocabulary, as well as transitions between different field languages. as far as the typology of tourism terminology is concerned (see table 1), in the process of terminologization, terms move from category 3 to category 1 or to category 2. in the process of determinologization, the term moves from category 1/2 to category 3. this process is very common in tourism, as the determiners are mainly the areas of current social interest or otherwise (žagar, 2005, 39). however, the process of transterminologization is influential in categories 1 and 2, when terms move from one profession or discipline to another. in examining the current literature on teaching terminology in lsp classes, we have found that the biggest problem teachers face in implementing subject-specific terminology in their courses is the appropriate selection of materials (cabre 2010; franceschi 2015; woodrow 2017; anthony 2018; kakoulli constantinou & papadima-sophocleous 2020; radosavlevikj 2020 meristo & lopez arias 2020; zelman & mykytenko 2021). the term is an inseparable unit of text, language, and discourse and must always be presented as such in order to materialise subject knowledge and concepts in the classroom. "the use of professional texts helps students acquire specialised terminology and develop professional skills" (zelman & mykytenko 2021, 23). when selecting appropriate texts for ltp or other lsp students, teachers must, of course, take into account students' language level, prior knowledge, and specific needs. therefore, the selection of materials is indeed the biggest challenge for esp teachers (anthony 2018). moreover, special attention should be paid to the characteristics of the subject area and therefore an appropriate genre should be selected. many authors agree that authentic texts should be used at all language levels in order to provide future professionals with real communication situations (radosavlevikj 2020). meristo & lopez arias (2020, 251) also recognise this conflict between using authentic materials as opposed to constructed ones and cite woodrow (2017), who argues for the use of authentic materials when selected in collaboration with stakeholders and students. nonetheless, the task of selecting and preparing authentic texts is one of the most challenging for teachers, especially since there are few instructional materials (in the form of ready-made textbooks) available for esp, especially in fields outside of engineering, law, and business (franceschi 2015). one of the windows to expose learners to real language use in their specific disciplines is naturally opened by the use of technology, as it is the main source of authentic materials nowadays, according to kakoulli constantinou & papadima-sophocleous (2020, 17). moreover, the authors (ibid.) emphasise the increasing need to integrate technology into esp classrooms as "students need to be engaged in the learning process and build their image as global citizens" (ibid.). research method the present work aims to identify techniques for implementing tourism terminology for ltp teachers in universities and present them in the model of tourism terminology implementation in language for tourism purposes university courses. the model serves as a presentation of possible activities used by ltp teachers based on the distinctive features of tourism terminology expressed by teachers and students. the general methodological approach involves conducting a survey among ltp teachers and students of different foreign language courses (namely english, italian and german). the ltp students participate in an online questionnaire, while the ltp teachers participate in in-depth interviews. the survey was designed to answer three key research questions. rq1: which are their views on the key distinguishing characteristics of tourism terminology? rq2: which issues they face when teaching/learning tourism terminology? frank model of tourism terminology … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 152 rq3: what methods they find effective in teaching/learning tourism terminology? the answer to the rq1 helps identify the key areas that ltp teachers need to pay attention to when teaching, the answer to the rq2 extracts the problems they face, and rq3 was designed to identify possible solutions to the problems they face. to gain insight into the issues, the survey was conducted at the university of primorska, the faculty for tourism studies turistica, the leading faculty of tourism studies in slovenia. the languages taught at the faculty are english, italian and german and are taught at levels from a2 (pre-intermediate) to c1 (advanced). the responses were clustered according to the three research questions to identify the main characteristics of tourism terminology, the problems the participants face in teaching/learning tourism terminology, and the methods they both consider effective in the learning process. accordingly, the model for implementing tourism terminology in university courses for tourism purposes was developed. in addition, the issues raised in rq2 were analysed separately to identify a number of problematic areas in the teaching/learning of tourism terminology. research findings and discussion research findings data were collected between july and september 2021. all ltp teachers (4) from the university of primorska the faculty of tourism studies participated in the in-depth interviews. in addition, the survey includes 46 student participants (from all three undergraduate programmes offered at the faculty) who responded to an online questionnaire. in responses to rq2 the participating teachers expressed problems they face when teaching ltp. the teachers stated that they mainly have problems with the selection of teaching materials, since there are no ready-made textbooks that fully correspond to the subject of tourism and the needs of tourism students. they also criticised the lack of collaboration with tourism industry professionals and the problems they have in dealing with the large amount of newer (highly anglicised and globalised) technical vocabulary in the tourism field. their responses were divided into 4 sections representing the main problems faced by ltp teachers: (1) finding appropriate texts to suit all language levels, students' special needs and the multidisciplinary nature of tourism; (2) the question of whether and how to introduce translation techniques; (3) dealing with internationalisms in tourism terminology and (4) handling neologisms within tourism terminology. students first mentioned general problems in learning terminology, only with the use of simpler terms, such as understanding the genre of the texts studied (e.g., "tourism texts differ from each other") or the difficulties in using terminology instead of general language expressions (e.g., "we tend to use simple descriptions, learning proper tourism terms is difficult"). the answers representing the main problems of ltp students were divided into 3 sections: (1) synonyms in tourism terminology (e.g. "there are too many words with the same meaning"); (2) neologisms (e.g. "there are many new words and sometimes even the teacher does not know what they mean and we cannot find them in dictionaries"); (3) anglicisms and internationalisms ("we already understand most of the new terms because we use the same expressions in slovenian"). frank model of tourism terminology … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 153 the main result of the survey is a model that represents the main distinctive features of tourism terminology and possible activities/methods that can be used in teaching/learning the terminology in the ltp university course. the whole collection of extracted distinctive features of tourism terminology (responses to rq1 and rq2) along with the proposed study outcome, suggested appropriate activity/method (responses to rq3) and corresponding language level are presented in table 2 below. table 2 the model of tourism terminology implementation in ltp university courses key characteristic study outcome activity language level appropriateness multidisciplinary system of terminology students will be aware of the multidisciplinary nature of tourism. students will be able to search for definitions of terms in other subjectrelated dictionaries or databases (e.g. oxford's dictionary of sociology). students connect a given set of tourism transterms and define their areas of origin. they are then asked to find a definition in an appropriate dictionary. b2-c1 internationalisms students are made aware of the problem of overloading with english expressions. students acquire knowledge of international issues in tourism. students observe internationalisms in different languages (advanced students) and their native language. a2-c1 high instance of anglicisms students learn how to use internet sources to learn about anglicisms. students understand the problems of overuse of english in tourism. students learn how to deal with anglicisms (possible translation techniques). students search online engines for reliable sources to obtain specific definitions. students discuss why english is the language of tourism communication (they learn about sociodynamic changes and the history of the english language). a2-c1 high occurrence of neologisms students observe neologisms in context. students learn where to find definitions. students learn about the processes of word formation. students group neologisms into tourist themes. students observe word formation processes. students coin new expressions based on pattern neologisms. a2-c1 frank model of tourism terminology … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 154 students learn how to use search engines to obtain definitions. (de)terminologization students learn about the multidisciplinary nature of tourism. students learn about dictionaries for specific purposes. students learn about the different levels of text specialization. students learn to use specialized dictionaries and terminology databases. students observe the level of specialization of texts and also learn about the (in)formality of language. b2-c1 high use of proper nouns students learn how to use proper nouns in english (a2). students learn how to translate proper nouns l1 to l2 and vice versa. give students examples and practice using proper nouns (including articles) in english. a2-c1 synonymy assure students that terminology in tourism is often inconsistent and not standardized. students draw conclusions about possible differences in the meaning/use of synonyms and variations. students compare various synonyms and variations of terms by stating possible differences. students learn to pay attention to all aspects of a word grammar, spelling, connotation, etc. a2-c1 discussion the main purpose of this paper is to develop a model for the implementation of tourism terminology in university courses on language for tourism purposes (ltp). the model is intended to be used by ltp teachers in their effort to equip future tourism professionals with terminological competence, which is understood as one of the main tasks of foreign language teaching in a non-linguistic university, as bakoriva (2020) states. it enables thorough acquisition of a conceptual framework in a systematic way, which is described by yakubova (2008) as important for terminology implementation. in the survey conducted to prepare the model, responses were solicited from both ltp teachers and students to gain insight into both ends of the learning process. by answering questions rq1 and rq2, teachers and students jointly identified seven main features of tourism terminology (multidisciplinary terminology system, internationalisms, high occurrence of anglicisms, high occurrence of neologisms, (de)terminologization, high use of proper nouns, and synonymy) and suggested techniques in question rq3 that can be used to successfully overcome these problems in the learning process. the research proves that the theoretical framework (which describes tourism terminology as multidisciplinary, includes an abundance of internationalisms, anglicisms and neologisms, filled with the processes of (de)terminologization, etc.) is indeed a representative set of problems that teachers and students face when teaching/learning tourism vocabulary. moreover, the designed model acts as a proposed solution to the struggles in practise. frank model of tourism terminology … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 155 teachers struggled primarily with finding appropriate texts for all language levels and needs, which, according to anthony (2018), is indeed the biggest challenge for esp teachers. in this context, we argue that authentic texts should be used at all language levels to provide future professionals with real communication situations (radosavlevikj 2020). on the other hand, for students at lower language levels who struggle with authentic texts, it is advisable to divide the texts into shorter sections and give them exercises tailored to the information they need to convey. for example, give them a shorter text in which they have to pay attention to all expressions related to ecology. the international prefix ecoallows them to find different examples without having to master the text completely. texts on tourism come from a variety of sources and on a variety of topics (culture, history, sociology, psychology, geography, management, finance, etc.), which can be an advantage, but also makes it difficult for students to find definitions, let alone translations, for certain terms. it is advisable to teach students how to use search engines and provide them with appropriate materials to familiarise themselves with the newly acquired terms. in order to avoid as many synonyms and variations of terms as possible (which is especially advisable for students with a low level of language proficiency), cabre (2010, 362) advises "it is best to choose those that refer to national and international standards and documents produced by institutions responsible for standardising terminology," especially when it comes to scientific texts. regarding the second issue raised by the teachers, namely whether and how to introduce translation techniques, we argue that they are reserved, if at all, for advanced students. as a result, tourism terminology is full of neologisms and anglicisms, making it difficult for students to find the right terms. when introducing translation procedures, start by teaching the translation of proper nouns, which goes hand in hand with predefined translation techniques useful for future tourism professionals. creative activities that ask students to observe word formation techniques or even coin new expressions based on model words (e.g., using the word backpacker as a model word to elicit words like nopacker, foodpacker, etc.) are also reserved for advanced students or should rarely be introduced with a specific goal in mind (e.g., getting students to recognize the similarities between words like glamping, gramping, camping, etc.). in addressing internationalisms in tourism terminology, which has been cited as a problem by both students and teachers, it is important to keep in mind that tourism is an extremely active international activity, which makes borrowing tourism terms from international languages a fruitful origin of terms. hasanova (2018) expressed that international tourism terminology is one of the current research trends, adding that international tourism requires regulation, unification, and standardization of the terminology field at the international level. on the one hand, internationalisms make it easier for students to find their definition, so they are likely to have found a similar form in their own native language. on the other hand, the use of too many internationalisms discourages students from coining new expressions in their own native language as future tourism professionals, leading to an overload of international expressions for which there is an l1 alternative (e.g., the use of all-inclusive, for which there is a slovenian equivalent vse vključeno). be that as it may, this is a broader problem of the influence of english on secondary languages that cannot be solved in a single classroom, but nevertheless students should be aware of it in order to encounter it and perhaps influence it in their future careers. neologisms in tourism terminology proved problematic both for students and teachers. when teaching specialized vocabulary both in the native language and in the foreign language, attention must be paid to the vividness of the terms in real texts (bakirova, 2021). due to the vividness of tourism terminology, there is a great tendency for students to come into contact with new expressions. the biggest problem when students are confronted with neologisms is that it is unlikely that any dictionary can fully meet the needs (linčir lumezi, 2019). usually, there is no translation equivalent, but there is also no reliable definition. kessler (2010, 262) frank model of tourism terminology … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 156 has also described neologisms as part of technology in the sense that "(...) technology-oriented neologisms are often too fleeting and numerous for even trained observers to document adequately." therefore, special care must be taken when dealing with neologisms in ltp classes. students must be equipped with methods to find definitions and possible translations of the newer terminology in esp. in the studies conducted by kakoulli constantinou & papadima-sophocleous (2020) on the use of digital technology in esp, they found that students already use dictionaries, internet browsers, and word processors in their learning. therefore, the task of etp practitioners is to point students to valuable internet tools and sources and teach them how to use them (e.g., the lexicool web portal). since neologisms make up a large part of tourism terminology, they could be covered in a special lesson devoted exclusively to classifying newer terms in thematic areas (e.g., sociology of tourism, sustainability) and monitoring developments in a particular subfield of tourism or tourism as a whole. this is appropriate for advanced students who can also observe newer word formation processes or perhaps attempt to coin new words themselves based on neologistic model words (e.g., honeymoon babymoon, gendermoon). students in lower grades can observe neologisms in texts, try to guess their meaning, and learn where to find definitions in online sources. in a more general overview, we suggest the use of collaborative strategic reading (csr). this technique allows networking and improves comprehension of the texts used in the course, while the concept of sharing is a motivating element in the development of professional english. specifically, collaborative tasks reduce anxiety that hinders student participation and performance (pireddu, 2021, 1). following this approach, the cooperative learning approach is proposed. it focuses on organizing different activities to transform the classroom into a social experience. montaner-villalba (2020) proposes the use of blogging, noting that there is significant empirical research on blogging in the esp classroom in universities (murray & hourigan 2008; pinkman 2005; bran 2009; awada & ghaith 2014; patel 2015) to refer to. when teaching terminology (from any field), any kind of memorization should be avoided. teachers should use the communicative approach as the foundation of modern foreign language methodology. this approach allows students to learn through activities and practical application rather than simply memorizing terms. this increases the likelihood that the new terminology will be memorized for later use, in a non-rigid way that allows students to adapt it to any communicative need. in this sense, zimnyaya (1991) suggests bridging the "gap between theoretical knowledge and the practical possibilities of its application" and enabling the "transition from the school of memory to the school of thought." conclusion this paper fills the gap in the research on the implementation of tourism terminology in university courses by creating the model of tourism terminology implementation in university courses for tourism purposes. the conducted study identifies the key characteristics of tourism terminology in accordance with the literature review through an investigation in the form of an online questionnaire and in-depth interviews with teachers and students of ltp courses at the faculty of tourism studies turistica in slovenia. key features that highlight the problems faced by students and teachers include: the multidisciplinary nature of tourism terminology, an abundance of internationalisms, anglicisms and neologisms, the occurrence of (de)terminologization processes, the heavy use of proper names and synonymy). the model addresses each key feature by proposing outcomes and activities appropriate for different language levels in ltp courses. in particular, it emphasises the need to use authentic tourism texts at all levels, to encourage student creativity, to introduce translation techniques in higher level language courses, and to provide students with opportunities to explore internet sources to equip them with the skills and knowledge they need to master and handle new tourism frank model of tourism terminology … … jollt journal of languages and language teaching, april 2022. vol. 10, no.2 | 157 terminology in their future professional lives. the fact that, according to kirovska-simjanoska (2021, 19), all students who reach the university level have "more or less consistent technological experience" and enter "with advanced knowledge and understanding of technology" is a mitigating circumstance. however, dashestani and stojković (2015) caution that teachers need to refine the strategic use of technology in the classroom to increase motivation and engage students in the learning process. because this is the first attempt to create a model for implementing tourism terminology, the major limitation of this study is the number of tourism faculty who participated in the research. future research requires a broader international investigation of the understanding and use of tourism terminology in university ltp courses, as this is the key aspect of training successful future tourism communicators, and also helps to create a more stable core of everevolving terminology education. nevertheless, the results are not limited to the application of ltp, but also allow conclusions to 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(2011). terminologija med slovarjem in besedilom. analiza elektrotehniške terminologije. ljubljana: zrc sazu. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3235 january 2021. vol. 9, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 99-104 jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 99 the interferences of sasak language on english vocabulary mastery 1,2sugianto & 1kamarudin 1english lecturer, fbmb, mandalika university of education, indonesia 2corresponding author email: sugianto@ikipmataram.ac.id article info abstract article history received: december 2020 revised: december 2020 published: january 2021 the article is aimed at revealing some crucial languags interferences that happened to sasak students who were learning english. the sasak itself is a subaustronesian language spoken by most citizens who live in lombok and half of western sumbawa. these language interferences play very important roles either in helping the students mastering eng english or challenging them. the positive interferences brought easiness to the students of sasak to master english vocabularies. on the other hand, the negative interferences caused difficulties for students to learn english as their second language.the article say that defining the language interferences between sasak and english brought some positive effects, particularly it is a real endeavor to help the lecturers, teachers, and instructors of english in conducting the teaching and learning practices. the research was conducted for the sake of findingpieces of evidences of these interferences issues. the interview was conducted by involving sasak students who were learning english. moreover, a writing test of vocabulary was also conducted to confirm the existance of language interferences when they are producing english words. went through the research, it was concluded that some morphemes that exited in the sasak were a lot similar to morphemes existed in english. positively, this fact brought good effects on students who were learning english. unfortunately, the accent in pronouncing those words was completely different, which then challenged the students to master the english vocabularies. keywords language interference; sasak language; english vocabulary; how to cite: sugianto & kamarudin. (2021). the interferences of sasak language on english vocabulary mastery, jollt journal of languages and language teaching, 9(1), 99-104. doi: https://doi.org/10.33394/jollt.v%vi%i.3235 introduction the article begins with sasak language interferences on sasak language study. this issue leads into an investigation conducted by involving the students of sasak who were learning english. the investigation was needed to provide scientific evidence of how sasak language can affect the vocabulary mastery in learning english .this issue became critical to help students mastering english vocabulary among different cultures exist between english and sasak. this endeavor shows how important an aspect of learning “vocabulary mastery” role in english language study (harmer, 1998). by and large, vocabulary is an essential foundation of a student learning english. without mastering vocabulary, it is impossible for the students to be able to speak any sentence (brown, 2003). vocabulary is not only needed in listening and speaking but also needed in reading english text. reading without mastering vocabulary used in the text is the same with reading without knowing what you read for because one cannot grasp what messages actually deliver in the text. that also happen in speaking and listening, one cannot grasp the messages deliver by someone through his/her speech till you know the vocabularies have just said by the speakers. http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:sugianto@ikipmataram.ac.id sugianto & kamarudin the interference of sasak ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 100 in relation to the language teaching matter, teachers also have to provide and select the most appropriate method in teaching their students. however, almost every english teacher admitted that it is not an easy job to do since teaching english as a foreign language still faces a lot of problems. those problems found commonly come from the teaching and learning process which involve problem in method of instruction, teaching media, materials and method of teaching or teaching strategy (harmer, 1998). knowing that there are so many problems faced both by the teacher and students of sasak who learning english, the researchers are now insisting to dig up more findings and evidences on language interferences through the research to information on the possible difficulties woud be faced by students of sasak in learning english language. one of endeavors here was made through the research which is aimed at enriching the learning material of english and even to compare between students’ mother tongue and target language being learned for the sake of english material rematch with the source language mastered by the students. in accordance with the above explanation, the research questions were then asked “what error does the students make on vocabulary that interfered by the mother tongue (sasak language)?” and “does contrastive analysis between sasak and english language solve the language interference made by the students?” through this research, significances contribute to some like teachers and language instructors dealing with the information about the interferences affected vocabularies of sasak students learning english that hopefully contributes much on helping them in aiding the teaching of english. sasak language itself is a language spoken primarily by sasak technique “dengan sasak” or sasak speakers’ who majority lived in lombok island and used as the “mother language” the first language in daily conversation, and commonly grouped into “bahase alus” and “bahase biase” where bahase alus is the property of the “menak” noble group which has lexical differentiation for the high style, and bahase biase refers to ordinary group (mahyuni, 2006). sasak language has various kinds of dialect that sometimes intelligible between others dialect. based on the data, sasak language divided into seven dialects, kuto-kute (around bayan, and north sasak), ngeto-ngete (around suralaga and sembalun), meno-mene (around praya, central sasak), ngeno-ngene (central east to north coast, and central west coast sasak), mriak-mriku (central south sasak around bonjeruk, sengkol,and pujut), menumeni (central, and shout east sasak), menung-mening (central east sasak). these indicated that the term “sasak” always refers to regional variation (mahyuni, 2006). one of the vocabulary made process is by adding affixes into the main word of a particular language. the affix itself is the morphological process in which bound morphemes are attached to roots or stems to mark changes in meaning, part of speech, or grammatical relationships. affix falls in the scope of morphology, where bound morphemes are either roots or affixes (hadijah, 2010). the formation of adjectives in the english language are devided into two major groups, namely adjectives, are formed by nouns and adjectives are formed by the verb. in contrast, it was also described several types of adjective-forming affixes attached to nouns, verbs, and forms the root-bound. the formation of vocabularies is categorized into the standard process of “vocabulary made” in which there is another process also been well known to perform new words or vocabularies, the process is known as a derivational process. derivation is the process adding derivational morphemes that change word category, part of speech, and the meaning of the previous word (ratna y.a, 2008). in sasak language this term is really productive in fact we can mention many examples of derivational morphemes, to make it evidence lets compare these examples changing noun become adjective, kepeng “money” become bekepeng “rich” sugianto & kamarudin the interference of sasak ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 101 changing noun become verb lagu “song” become belegu “singing”from these two examples we can conclude that by adding the derivational morphemes such “be” may change the meaning and category of the previous words, and also indicated that the sasak language has morphological process in it. research method the research method applied in the study of first language interferences is the qualitative research method. the researcher conducted interviews to find out research evidence of sasak language interferences on english language study and vocabulary mastery in particular. this type of research method, a qualitative research method was used by many researchers to collect and analyze qualitative data to understand a particular concepts and phenomena (arikunto, 2002).. research design the research design used in this study is descriptive qualitative research design. using this particular research design, the researcher conducted the interview to find what kinds of language interferences were mostly happened and make sure that those language interferences were made because of the first language interferences. in addition, the researcher also conducted a writing test of vocabulary to make a confrontation between what were found in the interview confirmed in a vocabulary writing (creswell, 2008). object the research object of the study is sasaknese or sasak language menu meni dialect in particular in which the research participants were taken from the students of mandalika university of education who were taking english language teaching major. indeed, five research participants were interviewed to find out the language evidences on how a mother tongue, sasak language in particular, interfere the english language, vocabulary mastery. mahyuni (2006) asserted that sasak language itself is one of the local languages spoken among sasak people in lombok. it is used as a means of communication by the sasak ethnic group, inhabiting lombok islandwhich makes up most of the population of lombok. sasak language is the first native language after indonesian, used by most people on lombok island in their daily communication. sasak language has various dialects, in which every dialect is spoken according to three main castes or context of speaking. those three contexts are soft language or noble language is the language used by a group of nobles, the madya language or intermediate language is a language that has been entered by soft language, used by the middle class, ordinary language is the language used by the group or the general public rows of coral (mahyuni, 2006). instruments the instrument of a research is all means and media used by the researcher to collect the research data (sugiyono, 2008). here in this research, the researcher used an interview sheet as an instrument. the interview sheet guided the researcher in interviewing the research participants, giving the information of what should and what should not to be collected in the research, meaning that the data related data analysis sugiyono (2014) said that the data analysis of a language study refers to how the researcher present, display and conclude the data collection of a research. the data found during the study progress was alayzed by adapting the model of data analysisby penny ur (1991) who described the data analysis on qualitative research must involve the following sugianto & kamarudin the interference of sasak ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 102 points, those are dealing with “what people say?” “what people do?” and “what people left behind?” interview transcription refers to the process of transcribing the whole data results which were gained from the interview conduct. the results of interview listened and analyzed the full recording before transcribing, calculate how long it take, pick the right tools and construct a transcribe a draft. in this phase of data analyzing technique, the researcher may also involves the proof reader to make a proofread and short-cuts to save time. the next phase of data analysis is data display, the data display means the show of the whole data gained from the whole research instruments interview guidance and observation sheet. the display of data performed tables. all are designed to assemble organized information into an immediately accessible, compact form so that the analyst and readers can see what is happening and justified conclusion. the last stream of analysis activity is conclusion drawing. the conclusion provides explanation to the readers about what exactly the research means based on the data finding. drawing conclusion of the research also provides opportunities to the readers to explore the detail implications of the findings. research findings and discussion research findings the study on first language interferences of sasak students learning english leads into the findings that vocabularies made a pattern in sasak language may affect he understanding of vocabularies mastery in the target language, english language. a word can be used as a basis for the formation of other words with certain rules. in this case, the formation of verbs derivative are formed through other types of word classes. in its distribution, the formation of verbs derivative can be formed through verbs, nouns, and adjectives. even the derivational process is also found in vice versa. conversely, in sasak language there are three types of an affix to perform the new word from an existing word. the types of affixes are prefix, simulfix, and suffix. those affixes are described through the examples of the formation of the wordssasak language. the descriptions are found the table 1 below. table 1 the sasak words transformation interferences prefix suffix simulfix te-aŋ te an pe be me discussion affixes are the attachment of words-elements into the steam of words to perform new meanings or new words classes. the first affix that attached at the beginning of a word or prefix that can form verbs in sasak language is prefix te-. the function of prefix tein sasak is to form “passive voice” or to make the verb become passive. examples can be found in words “palang” into “tepalang” or “paling” into “tepaling” which mean “steal” into “stolen” the second affix that attached at the beginning of a word or prefix that can form verbs in sasak language is prefix pe-. the function of prefix tein sasak is to form the meaning “to cause something become”. take a look at the affixation process of verb with the following prefix. the example of words derived from prefix “pe-,” are “tukah” into “penukah”, “kuat” into “pekuat” which mean “strong” into “strengthen”. sugianto & kamarudin the interference of sasak ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 103 the next form of affix that attached at the beginning of a word or prefix that can form verbs in sasak language is prefix be-. the function of prefix bein sasak is to form the verb become intransitive verb, which means if the verb is used in a sentence, the verb does not need an object. take a look at the affixation process of verb with the following prefix. example of words are like “gawe” into “begawe” or “regaq” into “beregaq” that means “bargain” into “bargaining”. the next affix that attached at the beginning of a word or prefix that can form verbs in sasak language is prefix me-. the function of prefix mein sasak is to tell about prent action. take a look at the affixation process of verb with the following prefix. the examples of words are “mongkaq” into “memongkaq” which means “cook” into “cooking”. and then the last is sufix and the only affix that attached at the end of a word or suffix that can form verbs in sasak language is suffix -aŋ. suffix -aŋ can form the meaning of "causing" and also this suffix has another function to form benefactive verbs. that is, the work or activity intended by the verb is done for someone else not for the role of the subject or agent. the examples of words are “piaq” into “piaqan” which means “make” into “made”. the first and the only affix that attached at the beginning and at the end of a word or simulfix that can form verbs in sasak language is suffix simulfix te an. the function of simulfix te-an in sasak is to form “passive voice” or to make the verb become passive. the example of words are “jauq” into “tejauqan” or taeq into “tetaeqan” which mean “getting up” into “get something up”. conclusion the research finding of the study says that there is some significant similar pattern of how sasak language formation of new words or vocabularies by adding affixes. the similarities of both languages sasak and english reflected through how the words are perform in affixation. these similarities then interfer the students who were learning english to master the vocabularies that have similarities quicker and easier than mastering the words that has no similar pattern in their first language, sasak language. the study cconcluded that both sasak and english undergo word-formation process through derivational process in which it is said that both sasak and english have derivational process to perform a new word. it means that this derivational process innterfer the students’ vocabulary mastery when learning english. on the other hand, some differences between sasak language and english language brought negative interference where the students found it difficult identify “simulfix” term in english. in addition, the students of sasak learning english found it difficult to identify some prefix and suffix which are not similar to what the found in sasak language. it was known that the study reported sasak has only one suffix while english has four suffixes. mostly, english suffix can be attached to the word class adjective and noun except for suffix /-ate/ which has special circumstances where this suffix is attached to the bound morpheme. in relation to derivational process happened in both language, sasak suffix is able to be attached to almost all word classes except adverb because this suffix is the most productive suffix in sasak. this suffix can be attached to noun, adjective, verb, and adverb. in terms of meaning of affix in both sasak and english language. most of them are different except for prefix /pe-/ in sasak and prefix /en-/ in english. the function of prefix /te-/ in kuto-kute dialect is to form a passive verb or passive voice. sugianto & kamarudin the interference of sasak ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 104 references altiyb a.k. 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(2006) thestudy of language: third edition. cambridge university press. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i1.2213 january 2020. vol.8 , no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 40-47 jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 40 the effect of team product to improve students’ creativity in writing at smpn 1 jonggat zukhairatunniswah prayati english teacher, smpn 1 jonggat, central lombok, indonesia corresponding email: anisprayati@gmail.com article info abstract article history received: november 2019 revised: december 2019 published: january 2020 this study investigated the effect of team product to improve students‟ creativity in writing at the 8 th -grade students of smpn 1 jonggat, central lombok in the academic year 2018/2019. the research was designed as quasi experiment research. the students were divided into the experimental group and control group. the experimental group was treated using the team product method while the control group was subjected to a conventional method. the data were analyzed using descriptive and inferential analysis. the data in this research was taken from the mean scores of students‟ achievement and the score percentages. the subject of this research was the 8 th -grade students of smpn 1 jonggat, which consisted of 54 students. the instruments of this research were tests and questionnaires. the mean score of students‟ creativity in the experimental group was 75 and the writing skill was 76. it was higher than the students in the control group. it can be concluded that the team product had a positive effect on students‟ writing skills in relation to creativity at smpn 1 jonggat. keywords team product; creativity; writing; how to cite: prayati, z. (2020). the effect of team product to improve students‟ creativity in writing at smpn 1 jonggat. jollt journal of languages and language teaching, 8(1) pp. 40-47. doi: https://doi.org/10.33394/jollt.v8i1.2213 introduction among four language skills, writing is considered important to be developed by students. this skill allows students to produce and create ideas into texts. hyland (2003: 14) explains writing as a way of sharing personal meanings and writing courses emphasize the power of an individual to construct his or her own views on a topic. it implies that writing is a way to express opinions or to emphasize and build up views on certain issues. as stated by stenberg and lubart (1998: 3) in torrance (2016: 22), creativity is viewed as an ability to produce work that is both novels (i.e. original, unexpected) and appropriate (i.e. useful, adaptive concerning task constraints). therefore, creativity is seen as an ability in someone to create anything one‟s wants. someone may produce something based on his/her ideas. they can produce anything with the abilities they have and give more innovation to create new things. hence, in terms of writing, which is a productive language skill, creativity becomes very essential when dealing with the creative process. chaplin, (1999, in hidayat, 2008: 2) mentions creativity as an ability to produce a new form in arts or in the case of machinery or to solve problems by using new methods. civilization is evidence of the creativity of humans since thousand years ago. writing requires creativity to enable students to present varied ideas into a composition of various genres. they have to be creative in what they consider as appropriate and interesting to be shared with readers. for teaching writing skills, creativity becomes the main source of writing activity (haerazi, prayati, & vikasari, 2009). semi (2007: 14) defines writing as a creative process to generate ideas into symbols of writing. in this sense, symbols mailto:anisprayati@gmail.com https://doi.org/10.33394/jollt.v8i1.2213 prayati the effect of team product to improve… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 41 are merely media to record ideas into transferrable works. however, writing is mostly seen as a challenging task for students in learning a foreign language. in some prior observation sessions, the researcher identified that students of 8 th grade in smpn 2 jonggat had problems in developing their writing skills, especially dealing with narrative text. this genre requires students to expose ideas dealing with narration or story of events. students should be creative to be able to present a proper narration by using language in a sophisticated manner. the researcher found that students encountered problems dealing with their creativity in writing. considering the problem encountered, this study came with a conclusion to encourage students‟ creativity by using a new method to teach, i.e. team product (tp). huda (2013: 130) explains that the name of tp refers to an inquiry to the students to create work in teams. tp requires students to work collaboratively in presenting writing by sharing ideas to compose single writing as a team. this study was initiated based on an assumption that interaction among students may boost up creativity in students. by working in a team, students may have different insights to improve their ideas. therefore, this study was intended to overcome the problem of writing activity, especially dealing with creativity. to achieve the goal, students were expected to engage in group work, in which the study would like to see whether the method could improve students‟ creativity. literature review understanding writing & english as a foreign language (efl) learning writing is a process of producing a written text or manuscript. hyland (2003: 3), defines writing as marks on a page or a screen, a coherent arrangement of words, clauses, and sentences, structured according to a system of rules. meyers (2005:2) says that writing is a way to produce language you do naturally when you speak. based on the statement above, it can be defined writing is a coherence arrangement that creates a post from the small unit, starting from the words, clauses, and sentences. writing also includes skill which has grammatical and lexical features of english. the produced work is not merely a composition of sentences but should also be proper in terms of grammar, exposing certain ideas, and understandable. it was in keeping with what haerazi et al. (2018) develop that writing in efl classes always was focused on the grammar, idea, content, and vocabulary usage. students at the junior high schools are expected early to acquire a lot of vocabulary, master english spelling, and know how to use those in phrases and sentences (rafida, 2017). in fact, students still have a lack of vocabulary and grammatical competences. various instructional methods and strategies are applied by teachers to solve these problems. one of the appropriate strategies to help students improve their vocabulary acquisition is the use of the team product in terms of collaborative learning activities. brown & biley (1984: 39-41) mention five indicators of writing, i.e. grammar, vocabulary, mechanics, style, and fluency. those indicators are used to access the quality of a text. these indicators are classified as a normal standard to assess writing skills. definition of creativity boden (1998: 347-356) defines creativity as a fundamental feature of human intelligence and inescapable challenge for artificial intelligence (ai). creativity is part of intelligence in humans. according to stenberg and lubart (1998: 3), creativity is defined as an ability to produce work that denotes novelty (original and unexpected) and appropriate (useful, adaptive, and concerning task constraints. in this sense, creativity is dealing with an ability ina human to create a product by generating their ideas and/or combining ideas in order to have a new creation. prayati the effect of team product to improve… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 42 indicators of creativity according to thorne (2007: 45), there are four indicators of creativity, which is based on the number of activities, as follows. fluency, thinking of many ideas; this is dealing with generating ideas in the context of the torrance test, within the intention of making a toy to be a better toy, in which one is trying to encourage the flow of ideas. flexibility, thinking of different ways to do or use things; this indicator is identified as a popular creative thinking parameter used in many creative thinking contexts by adults as well as children by showing the class of an item then ask students to mention different uses of an item. originality, thinking of different unique things; is dealing with an endeavor to get the students to seriously think „outside the box‟. elaboration, expanding perspective; show the students a regular item or picture of an item then ask them to think of further ideas on what the item can do over and over to extend the current capacity. team product huda (2013: 130) explains why the technique is called tp due to activity in which each group asked to create something. in this sense, tp is a kind of method or the strategy of learning. in tp, all learning activities are dealing with making certain products. to encourage individual responsibility from each student, the teacher may distribute different tasks to each student that will be integrated with other members in a group to create a collective product. the use of tp may cover all indicators of creativity with the help of peers to grow ideas, have different ways to use things, think about the uniqueness of things. research method research design the researcher used a quantitative approach by applying a quasi-experiment study. data were taken by using a test. the quantitative data analyses used to know the performance from the learners with the purpose of measuring their attainment of specified criteria. qualitative data includes almost all information that can be captured and is not in the form of numbers but description. the use of the team product method in learning writing was to produce a narrative text. there were certain procedures of applying tp in learning, as follows: (1) students were distributed into groups; (2) every group consisted of four people; (3) students from each group were asked to choose a topic to be discussed; (4) students discussed the topic given; (5) each student were required to take a part in discussion, while one of the members wrote a composition based on every member‟s thoughts and ideas. place of the research: this research was done at the 8 th -grade students of smpn 2 jonggat, central lombok in the academic year 2019. this study was conducted one month, two sessions every week. the instrument of the study to collect the data, the researcher used two kinds of instruments to obtain the data, a test, and a questionnaire. the test was used to know the achievement made by the students. the researcher used this test to know the effect of the tp method to improve students‟ creativity in writing. the kind of test used in this research was a work-based test, in which students were asked to produce a narrative text about their childhood story. by observing students‟ works, the researcher got to know how creative the students were in making narrative text. in order to see students‟ creativity, each student was given a questionnaire test then asked to fill it, to know their responses. the questionnaire was used to get information from the students. the researcher prepared fifteen questions in the questionnaire. to get scoring measurement, the researcher applied a “likert scale", which was consisted of five prayati the effect of team product to improve… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 43 ranges, i.e. strongly agree, agree, hesitant, disagree, and strongly disagree. the researcher calculated the whole students‟ scores to measure the percentage of the responses given. techniques of data analysis as mentioned earlier, this study was designed as a quantitative study. to analyze the data, based on sugiyono (2017: 49), the researcher calculated the mean score. the data were analyzed using descriptive and inferential analysis. the descriptive analysis was conducted to find out the mean, mode, median, and standard deviation. meanwhile, the inferential analysis was done to know the different mean scores between the two groups. in addition, the study also figured out the level of creativity by processing data of students' responses to the given questionnaire. if the score percentage of students was high, it indicated a positive response towards the use of tp by the students. on the other hand, a low score meant that students had negative responses towards the team product technique during the learning and teaching processes. research findings and discussion research findings in this chapter, the researcher discussed the result of the research. the aim of the research was to describe the tp method to improve students‟ creativity in writing at firstgrade students of smpn 1 jonggat in the academic year 2019/2020. the problem that inspired this research was that the students had low creativity in writing. when the students were asked to create a narrative text, they got confused. the creativity of students was low. however, after the teacher implemented the tp method, finally the level of students‟ creativity was improved. pre-test results the writing test was conducted on 13 th march 2019. the teacher gave the students a writing test in the fourth meeting. as a work-based test, the teacher asked the students to produce a narrative text. the researcher analyzed the students‟ writing to find out the level of creativity in their works after engaging in learning activities using the tp method. the score of total students‟ examination in the pre-test was 52. this result became the basis to see the improvement after being taught using tp later. in the pre-test, only six students passed the kkm. it was found that some students were still confused about how to create a narrative text and lack of creativity in creating a text. after conducting the pre-test, the researcher gave treatment by using tp. post-test results after treatment given, a post-test was conducted on wednesday 27 th march 2019, with the same work-based test instruction. the students were required to make a narrative text about their interesting experiences. the result of the post-test was improved than the pre-test results. there were 16 students who passed the minimum passing grade, while the three of them showed improvement but failed to pass the minimum passing grade. the average score in the post-test was 77. the percentage of students who passed the passing grade was improved from 44% to 84,21% after being taught using the tp method. it means that the use of tp had increased students‟ creativity in writing. research finding from questionnaire to know the students‟ responses towards the use of the tp method, all students were asked to fill a questionnaire. students' responses could give data regarding their learning attitude using tp. based on the students‟ responses to the questionnaire given, this study found that there were 14 students who chose strongly agree on the effectiveness of using the prayati the effect of team product to improve… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 44 tp method to raise creativity in writing. by analyzing the responses, it was found that 75,78% of students chose strongly agree that the use of the tp method could improve their creativity in writing. hence, 18,5% chose to agree, while 4,21% chose do not know. only 1,40% chose to disagree and no one chose strongly disagree. discussion based on the research findings, it can be stated that the team product method has a positive effect to improve students‟ writing performance at smpn 1 jonggat. students are able to improve their writing skills after the teacher treats them using the team-product method in relation to creativity. in the phase of collaborative works, students are asked to notice any topic going to write. in groups, they practice drafting some information in the form of a simple sentence. besides, they are provided with instructional exercises to lead them to think of a topic sentence. it is in line with haerazi and irawan (2019) who found that the more students are provided with writing exercises, the more they have a chance to share their ideas and creativities. exchanging ideas in the group seems to be an explanation of this result. students had time to develop their ideas by delivering it in a group. other members of the group gave a response to the ideas, which enriched one‟s perspective or thoughts. this learning activity helps students to improve their collaborative reasoning. it was reinforced by lin et al. (2015); ma et al. (2017); and morris et al. (2018) who found that small-group and dialogic instruction direct students to develop their cognitive aspects. the team product method also provides students with writing activities that encourage them to think critically, resolve creatively, and work in the form of teamwork. for instance, given an interesting topic around them, students are able to produce a simple descriptive text although there are some grammatical errors still happening. it was seen in the step of learning, students are requested to write an introductory paragraph of the descriptive text. they discuss in the group the generic structure of the paragraph and what kinds of tenses used. this learning activity encourages students to write creatively. it is in line with babayigit (2019) who states “providing students with creative writing activities helps them improve their writing attitudes to practice writing much more”. implementing the team product method for students in junior high schools is helpful because the level of students adjusts their writing abilities. writing in junior high school level is generally developed later than other skills (listening, speaking, and reading). because of this reason, the students should be equipped with the knowledge and skills such as one of the 21 st -century skills, creativity (cretu, 2017). in the writing practice, students are asked to develop some topic sentences into a sentence. these activities trigger students to arrange their ideas into a simple paragraph. in this study, creativity was seen as an attribute variable that gives an effect on students‟ writing performance. the teacher provides students with creative activities to involve them in doing creative thinking and it can help them as well to develop their writing and imagination to write. it was in keeping with (sternberg, 2015); and ahmadi and besancon (2017) who found that introducing creative thinking in the classroom can provide benefits such as developing learners‟ imagination and increase their thinking discoveries. it is also to help students to form personal well-being (plucker et al., 2004) and develop their curiosity, openness, and communication abilities (dunn, 2004). in the teaching of writing skills, students are engaged in any writing exercise to raise their thinking creativity. in the team product method, the learning activities are designed with various writing topics. for instance, in groups, students are engaged in reading activities to build their knowledge of the text. it is relevant to link students‟ prior knowledge with what they are going to write. it was in line with kuper et al. (2018) who found that creative prayati the effect of team product to improve… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 45 thinking seeks to learn how to read and write and also students can be engaged in creating pieces of creative output. conclusion and suggestion conclusion the researcher found a problem when the researcher did the observation at the 8 th -grade students of smpn 2 jonggat, central lombok. it was students‟ low creativity. the researcher wanted to research about how to improve students‟ creativity in writing by using team product method. the researcher wanted to know how the creativity of students in writing improved by team product method. the team product was effective to facilitate students to practice writing. the learning activities were relevant to improve students‟ writing skills in relation to their creativity. this method also provides students with learning activities that are able to exchange ideas in groups. students feel much time to develop their ideas by delivering it in a group. other members of the group give responses to the ideas, which enriched one‟s perspective or thoughts. besides, this learning activity helps students to improve their collaborative reasoning. it was also designed in the form of the small-group and dialogic instruction that direct students to develop their cognitive aspects. the result of the research was succeeded because there were 84, 21% of students who passed the achievement standard enacted by the school. it was about 16 students who pass the achievement standard and only three of the students did not pass it. it means that the team product method improved students‟ creativity in writing. the researcher conducted treatments using the team product method. it was able to achieve the students‟ passing grades at the posttest. the researcher proved that team product is a good method based on students answer on the questionnaire. the response of students was good to respond to. the scoring percentage of students who strongly agree with the team product method was 75%. it means that the method succeeds. this method was able to apply in the next teaching-learning process. suggestion for the english teachers, they should really know about the characteristic of every student because if we want to make some group in the class we really need that knowledge, so than the group will more effective. the next is the teacher should know what kind of method that can make the students interested in the learning process because if the method that we use is not interesting, it will give the effect to students‟ comprehension. for the english learners, they must be an active student it purposed to get more knowledge and more comprehension. if the students only attend the class without doing anything it will waste your time. they need to be involved in any writing activities. besides, they should be provided with various writing topics to facilitate them more fun in groups. for the next researchers, they understand about the method that will use, we must really understand our method so then our research will run well. references ahmadi, n., & besancon, m. (2017). creativity as a stepping stone towards developing other competencies in classrooms. education research international https://doi.org/10.1155/2017/1357456 arikunto, s., suhardjono., & supardi. (2014). penelitian tindakan kelas, jakarta: pt. bumi aksara. babayigit, o. (2019). examining the effect of creative writing activities on reading, writing and language lesson attitudes of elementary school fourth grade students. european journal of educational research, 8(1), 213-220 https://doi.org/10.12973/eujer.8.1.213 https://doi.org/10.1155/2017/1357456 https://doi.org/10.12973/eujer.8.1.213 prayati the effect of team product to improve… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 46 boden, m. a. (1998). creativity and artificial intelligence. england: university of sussex. cretu, d. (2017). fostering 21st century skills for future teachers. the european proceedings of social & behavioural sciences, 23, 672-681. http://dx.doi.org/10.15405/epsbs.2017.05.02.82 dunn, l. l. s. (2004). cognitive playfulness, innovativeness, and belief of essentialness: characteristics of educators who have the ability to make enduring changes in the integration of technology into the classroom environment [unpublished doctoral dissertation], university of north texas. haerazi, h., prayati, z., & vikasari, r. m. (2019). practicing contextual teaching and learning (ctl) approach to improve students‟ reading comprehension in relation to motivation. english review: journal of english education, 8(1), 139-146. https://doi.org/10.25134/erjee.v8i1.2011 haerazi, h., & irawan, l. a. (2019). practicing genre-based language teaching model to improve students‟ achievement of writing skills. ijeltal (indonesian journal of english language teaching and applied linguistics), 4(1), 9-18. http://dx.doi.org/10.21093/ijeltal.v4i1.246 haerazi, h., irwansyah, d., juanda, j., & azis, y. a. (2018). incorporating intercultural competences in developing english materials for writing classes. journal of language teaching and research, 9(3), 540-547. http://dx.doi.org/10.17507/jltr.0903.13 hartana, s. (2013). peningkatan keterampilan menulis karangan deskripsi dengan metode field trip. skripsi, universitas negri yogyakarta. heaton, j. b. (1990). writing english language. new york. longman inc. hidayat, b. (2008). pengembangan kreativitas menurut tipologi berpikir. yogyakarta. huda, m. (2013). cooperative learning metode, teknik, struktur dan model penerapan. yogyakarta: pustaka pelajar. hyland, k. (2003). second language writing. hongkong: the university of cambridge. imran, f., & sumarni, bq. (2015). elt material development. unpublished: ikip mataram. karolina, i. (2006). teaching narrative text in improving writing to the tenth grade students of sma negeri petarukan. skripsi. semarang. universitas negeri semarang. lin, t.-j., anderson, r. c., jadallah, m., nguyen-jahiel, k., kim, i.-h., kuo, l.-j., et al. (2015). social infuences on children‟s development of relational thinking during smallgroup discussions. contemporary educational psychology, 41, 83–97. https://doi.org/10.1016/j.cedpsych.2014.12.004 ma, s., anderson, r. c., lin, t.-j., zhang, j., morris, j. a., nguyen-jahiel, k., et al. (2017). instructional infuences on english language learners‟ storytelling. learning and instruction, 49, 64–80. https://doi.org/10.1016/j.learninstruc.2016.12.004 morris, j. a., miller, b. w., anderson, r. c., nguyen-jahiel, k., lin, t.-j., scott, t., et al. (2018). instructional discourse and argumentative writing. international journal of educational research., 90, 234–247. https://doi.org/10.1016/j.ijer.2018.03.001 pelton, r. p. (2010). action research for teacher candidates. united states of america estover road, plymouth pl6 7py. http://dx.doi.org/10.15405/epsbs.2017.05.02.82 https://doi.org/10.25134/erjee.v8i1.2011 http://dx.doi.org/10.21093/ijeltal.v4i1.246 http://dx.doi.org/10.17507/jltr.0903.13 https://doi.org/10.1016/j.cedpsych.2014.12.004 https://doi.org/10.1016/j.learninstruc.2016.12.004 https://doi.org/10.1016/j.ijer.2018.03.001 prayati the effect of team product to improve… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 47 plucker, j. a., r. a. beghetto, and dow. g. t. (2004) “why isn‟t creativity more important to educational psychologists? potentials, pitfalls, and future directions in creativity research,” educational psychologist, 39(2), pp. 83–96. purwanto, n. (2013). prinsip-prinsip dan teknik evaluasi pengajaran. bandung. pt. remaja rosdakarya. rafida, t. (2017). the integration of vocabulary and effective sentence mastery towards students‟ argumentative writing skills. register journal, language & language teaching journals, vol. 10, no. 1, 2017, pp.1-11 http://dx.doi.org/10.18326/rgt.v10i1.1-11 sternberg, r. j. (2015). teaching for creativity: the sounds of silence. psychology of aesthetics, creativity, and the arts, 9(2), pp. 115–117 sudijono, a. (2009). pengantar statistik pendidikan. jakarta: pt raja grafindo persada. sugiyono. (2017). statistik untuk penelitian. bandung: alfabeta. sugiyono. 2018. metode penelitian pendidikan. bandung: alfabeta. thorne. kaye, 2007. essential creativity in the clasroom inspiring kids . 270 madison ave. new york torrance, e. paul. 2016. comunicating creativity as delineated. the center for gifted. geoge. yuniarti, e. (2014). keefektifan metode team product dalam pembelajaran keterampilan berpidato persuasive siswa kelas x smkn 1 karanganyar kebumen. thesis, universitas negeri yogyakarta. http://dx.doi.org/10.18326/rgt.v10i1.1-11 indicators of creativity team product place of the research: this research was done at the 8th-grade students of smpn 2 jonggat, central lombok in the academic year 2019. this study was conducted one month, two sessions every week. the instrument of the study techniques of data analysis post-test results research finding from questionnaire the researcher found a problem when the researcher did the observation at the 8th-grade students of smpn 2 jonggat, central lombok. it was students’ low creativity. the researcher wanted to research about how to improve students’ creativity in writing... the result of the research was succeeded because there were 84, 21% of students who passed the achievement standard enacted by the school. it was about 16 students who pass the achievement standard and only three of the students did not pass it. it me... suggestion jollt journal of languages and language teaching, october 2022. vol.10, no.4 |483 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.5173 october 2022. vol.10, no.4 p-issn: 2338-0810 e-issn: 2621-1378 pp.483-495 rhetorical moves and meta-discourse markers in abstracts of indonesian scopus indexed journals across academic disciplines dwi indarti faculty of communication and language, bina sarana informatika university, indonesia corresponding author email: dwi.diw@bsi.ac.id article info abstract article history received: june 2022 revised: august 2022 published: october 2022 rhetorical moves purposes to examine the basic structures of research articles, while meta discourse markers are elements to construct and to establish ideas and arguments. this study compares rhetorical moves and the function of meta discourse markers in research articles abstracts of different academic disciplines published in reputable indexed journals which can be indicated by its publisher, editorial board, peer review and consistent intervals. this study employs pho’s five-move analysis and the classification of meta discourse marker proposed by dafouz-milne as the research framework. the writer took five indonesian scopus q1 and q2 indexed journals from different academic disciplines. those are indonesian journal science and technology (ijost), indonesian journal of applied linguistics (ijal), journal on mathematics and education (jme), studia islamika and forest and society. the results show that in terms of rhetorical move of abstracts, m2 and m4 became the moves which occur in all journal abstracts. in terms of meta discourse markers, all journal abstracts employ logical markers and code glosses. sequencers, topicalisers, and illocutionary markers are used in small numbers, while reminders and announcements are not be found in any abstracts. the findings could help students and writers to produce abstracts that fulfill the requirements to be published in scopus indexed journals. keywords abstract; rhetorical moves; meta-discourse markers; how to cite: indarti, d. (2022). rhetorical moves and meta-discourse markers in abstracts of indonesian scopus indexed journals across academic disciplines, jollt journal of languages and language teaching, 10(4), pp. 483495. doi: https://doi.org/10.33394/jollt.v%vi%i.5173 introduction indexing journals is significant to boost far-reaching audience readership and is considered to have great quality of published research articles (kurniawan, dallyono & cahyowati, 2019). the quality of a journal could be indicated by the local and global indexing institution recognition, such as scopus, sinta, scimagojr, and many more (zulkardi & prahmana, 2021). scopus indexation has been viewed as the parameter of high-quality published research articles since it has such a highstandard demand set by the global qualified editors board (kurniawan & sabila, 2021). thus, scopusindexed journals receive a global wide acknowledgement as high-quality scientific papers. numbers of citation and the reputation of the cited journals influence the journal rank. the scopus journal quartiles as the gauge of scimago journals rankings (sjr) are considered as the barometer of the weighted of publication across academic disciplines. there are four quartiles: q1, q2, q3, and q4 which show the value of substantial citations received by the journal for the last three years. https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:dwi.diw@bsi.ac.id indarti rhetorical moves and meta… … …. jollt journal of languages and language teaching, october 2022. vol.10, no.4 |484 according to (liu & gu, 2016) quartile 1 (q1) is journals which have the top 25% impact factors of circulation while quartile 4 (q4) is journals which have the lowest 25% impact factors. regarding the worldwide scholars and readers, reputable journals require english written abstracts as the first outlook of the whole article’s contents (kurniawan, et al, 2019). board of journal editors treat abstracts as the crucial factors to select acceptable research articles (kurniawan & sabila, 2021). from the readers’ side, abstract provides brief and comprehensive information of the topics they are searching for (kurniawan et al, 2019). (sanganyado, 2019) made an analogy,” a good abstract is like a traffic sign on the edge of a busy highway; easy to see even in the chaos of a rush hour, easy to understand and accurate” (p.1). (sanganyado, 2019) also formulated four significant components of an effective abstract; (i) a brief explanation addressing to the statement of the problems and the objective of the study, (ii) a brief description about the research method, (iii) the primary results found in the study, and (iv) the crucial implication of the results of the study to the scientific community. rhetorical moves theory was first developed by (swales, 1990) with his widely known of cars (create a research space) model to examine the basic structures of research articles. move analysis comprises of two components: moves and steps. while ‘move’ indicates an aspect that is stated in a text frame, ‘step’ functions as completing aspects to obtain the objective of the move (kurniawan & sabila, 2021). following swales, several scholars (hyland, 2000 and pho, 2008) have contributed rhetorical moves model that has been applied as the main framework in many studies. those studies have inspired many linguists to conduct research in different text genres and parts of scientific papers, such as abstracts (pratiwi & kurniawan, 2021; tanko, 2017), introductions (lu, et al, 2021; lu & kisselev, 2021), results and discussion (suherdi, et al, 2020; hussin & nimehchisalem, 2018) and conclusion section (zamani & ebadi, 2016). these studies have contributed guidelines of the academic writings essence to the international students from various disciplines (muangsamai, 2018). numbers of studies have been conducted on rhetorical move analysis with various data scopes to seek the text pattern in a specific academic discipline. using moreno & swales (2018)’s advocacy for step-level analysis, yoon & casal (2020) investigated 625 conference abstracts accepted in 2017 american association of applied linguistics conference and found that 5 of 7 moves in the resulting framework were highly recurrent and 2 leading move-sequence patterns appeared. beside rhetorical move, pratiwi & kurniawan (2021) also determined the influence of the education level to the development of genre knowledge in research abstracts. they used (hyland, 2000)’s five-move analysis model to identify the abstracts of theses and dissertations in english and indonesian final papers and concluded that its genre development reflected through the level of study as doctoral degree’s dissertations display richer varieties of moves than master’s theses. lu, et al (2021) listed phrase-frames identified from the corpus of social science research article introduction (cossrai) aligned with swales's (1990) cars rhetorical move-steps. their study produced three types of phrase-frames; (1) specialized phrase-frames that occurred in one move-step only, (2) semispecialized phrase-frames that occurred primarily in one move-step but also in others, (3) and nonspecialized phrase-frames that occurred in multiple move-steps with no clear association with any of them. meanwhile, kurniawan, et al (2019) questioned whether scopus journal quartile affects the rhetorical organization and linguistic realizations abstracts. their analysis showed that most q2-q4 journal articles applied the informative typology, while q1 journal applied the indicative-informative indarti rhetorical moves and meta… … …. jollt journal of languages and language teaching, october 2022. vol.10, no.4 |485 one. they stated that journal quartile has an influential role in the use of verb tense of introduction, purpose, and conclusion moves and the sentence voice of method and conclusion moves. one of the significant elements to construct and to establish ideas and arguments in writing is meta discourse markers. (hyland, 2004) explained that in general, meta discourse indicates a writer’s point of view towards both the content and the readers. meta discourse markers are considered as an essential component in academic writings since the writers need to deliver their opinions and their results of the study in proper ways based on the current academic benchmarks (nurgroho, 2020). plethora studies concerning meta discourse markers have been conducted, such as bax, nakatsuhara & waller (2019) who represented a large-scale project of 281 meta discourse markers in 13 categories taken from 900 exam scripts at cefr (council of europe) b2-c2 levels. the results showed that advance writers tend to use fewer meta discourse markers than intermediate writers. ashofteh, et al (2020) investigated move analysis and the use of meta discourse markers in research articles abstracts of applied linguistics and revealed the high frequency of transitions. they assumed that applied linguistics authors tend to use more hedges as the act willingness to open for different arguments. adopting meta discourse framework proposed by hyland (2004), alqahtani & abdelhalim (2020) examined the use of interactive meta discourse markers of 60 academic essays written by female and male efl students and indicated a significant differences between male and female students in using transitions, frame markers and code glosses. mirzaeian (2020) compared barrack obama and donald trump political speech on the iran nuclear deal and investigated the impact of interpersonal dan contextual differences of meta discourse markers. the study concluded that variations in the use of micro-categories of interpersonal meta discourse markers would be characterized to authors’ identity as well as peculiar background and target of their speeches. nurgroho (2020) compared the use of meta discourse markers by american and indonesian writers in opinion and business articles published in newspapers, washington examiner and the jakarta post and revealed that certain types of markers like reminders and announcements were not found in both groups, while logical markers became the most frequently appearing markers in both groups. comparing rhetorical moves and the function of meta discourse markers in research articles abstracts of different academic disciplines are interesting and significant to be conducted because the results presented the outlook model of acceptable abstract in reputable indexed journals. this study employs (pho, 2008)’s five-move analysis and the classification of meta discourse marker proposed by (dafouz-milne, 2008) as the research framework considering it provides more detail subdivision of both linguistics resource and pragmatic function. the results of this study are expected to identify similarities and differences between indonesian scopus indexed journals across disciplines in terms of rhetorical moves of abstracts and function of meta discourse markers. research method research design a comparative qualitative research design was employed to compare abstract discourse arrangement among five indonesian scopus indexed journals. according to (baptist & barbara, 2015) qualitative comparative analysis (qca) is a case based method which allows researchers to identify various sequences of factors in a given discourse. moreover, qca enables researchers to methodically compare cases and diagnosing major aspects. indarti rhetorical moves and meta… … …. jollt journal of languages and language teaching, october 2022. vol.10, no.4 |486 research object the data source of this study was derived from https://native-proofreading.com/data-terbaru58-jurnal-indonesia-terindeks-scopus-2021-silahkan-download/. the writer took five indonesian scopus indexed journals from different academic disciplines, which has q1 and q2 scopus quartile, where q1 is occupied by the top 25% of journals in the list and q2 is occupied by journals in the 25 to 50% group. according to (centre, 2017) the most reputable journals within a subject area are those which occupy the first quartile q1, followed by q2 . the list of indonesian scopus indexed journals can be seen in the following table: table 1 indonesian scopus indexed journals academic science journal publisher scopus science and technology indonesian journal of science and technology (ijost) upi q1 applied linguistic indonesian journal of applied linguistic (ijal) upi q2 mathematics journal on mathematics education (jme) universitas brawijaya q2 islam studies studia islamika uin syarif hidayatullah q1 forestry forest and society universitas hasanudin q1 ten abstracts were selected from each journal, so therefore there are fifty abstracts entirely to be used as the data of this study. the selection is based on several categories, those are: the abstract is taken from the latest journal edition; the abstract must be written in english by an indonesian or groups of indonesian writers; the abstract contains the maximum of 250 letters. instruments two main frameworks are used to analyze and to compare the recognition of rhetorical patterns and the function of meta discourse markers of indonesian scopus indexed journals’ abstracts. first, this study adopted pho (2008) rhetorical moves in applied linguistics research articles. five moves analysis of abstract used as the main instrument since it has still rarely used in research studies that analyze the discourse patterns (pratiwi & kurniawan, 2021). the overall rhetorical moves pattern proposed by pho (2008) can be seen in the following table as well as this study took five moves of abstract to analyze the data. https://native-proofreading.com/data-terbaru-58-jurnal-indonesia-terindeks-scopus-2021-silahkan-download/ https://native-proofreading.com/data-terbaru-58-jurnal-indonesia-terindeks-scopus-2021-silahkan-download/ indarti rhetorical moves and meta… … …. jollt journal of languages and language teaching, october 2022. vol.10, no.4 |487 table 2 rhetorical moves model by pho (2008) abstract move m1 situating the research m2 presenting the research m3 describing the methodology m4 summarizing the findings m5 discussing the research second, this study also applied the classification of textual meta discourse markers proposed by dafouz-milne (2008). this framework is chosen since it equips detailed subclass that not only deal with linguistic but also pragmatic function of meta discourse (nurgroho, 2020). the details of types of textual meta discourse markers can be seen as follow: table 3 types of textual meta discourse markers dafouz-milne (2008) macro-category subcategory examples logical markers: additive and/furthermore/in addition/moreover express semantic adversative or/however/but relationships between consecutive as a result/therefore discourse stretches conclusive finally/in any case sequencers: mark particular positions in a series first/second/on the one hand reminders: refer back to previous sections in the text let us return/ as was mentioned before topicalisers: indicate topic shifts in political terms/ in the case of code glosses: parentheses when (as with the tories now) punctuation devices tax evasion: it is deplored on others reformulators in other words/that is/to put it simply illocutionary markers: explicitly name the act the writer performs i propose/ we hope to persuade announcements: refer forwards to future sections in the text there are many good reasons/ as we’ll see data analysis five moves abstract rhetorical patterns proposed by pho (2008) was used as the ground rule to analyze the data. move 1 situating the research. it means the writer tries to establish the background of the study; move 2 implies the research highlight; move 3 presents information on method, layout, scheme, and hypothesis of the research; move 4 concludes the results and findings; and move 5 contains a brief discussion of the research. the first step is to break down the abstracts become indarti rhetorical moves and meta… … …. jollt journal of languages and language teaching, october 2022. vol.10, no.4 |488 sentences before they were classified and labeled with the code m1, m2, m3, m4, m5 based on the framework and put them in a table. in terms of meta discourse markers, the corpus of fifty abstracts were converted into txt format before it inserted into ant-conc software version 3.5.6 by anthony (2018) to yield the word list of abstracts from each academic discipline. meta discourse markers then being analyzed based on classification proposed by dafouz-milne (2008) and reviewed the concordance lines in which the words emerge to assure they rightly function of meta discourse markers. the numbers of meta discourse markers found then listed and contrasted to identify whether there are sameness and distinction among academic disciplines. results findings and discussions research findings this segment examines the findings regarding the rhetorical moves of abstracts and the function of textual meta discourse markers. this segment also intends to convey the objectives of the study: (1) to investigate in case there are similarities or differences of abstracts’ rhetorical moves among indonesian indexed journals across academic disciplines, and (2) the function and types of textual meta discourse markers which regarding the management of data to become comprehend and proper for certain goals. rhetorical moves of abstracts the result analysis of indonesian scopus indexed journal abstracts’ rhetorical moves is presented in the following table and figure. table 4 rhetorical moves of abstract journal m1 m2 m3 m4 m5 ijost 4 10 7 10 4 ijal 7 10 10 10 7 ime 8 10 10 10 5 studia islamika 4 10 4 10 4 forest and society 9 10 8 10 7 figure 1. rhetorical moves of abstracts as can be seen from table 4 and figure 1 above, we can infer that not all moves were applied in every abstracts. in international journal of science and technology (ijost), move 1 (situating the 0 2 4 6 8 10 12 m1 m2 m3 m4 m5 ijost ijal jme studia islamika forest and society indarti rhetorical moves and meta… … …. jollt journal of languages and language teaching, october 2022. vol.10, no.4 |489 research) was found in 4 out of 10 abstracts, move 2 (presenting the research) and move 4 (summarizing the findings) were found in the whole 10 abstracts, move 3 (describing the methodology) was found in 7 out of 10 abstracts, while move 5 (discussing the research) was only found in 4 out of 10 abstracts. in indonesian journal of applied linguistic (ijal), m1 and m5 were found in 7 out of 10 abstracts while m2, m3, m4 were found in all ten abstracts. in journal on mathematics education (jme), m1 was found in 8 out of 10 abstracts, m2, m3, m4 were found in all 10 abstracts, and m5 was found in 5 out of 10 abstracts. in studia islamika, m1 and m3 were found in 4 out of 10 abstracts, m2 and m4 were found in 10 abstracts and m5 was found in 6 out of 10 abs. meanwhile, in journal forest and society, m1 was found in 9 out of 10 abstracts, m2 and m4 were found in all 10 abstracts, m3 was found in 8 out of 10 abstracts and lastly m5 was found in 7 out of 10 abstracts. textual meta discourse marker of abstracts table 5 summary of textual meta discourse markers found in abstracts textual meta discourse markers ijost forest and society studia islamika ijal jme logical markers 87 101 75 91 90 sequencers 2 2 6 reminders topicalisers 2 2 code glosses 5 28 18 23 19 illocutionary markers 2 4 1 3 announcements total 98 135 95 115 118 as we can see from table 5 above, forest and society abstract contains most textual meta discourse markers with total 135 words, followed by jme (118 words), ijal (115 words), ijost (98 words) and studia islamika (95 words). the dominant type of meta discourse markers found in all abstract is logical markers, while reminders and announcements do not appear in all abstract. discussion move 1 – situating the research. the function is as the backdrop of the topic. the authors state the universal issue of the research paper in the beginning of abstract. question asked is what has been known about the field/topic of research? (tocalo, 2021). forest and society becomes the most journal which applied this move in the abstracts (9 out of 10 abstracts), while ijost and studia islamika is the least one which applied this move (4 out of 10 abstracts). the excerpts below illustrate m1 in the abstracts of each journal. ijost : autonomous learning has an important role in online learning because teachers cannot directly supervise the student learning process, which makes students themselves responsible for their learning (haristiani & rifai, 2021). ijal : as an old language, javanese has its uniqueness. the uniqueness of javanese language is reflected through the use of speech level and the distinctive indarti rhetorical moves and meta… … …. jollt journal of languages and language teaching, october 2022. vol.10, no.4 |490 specification in addressing things and activities. consequently, javanese language is rich with vocabularies and it has many specific cultural terms in many aspects and activities (hardiyanti, et al, 2021). jme : statistical literacy, which is the ability to use statistics in daily life, is an essential skill for facing society 5.0 (setiawan & sukoco, 2021). studia islamika : there is emergent need to comprehend islamic law from the standpoint of its practical aspects: that is, how the law is intended to produce certain results, whether it gives expected results, and whether an identifiable result is consistent with the reason for the law as one might have expected (lukito, 2021). forest and society : world heritage sites, designated by unesco, are a growing phenomenon in global governance. sites are nominated for their outstanding universal values with the objective of protecting against of protecting against potential threats from man-made or natural causes (dharmiasih, 2020). move 2 – presenting the research. this move is found in all abstracts. move 2 functions to state the objective of the study and statement of the problems. the main question is what the study about (tocalo, 2021). here are the excerpts of m2 from each journal. ijost : this paper reveals the mechanical behavior of thin-walled columns with prefolded patterns subjected to compressive loading (tiawan, 2021). ijal : this research unfolds the translation techniques used by translator in translating javanese cultural terms in novel ‘gadis kretek’ as well as the translation quality of the english translation (hardiyanti, et al, 2021). jme : this study aims to explore first-year university students’ ability to properly use simple descriptive statistics and data visualization (setiawan & sukoco, 2021) studia islamika : this paper investigates how indonesia’s largest modern islamic movement, muhammadiyah, is responding to issues such as environment degradation, global warming and climate change (effendi, et al, 2021) forest and society : this paper studies the relationship between climate variables, namely temperature, precipitation, relative humidity, and wind speed, and the occurrence of forest fire. move 3 – describing the methodology. in this part, the authors describe the methodology, data, subjects, and procedure of the research. the question asked is how was the research done (tocalo, 2021). ijal and jme are the journals where this move 3 is found in every abstracts. here are the excerpts of m3 from each journal ijost : the review method is carried out in 3 stages: searching and downloading articles, filtering and sorting, and final screening. indarti rhetorical moves and meta… … …. jollt journal of languages and language teaching, october 2022. vol.10, no.4 |491 ijal : this research was designed as a case study involving quantitative and qualitative data analysis, with 15 (fifteen) secondary school teachers as the participants. data were collected through classroom observations, document (lesson plan) analysis, as well as teachers’ interviews. quantitative analysis was performed on the teachers’ scores in formulating hots questions, while teaching documents and transcripts were coded for qualitative analysis. jme : this research is a qualitative descriptive with an ethnographic approach. the data collection methods are carried out through observation, documentation, interview with an expert in making barongko cake. studia islamika : using a phenomenological approach, the study analyses these movements in order to better understand their nature and then categories them into three classes. forest and society : critical institutional analysis is applied to examine institutional arrangements governing the commons. move 4 – summarizing the findings. in this move, the authors report the general results found the in study. the question asked is what did the researcher find? (tocalo, 2021). move 4 is found in all abstract of all journals. here are the excerpts of m4 from each journal. ijost : the results showed that gengobot as chatbot-based japanese grammar learning medium is an interesting and innovative medium to support japanese autonomous learning because learners can decide how they learn using this application to improve their japanese grammar skills. ijal : although the statistical results revealed no significant difference between the hots questioning scores of the teachers in the different regions and years of service, qualitative data suggested that language medium, as shown by the difference between english and indonesian language teachers, might be an important factor affecting the abilities of teachers to ask hot questions, as well as their perception of the applicability of hots in their classes. jme : this study obtained different results from the low-ability students who tended to have difficulties understanding the problems and made many errors in solving them. studia islamika : this paper reveals the different views of those groups concerning music and hijrah, as well as shows an alternative path amid islamism and globalization. forest and society : findings highlight some ideas for researchers and policymakers to reexamine blind spots relative to community participation and offer some considerations for more meaningfully engaging local voices, particularly with respect to vulnerable populations and generational transition. indarti rhetorical moves and meta… … …. jollt journal of languages and language teaching, october 2022. vol.10, no.4 |492 move 5 discussing the research. the last move is to illustrate the results and the significance of the study. the questions asked are what do the results mean, and so what? (tocalo, 2021). here are the excerpts of m5 from each journal. ijost : this finding can be useful for designing any complex structures requiring specific stiffness and deformation such as suspension devices, prosthetic devices in biomechanics, and robotic structures. ijal : the inquiry into the teachers’ perceptions of hots also displayed a gap between teachers in the bigger city and those in more remote regions, as well as between the novices and the practitioners. jme : such a condition showed their inability to write the known data and relate the data to other facts they had already learned. studia islamika : while mmi focused on the theoretical legal system, garis was more concerned with the practical realm of law; yet the two are the same in orientation as they are both concerned with how everyday life is regulated for muslims. forest and society : overall, research on cultural landscapes need not only examine what is being protected, but also must explore the new institutions being established, which can transform sites from within. meanwhile, logical markers are used to connect different relationships between ideas. these markers describe semantic and structural connection between discourse stretches, and assist readers solve pragmatic relation (ismail, 2012). logical markers contain several types; additive (and, in addition, furthermore, moreover), adversative (or, however, but), consecutive (the results, therefore), and conclusive (finally, conclude). forest and society displays most logical markers (101), while studia islamika contains least logical markers (75). some concordance lines which highlight the usage of logical markers can be seen below: ➢ … a thin-walled column with irregular shapes, and then to modify its deformability ➢ in addition, it discusses the theoretical formulations … ➢ … located in protected areas, but all tourist service were located in these location ➢ the results showed that gengobot as a chatbot-based japanese grammar… ➢ therefore, this research aims to explore activities in making barongko…. sequencers are words that construct and organize the text idea and are used to define a process. these markers show specific position in a series and provide guidance to the readers in the presentation of diverse arguments in a peculiar order (ismail, 2012). sequencers are mostly found in journal on mathematics and education (jme) abstracts (6), followed by ijost (2) and studia islamika (2). below are concordance lines which illustrate the use of sequencers: ➢ the first is that organized by figures affiliated with hizbut tahrir indonesia; the second is initiated by indonesia’s salafi utama; and the third has no clear leadership and membership…. indarti rhetorical moves and meta… … …. jollt journal of languages and language teaching, october 2022. vol.10, no.4 |493 topicalisers express some type of topic change. these markers are found in ijost (2) and forest and society (2). here are concordance lines containing topicalisers markers: ➢ …., in this paper, we describe the steps… ➢ in the best case, the current data…. according to ismail (2012), “code glosses are markers that explain, rephrase, expand or exemplify propositional content” (p. 1263). these markers are found in all abstracts, mostly in forest and society (28), followed by ijal (23), jme (19), studia islamika (18), and ijost (5). below are concordance lines containing code glosses markers: ➢ … such as depletion of forest… ➢ … further development such as adding advanced… meanwhile, illocutionary markers are used to explicit name the act of writer performs through the text (ismail, 2012). these markers are mostly found in forest and society journal abstract (4), followed by jme (3), ijost (2), and ijal (1). ➢ through vosviewer, we analyzed how many articles… ➢ we also conducted investigator… ➢ we coded and explained … conclusion based on the results and analysis presented in the previous segments, two general conclusions can be drawn as follow: in terms of the rhetorical move of abstracts, move 2 and move 4 became the moves which occur in all journal abstracts. move 2 is presenting the research. this move functions to state the objective of the study and statement of the problems. the main question of this move is what the study about (tocalo, 2021), while move 4 is summarizing the findings. in this move, the authors report the general results found the in study. the question asked is what did the researcher find? in ijost, only 4 out of 10 abstracts applied m1 (situating the research) and m5 (discussing the research), while m3 (describing the methodology) occurs in 7 out of 10 abstracts. 7 out of 10 abstracts in ijal applied m1 and m5, while in ime 8 out of 10 abstracts applied m1 and 5 out of 10 abstracts contained m5. 4 out of 10 abstracts in studia islamika used m1, m3 and m5, while in journal of forest and society, m5 became the least compared of the other four moves found in its abstracts. in terms of meta discourse markers, all journal abstracts employ logical markers and code glosses. sequencers, topicalisers, and illocutionary markers are used in small numbers, while reminders and announcements are not be found in any abstracts. regardless of the limited data used in this research, the results could be significant to describe the patterns of abstracts in indonesian scopus indexed journals. the discovery could help students and writers to produce abstracts that fulfill the requirements to be published in scopus indexed journals. however, a bigger data will contribute a better contrastive portray of rhetorical moves and meta discourse markers in abstracts. indarti rhetorical moves and meta… … …. jollt journal of languages and language teaching, october 2022. vol.10, no.4 |494 references alqahtani,s., abdelhalim, s. 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(2021). the journey of journal on mathematics education: from local to global. journal on mathematics education, 12(3), 389–410. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i1.2238 january 2020. vol.8 , no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp.91-99 jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 91 students’ strategies in learning speaking skills at smp nasrani 3 medan 1 laura maloni lingga, 1 reka monika simanjuntak, 2 yenita sembiring 1 english language education, faculty of teachers training and education, prima indonesia university, indonesia 2 english lecturer, prima indonesia university, indonesia corresponding email: linggalaura@yahoo.com article info abstract article history received: december 2019 revised: december 2019 published: january 2020 speaking is one of the learning skills possessed by students. the speaking skill has been trained from an early age, but the results of speaking learning are still far applied. many students still experience difficulties in learning to speak because of shame, fear, anxiety, and lack of confidence that inhibit the ability of students to speak english in the classroom, lack of motivation, and also poor students’ learning habits. mastery of students' vocabulary is still low, as for student learning strategies is one aspect that determines the success of students in speaking. students can have their learning strategies by memorizing vocabulary, believing themselves and improving vocabulary pronunciation. this research was conducted to identify the difficulty of speaking in english faced by students and find out the strategies they used to overcome these difficulties. the researchers used a qualitative descriptive method involving as many as 17 students in grade 9 at smp nasrani 3 medan. the result of this research shows that students have difficulty in speaking english namely lack of grammatical understanding, lack of vocabulary, the incorrect pronunciation of words, fearing the response of others, feeling nervous in making mistakes, lack of selfconfidence and shame. the strategy that students do is asking help to others, trying to compose sentences in different ways by using gestures and taking the rules in positive thinking. briefly, it can be concluded that students have a sense of difficulty in speaking english. keywords learning strategies; speaking skills; how to cite: lingga, l. m., simanjuntak, r. m., & saragih, e. (2020). students’ strategies in learning speaking skills at smp nasrani 3 medan. jollt journal of languages and language teaching, 8(1) pp. 91-99 doi: https://doi.org/10.33394/jollt.v8i1.2238 introduction in the era of globalization, english is the medium of every communication. in local and global communication, english is called the international language and also the second language of other countries. in indonesia, english is still considered a foreign language because the language used in daily life is not english but commonly people use their national language and even their traditional language to communicate with their friends, their classmates, their family members, and so on in daily life. students are recognized as english learners’ competence from speaking competences. it was reflected in grammar, vocabulary, reading, fluency, and reading skills (haerazi & irawan, 2019). before students speak, they must know what they are going to say besides they must be able to use pronounce every word correctly (buhari, 2019). in the main language skills, speaking is considered the most important where the skills that must be mastered well in learning a new language where most people mastering speaking skills are one of the most important aspects in learning a foreign language, and student mailto:linggalaura@yahoo.com lingga, simanjuntak, & sembiring students’ strategies in learning speaking… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 92 success can be measured by ability in terms of conduct conversations in that language (nunan, 1991: 39). because speaking is the most aspect of learning english, all students in the classroom must be able to master that skill that is speaking skill. besides that suhendar and supinah (1992: 21) state that speaking skills are productive skills, skills change the form of thoughts or feelings into a meaningful form of language sounds, smooth and successful relationship with the social environment and work environment. however, speaking skills in foreign languages is uneasy for students to master. students consider that speaking is the most difficult skill to master because it requires preparation to speak well such as knowing what topic is going to discuss with our classmates, how to start it, how to extend the talk, and how to end the talk or discussion with a polite way. it is in keeping with bohari (2019) who informs that students can perform their speaking abilities through discussion activities. it is reinforced by wahyuningsih (2018) who states if students can do all of those, learning a new language will not be difficult for students even though the language is not our mother tongue or our national language. furthermore, abidin (2011: 125) states that speaking skills occupy a very important position because it is a characteristic of students' communicative abilities. in other words, the ability to speak does not only play an important role in learning but it also plays an important role in other learning (chien et al., 2019). speaking skills also means as an indicator of students’ success in learning the language. if they can speak english fluently, it will be easy for students to express their ideas verbally in a particular subject class (pawlak, 2018). the ability to speak is usually seen as a key manifestation of learners’ ability in the target language. if all is done well like memorizing the words every day, doing a great deal of practice, knowing a grammatical point well, students will definitely be able to speak english well and their listeners will get a message or main point easily from the words that are spoken by the speakers. in terms of daily life, this has the goal that teaching in speaking skills is to enable students to understand and use language appropriately and in accordance with clear situations. there are also many junior secondary students still lacking in speaking skills such as lack of vocabulary, bad or unusual pronunciation, and poor grammar (heriansyah, 2012, p.31). in order to make students be able to speak english, the students have to memorize many english words, they know how to pronounce the english words correctly, and they have to be able to arrange a good sentence by comprehending grammatical point (lail, 2018). in addition, the problem is then considered not only to lie in the instructional methods that have been applied by teachers in the teaching of four language skills, speaking, writing, listening, and reading (haerazi & irawan, 2020). it is assumed that some problems lie with the students themselves because they have crucial roles in learning processes. the most important main factor is that many students who when asked to speak in class will reject the reasons for fear, shame, and fear of being wrong, lack of confidence in students is caused by lack of preparation and lack of understanding of the elements of language and non-language influences in speaking skills (aprianoto & haerazi, 2019). success can be found in themselves. one aspect that is involved in the process is developing speaking skills in terms of language learning strategies undertaken by students. in doing this research, there are several research questions formulated by the researchers. they are as follows (1) what difficulties are faced by students in speaking english? (2) what are the students’ strategies in speaking english? (3) how do students apply those strategies in speaking english? besides the research questions, there are several objectives formulated. they are as follows (1) to find out what difficulties faced by students in speaking english. (2) to investigate students’ strategies in speaking english. (3) to know what strategies applied by the students in speaking english. lingga, simanjuntak, & sembiring students’ strategies in learning speaking… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 93 the importance of this research is to find the students’ ability in speaking english and to increase their self-confidence to speak english so that they are able to speak english in their daily life, especially in their classroom while learning a subject. teachers in the classroom feel easy to get an idea to make their learners fluently to speak english so that the teaching and learning process becomes interesting processes. besides, students follow the class as active learners to speak english. literature review speaking skills structure and expressing language verbally from good speech and language that can be understood. they must also learn about how to convey the meaning of language according to the context they are talking about. speaking is the ability of humans to make sounds and express opinions from their minds. according to nunan (2003, p.48) (cited in mart 2012.p.91). speaking is an oral production of skills which consists of constructing a systematic verbal utterance to convey meaning. in a slightly different statement, brown (2004: p.140) shows that speaking is an interactive process of meaning construction which involves producing and receiving and processing information". in speaking, students learn how to organize ideas and sentences. teaching speaking strategies all language learners will use language-learning strategies in their learning process. in learning strategies, it is usually defined as a process of questions that consciously considers learning strategies as techniques, approaches or deliberate actions taken by students in the framework of different strategies and withdrawal and second language and content is information. learners employed language learning strategies consciously when processing new information and performing tasks. the strategies help them to comprehend better and quicker. therefore, language learning strategies are fundamental to success in learning a new language. strategic language learning has been classified by many researchers; see for example by rubin, (1987) oxford, (1990) and (1990), rubin (1987), as cited in zara, (2012, p.64) categorizing strategic learning languages into three main groups: strategic learning includes all strategies that are directly related, and social strategic strategies learning, including those directly related to learning (cognitive) or which indirectly involves the learning process (metacognitive). cognitive strategic consists of clarification, practice, memorization, and guiding. planning, setting goals and self-management belong to strategic metacognitive (keitman, 2019; garcia et al., 2015). while strategic communication is less strategic that is directly related to language learning because their focus is on the process of participating in a conversation and gaining meaning throughout or clarifying the intentions of the speaker. strategic communication is used by speakers to overcome communication difficulties. social strategy is an activity carried out by students which gives them the opportunity to practice their knowledge. research method research design this research was conducted at smp nasrani 3 medan. this school is one of the private schools in medan, north sumatera. this research is aimed at finding the students’ strategies in learning speaking at smp nasrani medan. the design of the research was the qualitative descriptive method. this was a common design used by researchers to find out data in the form of a description or explanation. by using this method, the researchers tried to find the difficulties that were faced by students while speaking in front of many people especially with their own classmates. the difficulties could be about lack of vocabulary or they have a limited lingga, simanjuntak, & sembiring students’ strategies in learning speaking… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 94 vocabulary, loss of confidence in training themselves in speaking with their classmates, and so on. the difficulties would be found by using this research design. then, the researchers asked several students about their strategies in solving the difficulties while speaking with their classmates, teachers, family members, and especially in front of many people. in fact, each student wants to be fluent in english. of course, they have several strategies in order to train themselves in speaking english. each student has their own strategies in solving their weakness against speaking english. from their difficulties and their strategies, they were formulated in the form of description and reason. briefly, a descriptive qualitative method was used by the researches to get data on this research. the subject of the study the subjects of this research were the students of the 9 th grade of high school at smp nasrani 3 medan. the total subject was about 17 students. they were chosen by asking first to their english teachers. the students are different from their intelligence. it was expected to get the data from those students. the samples taken by researchers were using random sampling techniques. this method was used to find out how students' learning strategies in speaking skills, while the number of students in this research was 17 people. instruments in doing the research, instruments were so important used by the researchers to get the data. in order to get the data, instruments chosen by the researchers should be suitable so that data related to this study could be collected. without the instruments, it was so complicated to collect the data to support the research. the instruments of this research were as follows: test: the first instrument used by the researchers was a test. the test was not about giving a piece of paper to every single student but each student would be invited one by one with their partners to make a short conversation with their partner. the material of the test was from their textbook. first, we as researchers tried to ask about them. after that, they were given five minutes to prepare themselves and after that, they had to show themselves in speaking with their partners. actually, the test was run orally. observation: the observation was also included as one of the instruments used by the researchers. while applying this instrument, we observed the way students preparing them in speaking english with their partners. we wanted to notice how they prepared themselves in arranging a short conversation with their classmates. interview: the interview is used to collect data that were about their difficulties and strategies in speaking english. by doing this, we got reasons for them. exactly, they had different reasons against their difficulties and strategies in speaking english to each other. by using this instrument, it was expected to get data in the form of reasons. data analysis technique data are gotten by using observation, interviews, and tests. this aims to get the data about their difficulties in speaking english and their strategies to make themselves be able to speak english. the result of the data will be shown by using a table which was about the percentage of students that could speak english fluently, less fluent, and could not speak english at all. after that, the researchers would make an interview session with the students. each student would be asked one by one about their difficulties in speaking english and then what ways they apply to overcome those difficulties so that they could speak english fluently in the class. it was also asked their english teachers about the students while learning english in the classroom. briefly, all the data analyzed by the researchers would be shown by using a table. lingga, simanjuntak, & sembiring students’ strategies in learning speaking… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 95 research findings and discussion research findings in doing this research with the title strategies students learning in speaking skills, the researchers found some findings related to our research. finding that we got was the result of the observation, interview, and giving the oral test to the students. giving an oral test to each student with their partner, as the researchers, we called the students with their partners in front of the class. after that, we asked them to make a short conversation with their partner. in making the conversation, we gave them 5 minutes to prepare themselves in making the conversation. before giving it, we asked about their names. table 1. the ability of students in speaking no. student percentage assessment 1. 3 students 18% very good 2. 4 students 24% good 3. 10 students 58% enough table 1 above showed that the ability of students in speaking. while giving a short test with their partner to make a short conversation, we got the ability of each student in speaking. there were 3 students with 18 percent who were very good at speaking. next, there were 4 students with 24 percent who were good at speaking english. the last was number 3 of table 1. there were 10 students who were enough in speaking. totally, most of the students were not good at speaking. after giving an oral test to the students. we make an interview session. we called them one by one and we asked about their difficulties in speaking. table 2. reason/difficulties of each student in speaking no. students reason/difficulties 1. 3 less confidence 2. 4 not good in grammatical point 3. 10 lack of vocabulary from table 2 above, the researchers got the reasons or difficulties in speaking english. there were 3 students who were less confident. next, there were 4 students that were not good at the grammatical point. the last was 10 students. they were lack of vocabulary. that was an explanation of table 2 that related to their reasons or difficulties in speaking english. while doing the interview session, the researchers also asked about their strategies to make them be able to speak english especially in their classroom while having teaching and learning processes. table 3. learning speaking strategies no. students strategies 1. 3 reading a lot 2. 4 watching various types of movies 3. 10 listening to music lingga, simanjuntak, & sembiring students’ strategies in learning speaking… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 96 in fact, there were various types of strategies that they knew to make themselves be able to speak english. there were three students that said reading a lot like a strategy to make them be able to speak english. there were 4 students that said watching movies. the rest were 10 students that said listening to music to make them good in speaking. discussion this study is aimed at finding the students’ speaking strategies. during doing this research, the researchers noticed that almost of students could not speak english well. there were some reasons or difficulties to make them difficult to speak english. actually, they knew how to make themselves good at speaking. they knew the strategies but the question was whether the students applied those strategies. these are the reasons why the students were difficult in speaking english. less confidence in foreign language education, foreign language anxiety causes students to perform in low confidence. it has been recognized as the main factor affecting foreign learners (awan et al., 2010; haerazi, vikasari, & prayati, 2019; hewit & stephenson, 2012). the first reason for student was less confidence. students were not confident to speak because they didn’t train themselves to speak in front of crush or many people. if they trained themselves to speak in front of many people, it would be not so complicated for them to speak. talking about speaking was all about habit. if we train ourselves as often as possible, it will be easier for us especially for students to be able to speak english. students also can practice themselves to speak in front of the mirror, they prepare the topic and try to speak the topic. after talking about the topic, try to extend the topic so that it will be broad in giving an explanation of the topic. not good in grammatical point the implicit acquisition of grammatical awareness for foreign language learners is important. in this context, grammar teaching may be useful. it is in line with derewianka (2012), hudson (2001), and rimmer (2008) who informed that teachers should provide learners with grammatical knowledge. the grammatical knowledge determines the students perform well in speaking (annabel, 2015). mostly, students in high schools feel uneasy to arrange their sentences because they have a lack of grammatical knowledge. the high school students are not good at grammatical points. in order to make them know about the structure in english, they need to buy a grammar book and try to study the book. it will increase their understanding of the grammatical point in english. maybe they can make a sentence by applying each topic in the grammar book. lack of vocabulary the acquisition of english vocabulary determines the students to be able to produce sentences in communication. this study showed that students in high school have low vocabulary mastery. it influences them to speak fluently. in this study, students feel uneasy to have it in long term memory. they feel that learning vocabulary is a conspicuously long and demanding task. they started the whole process of language learning by studying the most basic words and phrases. therefore, the researchers conclude that learners need to use strategic learning to acquire vocabulary. it is in line with peter (2018) who states that teachers need to design some assessment tools and learning strategies to know the students’ vocabulary mastery. it aims to know the students’ vocabulary acquisition after giving treatment in the class. lingga, simanjuntak, & sembiring students’ strategies in learning speaking… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 97 in teaching speaking skills at high school, there are some strategies that students can apply to overcome the weakness of vocabulary mastery. they have told the strategies when the researchers asked them in the interview session. here are some strategies: (1) reading a lot in which they need to be keen in reading various topics. they can be about science, technology, drama and so on. by doing so, it will increase their vocabulary; (2) watching various types of movies in which by doing it, they will get many expressions in daily life speaking. it will be useful for them; and (3) listening to music. by listening to music, they increase their pronunciation and vocabulary. those are some tips that students need to apply if they want to make them be able to speak english in their daily life especially for students in smp nasrani 3 medan. in addition, students adapted some strategies proposed by labontee (2019) who argue that schemata development for vocabulary knowledge storage in foreign learners. students always focus their learning on the form (pronunciation, spelling, word parts, morphology), grammatical use (plurality, pre-/affix, sentence construction), collocations (syntax of cooccurring words), discourse function in particular situation and contexts, and productive and receptive uses. these aspects are helpful for students to memorize what they have learned. it was reinforced by zurri (2018) who found that students are able to keep their vocabularies through much more use them in daily communication. besides, teachers must help students with learning activities orienting cognitive memories. conclusion actually, it was not really difficult for students to be able to speak as long as they know what they should do. everything should be trained. it was also the same with speaking english. the students needed to practice themselves like practicing in front of the mirror, speaking with their classmates, listening to english songs, watching various types of movies. surely, they would be able to speak in their daily life, especially in their classroom. acknowledgment the researcher would like to thanks to headmaster of smp nasrani 3 medan for his support to accomplish this study. in addition, thanks so much also to my supervisor who has provided us with useful guidance and advice in completing our research report, the researchers are also grateful to our friends who have supported and contributed in any part of this manuscript. references annabel, w. 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(2018). the effectiveness of ransom note game in learning vocabulary. jollt journal of languages and language teaching, 5(1), 1-5. doi: https://doi.org/10.33394/jollt.v5i1.326 https://doi.org/10.33394/jollt.v7i2.1963 https://doi.org/10.14746/ssllt.2018.8.2.7 https://doi.org/10.14746/ssllt.2018.8.2.5 https://doi.org/10.33394/jollt.v6i1.812 https://doi.org/10.33394/jollt.v5i1.326 journal of languages and language teaching, vol. 4 no.2, november 2016 67 the effectiveness of team assisted individualization (tai) towards students’ writing erni susilawati smp negeri 4 praya barat, lombok tengah, ntb susi331@gmail.com abstract this research was aimed to find out the effectiveness of team assisted individualization (tai) is effective towards students’ writing. the research was quasi experimental research and the design that used was the pre-test and post-test design. the population of the study was the second grade students of smpn 4 praya barat which consisted of two classes. those classes were took as the samples, those were viiic as experimental class and viiia as control class. experimental class was treated by using team assisted individualizati0n (tai) and control class was treated by using roundtable technique. the instrument that was used essay test, the topic was about descriptive text. the score were analyzed by using descriptive and inferential analysis, descriptive analysis was used to describe mean, median, mode and standard deviation both of group, and the inferential analysis was used describe the value of t-test for comparison between t-table. based on the analysis, it shows that the value of (t-test) was 2,95 is higher than the value of (t-table) was 1,688 as the level of significance level was 0,05 and the number of degree of freedom (df) was 36. therefore, based on the result of the analysis, it be concluded that team assisted individualization (tai) was effective toward students’ writing. the results of this research showed that team assisted individualization (tai) was compatible in writing because the technique given many advantages, the students’ feel comfortable to learn in group and they were argued that team assisted individualization (tai) make the teaching learning process more interesting since they can ask and can be peer tutoring for their friends. finally, the researcher suggests that in teaching writing the teacher should be creative in preparing and delivering writing materials. key words : team assisted individualization (tai) and writing abstrak penelitian ini umumnya bertujuan untuk menemukan keefektifitas dari team assisted individualization (tai) apakah efektif terhadap kemampuan menulis siswa. penelitian ini menggunakan kuasi eksperimental dan desainnya menggunakan pre-test dan post-test desain. populasi dari penelitian ini dari kelas dua di smpn 4 praya yang terdiri dari dua kelas. kelas tersebut digunakan sebagai sampel, kelas tersebut adalah viiic sebagai eksperimental kelas dan viiia sebagai kelas kontrol. eksperimental kelas dengan menggunakan team assisted individualization (tai) dan kontrol kelas menggunakan roundtable tehnik. test yang digunakan adalah tes esai, topiknya tentang deskriptif teks. nilainya dianalisis menggunakan deskriptif dan inferensial analisis, deskriptif analisis digunakan untuk menjelaskan mean, median, modus dan standar deviasi dari masingmasing kelas, dan inferential analisis digunakan untuk menjelaskan nilai dari t-testnya untuk dibandingkan dengan t-tabel. berdasarkan analisis, nilai dari (t-test) 2.95 lebih besar dari nilai (t-tabel) 1.688 dengan signifikan level 0.05 dan nomor derajat kebebasannya (df) 36. oleh karena itu, berdasarkan hasil dari analisis, dapat disimpulkan bahwa team assisted individualization (tai) effektif terhadap kemampuan menulis siswa. hasil dari penelitian ini menunjukan bahwa team assisted individualization (tai) cocok dalam menulis karena tehnik ini memberikan banyak manfaat, siswanya merasa nyaman dalam belajar kelompok dan mereka merasa bahwa team assisted individualization (tai) membuat proses belajar mengajar lebih menarik karena mereka dapat bertanya dan bisa menjadi guru pribadi untuk teman mereka. akhirnya, peneliti menyarankan didalam mengajar menulis gurunya harus kreatif dalam mempersiapkan dan menyampaikan materi tentang menulis. kata kunci : team assisted individualization (tai) dan menulis journal of languages and language teaching, vol. 4 no.2, november 2016 68 introduction writing is productive skill which needs proper handling of the mechanics involved in it like spelling and punctuation. according to murray & sarah (2004: 46) state that writing is very creative process-all the more so as you target your writing at increasingly exacting audiences. it has been remarked that writing is the most difficult of the language abilities to learn. in teaching writing sometimes the students felt difficult to follow the writing materials which have been delivered by the teacher. as same as the students, sometimes, the teacher also felt difficult in delivering the materials because of the complex organization in writing skill. heaton (1989: 135) state writing skill is complex and sometimes difficult to teach. therefore, the teacher should be creative in preparing and giving writing materials to students. in giving materials, it must be fun, detail and understandable. based on the researcher observation there were some problems found in the classroom when giving writing materials. the problem of the students were lack in vocabulary, errors in spelling, difficult to understand grammatical structure, like they cannot arrange the sentence by following grammatical rule. that was because writing is difficult for them since they have to master enough vocabulary, spelling, and grammar. the teacher also did not have interesting technique or method in teaching learning process, they were still use roundtable technique with no specific steps when they teach the students to write about something and the condition of class was very noisy. that was might be the causes that makes the students are still difficult in writing. the researcher tried to use the technique which involves some aspects to solve some the difficulties in writing class. this technique was team assisted individualization (tai) to teach students’ writing. team assisted individualization is a branch of cooperative learning method which emphasize the team work. in addition, the team involves some heterogeneous students which should be work together to finish the assignment. the researcher assume team assisted individualization (tai) was a suitable technique for students in learning writing. it technique also can make the students’ easily to study and understand because the students do assignment together in group and the students can be a peer tutoring in their group. it is technique was can make the students enjoy to learning process because the tutoring is their friends after the teacher give a short materials before ask the students do the assignment through team work and in the end of learning process the teacher giving problem solving strategy. the purpose of the study in this research is “to find out the effectiveness of team assisted individualization (tai) toward students’ writing at second grade of smpn 4praya barat in academic year 2016/2017.” review of related literature according to murray & sarah (2004:46), writing is a very creative processall the more so as your writing at increasingly exacting audiences. it requires you to do something, to put words on paper, to make sense, to structure, to analyze and to contribute. meanwhile according to hyland (2003:22), writing is to see it as marks on a page or screen, a coherent arrangement of words, clauses and sentences, structured according to a system of rules. it means that writing is the process of writing some ideas and sentences. the indicator of writing. they are, vocabulary, grammar, content, organization and mechanic. cooperative learning model type tai (team assisted individualization or team accelerated instruction), initiated by robert e. slavin is a combination of cooperative learning and individualized instruction. according to slavin (2005: 186), learning is designed to help overcome the learning difficulties faced by individuals, then be brought into the group. within the group, the individual can learn and solve problems or questions that have been given by the teacher with friends in their group. with the combination of cooperative and individual journal of languages and language teaching, vol. 4 no.2, november 2016 69 learning, it can be obtained two advantages at once in tai: (a) the advantages of cooperative learning, that the cooperative learning is an effort to empower peers, improving the interaction among students, as well as bring a mutual beneficial relationship among students. students in the group will learn to hear ideas of others, discuss agree or disagree, offer, or receive constructive criticism, and students do not feel overwhelmed when their work result is incorrect. students work in groups to help each other to master the teaching materials. (b) the advantage of individual learning, that individual learning is educate students to learn independently, not only receive lessons from a teacher. through this individualized learning, students will be able to explore their own knowledge and experience to learn the subject matter, so the students will have a meaningful learning. when implementing the technique, the teacher shaped the students as heterogeneous groups that included various students score level. some students complained about the teacher’s making the groups since students usually make group of their own. each group consisted of eight until nine students whereas the rules in used this technique a group consist of 4-5 students. slavin (1984) stated:” each group consists of 4 – 5 students with different competency level shaped as a heterogeneous group in implemented t.a.i” it means in applying steam assisted individualization the teacher should divide the students in some group, each group consist of 4-5 students. but based on the finding, when the teacher divided the group, each group included 8-9 students. it happened because the student number was in great quantity and the teacher tried to adapt the class situation in order to focus for the students’ activity in learning process. the teacher decided the good decision, in making group the teacher should be know the students situation and class condition in order to create the comfortable class when teaching learning process conducted. when the students did the assignment by group, the smart students can be a peer tutoring who helps the other partner in a group, in order to help the passive students in done the assignment. even though the assignment was made by team work, the student had to answer the assignments on their own paper. this point in line with the statement from slavin (1984) argues: “team assisted individualization is a cooperative learning system whereby heterogeneous groups of individual work together to master individual assignments.” the goal of team assisted individualization is to help the students in solve the difficult problem when do the assignment in learning process, in here the teacher should gave the interpretation for the smart students to be peer tutoring in their group. so the goal of teaching learning process can materialize maximally. the all students enjoyed following the team assisted individualization. the students were not bored with the material and did not consider the material too difficult anymore. it could be seen from their response and enthusiastic when the activities were being conducted. learning narrative text by using team assisted individualization in teaching learning process was interesting and enthusiastic. because the activities which had been conducted in teaching and learning process is liked by the students, students enjoyed in did assignments through team work thus it made what they learned can be understood easily by helping each other. research method the researcher was used quantitative method. this research was an experimental research with pre-test and post-test design. design of this method is called quasi experimental. quasi experiment has treatment to the both of class. the population of the research 59 students’ and the sample was 38 students’. the instrument of this research was essay test. technique of data collection in this research was pre-test and post-test design. research finding the researcher presents the statistical finding and analysis of the data which determine the effectiveness of team assisted journal of languages and language teaching, vol. 4 no.2, november 2016 70 individualization toward students’ writing. the experimental class was treated by team assisted individualization (tai) and for the control group was treated by roundtable technique. the frequency distribution of the data as follows: after doing computation and analysis of the data, the researcher found the value of t-test was 2.95 with degree of freedom 36. it was measured from the t-table and critical value was 1.688 at the level of significance 0.05. based on data found above, the researcher compared between t-test and ttable. the result showed that t-test value was higher than t-table, it means the hypothesis that team assisted individualization (tai) provided positive effect toward students’ writing was accepted. the result of data analysis showed that the highest score was 70 and the lowest was 44. the mean score was 53.9, the median was 53, the mode score was 51.5 range was 26 and standard deviation was 9.8. the frequency distribution of the data as follows: table 1.1 frequency distribution pre test of experimental group class limits class bound. mid point tally freq. per cen t. 44-48 43.548.5 46 iiii 4 21 49-53 48.553.5 51 iiii i 6 31. 5 54-58 53.558.5 56 ii 2 10. 5 59-63 58.563.5 61 iiii 4 21 64-68 63.568.5 66 ii 2 10. 5 69-73 68.573.5 71 i 1 5.2 total 19 100 graphic 1.1 histogram and polygon pre test of experimental group the result of data analysis showed that the highest score was 90 and the lowest was 64. the mean score was 77.5, the median was 77.5, the mode score was 81 range was 26 and standard deviation was 9.8, the frequency distribution of the data as follows: table 1.2 frequency distribution post test of experimental group class limits class bound. mid point tally freq. per cen t. 64-68 63.568.5 51 ii 2 10 69-73 68.573,5 71 i 1 5.26 74-78 73.578.5 76 iiii ii 7 36.8 79-83 78.583.5 81 iiii iii 8 42.1 84-88 83.588.5 86 0 0 0 89-93 89.593.5 91 i 1 5.26 total 19 100 graphic 1.3 histogram and polygon pre test of experimental group the result of data analysis showed that the highest score was 84 and the lowest score was 30. the mean score was 46.6, the median score was 44.6, the mode score was 46, range was 54 and standard deviation was 12.4, 0 2 4 6 8 series1 0 2 4 6 8 series1 journal of languages and language teaching, vol. 4 no.2, november 2016 71 table 1.3 frequency distribution post test of experimental group class limits class bound. mid point tally freq. per cen t. 64-68 63.568.5 51 ii 2 10 69-73 68.573,5 71 i 1 5.2 6 74-78 73.578.5 76 iiii ii 7 36. 8 79-83 78.583.5 81 iiii iii 8 42. 1 84-88 83.588.5 86 0 0 0 89-93 89.593.5 91 i 1 5.2 6 total 19 100 graphic 1.3 histogram and polygon of experimental group the result of data analysis showed that the highest score was 93 and the lowest score was 50. the mean score was 56.05, the median score was 59.4, the mode score was 55.7, range was 43 and standard deviation was 13.67, the frequency distribution of the data as follows: table 1.4 frequency distribution pre test of control group class limits class bound. midp oint tally freq. per cen t. 30-40 29.540.5 35 iiii 5 26.3 41-51 40.551.5 46 iiii iiii ii 12 63.1 52-62 51.562.5 57 0 0 0 63-73 62.573.5 68 0 0 0 74-84 73.579 ii 2 10.5 84.5 total 19 100 graphic 1.4 histogram and polygon pre-test of control group writing is one of the language skills that developed beside other skills as listening, reading and speaking. there are many people like writing and they can write about everything. writing is a form of communication to deliver through written form (harmer, 2001: 79) by writing someone can expose an idea, opinion, thinking and feeling in his or her own language style. so, that they are also can receive and understand it. according to slavin (2005: 186), learning is designed to help overcome the learning difficulties faced by individuals, then be brought into the group. in general team member work in difference unit teammates check each other’s work against answer sheets and help one another with any problem. students usually feel more relax working in group. the statistical analysis of the data obtained that was done hence the discussion of the result of the analysis came. the result of statistical analysis of t-test in this study was 2.95 it is higher than t-table in the significant levels 0.05 (1.688) in degree of freedom (36). from this fact. the researcher concluded that the effectiveness of team assisted individualization (tai) was significant effective towards students’ writing at the second grade students of smpn 4 praya barat in academic year 2016/2017. it also can be seen from the comparison result of this research and the previous of the study showed that from observation data showed an increase in student's accounting learning 0 2 4 6 8 10 series1 64-68 69-73 74-78 79-83 84-88 89-93 0 5 10 15 series1 30-40 41-51 52-62 63-73 74-84 journal of languages and language teaching, vol. 4 no.2, november 2016 72 activity for 13.77%, from 73.92% in the first cycle to 87.69% in the second cycle. in addition, the questionnaire data also showed an increase in the score of student's writing for 9.85%, from 72.61% in the first cycle to 82.46% in the second cycle. finally from the data, the implementation of cooperative learning model type team assisted individualization (tai) technique able to improve student’s writing of grade x ak 3 smk negeri 1 klaten academic year of 2013/2014. so, based on the result showed that team assisted individualization was suitable in teaching writing. before the researcher gives the treatment by using team assisted individualization (tai) the students are still passive they are individualize, and after the researcher give the treatment the students were more active because they work together and they were felt comfortable when they do the assignment together that they can ask their friends and they can be a peer tutoring for their friends. it can make the students more understand than before using the technique. finally, the analysis and the interpretation of data eventually led the researcher to the conclusion that the effectiveness of team assisted individualization (tai) towards students’ writing at the second grade students of smpn 4 praya barat in academic year 2016/2017 has positive effect. it was proved by the result of the statistical analysis above. conclusion based on the statement of the problem “is team assisted individualization (tai) effective toward students’ writing?” there were the effective of team assisted individualization (tai) for the students, it help the students easier to make a sentence or paragraph about descriptive text. it can be conclude that team assisted individualization (tai) was effective in teaching writing. it was found that the students’ mean score of experimental group was higher than the students’ mean score of control group, and the score in post-test was higher than the students score in pre-test. the test of both group were same but little different and difference in the treatment, the experimental group was treated by using team assisted individualization (tai), whereas the control group was treated by using roundtable. from the result of the analysis of the research, it is proven that the students’ score of writing by using team assisted individualization (tai) is better. the result of statistical analysis of t-test in this study is 2.95 it is higher than t-table in the significant levels 0.05 (1.688) in degree of freedom (36). this result has answered the research question that by using team assisted individualization in teaching writing is significant effective especially in writing descriptive text at the second grade students of smpn 4 praya barat in academic year 2016/2017. it was proved by the result of the statistical analysis above. it means that the alternative hypothesis (ha) which stated “team assisted individualization (tai) is effective toward students’ writing” is accepted and the null hypothesis (ho) which stated “team assisted individualization (tai) is not effective toward students’ writing” is rejected. this fact leads the researcher to conclude that the study by using team assisted individualization (tai) in teaching writing is effective. references brown, h. douglas. 2000.principles of language learning and teaching.fourth edition. white plans, ny: pearson education. . 2004. language assessment: principles and classroom practices.an francisco: longman. brown, james dean & bailey, kathleen m. 1984. a categorical instrument for scoring second language writing skills language learning, 34,21-24. downy shirley.2004.statistic for research. new jersey. published simultaneously in canada. februana, mega lestika. 2016. the effect of idea diary toward students writing. thesis, unpublished. ikip mataram. journal of languages and language teaching, vol. 4 no.2, november 2016 73 flower, hayes, b. 1992.on what to teach the undergraduates: some changing orthodox in phonological theory. paper presented at the international conference on lingiustic, seoul, korea. flower, l. and hayes, j. 1981.a cognitive process theory of writing.college composition and communication, 32, 365-87. harmer. 2001. the practice of english language teaching. essex england. heaton, j. b. 1975. writing english test. new york:longman group ltd. hyland. 2003. second language writing. cambridge university press. kususmayanti, fitroh.2014. the implementation of cooperative learning model type team assisted individualization (tai) to improve student’s accounting learning activity. thesis, unpublished. yogyakarta state university. miller, stave. 2005. experimental design and statistic. second edition. london and new york: routledge. murray & sarah, 2004. the handbook of academic writing. university press. nunan, david, 2003. practical english language teaching, new york: mcgraw-hill companies. inc. parahoo, k. 1997. nursing research, principles, process and issues.basingttoke: macmillan. reid, j.m. 1993. teaching esl writing. englewood clifs. nj. prentice hall regents. slavin, robert e. 1989, madden, nancy a; stevens, robert j. educational leadership; academic research library. . 2009. cooperative learning: teori, riset, danpraktik (alihbahasa: narulitayusron). bandung: nusa media. suharsimi, arikunto. 2006. statistik untuk penelitian. bandung: cv alfabeta sugiyono. 2016. statistikauntukpenelitian. alfabeta bandung. journal of languages and language teaching, vol. 5 no.1, may 2017 12 the effectiveness of obstacle race game toward students’ motivation in learning grammar baiq deni kurniati ma darul husaini sanggeng, lombok tengah, ntb dening36@hotmail.com abstract this research was aimed to find out the effectiveness of obstacle race game toward students’ motivation in learning grammar and to find out the correlation between students’ motivation and grammar at ma darul husaini sanggeng. the kind of this research is experimental research (quantitative approach). this research design was applied pretestposttest design. the population of this research was all of the second grade students of ma darul husaini sanggeng. the sample of this research was consist of two classes namely xia as experimental class consist of 17 students and xi-b as control class consist of 17 students. the sample technique used in this research was saturated sampling technique. the technique which was used to analysis the data was t-test and r-test formula. from the research data found that the t-test score is higher than t-table (2,635>2, 021). based on the result of this research, it can be conclude that the obstacle race game has positive effect towards students’ motivation in learning grammar. from the research data found that r-test is higher than r-table (0,990>0,482). it can be conclude that there is correlation between students’ motivation and grammar. key words: obstacle race game, students’ motivation, grammar abstrak penelitian ini bertujuan untuk mengetahui pengaruh game terhadap motivasi belajar siswa dalam belajar grammar dan untuk mengetahui hubungan antara motivasi siswa dan grammar siswa di ma darul husaini sanggeng. jenis penelitian ini adalah penelitian eksperimental (pendekatan kuantitatif). desain penelitian ini menggunakan desain pretestposttest. populasi penelitian ini terdiri dari seluruh siswa kelas dua di ma darul husaini sanggeng. sampel penelitian ini terdiri dari dua kelas yaitu xi-a sebagai kelas eksperimen yang terdiri dari 17 siswa dan kelas xi-b sebagai kontrol yang terdiri dari 17 siswa. teknik pengambilan sampel yang digunakan dalam penelitian ini adalah teknik sampling jenuh. teknik yang digunakan untuk analisis data adalah uji t dan uji r. dari data penelitian diketahui bahwa nilai t-test lebih tinggi dari t table (2,635> 2, 021). berdasarkan hasil penelitian ini, dapat disimpulkan bahwa obstacle race game berpengaruh positif terhadap motivasi belajar siswa dalam belajar grammar. dari data penelitian didapatkan bahwa r-test lebih tinggi dari r-table (0,990> 0,482). dapat disimpulkan bahwa ada korelasi antara motivasi dan grammar. kata kunci: triangle game, motivasi siswa, grammar introduction grammar refers to how we combine, organize and change parts of words, words and groups of words to make meaning (spratt, pulverness and williams, 2005: 5) so, learners should also pay attentions to the grammar in writing the sentence in order to carry the meaning and understandable to read so grammar is very important because the language grammar will give guidance how to compose words and sentence fit to the right rule. grammar should be taught appropriately because the basic element of language without the proper knowledge of grammar, the learners will find many problems to build up sentence to express their ideas for communication activities.by using communication activities in learning grammar, the student manipulate grammar in communication with proper journal of languages and language teaching, vol. 5 no.1, may 2017 13 understanding by using the grammar, the student will feel confident in communication english grammar is boring for some students. based on the result of observation that was conducted by the researcher at ma darul husaini sanggeng, the researcher found some problems among students in learning grammar. the problem was about difficulty make sentence structure in simple present continuous. beside, the students think that learning present continuous is very difficult so the student feel bored when the students study grammar. the teacher should have method how the students have motivation when the student play a game, so it can make the student more give very attention in learning grammar, obstacle race game discusses about present continuous or event that is happening and this can motivate the students approprate with every day activities of students because obstacle race game palyed directly in the classroom can make students’ confindence. when students get a good score in the obstacle race game that can make student proud so the students more active to learn, especially in using present continuous organizing the word into sentence, the method was used by the teacher before in learning grammar is triangle game. the method was used by the teacher beforehand in learning grammar is triangle games. to solve the problem in order to make the students interest and easier to using simple present continous in organizing the words into sentence, the researcher intends to apply a game namely obstacle race game. obstacle race game is one of the method that make the students more active when their study, this game is use the materials of classroom such as chairs, table, stopwatch, scoreboard and other classroom object, the students able to describe an action before performing it. this game is expected to help the student in learning present continuous. the researchers expects by using the obatacle race game will be better than the method that was used by the teacher beforehand, the games namely triangle game. based on the problems above the researcher is interested in investigating the study entitle “the effectiveness of obstacle race game toward students motivation in learning grammar at ma darul husaini sanggeng in academic year 2016/2017”. riview of related literature according to greenbaum and nelson (2002: 1) grammar is the set of rules that allow us to combine words in our language into larger units. in other hands (spratt, pulverness and williams, 2005:5) grammar is the describe how to combine, organize and change words and pats of words to make meaning. according to brown (2000: 362) grammar is the system of rules governing the convention arrangement and relationship of words in a sentence. it is the rules for the sentences. thus, it was conclude that grammar is a rule how to arrange the words to make well sentences, grammar rule also describe grammatical structures, because the structures of grammar was very important to how sentences were formed and the meaning of sentences. according to eastwood (2002: 2) there are four units of grammatical in english are these: word, phrase, clause and sentence.word is a combine of some letter that have meaning. word are separated from one another by space. the main word classes are these: verb, noun, adjective, adverb, preposition, determiner, pronoun and conjunction. phrase is any group of words which grammatically like a single word and which does not have subject and predicate. there are these kinds of phrase: verb phrase, noun phrase, adjective phrase, adverb phrase and prepositional phrase. clause is a group of words that have subject and predicate. we use phrase to build a clause. sentence is a group of words at least contain of subject, predicate and object or complement. the researcher concludes as follow there are four component in grammar: punctuation is the journal of languages and language teaching, vol. 5 no.1, may 2017 14 system of sign of symbols given to the readers to show how the sentence is constructed and how the sentences sould be read. according to eastwood (1999: 372) there are some kind of functuation such as full stop (.), question mark (?), exclamation mark (!), semi-colon (;), colon (:), dash (-), comma (,), quotation marks ("). hyphen (-), apostrophe (') and capital letters. spelling is knowing how to write words correctly (kress, 2000: 1). spelling is important for exactly the same reason that grammar and punctuation are important: poor spelling make poor communication. according to radford (2009: 39) sentence structure is how words are combined together to form phrases and sentences. phrases and sentences are built up by a series of merger operations, each of which combines a pair of constituents together to form a larger constituent. according to eastwood (1999: 3) the parts of a sentence are the subject, verb, object, complement and adverbial. a statement begins with the subject and the verb. it is important to make the complete sentence. harmer (2001: 51) states that motivation is some kind of internal drive which phuses someone to do thing in order to achieve something. it means that the strength motivation will depend on how much value the individual places on the outcomes which the students wish to achieve. in other hands (brown, 2000: 72) motivation is the extent to which you make choices about (a) goals to pursue and (b) the effort you will devote to that pursuit. motivation is probably the most frequently used cath-all term for explaining the success or failure of virtually any complex task. it is easy to assume that success in any task is due simply to the fact that someone is “motivated”. it is easy in second language learning to claim that a learner will be successfully with the proper motivation. from the definition above, the researcher concludes that motivation is inner drive of someone which can make their more enthusiasm to do something in order their can achieve what their want. according to killer (1987) arcs is an approach problem solving to motivational design aspect and supplement the learning process. the model is consist of four main areas: attention, relevance, confidance, and satisfaction. the attention is refers to the interest displayed by learners in taking in the concepts/ideas being taught. this component is split into three categories: perceptual arousal, using surprise or uncertain situations; inquiry arousal, offering challenging questions and/or problems to answer/solve; and variability, using a variety of resources and methods of teaching. the teachers have to be established by using language and examples that the learners are familiar with. it is will have the students find relevance while learning can be daunting task for some subjects. linking what is being taught to the material is familiar and relevant to the students. motivation amounts to persuasion for knowledge based on the subject that provides the basic for learning future concept. the confidence aspect is focuses on establishing positive expectations for achieving success among learners. the confidence level of learners is often correlated with motivation and the amount of effort put forth in reaching a performance objective. for this reason, it’s important that learning design provides students with a method for estimating their probability of success. this can be achieved in the form of a syllabus and grading policy, rubrics, or a time estimate to complete tasks. additionally, confidence is built when positive reinforcement for personal achievements is given through timely, relevant feedback. satisfaction can be from a sense of achievement, praise from a higher-up, or mere entertainment. feedback and reinforcement are important elements and when learners appreciate the results, they will be motivated to learn. satisfaction is based upon motivation, which can be intrinsic or extrinsic. journal of languages and language teaching, vol. 5 no.1, may 2017 15 according to lewis and bedson (1999: 88) obstacle race is one of a method that form of movement game that make the students more active. obstacle race is a game use present continous that using the materials in the classroom to describe an action progress the team of students before performing. rogers and west (2008: 42) stated taht devide the class into two teams and conduct the obstacle course. there are some procedures to use obstacle race game in teaching learning grammar. during the actions, each child has to describe what he or she is doing, for example, i’m crawling under the table, or i’m shopping around the chairs. alternatively, the other children describe what is happening, for example, he’s running up and down, or she’s singing a song. research method research design according to khotari (2004: 31) research design is the conceptual structure whithin which research is conducted; it constitutes the blueprint for the collection, measurement and analysis of data. the approach used in this research is quantitative approach because used statistical analysis. in this research, the researcher used experimental method. experimental is characterized by much greater control over the research environment and this case some variables are manipulated to observe the effect on other variables (khotari, 2004: 5). this research categorized as quasi experimental with pretest and posttest design which used two groups: experimental group was treated by using triangle game and control group was treated by using jumbled sentence game. population and sample according to sugiyono (2014: 80) population is a generalization area which consists of subject or object that has certain quality and characteristic determined by the researcher to be learned and then concluded. the population of this study was entire second grade (a and b) of ma darul huasaini sanggeng. each class were consists of 17 students. so the totals were 34 students. according to sugiyono (2014: 81) sample is part of number and characteristic of the population. in the sample, a subgroup of the target population that the researcher study for the purpose of make the generalizations about the target population.to determined the sample of this research, the researcher used the saturated sampling technique because all of the population as a sample (sugiyono, 2014: 85). instrument since this study attempts to investigate any significant effects of using games obstacle race the student grammar mastery skill at the first grade student of ma darul husaini sanggeng in academic year 2016/2017. the instrument in this study is multiple choice tests, true or false, fill in the blank and matching words. each item consists of 20 items of multiple choices, 10 items true or false, 10 items fill in the blank and 10 items matching words. so the total questions are 50 items. the researcher will give 1 point for each item with the correct answer and 0 point for items with the wrong answer. so, the total score is 50. questionnaire is a technique of data collection that conducted by given some question or statement to the students. it is important to know the students motivation. in this research, the researcher will give statements, it consist of 20 statements. finding and discussion in this chapter, the researcher showed the data which has find out by using descriptive and inferential analysis of the effectiveness of obstacle game toward students’ motivation in learning grammar at second grade students of ma darul huasaini sanggeng. after doing the descriptive analysis, the researcher continued to the inferential analysis to find out the t-value, in which this t-value was journal of languages and language teaching, vol. 5 no.1, may 2017 16 used to inferred the result of the research. the aimed of t-test is to find out the comparison between the result of t-test and the t-table. based on the result of t-test, the researcher found that the t-value was 2,635 and the t-table of significant level of 0,05 with degree freedom 40 was 2,021. the result of t-test was (2,635>2,021). it means that the result of t-test was higher than the t-table. so, the researcher was concluded that the triangle game has effect toward students’ motivation in learning grammar at second grade students of ma darul husaini sanggeng. after doing the inferential analysis, the researcher continued to find out the correlation between students’ motivation and grammar, the researcher was use pearson’s product moment formula to compute all of the data, the researcher prepare the computation of two variable , there were studens’ motiavion as variable x and grammar as variable y. after the researcher found that the ha was accepted and h0 was rejected, the researcher tried to find out the correlation between students’ motivation and grammar. based on the result of the correlation analysis where coefficient of the two variables is 0,990. the r-table of 17 subjects as the sample is 0,482 for confidence level of 5%. this figure that result of r-test is 0,990 was higher than rtable is 0,482 (0,990 >0,482). therefore, it was conclude that there is positive correlation between students’ motivation and grammar learning achievement at second grade students of ma darul husaini sanggeng. based on those result, the obstacle race game game has positive effect towards students’ motivation in learning grammar. the students’ motivation can be increased and make the students feel exciting to learn in group. exciting learning process is learning system that makes the students interested (dave meier, 2011). generally, when the researcher use triangle game, the students able to cooperative learning. cooperative learning exists when students work together to accomplish shared learning goals (johnson & johnson, 1999). the researcher found that the result of this research have relevance with the research was done by indri mutiarsih (2013). the result of this study indicate that the implementation model of broken triangle/square/heart collaborated with the distribution of handouts, discussion class, and a quiz with prizes can enhance the students active. there are several advantages, including can increase students’ activity in the teaching of history, students take pleasure in learning while preparing pieces of material, the students become more confident in speaking in front of their friends, and the students realize that studying history is simple, because only by putting together the materials will be easy to understand the materials. beside, the research was done by hajar khonmohammad (2013). the results showed that the participants motivated to learn grammar. implications of the study for teaching grammar are that learners’ motivation in learning grammar could be enhanced through enjoyment and fun. the statement of the problems about is there any correlation between students’ motivation and grammar has been answered also. the researcher found that there is correlation between students’ motivation and grammar in teaching learning process. the students who have high motivation in learning were more active and spirit in learning process, besides the students more seriously in class. according to prayitno (1989:3) students who have high motivation in learning will perform more and faster activities than students who have low motivation in learning. achievements will be better if the students have high motivation. therefore, the researcher concluded that the important of motivation in learning process be able to changes how the way to be good learning process. journal of languages and language teaching, vol. 5 no.1, may 2017 17 conclusion based on the statistical analysis of ttest formula, it has found that the t-value is 2,635 and the t-table of significant level of 0,05 is 2,021 (2,764>2,021). it is clear that t-test is higher than t-table. so, the researcher concludes that triangle game has positive effect towards students’ motivation in learning grammar at second grade of ma darul husaini sanggeng. based on the pearson’s product moment formula, the researcher has found that there is positive correlation between students’ motivation and their grammar at second grade of ma darul husaini sanggeng. references brown, h. d. 2000. teaching by principle an interactive approach to language pedagogy. second edition. addison wasley longman inc. brown, h. d. 2000. principle of language learning and teaching. fourth edition. addison wasley longman inc. decapua, andrea. 2008. grammar for teachers. college of new rochelle: sprinnger eastwood, john. 2002. oxford practice grammar. oxford university press. eastwood, john. 1999. oxford practice grammar. second edition: oxford university press. fathurrahman, imran. 2015. penelitian experiment. unpublished ikip mataram. greenbaum, sidney & nelson, gerald. 2002. an introduction to english grammar. united kingdom issued by the copyright licensing agency ltd. harmer, jeremy. 2001. the practice of english teaching. third edition. essex: pearson education ltd. keller, john. 1987. motivational design for learning & performance: the arcs model approach. springer kothari, c.r. 2004. research methodology: method and techniques. india: new age international (p) limited, publisher madsen, s. harold. 1983. technique in testing. oxford american english radford, andrew. 2009. an introduction to english sentence structure. new york: cambridge university press rinvolucri, mario,. & davis, paul. 1984. grammar game cognitive, affective and movement activities for efl students sardiman, a, m. 2014. interaksi motivasi belajar mengajar. jakarta: pt raja grafindo persada. smith, john. 2015. mq motivation questionnaire. report spratt, mari., pulverness, alan, &williams, melanie. 2005. the tkt teaching knowledge test course. cambridge: cambridge university press. sujijono, anas. 2012. pengantar statistik pendidikan. jakarta: pt. rajagrafindo sugiyono. 2014. metode penelitian kuantitatif kualitatif dan r&d. bandung: alphabeta. sugiyono. 2014. statistika untuk penelitian. bandung: alphabeta sung je cho. 2015. selected regular lectures from the 12th international congress on mathematical education. springer journal of languages and language teaching, vol. 4 no.2, november 2016 47 the analysis of morphological process of students' english utterances alhasibunur fpbs ikip mataram, kota mataram, ntb allhasibu@gmail.com abstract the aim of this research is to know the kind of morphological process that the students mostly use in their utterances. this research was qualitative research and the design was used is phenomenology design and natural setting. the subject of the study was the fourth semester students who were taking public speaking subject in english department of ikip mataram. this subject was limited only to fourth semester students in academic year 2017/ 2018. object of the research was affixation in english lexical category based on students’ english utterances in public speaking class. there were 2 instruments that used; primary instrument and secondary instrument. the main instrument in this research was the researcher. secondary instrument of this research were recording and note taking. technique of data collection in research was direct observation with non-controlled observation. the technique of data analysis was descriptive analysis. the results were the kind of morphological process that the students mostly used was derivational, which was a major process that frequently showed up. affixation that mostly used by the students was suffixation. key words: morphological process, students’ english utterances abstrak tujuan dari penelitian ini adalah untuk mengetahui jenis dari proses morphological yang paling sering digunakan oleh siswa dalam setiap ujarannya. penelitian ini adalah qualitatif dan designnya adalah phenomology dan natural setting. subjek dari penelitian ini adalah siswa semester empat, dimana siswa ini mengambil mata kuliah publik speaking dalam jurusan bahasa inggris di ikip mataram. subjek ini terbatas hanya pada siswa semester empat pada tahun ajaran 2017/2018. objek dari penilitian ini adalah proses affixsasi dalam kategori kata bahasa inggris berdasarkan pada ujaran bahasa inggris siswa di kelas publik speaking. ada dua jenis instrumen yang telah digunakan; instrumen primer dan instrumen sekunder. instrumen utamanya adalah peneliti itu sendiri. instrumen sekundernya adalah perekaman dan pengambilan catatan. teknik pengambilan data pada penilitian ini adalah observasi langsung dengan non-kontrol observasi. teknis data analisis pada penelitian ini adalah deskriptif analisis. hasil dari penelitian adalah dimana jenis proses morphological yang sering digunakan siswa adalah derivational, dimana derivational menjadi proses yang paling sering muncul. jenis affiksasi yang paling sering muncul adalah proses suffiksasi. key words: proses morphological, pengucapan bahasa inggris mahasiswa introduction language is very important for our life which takes a part as a communication device among human. people will find it difficult to express their ideas, opinions, and feelings without language. a language is a system of conventional vocal signs by means of which human beings communicate. this definition has several important terms, each of which is examined in some detail. those terms are system, signs, vocal, conventional, human, communicate (algeo, 2009: 2). it means that to emerge a good quality in communication system, the agreement between both speaker and hearer is needed to assign the meaning. in the concern of this thesis which dealing with words, the focus was on the structure of the word itself. the study of this kind of certain topic is called by morphology. in morphology there is a term journal of languages and language teaching, vol. 4 no.2, november 2016 48 called by structural analysis. structural analysis itself is analysis that is breaking a word into its elements (root, prefix and suffix). every word in english has a basic meaning. a word normally begins with a root which perhaps the complete word, or perhaps a part of complete word. to this root may add a prefix (a word – part that appears in front of a root) or a suffix (word – part that appears in the end of a root). when root is added by prefix or suffix it will be a new word formation and sometimes by new meaning, this is where that term is called affixation. so it can be concluded that affixation is the morphological process whereby an affix (prefix or suffix) is attached to a root or stem. sometimes the structures of words in morphology have many kinds of affixations in morphological process. by relating to this problem the researcher wanted to investigate the kind of affixations within the morphology process. based on researcher’s experience, the researcher wanted to find out what type of affixation in morphological process that the students used frequently in their english utterances. not only about the types of the affixation in morphological process itself, the researcher also wanted to conduct an investigation about how the analysis of affixation in morphological process. based on the background above, the researcher determined the objective of the research is to know the kind of morphological process that the students mostly use in their utterances. hopefully this research can help the students in learning morphological process, especially the affixation that changes the class of root or base in english lexical category. and also the result of this research is expected to give precious contributions to lecturers, university students and researchers. for the lecturers, this research might become a meaningful contribution in teaching morphology. for the university students, this research hopefully can be used to study the types and the use of affixation. for the researchers, the result of this research is expected to be a previous research for those who are interested in doing similar field of research. review of related of literature linguistic morphology has encouraged some researchers to conduct research related to morphological study. according to lieber (2009: 8), morphology is the study of word formation, including the ways new words were coined in the languages of the world, and the way forms of words are varied depending on how they are used in sentences. the area of grammar concerned with the structure of words and with relationships between words involving the morphemes that compose them is technically called morphology, from the greek word morphe ‘form, shape’; and morphemes can be thought of as the minimal units of morphology (carstairsmccarthy, 2002: 16). according to booij (2005: 7), morphology refers to the study of the form of words. in present-day linguistics, the term ‘morphology’ refers to the study of the internal structure of words, and of the systematic form–meaning correspondences between words. consider the following sets of english words. a morphological process is a means of changing a stem to adjust its meaning to fit its syntactic and communicational context. the existence of related words with a systematic form–meaning difference is crucial in assigning morphological structure to a word (booij, 2005: 5). according to carstairs-mccarthy (2002: 28-39), inflection is the process of changing the form of a word so that it expresses information such as number, person, case, gender, tense, mood and aspect, but the syntactic category of the word remains unchanged. hurford et, al (2007: 16) says that an utterance is any stretch of talk, by one person, before and after which there is journal of languages and language teaching, vol. 4 no.2, november 2016 49 silence on the part of that person. an utterance is the use by a particular speaker, on a particular occasion, of a piece of language, such as a sequence of sentences, or a single phrase, or even a single word. just as in conventional signals like the blowing of a whistle can have different meanings in different situations. different pieces of language can have different meanings in different contexts. the traditional parts of speech are lexical categories, in one meaning of that term (brinton, 2000: 169). a lexical category is a syntactic category for elements that are part of the lexicon of a language. these elements are at the word level. also known as; part of speech, word class, grammatical category, grammatical class, they are all have the same meaning. a syntactic category is a type of syntactic unit that theories of syntax assume. word classes, largely corresponding to traditional parts of speech (e.g. noun, verb, preposition, etc.), are syntactic categories. according to manova (2015: 1), affixation is the morphological process whereby an affix is attached to a root or stem. affixation is the major morphological device for creating new words and word forms in the languages of the world. every language has its own rules about the structure and formation of its words. affixation occurs when a morpheme is attached to a root. in english affixation is the primary morphological process in constructing words. for example, the prefix ‘un-‘attaches to stems in such words as unbelievable or unkind. the suffix ‘-s’ attaches to the end of noun roots to mark plurality as in languages or bugs. affixation is defined by two characteristics. firstly, the form which results from the operation we may call this the derived form will consist of the base-the form that the operation applies to plus an additional morpheme. secondly, the form which is added (the affix) will be constant; it will be the same whatever particular base the operation applies to. research method this research used was phenomenology design when this design explored processes, activities, and event (creswell, 2013: 187). this design was quite relate to one of the characteristics of qualitative research. furthermore, creswell (2013: 185) explains about one of the characteristics of qualitative research has. natural setting: qualitative researchers tend to collect data in the field at the site where participants experience the issue or problem under study. they do not bring individuals into a lab (a contrived situation), nor do they typically send out instrument for individuals to complete. in the natural setting, the researchers have face-to-face interaction often over time. the subjects of the research were the fourth semester students who were taking public speaking subject in english department of ikip mataram. this subject was limited only to fourth semester students in academic year 2017/ 2018. object of the research was affixation in english lexical category based on students’ english utterances in public speaking class. in this research the researcher used two types of instruments; primary instrument and secondary instrument. the primary instrument in this research was the researcher. in qualitative research where the researcher is considered as research instrument is the ability to both conduct and reflect on the meaning of observation or interview data which all are essential to success. the researcher plays a central role in generating and analyzing data in qualitative research because the researcher was the one who created and applied the instrument. secondary instrument of this research were recording and note taking. they were used to ensure the results of data collection accurately. some students’ utterances was recorded, the recording process was established at the point the students were performing their public speaking. journal of languages and language teaching, vol. 4 no.2, november 2016 50 the technique of data collection was observation. the researcher used direct observation which produced a detailed record of events or what people actually do. the observer played a passive role; that was, there was no attempt to control or manipulate a situation. the observer merely recorded what occurred. noncontrolled observation was also used because the major aim of this type of observation was to get a spontaneous picture of life and persons. it has a tendency to supply naturalness and completeness of behavior, allowing sufficient time for observing it. based on the instrument above, the data was in the form of written from note taking and oral from recorded video. for recorded video, qualitative research says that the data must be in form of words or pictures. in order to make the data appropriate with qualitative requirements, the researcher converted the data from video to texts. the recorded video was transcribed into written form of words. by performing that, the researcher found it easier to analyze the collected data. descriptive analysis is the process of analyzing data that must be done step by step. according to bryman and burgess (2002: 176) the collected data were analyzed by using these following procedures: (1) indexing. in this procedure the researcher was listing the words of affixation from transcribed data. the researcher edited the data if there were some mistakes in the sentences and the data was cut. (2) identifying. in this procedure the researcher identified the affixation on students’ english utterances from transcribed data (3) categorizing. continuing the identification procedure, in this case the researcher classified the data. after that, the affixation words were classified whether that affixation belonged to derivational, inflectional, compound, and etc. (4) explaining. based on classification above, the researcher was described the classified words of affixation that the students frequently used. (5) syntactic analysis. syntactic analysis was analyzed the identified affixation that the students frequently used syntactically. in this procedure, the identified affixation words will be broken down into some elements. this was including of what were the elements which form those affixation words. it has the similar process in syntax of how the sentences were formed research finding and discussion the collected data were taken from the day public speaking subject conducted; it was started from 9 through 14, 16 of june 2017. the data collection then followed for the next month on 5 and 7 of july 2017. the classes were randomly chosen but they still cover the total number of 4 classes. the researcher found 79 words which attached by affixes. the words list was taken from videos that the researcher transcribed into written from. the videos cannot be attached in this research finding, so the researcher decided to transcribe them. the researcher identified what kind of part of speech from each word, what root or base the words have, and also it shown the affixes that attached from every word. the words are major added by one affix whether it is prefix or suffix. but there are some words that attached by more than one affix which is suffix, those words are considerations, carefully, and usefully. each word is attached by two suffixes; considerations is formed from consider + – tion then added by –s. carefully is formed from the word care + –ful and then added by –ly. it also does the same for usefully, the addition process is similar as the carefully’s process. the table shown that the mostly used affixation was 76 words of suffixation and the rest were 1 word of prefixation and 2 words of circumfixation. from the total of 79 words, there were three kind morphological processes that showed up; they were derivational, inflectional, and compound. here the classifications, for derivational, they were consisted of 49 words, 28 words of journal of languages and language teaching, vol. 4 no.2, november 2016 51 inflectional, and the rest were 2 words of compound. there are some words that formed from 2 processes, means that those words need inflectional and derivational at the same time to compose them. it can be seen from the words combinations, audiences, and messengers, these three words need two processes to arrange them. both combinations and audiences are formed by using derivational and then continued by inflectional. the root combine is derived into combination then inflected into combinations. same goes for audiences, the root audio is derived into audience then inflected into audiences. it is only for messengers that used one process twice which is inflectional. the root message is inflected to messenger then inflected again into messengers, its word category remains unchanged. based on identification and classification above, the researcher described the identified and classified words of morphological process that the students frequently used. by relating to table of identification, suffixation are formed from some kind of suffixes they are; -ness, -able, -ed, -s, -ies, ing, -ful, -ly, -ion, -er, -ment, -ize, -ance, ous, -cy, -th, -rd, -en, -est, -en, -ment. as well as the suffixation, there is 1 word of prefixation that attached by prefix it is; almighty (all-). the last affixation is circumfixation, this is happened when a root or base word is attached by prefix and suffix at the same time. related to the table of identification there 2 words of them, they are; beloved (beed), especially (ely). english frequently does not marks words as belonging to one part of speech or another. words like neigh, break, outlaw, laser, microwave and telephone might all be either verb forms or nouns. although – ly is an adverb marker, not all adverbs end in –ly and not all words in –ly are adverbs. for instance, tomorrow, slow, fast, crosswise can all be adverbs, while early, friendly, ugly are all adjectives (though early can also function as an adverb). the aspects in affixation are the properties of inflection and derivational categories that are usually associated verbal operation deals with morphological and grammatical process; the morphological process is indicated by prefix: al-. suffixes: -ness, -able, -ed, -s, -ies, -ing, -ful, -ly, -ion, -er, -ment, -ize, -ance, -ous, -cy, -th, -rd, en, -est, -en, -ment. circumfix: (be-ed) and (e-ly). after analyzed all of the data above, the researcher have found many kind of the items which caused all of the aspect in english words changed in term of word classes, and the researcher wants to describe the specific caused of each of the word class as bellow: 1. prefix a. all– indicates to the entirely of something. for example the word almighty on the finding, the true form is actually all+ mighty. the root words never change when they are added a prefix. sometimes it will have double letters but this is because the prefix ends with the same letter as the start of the word. sometimes the prefix needs to change. the word “all ” drop one letter “l ” when it used as a prefix. 2. suffix a. –ness this is a noun ending that indicates to say something about the state, the quality, or condition of being that adjective (makes a noun). for example, darkness is a dark quality, and darkness means the quality of being dark. not all adjectives can be made into nouns using –ness. typically, if an adjective is in it is –er or –est form, ness cannot be added: higher and highest cannot become higherness or highestness. typically, if an adjective is actually a participle of a verb –ness cannot be added: washed and running cannot become washedness or runningness. most other adjective, however can be made into nouns by adding –ness. b. –able journal of languages and language teaching, vol. 4 no.2, november 2016 52 this suffix means capable of, suitable for, or worthy of something. for example is the word valuable. c. –ed, –ing the –ed and –ing are used in forms of regular and irregular verbs as adjectives. adjectives with -ing and -ed endings have different meanings. examples: exciting and excited 1) “this film is not very exciting, is it?” -ing adjectives describe the effect. 2) “i feel excited about my new job” –ed adjectives describe how a person feels. d. –s this is the indication of noun plural. it changes the quantity of noun when the number of the noun itself is increase. example: book changed into books; it means that the book now is more than one. e. –ies this is also the indication of noun plural. it changes the quantity of noun when the number of the noun itself is increase. but –ies is used when the noun word ends with the letter “y “, as the word stories. the base word is story, but when the number of story is more than one, then the word changes into stories. f.–ful -ful indicates full of, tending to, or liable to something. as the beautiful, it is formed from beauty + ful which mean that something is full of beauty. g. –ly one of the suffixes that indicates tending to or characterized. adding –ly to the end of a noun turns the word into adjective. the adjectives now have the meaning of “like (the noun), or something that is characteristic of (the noun)”. adding –ly to the end of an adjective turns the word in an adverb. in a few words the meaning may change. h. –tion the suffix –ion means the condition of, or result of something. this suffix indicates that the word is a noun. typically the word is a verb that turns into noun. the words combination, information, expectation, transformation, and direction are all nouns. i. –er it is used to modify and adjective or adverb to form a comparative. it is used to make a comparison between two or more something (could be a noun or verb) in regard to some aspect. examples: 1) noun: he is smart, but she is smarter than him. 2) verb: he runs fast, but she runs faster than him. j. –ize this is a verb ending that indicates to do something. it is used to form verbs with the meaning “to make; cause to become:” sterilize which means that to make something sterile. it also used to form verbs with the meaning “to convert into, give a specified character of form to:” computerize, this word means that to make an office use computer. it is also used to form verbs with the meaning “to subject to; cause to undergo or suffer from an emotion or a process:” hospitalize, this means cause to undergo treatment in a hospital. as the word terrorize which means cause to suffer terror. k. –ous indicated relating to or full of something, usually adding –ous changes a noun into an adjective; dangerous, furious. words ending in –ous do not always split clearly into root and suffix; serious, anonymous, fabulous. l. –rd, -th this is indicates the grades in term of numbers. for example: 1) he is in the 3rd place winner 2) he was in the 5th position m. –ment the suffix –ment means the act of, or result of something. it makes nouns out of verbs when added to them. nearly every word without suffix –ment is a verb. for examples; apartment, this word means a journal of languages and language teaching, vol. 4 no.2, november 2016 53 set of rooms to live in. achievement means a thing accomplished with effort. n. –est adjective ending that indicates the comparative and superlative. many onesyllable adjectives have ending to show the comparative and superlative. for the example is the word deep. 1) it is deeper for comparative and deepest for superlative. from the discussion above it can be concluded that, in the terms of affixes; the researcher found two kinds of affixes used in public speaking subject, namely derivational affixes and inflectional affixes. the affixes have sub categories: prefix and suffix. both sub affixes indicate different meaning in its use namely as noun indicators (-ness, -ment, -er, -tion, -s, -es), adjective indicators (-ive, -able, -ful, -ous, est), adverb indicator (-ly), verb indicators (-ize, -ed, -en). in terms of meaning, english prefixes and suffixes that the researcher analyzed were derivational affixes and inflectional affixes. conclusion and suggestion this research has clearly shown that english is a language that is constantly growing. the morphological processes that have been used for decades in wordformation are still being used in the class both in oral and written. based on the findings of the research elaborated, the researcher can conclude several conclusions: (1) the kind of morphological process that the students mostly used is derivational, which is a major process that frequently showed up. (2) affixation that mostly used by the students is suffixation. (3) suffixes that showed in the suffixation are: -ness, -able, -ed, -s, -ies, -ing, -ful, ly, -ion, -er, -ment, -ize, -ance, -ous, -cy, th, -rd, -en, -est, -en, -ment. this study has raised some very interesting ideas that can be considered for future studies in the field of morphological process. there are three areas that the researcher recommends for further studies. the first is, there is a need to discover if the tendency to use compounding to form new words is only peculiar to students or whether this phenomenon is happening in other places around their hometown as well. perhaps there is a need for a comparison between the compound used in academic area and the ones used in students’ mother tongue. the second suggestion is, a future researcher could analyze the current patterns of wordformation that are most frequently used by students that identify the uniqueness of students’ english. the factors that influence morphological process can also be analyzed. such a research would require a much longer period to collect a data base for the analysis. the third suggestion for further studies is to analyze and discover the most frequently used morphological process that are used in words that are formed through a combination of two or more processes. not only focused on affixation, the future researcher might also require conducting research for the use of other kind of morphological process within it. this could uncover a new trend in word formation processes. from this thesis also the researcher wants to suggest both english teachers and learners generally. give the necessity for expedience in learning english, because the traditional methods for teaching foreign language are largely insufficient for efl programs. one possible way to facilitate more rapid vocabulary development is by utilizing a morphological approach. many words can be learned together by teaching words that contain a common morpheme. since each word contains a common element, students learn the meaning of each morpheme separately. as more and more morphemes are added to students’ repertoire, a student is better able to hypothesize possible words for an unknown idea they want to express. students are also demanded to be more curious about the subject they are learning on specifically in morphology. it talks not only about word-formation but journal of languages and language teaching, vol. 4 no.2, november 2016 54 meaning from the word that they are forming at that time. so at the future when they are facing a specific word-formation that they do not know about, they will be able to recognize how that word is formed and identify its meaning. references algeo, j. 2005. the origins and development of the english language: sixth edition. wadsworth: cengage learning. booij, g. 2005. the grammar of word: an introduction to linguistic morphology. oxford new york: oxford university press. brinton, l. j. 2000. the structure of modern english: a linguistic introduction. philadelphia: john benjamins publishing company. bryman, a & burgess, r. g. analyzing qualitative data. usa: routledge. carstairsmccarthy, a. 2002. an introduction to english morphology. edinburg: edinburg university press ltd. creswell, j. w. 2013. research design 4thed: qualitative, quantitative, and mixed methods approach. los angeles: sage. hurford, j. r, et, al. 2007 semantics: a coursebook 2nd ed. usa: cambridge university press. kreidler, c. w. 2002. introducing english semantics. london: routledge. lieber, r. 2010. introducing morphology. usa: cambridge university press. manova, s. 2015. affix ordering across language and framework. usa: oxford university press. van valin, jr. r. d. 2004. an introduction to syntax. united kingdom: cambridge university press. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7192 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 355-362 jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 355 teaching english to young moslem learners: lessons learned from an expanding circle country dedi irwansyah english teacher, english education department, state islamic institute of (iain) metro, indonesia corresponding author email: dedi.irwansyah@metrouniv.ac.id article info abstract article history received: february 2023 revised: march 2023 published: april 2023 a large number of research projects show an increasing interest in exploring english language teaching for young learners. until recently, however, there has been little discussion about young moslem learners who learn english in an expanding circle country. the purpose of this study was to provide a rich description related to the distinctive features of english teaching for young moslem learners and to describe some plausible english teaching steps for learners. following a case study design, this article explores informal english teaching involving seventeen young moslem learners that took place at a mosque located in lampung province, indonesia. the researcher played the role of a key instrument who observed and made sense of the teaching process. the findings of the study show that among the noticeable features are dress code and venue, topics, the use of islamic phrases, and translanguaging. as for the teaching steps, six steps are proposed including opening, performing prayer, storytelling, highlighting high-frequency words, memorizing relevant saying, and closing. this study suggests that the tradition and the linguistic repertoire of the young moslem learners in the expanding circle country ought to be considered as potential resources to english learning. keywords expanding circle, islamic education, moslem learner, teyl how to cite: irwansyah, d. (2023). teaching english to young moslem learners: lessons learned from an expanding circle country, jollt journal of languages and language teaching, 11(2), pp. 355-362 doi: https://doi.org/10.33394/jollt.v%vi%i.7192 introduction early start to english language learning has been widely believed advantageous for children who are exposed to english at earlier ages are likely to have better linguistic and cultural competency (raman et al., 2011). such beliefs might be true in the broadest sense as an earlier start often implies greater achievement. nevertheless, english itself follows such categories as a first language, second language, additional language, international language, and foreign language. differences in english language teaching contexts and circles are of paramount importance to be explored, particularly in the context of english as a foreign language. kachru (2005) introduced the three concentric circles of english, namely the inner circle, outer circle, and expanding circle. the inner circle represents the countries where english serves as the first or native language like australia, uk, and usa. the outer circle embraces countries where english is used as a second language such as singapore, malaysia, and india. the expanding circle presents the countries where english is placed as a foreign language such as saudi arabia, japan, and indonesia. while the intersection between expanding circle and teaching english to young learners (teyl) has been intensively discussed, little attention has been paid to a particular research subject such as young moslem learners who learn english in an expanding circle country like indonesia. https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:dedi.irwansyah@metrouniv.ac.id irwansyah teaching english to young ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 356 much research on teyl in the expanding circle countries, and some in the inner and outer countries, has focused on selecting and determining appropriate teaching materials (olpińska-szkiełko, 2015; zuhdi, 2020); stimulating and engaging activities, strategies, techniques, and classroom management (hartina, 2019; lesia et al., 2022; mardasari, 2020; pratiwi et al., 2021; yunita et al., 2022); teachers' perspectives and challenges in teyl (anggraini, 2018; kusmaryati, 2020); and teaching english for children with special educational needs (padurean, 2014). despite a wealth of articles on teyl, there has been no thorough discussion made pertaining to teaching english to moslem children in indonesia. moslem children should be a particular research subject in the sense that they follow islamic educational tradition in the learning process and that they might have a rich linguistic repertoire long before they are exposed to english language. indonesia is home to the largest moslem population in the world which makes the investigation of teyl should not stop at discussing instructional variables like materials, teaching methods, and teachers' perspectives. the discussion should also embrace islamic teaching tradition and multilingual repertoire landscape. it is worth noting that the ultimate goals of early childhood education in islam are distinctive. the goals center upon the teaching of faith and ethics. the former is concerned with teaching laa ilaaha illa allah utterance, lawful and unlawful, worship, loving allah's messenger and his family, and reciting the noble qur'an. the latter pertains to alerting the children to such abuses as lying, theft, insults, and dissolution. moslem educators are to inculcate such concepts of faith and ethics into the child's souls in any possible ways which are not against the qur’anic instruction and prophetic guidance (’ulwan, 2004). for islamic education to happen, family, school, and society should be in an interdependent pattern of relationship (nudin, 2020). thus, teyl for moslem learners should be made in line, directly or indirectly, with the primary goals of introducing islamic faith (tauhid) and islamic ethics (akhlakul karimah). the achievement of the goals is to be done collaboratively by both formal, like schools, and informal institutions such as outside school education. to address that situation, the present article is an attempt to depict how english is delivered to moslem young learners who learn the language informally at a mosque in metro, lampung, indonesia. this study is guided by two research questions, namely: (1) what are the remarkable features of teaching english for young moslem learners?; and (2) what are the plausible teaching steps of teaching english for young moslem learners? the answers to both questions should shed light on the salient characteristics of teaching english to young learners at islamic educational context, and on the culturally appropriate teaching steps for english language teaching held in a mosque. research method research design this study applied a qualitative methodology particularly that of a case study as proposed by creswell (2014). in this case study, the researcher sought to develop an in-depth description and analysis of an activity called english language teaching conducted to young moslem learners in informal education. the activity took place in a mosque named assakinah located in metro city, lampung, indonesia in june 2022. the researcher conducted a qualitative observation by taking field notes on the young moslem children’s activities and behavior at the research site. this study did not include an interview with the participants. research participants this case study involved seventeen moslem children who learned english in assakinah mosque, lampung. the children were all students of elementary school who learned english occasionally and informally in the mosque after maghrib prayer until isya prayer. the researcher was the head of the mosque who tried to provide free societal educational support irwansyah teaching english to young ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 357 for the children. he had long taught islamic teaching, particularly about qur’an recitation, in the mosque. it was in 2018 the researcher started combining islamic teaching with english teaching. the children attended the informal english class voluntarily without formal admission and requirements. instruments the researcher was the key instrument in this case study. the researcher collected the data by observing the participants' behavior, taking notes, and reflecting on the data. the researcher was the one who gathered the information needed as the research data. data analysis the data analysis was conducted by preparing raw data of the field notes and images, organizing and preparing data for analysis, reading all the data thoroughly, interrelating description, and interpreting the meaning of description in accordance with the research questions (creswell, 2014). to validate the data, the researcher used a rich, thick description in conveying the finding. the researcher provided a detailed description of the distinctive features and the teaching steps of english teaching for young moslem learners. research findings and discussion research findings the findings of the research are made in line with the research questions. the data was organized to reveal distinctive features of teaching english to young moslem learners, and to depict plausible teaching steps of teaching english for young moslem learners. the distinctive features of teaching english to young moslem learners while teaching english to young learners around the world might share common characteristics, an islamic teaching context possesses some notable features. among the distinctive features are dress code and venue, topics, the use of islamic phrases, and translanguaging. the following description deals with each of the features. the first noticeable feature deals with dress code and venue. one of the most salient features of teaching english to young moslem learners is the dress that teacher and students are wearing. the teacher did not set regulations pertaining to the dress code. that both teacher and students wear islamic clothing that commonly applies in indonesia such as mukena (prayer hijab), sarongs, and caps due to venue, tradition, and time. children came to the mosque mainly to perform maghrib and isya prayers in suitable and acceptable clothing. the english learning activity occurred between the two prayers. figure 1. shows the dress code and mosque background where the teaching took place. figure 1. dress code and venue of english teaching for young moslem learners irwansyah teaching english to young ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 358 the second distinctive feature was the topics. one of the intended goals of teaching english to young moslem learners was to introduce basic relevant vocabulary and simple grammar. for this, the topics covered vocabulary related to the classroom, colors, animals, months of the year, numbers, mosque, house, vegetables, fruits, days of the week, islamic words, body parts, parks, and family. as another goal of teaching english to young moslem learners was to inculcate islamic teaching, the topics were combined with the teaching of islamic values like the importance of learning, the need to pray, and the need to stay away from alcohol. thus the topics were the intersection between linguistic needs and spiritual needs. the third particular feature was the use of islamic phrases. by islamic phrases in this context refer to some very common arabic phrases or sentences such as bismillah (in the name of allah), masya allah (to a certain extent is equivalent to my god), alhamdulillah (all praise is due to allah). bismillah always occurred in the beginning part of the instructional process, masya allah was often used to praise the student’s achievement, and alhamdulillah was to end the classroom activities. those phrases have been commonly used even outside the english learning activity. the fourth remarkable feature found in this study was the translanguaging phenomenon. the use of the indonesian national language, local regional language, and islamic phrases or arabic phrases together was another noticeable feature of teaching english to young moslem learners in the indonesian context. the teacher and young moslem learners in this study were mostly bilingual. the qualitative observation shows that the use of different languages, which were accessible to the students, together was helpful. the distinctive features of teaching english to young moslem learners are greatly influenced by the islamic tradition in indonesia, the venue where the elt takes place, the time of the teaching between two prayers, and the multilingual landscape. that the features are likely context-based, further investigation with different teaching contexts might find another different remarkable feature. the plausible teaching steps of teaching english for young moslem learners six teaching steps might best fit an english class for young moslem learners taking place in a mosque, namely opening, performing prayer, storytelling, highlighting highfrequency words, memorizing relevant saying, and closing. the steps were the results of the previous teaching activities. below is the description of each step. step 1: opening the class was opened by an islamic greeting and the recitation of bismillahirrohmaanirrohiim which means ‘in the name of allah, the most gracious and the most merciful.’ a moslem teacher knows that such recitation is of paramount importance due to the prophetic guidance stating that every important matter that does not begin with mentioning the name of allah, is incomplete. mentioning the name of allah is what makes the learning process an act of worshipping allah. thus, the english teacher began every session of the classes by greeting and recitation, as well as by reminding the young moslem learners of the values of such greeting and recitation. step 2: performing prayer after opening the class, the teacher invited the young moslem learners to recite a prayer. islamic teaching tradition recognized various versions of prayer to perform before the learning activity. one of the prayers used in this step was derived from the qur’anic verse [qs 2:32]: “subhānaka lā 'ilma lanā illā mā 'allamtanā. innaka antal 'alīmul hakīmu” which means “glory be to you! we have no knowledge except what you have taught us. you are truly the all-knowing, all-wise.”. the young moslem learners who became the participants irwansyah teaching english to young ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 359 of this research were mostly familiar with this prayer. they were also taught the same prayer in formal schools. step 3: storytelling in this step, the teacher performed oral storytelling. once the teacher told the story of a famous moslem learner named syihabuddin. the story was mostly delivered in simple and short indonesian sentences. when it comes to certain words, the teacher gave emphasis by mentioning the indonesian word and their english translation. the use of the story was aimed at attracting students' attention, introducing high-frequency words in an interesting and meaningful way, and inculcating islamic values through a well-known story in the islamic world. the story began with the fact that syihabuddin was not a smart student. he found it difficult to understand the lessons even though he had learned for a quite long time. he came to his teacher and told him that he intended to quit the school. his teacher suggested to stay and try harder. the teacher believed that every student could learn well and that no student was stupid. syihabuddin decided to stay and learn harder. nevertheless, he still found himself unable to understand the lessons. he came to his teacher again. this time, the teacher permitted him to go home. on his way home, syihabuddin took shelter in a cave due to the heavy rain. inside the cave, he saw a big and thick stone. there was a large hole in the middle of the stone. he then realized that if a stone can have a hole if it is constantly dripped with water, a human brain should be able to absorb lessons when it continues to learn. syihabuddin then returned to his school. he once again asked for his teacher's blessing to start studying again. in short, syihbuddin mastered a lot of religious knowledge. he even wrote many books on religion. in the moslem world, he is better known by the name ibn hajar which means ‘son of stone’. from the stone inside the cave, he learned that perseverance is an important factor in mastering knowledge. the young moslem learners were always excited by stories. they paid attention closely to interesting stories. the stories remained compelling for they are delivered in simple and easy indonesian language. nevertheless, the stories should be made meaningful to the english language teaching by making them as a springboard to introducing english vocabulary and relevant simple english expressions. step 4: highlighting high-frequency words this study believes that a story is a powerful instrument to introduce words in a context. the story is the context itself that might help students to retain the given words. to strengthen the retention, the teacher highlighted what he believed to be high-frequency words. this step of highlighting high-frequency words was conducted in two ways namely pronunciation focus and meaning focus. the former was through imitating the teacher's model, and the latter was through recalling the meaning of the given words in the story (smart, lessons, learn, teacher, suggest, believe, stupid, understand, cave, stone, rain, human, write, book, perseverance). all the verbs were introduced in their basic form. certain words were elaborated into simple sentences such as, 'i am smart' and 'i love books'. step 5: memorizing relevant saying irwansyah (2015) notes that in the islamic teaching tradition, sayings or proverbs are often used to inculcate values. for that reason, the fifth step was memorizing relevant sayings derived from various traditions. one of the sayings used in this research was: man jadda wa jada and where there is a will there is a way along with their indonesian translation. thus, in this step teacher had the students imitate the teacher's modeling, practice the saying in groups and individually, and memorize the saying. step 6: closing irwansyah teaching english to young ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 360 the last step was closing the english session by reciting alhamdulillah which means ‘all praise is due to allah’. the teacher reminded the students that knowledge is a blessing from allah and that every moslem should say alhamdulillah after learning a new thing. the above six steps of teaching english to young moslem learners worked well due to many previous classes that both the teacher and students had. it was previously touched that the english classes in this study occurred after serial numbers of islamic teaching that the teacher and students had in the mosque. the steps like opening, oral storytelling, memorizing, and closing had been commonly practiced before the english classes were held. it is found that teaching english for young moslem learners is made easier if the teacher is familiar with islamic teaching and tradition. discussion the first question of this study dealt with the exploration of distinctive features of teaching english to young moslem learners. the findings revealed that dress code and venue, topics, the use of islamic phrases, and translanguaging are among the noticeable characteristics. in the broadest sense, the findings support the findings of hino (2021) who noted the possibility of a country in the expanding circle representing its own values through its english uses in global communication. although this study does not specifically refer to the values of an expanding circle country, the use of islamic phrases in this study supports the notion that english teaching in the expanding circle might be customized following its users' needs. the findings of this study also confirm those of khairunnisa & lukmana (2020) that most indonesian efl teachers found the use of local language and indonesian language helpful in facilitating students’ learning process. linguistic diversity should be acknowledged and seen as an asset to enhance the children's learning process. ching & lin (2019) argue that in a multilingual context, children's multilingual repertoire is better viewed as a potential resource rather than barrier to english language learning. concerning the venue and topics, this study supports johnstone (2019) statement that children should receive substantial societal exposure to their english development in that english learning should not take place only at schools. children should also be taught more than just vocabulary and grammar but also about good character, effort, and diligence. it implies that informal society involvement is needed to foster the children’s english mastery. the second question of this study explored the plausible teaching steps of teaching english for young moslem learners. the findings propose six steps of the teaching process namely: opening, performing prayer, storytelling, highlighting high-frequency words, memorizing relevant saying, and closing. related to the use of storytelling as a teaching step, the findings present a similar point of view to that of bland (2019) who maintained that oral storytelling is a valuable vehicle for teaching young learners long before they attend formal schools and learn to read and write. oral storytelling might be one of the first teaching methods used to teach children. regarding the teaching step of memorizing relevant saying, this study support, and further extend irawan & haerazi's (2020) finding that memorizing is one of the classical methods used in islamic boarding school. the memorizing method used in this study utilized arabic language, english language, and indonesian language. the memorization itself was made in line with the content of the oral storytelling, a teaching step before the memorization. irwansyah teaching english to young ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 361 conclusion much has been written about teyl in expanding circle country but less about moslem young learners who learn english as a foreign language in a mosque. the teaching of english for young moslem learners in a mosque is distinctive. teacher and students wear islamic clothing when learning english in the mosque. the topics delivered by the teacher deals not only with english vocabulary but also with islamic teaching. the use of islamic phrases and translanguaging are unavoidable because the indonesian language, english language, and arabic language are to be seen as assets rather than obstacles to teyl for moslem learners in the expanding circle. another noticeable feature of teyl for moslem learners deals with the teaching steps which accommodate the interconnectedness among islamic tradition, oral storytelling, the utilization of qur’anic verse and prophetic guidance, pronunciation drills and practice of high-frequency words, and memorizing relevant sayings which were made in line with the content of the oral storytelling. the teaching steps have placed english language teaching (elt) as a potential tool in strengthening young moslem learners' interest in their religion. this study suggests that further research should attempt to confirm whether young moslem learners should learn through songs and other multimodal teaching aids in learning english. it would also be interesting to discover other plausible teaching steps that suit the needs of young moslem learners in learning english at expanding circle country. acknowledgement this article is an extension of research related to mosque-based english language teaching. the author gratefully acknowledges the ministry of religious affairs of the republic of indonesia for funding the research via iain metro in 2022. references ’ulwan, ’abdullah nasih. 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(2020). the development of young learner material for teaching english. 387(icei), 249–251. https://doi.org/10.2991/icei-19.2019.57 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7523 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 211-224 jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 211 digital storytelling as an alternative teaching technique to develop vocabulary knowledge of efl learners 1*desty laura br sembiring, 1debora chaterin simajuntak faculty of education, universitas advent indonesia, bandung, indonesia *corresponding author email: destylaura13@gmail.com article info abstract article history received: march 2023 revised: march 2023 published: april 2023 developing vocabulary is crucial because it allows a student to be proficient in four areas (listening, speaking, reading, and writing). students will not significantly improve their english language abilities if they lack the necessary vocabulary. the purpose of this study is to determine whether digital storytelling (dst) can replace traditional classroom instruction as a means of enhancing vocabulary knowledge. the study was carried out by utilizing a comparative research design. the participants aged from 13 to 14 years old and took grades 7 a and b of smp n 3 parongpong junior high school. pre-test, treatments, and post-tests were used to gather study data. from the results of the pre-test, it can be seen the participants' initial abilities were in a bad category with a score of less than 69. according to the initial results, this study aimed to show that the research had a significant impact on students' post-test performance as compared to their pre-test performance. the study's findings indicated that using digital storytelling helps learners in the experimental class grow their vocabulary knowledge and establish it. throughout the treatment, learners who were taught using dst outperformed those who were not taught using dst. furthermore, it was observed that the group with dst had a positive opinion on the utilization of digital storytelling in the classroom. the results also show how well digital storytelling involves students in the learning process. keywords vocabulary learners; digital storytelling; alternative teaching technique; how to cite: sembiring, d. l. b., & simajuntak, d. c. (2023). digital storytelling as an alternative teaching technique to develop vocabulary knowledge of efl learners, jollt journal of languages and language teaching, 11(2). pp. 211-224. doi: https://doi.org/10.33394/jollt.v%vi%i.7523 introduction researchers have concentrated on finding methods to enhance learners' l2 vocabulary knowledge based on empirical evidence in this regard. vocabulary knowledge is a crucial component of foreign language ability (chonnia & izzah, 2022), however, even if learning new words in a foreign language is similar to learning words in your native tongue (zano, 2022), learning new words in a foreign language is nonetheless challenging for learners (rahmawati & harahap, 2023). comparing the situation to one where the l1 is used, the key issue in the context of foreign languages appears to be the limited exposure to the language (studies, 2017). the learners must grasp vocabulary utilization to speak with fluency. thus, one of the most crucial linguistic skills in learning the english language is memorizing vocabulary (aristi, 2017; rafi et al., 2021). one of the difficulties that english students confront is learning vocabulary. it is difficult to learn a language efficiently when one lacks adequate vocabulary. since that young students must read, speak, write, and listen, knowing language is crucial to their ability to communicate effectively (maya & al halim, 2021). students face numerous challenges when learning english vocabulary. learning vocabulary by memorizing is an old method that appears to be the simplest, but the effect is usually weak and students find it uninteresting. there are many more modern ways to acquire english vocabulary, and one of https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:destylaura13@gmail.com sembiring & simajuntak digital storytelling as an ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 212 the applications that enable the use of technology in education is digital storytelling (siddiqua et al., 2010). english teachers should help students recognize the value of english in today's society because it is a universal language. different paradigms for learning and teaching are produced by changes in historical processes. in this case, the educational materials, strategies, practices, and methodologies have all been significantly impacted by technological advancements (putri et al., 2021; haerazi & kazemian, 2021). bontrager (2018) stated that the steady advancement of technology makes life easier for people in every way. in this process, it has become clear that technological advancements have had a significant impact on the educational resources, approaches, and methodologies used. one of the most significant areas where technology is used is education (stables, 1997; fahadi & khan, 2022; kormos, 2022). due to the advancements in the digital world, this period known as the "information era," allows individuals to quickly access information and connect with others. the relevance of technology in education is also seen in the conversion of printed works into digital media (arkorful & abaidoo, 2015). education's major role is to raise persons who research, analyze, and develop information. it is critical to integrate technology into schools since it will boost the permanence of learning by improving numerous senses in education (demirbaş & şahin, 2020). technological developments in the world of education have produced many results new innovations to support the learning process (elearning industry, 2021). one of which is more and more variations of learning media thanks to technological developments growing so fast (dolba et al., 2022). one part of the technology is digital storytelling. students can integrate their skills in technology and english, where they can develop their vocabulary knowledge through digital storytelling. previous research has shown that digital storytelling is an excellent method for boosting students' teaching and learning (assauri et al., 2022). (sudarmaji et al., 2020) emphasized that because of the limitations of script writing and being presented digitally, digital storytelling assists students in finding, applying, learning, and sharing a wide range of language with one another. it also assists students in thinking critically. (habibi & widyantoro, 2020) supported that the use of digital media in education, such as digital storytelling, actually assists students in dealing with difficulties and mastering terminology. the use of digital storytelling can encourage learners to learn new words. digital storytelling is a technological advancement that can be used as a platform to make the learning process more interesting (chiew et al., 2019). according to demirbaş & şahin (2020), it is a teaching strategy that allows students to learn while having fun by utilizing digital written, visual, and audio materials. teachers can employ digital storytelling in a variety of ways in their classrooms, both physically and virtually. students can retell the events of the text that was read to them using digital storytelling during individual work. as a result of the aforementioned statement, researchers decided to conduct research on the use of digital storytelling in increasing vocabulary knowledge for efl learners. the reason is, efl learners can use digital technology to increase vocabulary knowledge. this research wants to show that the use of digital storytelling in english can be an easy and effective learning medium to attract students' interest in learning english and increase their vocabulary knowledge. in addition, it intends to emphasize the use of digital storytelling as a language teaching technique in a foreign language in the classroom. the primary purpose of this research is to look at the effects of digital storytelling on students' learning and study methods. about this crucial purpose, the following questions are raised: (1) is there any significant difference of vocabulary knowledge between student who are taught by dst method and taught by using conventional method? (2) is there any effect of the dst method on the development of efl students' vocabulary knowledge? and (3) what are their attitudes towards’ dst? sembiring & simajuntak digital storytelling as an ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 213 indeed, previous studies have conducted in-depth research on the subject of digital storytelling. the analysis of my research, however, is the update that distinguishes this study from earlier studies. specifically focusing on vocabulary proficiency. a large portion of the literature that the researchers read from earlier research studies only addressed the four skills of literacy, speaking, reading, and writing. additionally, it has been widely discussed how digital storytelling can increase student motivation and achievement. there is, however, still little information that addresses how vocabulary knowledge is impacted by digital storytelling. the number of studies that have looked into the research location i selected is still quite small. consequently, the issues that arise here are distinct from those that do so in the surrounding area. this study was conducted in a school in a rural area, more precisely in parongpong. there are many obstacles found in learning english in rural schools. learning english in rural schools presents numerous challenges. the difficulties encountered in studying english in rural schools are related to student situations, the environment, and the english teacher's competency. a variety of strategies can be used to overcome the problem for researcher working with efl learners in rural locations who have trouble speaking english in digital storytelling techniques. to help students understand digital storytelling content, researchers use visual aids such as images or graphics. students who are experiencing difficulty understanding an english word or phrase can benefit from using this graphic tool. furthermore, the researcher defines difficult words for pupils who are unfamiliar with them. this can help pupils understand digital storytelling content. significance of enhancing vocabulary knowledge by emphasizing that vocabulary is a must for mastering other language skills, the importance of vocabulary is demonstrated. vocabulary is central to teaching english because students will not understand other people or express their ideas without vocabulary (andriani & sriwahyuningsih, 2019). they need to acquire more vocabulary knowledge to develop greater fluency and expression in english, as well as develop their vocabulary learning strategy. hence, (lessard-clouston, n.d.) supported teaching students english as a foreign language (efl) are often less competent in identifying important limitations on vocab utilization, for instance the reality that youth are using a specific colloquial word or phrase that is not typically perceived in the more formal situations such as lectures. but nevertheless, if educators are cognizant of their pupils' english vocabulary abilities and constraints, they will know where to start in order to broaden students' knowledge and strengthen weaker areas. communication starts with vocabulary. vocabulary aids pupils in understanding and communicating in english. thus, it is supported by raskova octaberlina et al., (2020) who argued that vocabulary is a crucial competence that impacts a student's english skills. more vocabulary make it simpler for the learner to comprehend the teaching materials (haerazi & nunez, 2022; habibi et al., 2022). the researcher summarizes this by saying that it is undeniable that vocabulary is important. for this reason, students studying english as a foreign language need learn vocabularies. vocabulary knowledge is determined not only by the quantity of phrases a person understands, but also by the capacity to comprehend the meaning of the word (dakhi & fitria, 2019). similar to (permana, 2020) who determined that vocabulary is a significant component of teaching english capacity. vocabulary knowledge is critical when learning a language. vocabulary knowledge is important in daily activities and living because one person's views can only be understood clearly by others if articulated using vocabulary. according to (tovar viera et al., 2017) students who have a good vocabulary knowledge in their minds can speak readily, whereas students who do not have a good vocabulary knowledge cannot communicate effectively. (alqahtani, 2015) supported that a limited vocabulary in a second language is an impediment to effective communication. sembiring & simajuntak digital storytelling as an ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 214 teaching platform for vocabulary improvement according to (ahmad & yamat, 2020) utilizing digital storytelling increases learners' learning commitment. in addition, research that has been done shows that the application of digital storytelling can boost efl students' vocabulary mastery (maya & al halim, 2021), and has a significant effect on increasing student learning and study strategies (gocen kabaran & duman, 2021), effectively applied in the learning process to increase the student’s vocabulary (uswahsadieda et al., 2020), enhance student’s vocabulary mastery (habibi & widyantoro, 2020), increase oral communication skills (elenein, 2019), applying dst to enhancing student’s skill (sudarmaji et al., 2020), enhance language listening comprehension (loniza et al., 2018), and determine the effect of dst on academic outcomes, learner strength and determination, and student retention (aktas & yurt, 2017). as a result, ahmad and yamat (2020) stated teachers should experiment with digital storytelling instead of the conventional method of teaching language. this is critical because it may assist teachers to detect various learning preferences among their students. in this light, this might be a method of introducing students to various approaches to learning and increasing their knowledge of different media that can be integrated into their suggested learning methodology. however, since the implementation of dst in this study, the emphasis has been on improving the vocabulary of even semester students in grades 7 a and b at smp n 3 parongpong in preparation for the 2022/2023 academic year. materials for dst were collected on the internet or taken from a variety of sources, including books produced by kampung inggris and other sources. furthermore, but due to the additional parts incorporated, like those of movements, intonations would use when narrating a narrative, pictures on the inside of the storybook, any music or melody created to depict, and the teacher's movements, the kids can guess and learn the new language (ahmad & yamat, 2020). incorporating digital story telling digital story telling is being introduced to the children as another educational approach that will benefit students for efl students. learning may be made fascinating with the help of digital storytelling. arroba & acosta (2021) claimed that digital storytelling is a type of spoken production that employs text-based technologies. similarly, as stated by bernard robin (2001) confirmed popular interpretations of digital storytelling as that of the skill to express a piece of writing using a variety of digital media such as images, written words, voice, and videos. the application of digital storytelling in learning environments helps promote the growth of different fields of knowledge. the first benefit of using storytelling is that it increases students' dedication to studying (ahmad & yamat, 2020). this is demonstrated in the study conducted by (smeda et al., 2014), which indicated that all of their respondents from years 7, 9, and 11—who have problems with low commitment and lack of concern—had positive results after using this teaching content. toward the end of the classes, they all showed a higher level of commitment to teaching. the second benefits that digital storytelling aids students in becoming more comfortable to a different kind of interaction approach that can enhance their ability to speak the target language (chiew et al., 2019). saripudin et al., (2021) also showed that digital storytelling enhances creativity, fosters a positive learning environment, and concentrates students' attention. the application of digital storytelling in the classroom can assist students in learning a variety of skills, including how to choose topics for their digital stories, conduct research on those topics, write a script using that information to create a compelling overall story, and incorporate multimedia elements uch as audio, visuals, charts, videos, pictures, and music to create short films (kotluk & kocakaya, 2015). therefore, ayten & polater (2021) claimed that developing a relationship between values and digital stories that deal with events that have sembiring & simajuntak digital storytelling as an ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 215 occurred or are expected to occur will make it easier for students to comprehend the relationship between values and life and to appreciate these values in real life. furthermore, it is believed that using digital storytelling will encourage students to explore more (ahmad & yamat, 2020). ayten and polater (2021) shave discovered positive using digital tools can also make them feel more comfortable and engaged. the study conducted by abdolmanafi-rokni (2014) also supported this, the results indicate that the strategy of using digital storytelling not just to improves learners' speaking abilities but has a significantimpact on students' attitude towards languages studies in general and speaking skills in specific. in addition, this entails integrating digital media, including audio, video, and graphics, into the intended applications. due to the way it blends the use of digital tools with their already existing talents, it was discovered that students find it engaging. the many technologies in their environment give pupils with a wide range of learning opportunities. the students said that during the digital storytelling process, their technical skills and vocabulary knowledge improved. they also said that they enjoyed the dubbing and graphic designing procedures but ran into challenges because they lacked the necessary tools. as a result, enhance student study by using teaching strategies that organize learning tools that students are already familiar with. research method this research study examined the ability of digital storytelling as a creative educational technique, as well as its ability to improve students' learning and performance, in addition to the effectiveness of digital storytelling on academic accomplishment and implications (smeda et al., 2014). the intent of the present study will be to investigate how digital storytelling enhances the vocabulary acquisition of smp n 3 parongpong efl students. research design this research was carried out using a comparative research design. the researcher chose this design, because the design affects the study's reliability and validity, or the capacity to make accurate conclusions about the impact of the experimental intervention on the dependent variable. it indicates that the design of experiments is a general plan of study design that is utilized to reach accurate conclusions regarding the impact of the variable in this study (ryan et al., 2013). a comparative research design of the results was used to identify the relationship between the variables, digital storytelling (cause), and vocabulary knowledge of efl learners (effect), and to explain how an accurate assumption was created from the results (arroba & acosta, 2021). in this research, there are two variables, namely the independent variable (vocabulary knowledge of efl learners) and the dependent variable (digital story telling). the researcher was to find out how digital storytelling helps the efl learners enhance their vocabulary knowledge. the research found the effect after comparing the pre-test and post-test scores of efl learners' vocabulary knowledge before and after using digital storytelling. in summary, the researchers conducted tests at the begin and end of the study to check the validity of the findings by comparing the stage before and after implementing treatments. all of the relevant data were then was divided into categories, such as very good, good, fair, and bad. population and sample the population that was investigated by this research for the 2022–2023 academic year comprised of 168 seventh-grade students from smp negeri 3 parongpong. there were two classes in the sample: vii-a and vii-b. vii-a was the experimental class, that was educated through digital storytelling, and vii-b was the control group, using conventional technique. vii-a had 34 participants meanwhile there were 33 students in vii-b class. hence the total sample in this study was 67 students. sembiring & simajuntak digital storytelling as an ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 216 instruments the instruments utilized to collect data in this investigation were pre and post tests. a multiple-choice section with 25 questions and an essay section with 20 questions made up the test format. the test is designed to assess a student's vocabulary proficiency. pilot test was implemented to design a valid and reliable test. the researchers identified smp n 3 parongpong students in the seventh grade to get data. the instrument implemented for this study, consisting of a pre-test, post-test, and treatment, was the primary technique. researchers first do a pretest. additionally, after pretesting, researchers received treatment during the first meeting. treatment consisted of 8 meetings. the last activity included a post-test for the learners. students completed an essay and multiple choice question post-test for this test. the test has the same test questions as before. data analysis the data were analyzed using spss-25, which included means, percentages, twosample t-tests and nonparametric wilcoxon tests. it is in order to compare the experimental group and control group's pretest and posttest outcomes. the data were quantitative, statistical methods were utilized in the data analysis methodology, which was designed to respond to the problem statement or test the hypothesis that has been created. the outputs of the implemented tests were evaluated using descriptive statistics procedures. the pretest and posttest results of the experimental and control groups were compared using the wilcoxontest. this test compares two independent samples with a modest number of responses to one independent variable. this is used to find out whether there is an effect in the experimental class and control group before and after the usage of digital storytelling. the data from the pretest and posttest given to the experimental and control groups of students were computed and entered into a table in the current study. since the data is not normally distributed, the researcher analyzes the data using the two-t-sample and wilcoxon test. the wilcoxon test was utilized to assess the lexical competency of the efl students. the wilcoxon signed-rank test is used to examine whether or not the differences in observations between the two samples are significant. it is an alternative to the dependent t-nonparametric test. saat & özenç, (2022) supported that it was applied to comparisons between preand post-tests, posttest studies, and midpoint evaluations for experimental groups. research findings and discussion research findings researchers discovered that participants' posttest scores were considerably higher than their pretest scores after learning with digital storytelling. they asserted that digital storytelling give students a visually appealing lesson and inspire inductive thinking. tables were created using the data from the pre-test and post-test. these experiments included a total of 67 samples from the experimental and control group. the aimed of this study was to demonstrate that the research significantly improved students' performance on the post-test as compared to their pretest performance. if the marks were different and the score indicated that the post-test scores were higher than the pre-test scores, then there was considerable support that the digital story telling approach had a favorable advantage in expanding the vocabulary knowledge of efl learners. the type of data, which is represented by the student's vocabulary knowledge, is further classified quantitatively on the basis of the classification technique, specifically: sembiring & simajuntak digital storytelling as an ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 217 table 1 the score distribution of student’s vocabulary knowledge no interval frequency % category 1. 80 – 100 very good 2. 70 – 79 good 3. 56-69 fair 4. >55 bad total 100.0 100.00 table 1 shows the distribution of students' vocabulary knowledge. as a result, if a participant obtained a score between 80-100, their quality is considered to be "very good." they are considered to be of "good" quality if they obtained a score of 70-79. their quality is considered to be "fair" even though they obtained a score in the range of 56-69. eventually, their quality is considered "bad" if it obtained a score below 55. table 2 the vocabulary knowledge of pretest in the control class no interval frequency % category 1. 80-100 0 0.0 very good 2 70-79 0 0.0 good 3 56-69 1 2.9 fair 4. <55 33 97.1 bad total 34 100.0 100.00 table 2 shows the participants' level of vocabulary proficiency prior to administering the pre-test to the control group. it can be seen that most participants’ level falls on ‘bad’ category; wherein, 97% participants have low vocabulary knowledge and only 1 participant listed in the ‘fair’ category. this table indicates that the control class is qualified to be involved in the treatment. table 3 the vocabulary knowledge of pretest in the experimental class no interval frequency % category 1. 80-100 0 0.0 very good 2. 70-79 0 0.0 good 3. 56-69 2 6.1 fair 4. <55 31 93.9 bad total 33 100.0 100.00 table 3 above illustrates that most participants’ vocabulary knowledge was also in ‘bad’ category. out of 33 participants, 31 students received the lowest score of 55 and 2 students falls on a ‘fair’ category. the data suggests that both groups were worthy of comparison because the experimental class and the control class were at the same academic level. after gathering the data needed to determine students' starting levels of proficiency, the researchers gave treatment to advance students' vocabulary knowledge. the control class used a method that was typically used by their homeroom teacher, and the researcher carried on the work of the previous class teacher while the experimental class had the opportunity to use digital storytelling (dst). the following table is to show the results of the data obtained after the treatment was carried out: sembiring & simajuntak digital storytelling as an ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 218 table 4 the vocabulary knowledge of posttest in the control class no interval frequency % category 1. 80-100 0 0.0 very good 2 70-79 0 0.0 good 3. 56-69 33 97.1 fair 4. <55 1 2.9 bad total 34 100.0 100.00 table 4 shows the results of the post-test where students experienced an increase in the ability to develop vocabulary. in control class, none of the students (0%) scored between 70 and 100. there were 33 students (97.1%) who received a score of more than 55 (56-69) and it was classified as ‘fair’. then, only one student was in a ‘bad’ category which is the lowest score of 55 (2.9%). table 5 the vocabulary knowledge of post-test in the experimental class no interval frequency % category 1. 80 – 100 2 6.1 very good 2. 70 – 79 25 75.8 good 3. 56-69 6 18.2 fair 4. <55 0 0.0 bad total 33 100.0 100.00 from table 5, it can be seen that two (2) students were in a ‘very good’ category which is in the 80-100 score range or (6.1%), 25 students achieved a good category with a score between 70-79 (75.85%), and six students received a fair category with a score from 56-69 or (18.2%). then, in the lowest interval of 55, no student listed in that position. table 6 wilcoxon signed ranks test n mean rank sum of ranks post test experimental pre test experimental negative ranks 0a .00 .00 positive ranks 33b 17.00 561.00 ties 0c total 33 post test control group pre test control group negative ranks 0d .00 .00 positive ranks 34e 17.50 595.00 ties 0f total 34 negative ranks, also known as the difference in language acquisition outcomes between the pretest and posttest, are rankings with a value of 0 in the n, mean rank, or sum of ranks. when a value is 0, it means that there was no increase or decrease between the pre-test and post-test values. positive ranks or the improvement (positive) in vocabulary knowledge between the pre-test and post-test. the positive data (n) in the output table 6 above indicates that the vocabulary knowledge learning outcomes for students 33 and 34 increased between the pretest and posttest results. while the sum of ranking was 561.00, the mean ranking for 33 students was 17.00. the mean ranking for 34 students was 17.50, and the sum of ranking was 595.00. ties are determined by how similarly two tests' results compare. the ties value in the sembiring & simajuntak digital storytelling as an ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 219 table above is 0, indicating that there is no similarity between the pretest and posttest results. the output of "test statistics" confirmed that asymp. sig (2-tailed) is equal to 0.000. since 0.000 is less than 0.05, the "hypothesis is accepted." the researcher may have also concluded that "there is an effect of applying the digital story telling approach on the vocabulary knowledge of efl learners" because the researcher's analysis revealed a difference between student learning outcomes in vocabulary knowledge for the pre-test and post-test. the normalized gain, also referred to as the n-gain score, is used in research involving a control group and one group pretest posttest designs to evaluate the effectiveness of various approaches or treatments. the distribution of n-gain scores, which were used to compare the improvement in science process skills and cognitive learning outcomes between before and after learning, can be seen in table 6. the above table indicates that the expected is low when the n-gain score is less than 0.03. in comparison, 0.3 ≤ g ≤ 0.7 implies a medium level of interpretation. hence, when g > 0.7 the interpretation is high. the n-gain of the control group is smaller than that of the experimental group, as can be shown. in the control group, 0.376462 (37.6462) indicates that the interpretation is low. compared with 056.0521 (56.0521) in the experimental group, the classification is medium. the researcher concluded that dst techniques in the experimental group had an effect when contrasted to conventional techniques in the control group. this showed in a significant way how the digital storytelling technique used in the experimental class engage learners and works well enough to increase their vocabulary. table 7 result of students’ perception toward digital story telling no statements sa a n d sd 1. throughout the dst activities, i devote my focus. 6.1% 45.5% 36.4% 12.1% 0% 2. using dst has increased my motivation to learn. 21.2% 72.7% 6.1% 0% 0% 3. i enjoy studying using pictures and audios. 57.6% 36.4% 6.1% 0% 0% 4. dst has helped me to gain confidence. 12.1% 36.4% 45.5% 6.1% 0% 5. dst offers me to many new things and provides me with knowledge. 15.2% 72.7% 12.1% 0% 0% 6. dst is beneficial to my learning since it allows me to improve my competence. 51.5% 21.2% 27.3% 0% 0% 7. dst activities help me better understand the lesson. 39.4% 51.5% 9.1% 0% 0% 8. i am comfortable participating in dst activities 21.2% 39.4% 33.3% 6.1% 0% 9. dst is important for enhancing my pronunciation. 45.5% 42.4% 12.1% 0% 0% 10. dst helps me in improving vocabulary knowledge 78.8% 15.2% 6.1% 39.4% 0% as shown in table 7, the students' responses to the questionnaire's 10 statements on the use of dst as a teaching tool for the english topic reflect their perceptions. the statement in number ten, which said that dst helps them improve their vocabulary knowledge (78.8%), was agreed with by the greatest percentage of students who gave positive responses to the implementation of dst. then, the statements two and five stated that dst increased their motivation and offered them a variety of new experiences as well as knowledge. sembiring & simajuntak digital storytelling as an ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 220 figure 1: students positive perception toward the process of learning through dst the results of the questionnaire survey demonstrated how students' perceptions of digital storytelling impacted their performance in vocabulary learning. discussion the aim of this study is to explore the use of digital story telling (dst) in developing vocabulary knowledge of efl learners, whether this technique can be used as an alternative teaching technique. the study addressed three research questions. the first question is to find out whether there is significant difference between participants who were taught using dst and those who were not taught using dst in the enhancement of participants’ vocabulary knowledge. the results show that participants who were taught using dst technique outscored those who were not exposed to dst. it indicates that digital storytelling can increase students' vocabulary more effectively. the n-gain of the control group is smaller than that of the experimental group, as can be shown. in the control group, 0.376462 (37.6462) indicates that the interpretation is low. compared with 056.0521 (56.0521) in the experimental group, the classification is medium. the present study's findings are compatible with prior studies (chiew et al., 2019), (smeda et al., 2014) and (maya & al halim, 2021). moreover, sahin & coban, (2020) and aktas & yurt, (2017), claimed that dst technique is effective to aid efl learners to explore their vocabulary skills. in addition, arroba & acosta, (2021) stated that authentic digital storytelling considerably increased students' language abilities; nevertheless, its deployment needed teachers to be open to implementing reducing communicative techniques in addition to the classroom. more precisely, the findings of this study support those of yamaç & ulusoy (2016); sudarmaji et al. (2020) and meletiadou (2022) who accentuated that the dst technique helps efl students in developing in the writing skills. the second research question is to find out whether there is any effect dst method on the development of efl students' vocabulary knowledge. the results of the size analysis of the effect of digital storytelling on vocabulary knowledge in students. in research involving a control group and one group pretest posttest designs, the normalized gain, also known as the ngain score, is used to assess the efficacy of various strategies or treatments. the distribution of n-gain scores were used to compare the development of cognitive learning outcomes and science process skills between before and after learning. the "test statistics" output verified that asymp. sig (2-tailed) is equal to 0.000. 0.000 being less than 0.05. the result shows that the significant value is below 0,05. gocen kabaran & duman (2021) observed that digital 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% sa a sembiring & simajuntak digital storytelling as an ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 221 storytelling improved learning and study techniques. this study supports the findings of that digital storytelling does have a good effect on learning and study practices, especially when it comes to enhancing students' vocabulary knowledge. the results showed that the use of digital storytelling positively impacted vocabulary learning in efl learners. in short, in short, the learner was enthusiastic and eager to study things using this tool. the third research question is to figure out participants’ attitude toward dst “what are their attitudes towards’ dst?” is to find out students’ attitude toward the given treatment. it is discovered that students gave positive reaction throughout the learning process. the experimental class took pleasure in learning through dst technique as well as for the control group in learning through the conventional way. the results of this study are likewise similar with those of research done by (maya & al halim, 2021) and ((habibi & widyantoro, 2020). these contribute to the research demonstrated the significant positive effects of digital storytelling on learners' vocabulary development. in comparison to students who were taught using the conventional strategy, students who were taught using the digital storytelling approach were more enthusiastic for learning, more willing to participate in class activities, and more successful. thus, by using digital storytelling, students may be drawn to subjects that would otherwise seem uninteresting. the study's findings confirmed that the use of digital storytelling to improve vocabulary learning and knowledge. conclusion the study's goal was to explore the incorporation of digital storytelling to be used for an alternative teaching technique in enhancing efl learners' vocabulary knowledge. the researcher evaluated and analysed data from pre-test and post-test analyses in the experimental class and control class in order to recognize this target. the study's result demonstrated a significant distinction between pre-test and post-test scores both in classes. the experimental class's n-mean gain's score is effective. the students scored a mean of 56.0521 in the experimental class and 37.6462 in the control group. according to the findings, learners in the experimental group who have been taught utilizing digital storytelling had higher overall ratings of learning. this indicates that the use of dst technique could considerably increase efl students' vocabulary knowledge. students’ vocabulary knowledge was considerably impacted by digital storytelling. in addition, researcher found that playing educational digital storytelling motivates students. digital storytelling helps the students to learn and comprehend terminology are an excellent teaching tool, according to research. therefore, permana (2020) added that it can also boost students' confidence and inspiration when learning new vocabulary. the current study's results indicate that vocabulary is a significant aspect of the language-learning process. effective methods must be used by teachers to help learners in increasing their vocabulary. teachers should engage learners through engaging, inspiring, and motivating strategies. by employing interactive media such as pictures, sound quality, and videos into digital storytelling, learning may be made fun and effective. digital storytelling has achieved the goal of enhancing and engaging vocabulary learning for efl learners. moreover, this application indirectly improves and motivates learners' language learning. acknowledgement we intend to show our appreciation to the faculty of teachers training and educational science for granting us access to the study participants, which allowed us to complete this study. we would also want to thank all of the volunteers who kindly volunteered 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(2022). breadth and depth-vocabulary knowledge and reading comprehension in an english first additional language context. journal of languages and language teaching, 10(2), 223. https://doi.org/10.33394/jollt.v10i2.4827 https://doi.org/10.33394/jollt.v10i2.4827 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3319 january 2021. vol. 9, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 85-91 jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 85 moral value and character building education in folklore from central java “timun mas” 1dilla dwi nanda, 2betty simbolon 2friska afriana damanik, & 2yenita br sembiring 1english student, university of prima indonesia, indonesia 2english lecturer, university of prima indonesia, indonesia corresponding author email: dilladwinanda20@gmail.com article info abstract article history received: december 2020 revised: december 2020 published: january 2021 folklore is a story that originated in society and developed in society in the past which played an important role in the development of children's character learning in the form of moral values. the purpose of this study was to explain the moral values contained in folklore to improve character education. this study used a qualitative descriptive research design. where all the data collected is based on books and other supporting document data. from the discussion of the timun mas folklore, there are eight prominent moral values, namely religious values, independent values, curiosity values, hard work values, responsibility values, honesty values, creativity, the value of the spirit of hard work. and from the research results, it can be concluded that the folklore of timun mas has many moral values that can be applied in the world of education to shape character. keywords character building; folklore; moral value; how to cite: nanda, d. w., simbolon, b., damanik, f. a., & sembiring, y. b. (2021). moral value and character building education in folklore from central java “timun mas”, jollt journal of languages and language teaching, 9(1), 85-91. doi: https://doi.org/10.33394/jollt.v%vi%i.3319 introduction education is a learning process in shaping the creativity, character, and moral values of each person. education is very important for humanity. thus, everyone who is educated can increase their knowledge and become a foundation that must be built as well as possible so that they can be independent and more responsible. according to herbart (2016), education is the formation of students to the wanted educators who are termed education. it is the same tone with dewantara (1961) who argues that education is all the efforts of parents to children to support the progress of their life furthermore, moral values are important values for children to know so that they can distinguish between good and bad things. teaching moral values to children through folklore is considers more effective because it's understandable and grasps the moral messages that are implied. morals, character building, and folklores are still closely related. because folklore has ethical teaching values that are very useful for the process of forming the next generation of the indonesian nation, moral value and character building must be applied to early childhood because in this modern era there are still many children who lack ethics and courtesy. this is due to a lack of application and understanding of moral values themselves. according to lasso (setiadi 2006), human value is the foundation or motivation in all his behavior or actions. in line with lasyo, darmodiharjo (in setiadi, 2006) states that value is something that is useful for humans both physically and spiritually. while soekanto (1983) states values are an abstraction of one's personal experience with others. character education is the process of implementing character truths to learners. megangawai (in arifin and barnawi: 2012) defines character education as a job that teaches children to make wise decisions and apply them to daily life. thus, they can contribute to the environment. according to in simple terms, folklore is a traditional creation that has been passed down http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& nanda, simbolon, damanik, & sembiring moral value and character building …….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 86 from generation to generation and becomes the cultural identity of a particular community. folklore is something that is considered a common property (prastyo, 2009). state the previous research of journal “the value of character education in andai andai folklore and its application in the study materials of elementary school literature in indonesia”, “the need for character education”, “character education and students social behavior” and “ecocritism values in the indonesian folklore timun mas” to support the topic. there are several values in character education by the expressed. among them, zubaedi (2011) mention eighteen values of character education, namely: religious, working hard spiritual, honesty, love the homelands, tolerance, reward achievement, discipline, friendly/communicative, hard work, peaceful, creativity, like to read, independent, care for the environment, democratic, social care, curiosity, and responsibility. based on the fact that folklore has many benefits in the world of education, one of which is that it can increase moral values for chccharacter building students. one of them is the folklore "timun mas" from central java. this folklore has some learning materials for students. the purpose of this research is to introduce the younger generation that each region has a historical story. according to the author’s analysis of timun mas, some intrinsic elements and values have been studied, found many positive things that are very interesting to be applied and exemplified from the moral messages of this folklore. researchers used descriptive qualitative, where the researcher wants to give a detailed explanation of the elements in the folklore according to the situation and conditions, to develop the values contained in the story and build moral values and characters in education. in collecting data, researchers conducted a literature study in the library of north sumatra. research method research design the research type is qualitative descriptive research. the researcher will be use a qualitative descriptive method. this descriptive research method is used in language research to collect data and describe it naturally. the working step of this method is to analyze and describee the moral values contained in timun mas folklore. the object of this study is an indonesian folklore that has long been recognized by the public, which is "timun mas". the instruments to gain the data are books, articles, journals, movies, and dictionaries. the other instrument used in this study is a laptop. in this study, researchers tried to use movies such as audio-visual to do the analysis. use a laptop to play the movie to show the pictures and sound of the movie so that the researcher can start the analysis. books, articles, and journals are visual iinstruments, and researchers can analyze based on books, articles, and journals. dictionaries are also used to find difficult words. data analysis researchers choose content analysis to analyze the data. these materials are books, articles, diaries and movies. researchers try to use pragmatic methods to analyze data. according to teeuw (1994), “the pragmatic approach is one part of literature which is a pragmatic study of literature which emphasizes the dimensions of the reader as a catcher and giver of meaning to literary works”. the data analysis includes data classification, reduction, clarification, and conclusion. data classification, that is, the data obtained from the results of the educational value analysis contained in the timun mas folklore, that is, in the form of moral values and character education. educational data in the form of moral education values and moral education are also analyzed by seeing the behaviors or patterns contained therein. by summarizing the results of the overall data analysis, the educational values contained in the timun mas folklore are applied to the learning of moral values to shape the character of each student, thereby connecting them. nanda, simbolon, damanik, & sembiring moral value and character building …….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 87 research findings and discussion research findings the folklore of timun mas is a story from central java which tells the story of a brave girl who tried to survive and escape from an evil green giant who tried to catch and eat her. the timun mas story is an archipelago folklore that has been known since ancient times. based on the analyzed of the content of timun mas folklore, the writer found that there are many moral values obtained in timun mas folklore and it is important for the character building of future generation. the writer found that, there are eight values that can improve our characters, namely: religion, independence, curiosity, hard work, responsibility, honesty, creativity, and working hard spiritual. discussion religion values pray according to hawari (1997) in his book "prayer and recitation as complementary medical therapy "states: prayer is a request that is converted to allah swt. that is, a practice in a spoken form verbally or silently containing a request to allah swt. by always remembering his names and attributes. praying describes that every human being needs help from the creator. in this timun mas folklore, the figure of mbok srini demonstrated prayer in the following quotation: “she was just waiting for a miracle to have a child. she really hoped that a miracle would happen to her. in order to achieve that hope, day and night she always prayed to god for a child” ( t m:3) in this quote “she always prayed to god for a child” that is showed religion values. praying is the most important activity in living life. so, the relationship between moral values and character education here is to transfer the experience of knowledge, expertise and skills to the younger generation so that later they will became religion humans, devoted to allah swt. it is in line with joseph (1986) who argues about prayer in islamic education. be grateful seligman (2005), grateful is one of the studies of positive psychology said, which mean saying thank you for a gift given. “with all her might, timun mas walked to her hut to meet her mother. seeing that her child was safe, mbok srini immediately thanked god almighty. since then, mbok srini and timun mas lived happily ever after” (tm:31) from the two types of religious moral values, we can see that in the timun mas story, an attitude of gratitude and prayer is shown even in difficult and happy situations. so the relationship between grateful and character education is to impact on motivating people to provide help, support and praise for others as well as show empathy, forgiveness and trust in relationship (wood 2010) independence according to granicia (2004) independence is the ability to live life without dependence on other people. “since her husband died several years ago, she had lived alone, because she had no children. she really expected the presence of a child to fill her loneliness” (tm:3) yamin (2013) independence is the main character in life starting at an early age. so the relationship between moral values and character education here is to organize yourself responsibly replied, even though there was no supervision from other people. nanda, simbolon, damanik, & sembiring moral value and character building …….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 88 curiosity according to the ministry of education and culture in sahlan and teguh (2012: 39) curiosity is attitudes and actions that always make an effort to know more deeply and extends from something he learns, seen and heard while obeying samani and hariyanto (2012: 119) taste want to know is a desire to investigate and seek understanding against natural events or events social is going on. “could that miracle really happen to me?” she asked herself doubtfully. however, the middle-aged woman tried to ward off her doubts. with a big hope, she hurried towards the place pointed to by the giant. arriving in the forest, she immediately looked for the package under a large tree. how shocked she was when she found a package which she thought contained a baby, but it was only a cucumber seed. her heart was wondering again. “what does the giant mean by giving me a cucumber seed?” mutter the widow, confused.(tm:4) “seeing that her mother often sat pensive, timus mas also wondered. one afternoon, timun mas ventured to ask about her mother`s concern.” in the moral sense of curiosity in this story, timun mas seek to know more deeply than was seen. the relationship between moral values and educational character is to develop children's abilities in curiosity in something that is seen and felt so that curiosity in something can be known. hard work mustari (2014) said that hard work is a behavior shows earnest effort in overcoming various barriers to use complete assignment (study/work) as well as possible. as explained in the timun mas story, mbok srini is serious about taking care of timun mas. “as soon as mbok srini finished expressing her willingness, the giant disappeared. the woman immediately planted the cucumber seeds in her field. with a big hope, every day she took good care of the plant. two months later, the plant began to bear fruit. but strangely, the cucumber plant only bears one fruit. the cucumber was getting bigger than the cucumber in general. the color was very different, which was golden yellow. when the cucumber was ripe, mbok srini picked it, then took it back to her hut with great difficulty, because it was heavy. how shocked she was after splitting the cucumber. she found a baby girl who was very beautiful. when she was going to carry her, the baby suddenly cried”.(tm:8) "as soon as mbok srini finished expressing her willingness, the giant disappeared. the woman immediately planted the cucumber seeds in her field. with a big hope, every day she took good care of the plant. two months later, the plant began to bear fruit. but strangely, the cucumber plant only bears one fruit. the cucumber was getting bigger than the cucumber in general. the color was very different, which was golden yellow. when the cucumber was ripe, mbok srini picked it, then took it back to her hut with great difficulty, because it was heavy. how shocked she was after splitting the cucumber. she found a baby girl who was very beautiful. when she was going to carry her, the baby suddenly cried”. (tm: 8) in the moral value of hard work, the character mbok srini was very diligent tirelessly so that she got the results she wanted. so the relationship between moral values and character education here is that students do their job seriously tirelessly or stop before reaching the target. responsibility hasan (2010) responsibility is attitude and behavior of a person for carry out its duties and obligations, that is should have done, to oneself, community, environment (natural, social and culture), country and god almighty. the sign of the value of the character of responsibility here is that mbok srini was willing to devote her life to raise, look after and raise timun mas. nanda, simbolon, damanik, & sembiring moral value and character building …….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 89 “she cared for and educated timun mas with great affection to grow into a beautiful girl. the old widow was very proud, because as beautiful as she was, her daughter too had extraordinary intelligence and good temperament. therefore, she was very fond of her”.(tm:15) in the moral value of responsibility in this story, mbok srini believed in the opportunity given to her. responsibility is one character formed through education character. so the relationship between moral values and character education here is that children are required to be responsible for the duties and obligations that have been given. honesty honesty is a moral value that tends internalized in daily existence. it means integrity is related to the conduct of every human being. ajzen and fishen (1980) honesty is a trait that many people exemplify and honesty is one of the highest and best values in life and is very important to apply in everyday life because being honest is a very expensive trait that will not be replaced by anything, like in the story that mbok srini dared to tell the truth to timun mas that she was not her biological child but the child who was obtained from the cucumber fruit. “actually mbok srini did not want to tell the cause of her anxiety, because she didn't want her only child to feel sad. however, due to constant pressure, she finally told her about the origin of timun mas, which she had been keeping a secret from”."i'm sorry, my daugther! so far, i have kept a secret from you,”said mbok srini with a sad face. (tm:15) "you know, timun mas! actually, you are not my biological child born from my womb. "(tm:16) mbok srini also told all these secrets until her dream last night that a giant figure would come to pick up her daughter to be eaten. hearing the story, timun mas gasped in surprise as if she didn't believe it. “timun doesn't want to go with the giant. timun really loves mother who has educated and raised timun,”said timun mas. mbok srini also talked about the problems her daughter was facing. hearing mbok srini's story, the hermit was also willing to help.”(tm:16) in the moral value of honesty in these quotes explains that honesty has a very positive impact on explaining actual events so that there are no misunderstandings. so, the relationship between moral values and character education here is to instill an honest attitude from an early age so that it can be trusted and can form an excellent character. it is in line with haryanto (2016) who argues honesty should be instilled early to build learners’ character when they grow. creativity according to supriadi in yeni rachmawati (2005: 15) states that creativity is a person's ability to give birth to something new, either in the form of ideas or real works that are relatively different from what already exists. (1)”her heart began to worry. in her anxiety, she suddenly found an idea. she told timun mas to pretend that she was sick. that way, of course the giant wouldn't want to eat her. when it was getting late, the giant came to mbok srini's hut” (tm:18) (2)”after thinking hard, she finally found a way that she thought could save her daughter from the giant meal. she asked for help from a hermit who lived on a mountain”. (tm:18) (3)"give this package to your child. the four packages each contain cucumber seeds, needles, salt and shrimp paste. if the giant chases her, tell her to distribute the contents of these packages! ” explained the hermit”(tm:24) nanda, simbolon, damanik, & sembiring moral value and character building …….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 90 (4)”first of all, timun mas sowed the cucumber seeds that her mother gave her. what a miracle, the forest around her suddenly turned into a cucumber field. in an instant, the cucumber stick spread and wrapped around the giant's body. however, the giant was able to break free and returned to chase timun mas”(tm:25) (5)”timun mas immediately threw the package containing the needle. in an instant, the needles turned into a grove of tall, pointed bamboo trees. however, the giant was able to get past it and continued to chase timun mas, even though its legs were bleeding from beingstabbed by the bamboo”(tm:25) in timun mas' creative moral values, there are things beyond human logic that things that don't happen can happen. so the relationship between moral values and character education is so that children can understand that if we improve a more creative person, it will produce very satisfying results. working hard spiritual working hard work is someone who tries hard to complete a task. “the next day, very early in the morning, mbok srini went to the mountain. when she got there, she immediately met the hermit and conveyed the intention of her arrival” (tm:21) from the story above, it can be seen from the hard work of mbok srini who went to the mountains early in the morning to meet a hermit. the connection between moral values and character education is persistence and hard work those can produce results. conclusion after analyzing story of folklore timun mas, the conclusion that there are eight kinds of moral values, namely: religion, independence, curiosity, hard work, responsibility, honesty, creativity, and working hard spiritual. all the moral values that obtained the folklore of timun mas are positive values which are very good for character building. this folklore is very useful for teaching moral values and building character education to children. then from the folklore, the children are more familiar with traditional stories in indonesia. and the moral values contained in the folklore can be used as good examples to be applied in everyday life.in this section, the author(s) should give his/her comprise statement regarding the major findings and implications of the study, but not the whole study. it is not suggested to bring any new information in the conclusion. acknowledgement praise and thanksgiving to god who has given grace and health. so, the writers can complete this research is a requirement to complete the assignment of english language and literature study program, faculty of teacher training and education, university of prima indonesia. with research entitled “moral value and character building education in folklore from central java “timun mas”. on this occasion, the writers received a lot of help and guidance from various parties. therefore, the writers would like to thanks. references a. kamaruddin, s. 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(2008). hakikat pendidikan. journal of chemical information and modeling, 53(9), 287. journal of languages and language teaching, vol. 4 no.2, november 2016 91 an analysis of grice’s maxims violation in daily conversation rizal fahmi fpbs ikip mataram, kota mataram, ntb rizalfahmi18@gmail.com abstract this research were aimed at finding out what factors that cause the violation of gricean maxims and which one of gricean maxims that is often violated in daily conversation of ezc students of fpbs ikip mataram. there were 15 active ezc students were taken as subject of the study. in deciding samples, purposive sampling technique was used. the samples were 4 male students and 5 female students. in the data analysis, descriptive qualitative method was used. for collecting data, there were 2 techniques used: observation and interview. after the data were collected, the recorded conversations (the length of each conversation is about 5 until 10 minutes) were sorted and translated. the result showed that the maxims violated were maxim of quantity (30 times), maxim of quality (20 times), maxim of manner (10) and maxim of relevance (5 times). the reason for violating the maxims approved to be caused by cultural factor and social distance factor. in conclusion, the maxim that dominantly being violated was maxim of quantity. key words: grice’s maxim, violation, daily conversation abstrak penelitian ini umumnya bertujuan untuk menemukan faktor apa saja yang menyebabkan pelanggaran gricean maxims dan maxim apa yang sering dilanggar didalam percakapan sehari hari mahasiswa/i anggota ezc fpbs ikip mataram. terdapat 15 mahasiswa ezc aktif yang diambil sebagai subjek penelitian. didalam menentukan sampel, menggunakan teknik purposive sampling. jumlah sampel sebanyak 4 mahasiswa pria dan 5 mahasiswi wanita. di dalam analisa data menggunakan metode deskripsi kualitatif. untuk mengumpulkan data menggunakan dua cara yaitu observasi dan wawancara. setelah data dikumpulkan, data rekaman percakapan (durasi percakapan minimal 5 sampai 10 menit) kemudian dipilah dan selanjutnya diterjemahkan. hasilnya adalah terjadi pelanggaran maksim kuantitas sebanyak 30 kali, maksim kualitas sebanyak 20 kali, maksim cara sebanyak 10 kali, dan maksim relevansi sebanyak 5 kali pelanggaran. ada dua faktor yang menyebabkan pelanggaran gricean maxim, yaitu faktor budaya dan jarak sosial. berdasarkan jumlah pelanggaran yang telah disebutkan diatas menunjukkan bahwa maksim kuantitas merupakan maksim yang paling sering dilanggar didalam percakapan sehari hari oleh mahasiswa/i anggota ezc fpbs ikip mataram. kata kunci: grice’s maxim, pelanggaran, percakapan sehari-hari introduction language is a tool for communication in the world. it is important for social life. language is used for many purposes, it can be for expressing feelings, asking questions, protesting, criticizing, making request, promising, thanking, insulting, apologizing, and say hello and goodbye (kamarudin, 2016: 13). in other word people usually use language in their daily life for communicating with the others in order to inform, to express their ideas, and to build up their social relationship. in order to communicate successfully, human beings are supposed to obey to a certain mode of interaction. in line with grice, cutting (2002: 1) stated verbal exchange, whether interviews, conversations or service encounters, tend to run more smoothly and successfully when the participants follow certain social conventions. for this reason, the linguist, journal of languages and language teaching, vol. 4 no.2, november 2016 92 herbert paul grice, develoved a mode of interaction for successful communication called the cooperative principle (cp) “make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged.then the principle generated four maxims as a criteria of successful and meaningful conversation. grice (1975) formulates four major norms to be fulfilled when people communicate to one another. grice proposed four conversational maxims that arise from the rational considerations. grice assumes that people are intrinsically cooperative and aim to be as informative as possible in communication. those four maxims are: (1) maxim of quantity/information (the participants try to make contribution as informative as is required for the current purposes of the exchange, and do not make your contribution is more informative than is required); (2) maxim of quality/truthfulness (the participants try to be truthful, do not give information that is believed to be false and do not say that for which you lack adequate evidence); (3) maxim of relevance/relation (the participants try to be relevance to the topic of the discussion); (4) maxim of manner/clarity (the participants try to be as clear, as brief (avoid unnecessary prolixity)), as orderly as one says, and avoid obscurity and ambiguity of expression). those four maxims or co-operative principles must be obeyed by the participants in every conversation. these maxims are as well proposed as criteria for cooperative communication. it means that if the participants obey the whole maxims, they can be said cooperative in communication or create effective and efficient communication. however, if they fail to obey the whole maxims, it can be said that they create ineffective and inefficient communication. but in fact even though the origins of these maxims based on four logic analogous/ rational considerations and its function in making effective, efficient and rational conversation is clear but the implementation of these maxims are hard to be applied, ezc students of fpbs is no exception, whereas this organization oftenly conducts many social events by which the important of making successful communication among the insider of the organization is crucial thing but they fail implementing these maxims. this phenomenon attracts the writer interest and curiousity to find out what factors that make these maxims cannot be fulfilled in a conversation and to know which one of the gricean maxims is oftenly violated. review of related literature in general language is a means of communication. a languageis what the members of a particular society speak (wardhaugh, 2006: 1). it cannot be separated from our life as human being who need language as a means of communication when interact with the others. the writer can conclude that language and communication are two terminologies that cannot be separated from one another. when the term language appears, the term communication appears as well. this case can be analogous with human beings and air that always take a breath anytime. not only as a means of communication, language is also as a device to show oneself-identity. via a language people can express their point of view/ understanding toward certain things, origin of one’s nation, one’s education even one’s nature. as human beings language is beneficial to maintain good social relations with individuals and groupsexpressions of praise, sympathy, joy at another’s success, inquires about health, control the behavior of others through advice, warnings, requests, persuasion, discussion (kamarudin, 2016: 17). beside that journal of languages and language teaching, vol. 4 no.2, november 2016 93 language also can separate people through unsupportive and divisive message on it. finocchiaro (in kamarudin, 2016: 15) presents six functions of language; they are: (1) personal function: language is used to express one’s emotion, needs, thoughts, desires, attittudes, etc. (2) interpersonal function: language is used to maintain good social relations with individuals and groups – expression of praise, sympathy, joy at another’s success, inquiries abouth health, etc. (3) directive function: language is used to control the behavior others through advice, warnings, requests, persuasion, discussion, etc. (4) referential function:language is used to talk about object or events in the immediate setting or environment or in the culture. (5) metalinguistic function: language is used to talk about language. (6) imaginative function: language is used to creatively in rhyming, composing poetry, etc. in social science generally and linguistics specifically, the cooperative principle describe how effective communication in conversation is achieved in common social situation, that is, how listeners and speakers must act cooperatively and mutually accept one another to be understood in a particular way. as phrased by grice a british philosopher of language (in brown and yule, 1983: 31) stated, “make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged.” the cooperative principle goes both ways: speaker (generally) observe the cooperative principle, and the listeners (generally) assume that speakers are observing it. when the maxims flouted this allows for the possibility of implicature. the term ‘implicature’ is used by grice (in brown and yule, 1983: 31) to account for what a speaker can imply, suggest, or mean, as distinct from what the speaker literally says. in line with grice,( yule, 1996: 35) defines implicature is something that more than just what the words mean, it is additional conveyed meaning. from those above definition the writer can conclude that implicature is meanings that are not explicitly conveyed in what is someone said. for example, a ask b to come out tonight by saying, “do you want to come out with with me tonight? then b answers, “i am busy tonight”. from b’s answer the possible implicature that arise is b does not want to come related with a’s question, instead of saying no i don’t b prefer to say i am busy tonight. however, when people are engaged in a conversation, people share general principle that can make them interpret their utterances that they create each other. in addition, speaker should create effective, efficient and rational communication and can be said cooperative in communication. if they obey the four maxims, and if they do not apply in their daily conversation, that is called uncooperative in communication. speaker will not give information more than is required and relevant to the topic. consequently, the message of the information must clear and understandable, and should avoid ambiguity and try to be truthful people by saying the true information. the principle describes how effective, meaningful, efficient communication in conversation is achieved/gained in common social situation and is further broken down into the four maxims: (1) maxim of quantity: make your contribution as informative as is required (for the current purpose of the talk exchange). do not make your contribution more informative than is required. (2) maxim of quality: do not say what you believe to be false. do not say that for which you lack adequate evidence. (3) maxim of relevance: be relevant (4) maxim of manner: be perspicuous (avoid ambiguity, avoid obscurity of expression, be brief (avoid unnecessary prolixity), be orderly. journal of languages and language teaching, vol. 4 no.2, november 2016 94 these arise, it seems, from basic rational considerations and may be formulated as guidelines for the efficient and effective use of language in conversation to further co-operative ends (levinson, 1983: 101). it can be concluded that when both parties (speaker and hearer) obey these maxims they can create effective, efficient and successful communication also make the conversation work effectively. in his viewpoint grice (1975) analogize some common situations found in daily life that underlie his theory of grice’s maxim as follow: (1) quantity: if you are assisting me to mend a car, i expect your contribution to be neither more nor less than is required; if, for example, at a particular stage i need four screws, i expect you hand me four, rather than two or six. (2) quality: i expect your contribution to be genuine and not spurious. if i need sugar as an ingredient in the cake you are assisting me to make, i do not expect you to hand me salt; ifi need a spoon, i do not expect a trick spoon made of rubber. (3) relation: i expect a partner’s contribution to be appropriate to immediate needs at each stage of the transaction; if i am mixing ingredients for a cake, i do not expect to be handed a good book, or even an oven cloth (though this might be an appropriate contribution at a later stage) (4) manner: i expect a partner to make it clear what contribution he is making, and to execute his performance with reasonable dispatch. grice suggests that the maxims are in fact not arbitrary conventions, but rather describe rational means for conducting cooperative exchanges (levinson, 1983: 103). in maxim quality, grice proposed it to be part of conversational behavior dealing with the originality (what is believe to be true) of information in each turn of conversation. in this notion, quality also refers to the conviction that each participant will say or write something true (do not lie). example of obeying maxim quality: background : two men (adi and bambang) sitting in front of adi’s terrace. at particular moment bambang asks adi how old is him: bambang: how old are you, di? adi : i am 21 years old. from the example above adi give information that is true ( about his real age). adi obeys the maxim of quality where require someone to give true and genuine information. maxim of quantity demands the speaker’s contribution informative as is required and no more informative than is required. below are the example of an utterance that obeys the maxim of quantity and one that violates the maxim: example of obeying the maxim of quantity background: imam and komang are doing a conversation, talking about football game last night. at a particular time komang leave imam suddenly then imam ask him. imam : where are you going? komang: i am going to canteen. from the example above komang replies imam’s question properly, not more nor less about where is he heading to. then can be seen that komang adheres to maxim of quantity where this maxim require the speaker give an informative contribution as is required ( not more nor less). in maxim of relevance or relation require the speaker to be relevant with the topic of discussion. below are the example of utterances that obeys the maxim of relevance and that one violates the maxim: background: azim ask munir about where is his cellphone . azim : bro..where is my cellphone? munir: it is on the table. in the example above munir give answer that relate to azim’s question journal of languages and language teaching, vol. 4 no.2, november 2016 95 (about his cellphone is). munir do not say something else. maxim of manner requires the speaker to avoid obscurity of expression and ambiguity statements/sentences. maxim of manner demands the speaker to be brief and orderly. below are the example of obeying this maxim and that one which violates it. example of obeying maxim of manner background: a stranger man ask azam where the nearest bank. stranger man : excuse me..may i ask you something? azam : yes. please stranger man: how to get to the nearest bank? azam: go ahead until you find crossroad. go straight at the crossroad. the bank is 100 away from the crossroad. it is in your left side. from the example above azam’s answer about stanger’s question is brief, orderly without any abscurity of expression and ambiguity utterance. research method this study has been conducted using descriptive qualitative method. according to huberman (in edi, 2016: 16) qualitative research is a research procedure that produces descriptive data in the form of words written or spoken about the properties of an individual, the state or the symptoms of a particular group can be observed. based on bodgan & biklen (in sugiyono, 2014: 121) there are five characteristics of qualitative method. (1) the natural setting is the direct source of data, and the researcher is the key instrument in qualitative. (2) qualitative data are collected in the form of words or picture rather than numbers. (3) qualitative researchers are concerned with process as well as product. (4) qualitative researchers tend to analyze their data inductively. (5) how people make sense out of their lives is a major concern to qualitative researchers. subject of the research was active ezc students and the object was grice’s maxim violation in daily conversation. instrument of the study were recording and interview. in collecting the data the researcher used 2 different techniques, namely observation and interview. while doing obsevation the researcher recorded the conversation secretly as to keep the validity of the data. in interview the researcher asked what the reason of ezc students violate the gricean maxims in their daily conversation. in data analysis, the researcher used theory framework of gricean maxims to answer which one of gricean maxims that is oftenly being violated while to find out what factor that may cause the violation the researcher used miles and huberman technique based on the interview result of the ezc students. research finding and discussion table 1. frequency of maxims violations n o. gricean maxim frequency 1maxim of quantity 30 times 2maxim of quality 20 times 3maxim of relevance 5 times 4maxim of manner 10 times by looking at the result of the interview and supported with the recording of the daily conversation of ezc it shows that cultural value that is adhered by indonesian people really influence the way they treat the maxim in their daily conversation. as cutting (2002) says different culture, countries and communities have their own way of observing and expressing maxims for particular situation. then in line with cutting, cline (2006) states cultural values systems influence discourse patterns and promote the different communicative styles. from the violation number of maxim quantity (30 times) and interview result of ezc shows that for indonesian people being cooperative means giving journal of languages and language teaching, vol. 4 no.2, november 2016 96 information more than what is required by the hearer. it contradicts with what grice says that being cooperative means giving the right amount of information needed by the hearer. according to them by giving only information that is needed by the hearer will make them to be consider unfriendly and impolite. for example: yanti : ada film baru? (is there any new movie?) diana : ada. ada banyak ada film korea ada film holliwood (yes, there is. there are movies of holliwood and korean.) eky : hari apa itu? (what day is that?) amar : hari jum’at, jumat jam empat (friday, friday at 4.) by looking at two of the maxim quantity violation above commonly the speaker give more information that the hearer needs. it makes the theory of grice’s that say when the speaker apparently gives more information than the hearer need it will generate the implicature is not fully true because they accustom to do it that make them do not fully realize because it is considered habitual. as stated before implicature is something meant, implied, or suggested as distinct from what is said. politeness in indonesia seems to be placed in the speaker’s mind from his or her early childhood on. therefore, the concept of communictive politeness represents indonesian culture. concerning the maxim of quantity cross-culturally, keenan (2000) states that in testing the maxim “be informative” cross-culturally, we do not expect to find that in some societies the maxim always holds and in some societies the maxim never holds. it is improbable for example, that there is some society in which being informative is categorically inappropriate. differences between societies, if there are any, are more likely to be differences in specification of domains in which the maxim is expected to hold and differences in the degree to which members are expected to conform to this maxim. the second factor of violating the maxims is because of social distance where according to ezc member they assume that there are no rule in conversation. it makes them when they speak with their friend they tend to speak freely and arbitrarily without thingking twice in producing their utterances though it is in unclear, ambiguous or even unrelated utterances. uci : eeee anuk ni ee apa namanya eee obat segala macam penyakit (eeee what?? oil for all disease) eky : pegel linu itu (for pain) uci : kamu tu jal obat jomblo juga (you can use it to get girl) fairul : udah seminar? (have you done seminar) nur : udah donk (yes, done) matla : aee yang udah seminar (aee you have done seminar) nur : belum (ketawa) (not yet (laughing)) yanti : tapi kalo dia kan make ini dia baru mesen lo belum dia make dia negatif lo hasilnya (but he consume it while he just order, did not consume it yet the test said he is negatif) fairul : o ya negatif berarti belum hamil (o ya negatif means he is not pregnant yet) diana : belum jadi tersangka sih kalo masih negatif kan (he is not suspect yet because he is negative, right?) diana : belum jadi tersangka sih kalo masih negatif kan ya (he is not suspect if his test still negatif) journal of languages and language teaching, vol. 4 no.2, november 2016 97 yanti : udah tersangka. berarti hipotesisnya ketolak dia negatif (ketawa) (he is suspect. meaning his hyphothesis is rejected because of negative (laughing)) from the violation data above it shows that a boundary in informal talk exchange is not limitation for them since they realize that they have equal position socialy then it will be different case when they speak with people who have higher position socially such as teacher, lecturer, etc. it can be seen in the last violation above they use their unrelated utterances as a joke, where a joke can show that how close one with the other or even in the second violation one of the participants openly state that she gives untrue information since she assumes that there will be no big problem occur when she commits the violation to their friend compared with when she does it with people who have higher position socialy or even stranger it will generate a bigger problem for her (for instance, people may think that they have problem mentally etc). it shows that it will be hard to follow these maxims in the talk-exchange. this is what become the main objection by levinson (1983) that states these maxims only can be applied in a letter rather than verbal talk-exchange where it is oriented to. conclusion and suggestion after analyzing the data which were taken from the data recording of daily conversation of ezc students, it can be concluded that: (1)the maxims which are violated in the study are maxim of quantity (30 times), maxim of quality (20 times), maxim of manner (10 times) and maxim of relevance (5 times). (2) although the samples of this study have a background knowledge of the maxims, but they still violate it. the reason for violating the maxims are cultural factor, as indonesian prefers to apply indirectness strategy and western countries prefer directness strategy while conversing. the cause for violating is also social distance. after the writer explains and concludes the finding in the field, the writer would like to suggest as follows: (1) this research needs to be followed up by other research works in larger scope. the research with the larger scope is needed to elaborate more aspects and reasons deal with the phenomena of disobeying gricean maxims in daily conversation. (2) for all participants in a conversation need to learn more deeply about the maxims theory proposed by grice as a guidance in understanding the delivered meaning of one’s utterances in the conversation. (3) this study can be used as a reference for the next researcher who has the same interest in examining the way people communicate one another in daily conversation. references brown, g. and george yule. 1983. discourse analysis. new york: cambridge university press. cutting, j. 2002. pragmatics and discourse. resource book for student: london and new york. grice, h. 1975. logic and conversation~. cole, p. and morgan, j. (eds.). syntax and semantics, volume 9: pragmatics, p. 41-58. new york: academic press. kamarudin. 2016. discourse analysis, an introduction: (a learning resource for english learner): fakultas pendidikan bahasa dan seni ikip mataram press. levinsson, s. c. 1983. pragmatics. cambridge: cambridge university. sugiyono. 2014. metode penelitian kuantitatif kualitatif dan r&d. bandung: cvalfabeta wardaugh, r. 2006. an introduction to sociolinguistics fifth edition: blackwell publishing yule, g. 1996. pragmatics.oxford university press. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/ 10.33394/jollt.v%vi%i.3271 january 2021. vol. 9, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 61-68 jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 61 enhancing oral proficiency using three steps interview technique for eleventh graders 1dhena usthiana haryanti, 2rohmani nur indah, & 3sri wahyuni 1english student, department of english language education, iain kediri, indonesia 2english lecturer, department of english literature, universitas islam negeri maulana malik ibrahim malang, indonesia 3english lecturer, department of english language education, iain kediri, indonesia corresponding author email: haryantidhena@gmail.com article info abstract article history received: december 2020 revised: december 2020 published: january 2021 enhancing students' abilities and potential is an important thing that every teacher must do gradually. the ability to speak in a foreign language is one of the skills that must be developed, which will benefit students in their learning process. the aim of this study is to enhance students' oral proficiency using three steps interview technique for eleventh-grade students. quasi-experimental research design as a method applied in this study, to determine whether students are learning to use the technique three steps interview has the ability to speak that better than the students who are taught using the technique of group discussion. this research involves two classes divided into an experimental class and a control class with 32 students in each class. students received special treatment in the experimental class, namely, using the three steps interview technique, while in the control class, the researcher applied the group discussion technique. the instrument used in testing students' oral proficiency was using a pretest before implementing learning techniques in each class and doing a posttest after applying learning techniques. the data analysis results showed that p(0.000)< significance level (0.05), which means that three steps interview has significant effect as cooperative learning on oral proficiency, motivation and enthusiasm during the learning process. thus, students can easily express their ideas and opinions confidently. keywords speaking skill; three steps interview; cooperative learning; how to cite: haryanti, d. u.& indah, r.n (2021). enhancing oral proficiency using three steps interview technique for eleventh graders. jollt journal of languages and language teaching 9(1), 61-68. doi: https://doi.org/ 10.33394/jollt.v%vi%i.3271 introduction in recent years, most people prioritize speaking english skills used in communication in education, culture, information, technology, and even science. therefore, communication ability is essential to be developed, especially in english. moreover, students can understand the latest information and issues, especially in the international context. it is increasingly undeniable that english is a dominant global language and is used intensively (setyarini, 2020). on proses english language teaching and learning in the classroom, speech becomes important to note, especially for the educators. based on previous research conducted by setyarini (2020), it is explained that students at school are more focused on exploring reading and writing skills rather than proficiency in speaking english orally. unfortunately, in practice, learning methods are applied in the classroom and are generally only used to attract students' interest in learning english without the learning process's achievement more specifically. in general, the learning process of speaking, in general, is that the teacher asks http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& haryanti, indah, and wahyuni enhancing oral proficiency using...... jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 62 students to practice the dialogue they have written based on predetermined topics. it is not appropriate to do this because several components must be considered in developing students' oral proficiency. in general, the obstacles faced by efl learners in indonesia include a lack of vocabulary, improper pronunciation of words, a lack of self-confidence, and also a lack of curriculum development focused on students' oral proficiency in english (wahyuningsih & afandi, 2020). five components must be considered in testing oral proficiency: grammar, vocabulary, comprehension, pronunciation, and fluency (brown, 2001). meanwhile, not all teachers use appropriate learning methods to improve students' oral proficiency, especially paying attention to the components of speaking. the ability to speak is an interactive process in arranging words that involve producing and receiving information (bailey, 2005). thus, the use of cooperative learning is needed to maximize oral proficiency through interactive learning. the cooperative learning process allows students to interact with each other in better and more active learning in groups during the learning process (stone, 1990). based on this theory, cooperative learning can provide more space for students to develop their ideas, express opinions, and even argue with each other. students' benefits will be felt, increasing interaction and motivation in students (candraloka, 2016). cooperative learning activities, such as indirectly, will also increase student motivation. in this case, they are responsible for themselves. however, they must also focus on their study partners' speaking ability to create a more conducive and effective learning atmosphere. so, their speaking interaction will also be more intensive. in creating a cooperative learning atmosphere, several learning techniques can be applied in the classroom to improve oral proficiency, one of which is the three steps interview. in developing students' oral proficiency, generally, the teachers will ask students to practice the conversations they have worked on based on predetermined topics. according to kagan, the three steps interview is a cooperative learning strategy, where students also have to listen to and understand what the other person is discussing (kagan, 1994). in this case, students must pay close attention to the topics being discussed during the learning process. besides that, the three steps interview is a group learning strategy that can improve students' communication skills, group work, and even improve their critical thinking skills through the discussions they conduct. the learning technique using the three steps interview requires students to interact as interviewers and resource persons in its application. the steps taken were that students had to take turns to be interviewers and resource persons in one discussion topic. besides, students also have to explain back the information they got from the interlocutor. the learning strategy using three-step interviews is considered effective because students can express their language skills freely and courageously (maca, 2020). adopting this learning strategy can positively impact interest and motivation so that students have high enthusiasm in the learning process to speak (umami, 2019; aristy et al., 2019; kamaliah et al., 2018). the benefit of applying the three steps interview technique is to increase their ability to dialogue, especially in understanding and synthesizing new information they hear. thus, using this strategy can help students learn to discuss orally according to the applied learning topic without using correct or definite answers (kagan, 1994). there are several advantages and disadvantages to applying this learning technique. the advantages of using the three steps interview technique include developing students' oral proficiency through verbal communication and increasing students' enthusiasm and interest during the learning process due to a fun and effective learning atmosphere (lipton & wellman, 1998). another advantage is that it improves student groups' performance, where students are required to be cooperative during the learning process. students will get used to an effective learning haryanti, indah, and wahyuni enhancing oral proficiency using...... jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 63 process and develop cognitive abilities, psychomotor, and students will be more competent, especially for efl areas (kamaliah et al., 2018). on the other hand, this learning technique has a drawback, namely the need for a long time to apply it. the application of the three steps interview cannot be carried out only at one time. however, it must be done repeatedly so that students are familiar with the learning stages and can follow the learning process to improve their oral proficiency. based on this situation, it would be better if the teacher has prepared media and materials adjusted to the syllabus applied at school (wulandari, 2017). previous research explained that the learning process to speak in english is not difficult to learn as long as students understand the steps or strategies they have to do, and this must be done repeatedly (lingga et al., 2020). in conducting this research, several problem formulations have been compiled by the researcher. the formulations of the problem are (1) do students who learn to use the three steps interview technique get better speaking scores than students who are taught using group discussion? (2) can the three steps interview learning strategy improve the students' speaking ability effectively? this study's main purpose is to explain the effective technique applied in the classroom, particularly in developing their speaking ability in english. through proper and not boring learning methods, it will indirectly motivate students and influence student learning outcomes. besides that, by creating a pleasant learning atmosphere, students will be more comfortable during the learning process. research method research design the quasi-experimental research method was used to find the three steps interview's effectiveness in improving students' oral proficiency. there are two variables in this study, namely the independent variable and the control variable. three steps interview as an independent variable, while the students' speaking ability is variable controlled. meanwhile, this research was conducted at sman 1 plosoklaten, with the research object being students of class xi. there are two classes selected from all existing classes, where students in that class have the same abilities. the researcher determines which class is classified as the experimental class and the control class (latief, 2019). the experimental class will get specific treatment from researchers, while the control class will not (ary et al., 2010). in this case, the researcher applied the three steps interview as a learning method in the experimental class, while in the control class, the learning method used was group discussion. population and sample this study's population was students of class xi sman 1 plosoklaten academic year 2018/2019, which was divided into two departments of science and social studies. the researcher then chose 2 classes randomly, namely class xi ipa 4 and xi ipa 5, as the research sample with 32 students in each class. in applying the treatments, class xi ipa 5 was selected as an experimental class where students would be taught using the three step interview as a learning technique. meanwhile, the control class, namely xi ipa 4, used the group discussion technique. learning techniques applied to the experimental class and control class aim to provide more opportunities for students to improve their oral proficiency. thus, the classroom's learning atmosphere will be more enjoyable and foster enthusiasm for students to continue to enhance their oral proficiency. instruments before giving treatment to the experimental and control classes, the researcher must pretest the two classes, aiming to determine the students' abilities before getting treatment. besides, the researcher also had to do a posttest after the treatment was carried out in the two classes, aiming to determine the development or improvement of students' oral proficiency haryanti, indah, and wahyuni enhancing oral proficiency using...... jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 64 after receiving treatment. in conducting the pretest and posttest, researchers used the same technique, where students were asked to practice dialogue with the topics they had randomly assigned. in conducting the pretest, the researcher prepared 10 topics with the theme of natural disasters. in contrast, in conducting the postest, the researcher prepared 10 different topics regarding natural disasters' cause and effect. details of the teaching and learning process can be seen in table 1. the students' speaking scores are based on five aspects: grammar, vocabulary, fluency, pronunciation, and comprehension. in each aspect of the assessment, there are 5 assessment indicators (ranging from 1-5) that can be used as a reference by researchers in measuring students' speaking ability (brown, 2001). the technique of assessing students' speaking ability in the pretest and posttest involves totaling the score based on the indicators and total of aspects. table 1. teaching procedures experimental group control group opening activities • greeting and praying • the teacher explains the method and technique that will use during the class activities . the teacher explains the material that will be taught. opening activities • greeting and praying • the teacher explains the method and technique that will use during the class activities . the teacher explains the purpose of the study. whilst teaching activities • the teacher explains the material as a technique in the teaching-learning process • the teacher makes a group of 4 students and labeled the students with a, b, c and d. • teacher pairs the students, students a with b and student c with d. • the teacher gives a topic to the students in the group. • students are in pairs. each of them has to be the interviewer and interviewee. • student a interview student b, and student c interview student b • after that, students have to reverse roles. • each student has to share information with their team about what they have learned during the two interviews. whilst teaching activities • the teacher explains the material as a technique in the teaching-learning process • teacher discuss and explain more about the material to the students. • the teacher gives some topics to practice dialogue • students make a group and discuss the dialogue • students have to practice the dialogue in front of the class closing activities • the teacher evaluates the students' practice • the teacher gives the score to the students • praying and ended the classroom closing activities • the teacher evaluates the students' dialogue practice • praying and ended the classroom data analysis the data analysis process covers three stages of analysis carried out by researchers using spss. the first step is knowing the descriptive statistics. in the second step, the researcher conducted a homogeneity test using levene's test to determine the equivalence of students' abilities in both classes, both the control class and the experimental class. if the data on this study is homogeneous, then the researcher can continue the analysis step three, namely using ancova with significant error 0.05. the ancova assumption test was conducted to determine the three steps interview's effectiveness in improving students' oral proficiency (sujarweni, 2019). haryanti, indah, and wahyuni enhancing oral proficiency using...... jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 65 findings and discussion findings this study aimed to enhance students' oral proficiency using three steps interview technique at eleventh-grade students. this study was designed in experimental design which has control and experimental group. the experimental group was subjected to three steps interview technique, while the control group was treated using the group discussion technique. the two groups were distributed tests in pre-test and post-test with the same teaching materials. the data were analyzed in statistical analysis, namely, descriptive statistics and inferential statistics. based on the statistical results of computation using spss carried out by researchers, some of the calculation results can be seen in table 2. table 2 descriptive statistics n minimum maximum mean std. deviation pre test control group 32 20 72 41.37 13.075 experiment group 32 36 72 52.75 9.500 post test control group 32 52 72 63.38 6.593 experiment group 32 72 92 78.25 5.370 the results of statistical calculations in the statistical description table show that the researcher has assessed the students' speaking ability, namely by conducting a pretest and posttest. table 2 shows that the pretest means score in the control class was 41.32, while the mean value in the experimental class was 52.75. then, the posttest average score in the control class was 63.38, while in the experimental class, the average score was 78.25. thus, it can be seen that the average value posttest students in grade control and experiment are higher than the average value pretest control group and the experimental. in addition, the data were declared as normal and homogeneous data because it was analyzed using levene’s test. the result can be seen in table 3. in other words, students who are taugh using three steps technique are better achievement than those who subjected to the group discussion technique. table 3 levene's test of equality of error variances dependent variable:post test f df1 df2 sig. 3.373 1 62 .071 tests the null hypothesis that the error variance of the dependent variable is equal across groups. a. design: intercept + group + pre_test + group * pre_test in table 3, the significance value shows a value of 0.71, which is greater than 0.05. thus, it can be seen that the abilities of students in the experimental class and control class are not much different. thus, the data in this study were declared homogeneous and the researcher could continue the data analysis test, namely the ancova assumption test. the results of ancova test can be presented in table 4 as follows. table 4 tests of between-subjects effects haryanti, indah, and wahyuni enhancing oral proficiency using...... jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 66 dependent variable: post test source type iii sum of squares df mean square f sig. partial eta squared corrected model 3542.451a 2 1771.225 48.249 .000 .613 intercept 16963.874 1 16963.874 462.107 .000 .883 group 2748.779 1 2748.779 74.879 .000 .551 pre_test 2.201 1 2.201 .060 .807 .001 error 2239.299 61 36.710 total 326704.000 64 corrected total 5781.750 63 a. r squared = ,613 (adjusted r squared = ,600) in table 4, several conclusions can be drawn. the first is the corrected model, which is the independent variable's influence (three steps interview) on the dependent variable (students' speaking ability). if, known sig. 2-tailed (0.000), which is lower than the significance level (0.05), it can be concluded that the independent variable has a significant effect on the dependent variable. the second point is the intercept, which results from changes in the dependent variable without any influence from the existence of the independent variable. if (sig.) > 0.05, then the intercept result is significant. however, based on the table above, the sig. (0.000), then the intercept is declared insignificant. the next point is the group, which explains the three steps interview's effectiveness in improving students' abilities. if it is known (sig.) < 0.05, then the result is significant. in table 4, it is known that the significant result for the group is 0.000. thus, if p (0.000) <significance level (0.05), it can be concluded that the three steps interview learning technique is proven to improve students' speaking ability effectively. next is the double determination of the dependent and controlled variables, which shows that the squared rs is 0.6., which is almost close to 1, so it can be said that the two variables in this study have a strong correlation with each other. discussion this research was conducted to find out two things. first, knowing whether students who learn using the three steps interview technique have better oral proficiency than students who are taught using the group discussion technique. furthermore, this study was conducted to determine the three steps interview learning technique's effectiveness in improving students' oral proficiency. this strategy is one of the learning strategies that fall within the scope of cooperative learning. the tendency to learn in groups can improve students 'socialization skills, develop ideas about learning topics, and effectively develop students' communication skills (permansari, 2014). also, students must work together in every lesson, which must be responsible for teamwork and themselves. at the same time, achieving the main objectives of learning (sonthara & vanna, 2009). this results of this study also are supported by zainuddin's (2018) findings that the three steps interview learning strategy is considered effective in overcoming students' difficulties to understand and respond to conversations in english. as for the difference, zainuddin ( 2018) uses the classroom action research design to help students speak based on recount text. meanwhile, there is also an effective group discussion compared to the three steps interview technique. group discussion is considered effective because it gets an effective response from students (danarwati, 2018), supported by learning media (hussin et al., 2020), especially if it involves small groups (al jawad & abosnan, 2020; bohari, 2020; haryanti, indah, and wahyuni enhancing oral proficiency using...... jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 67 fauzi, 2017). however, when compared to the three steps interview technique, it is still not comparable. speaking ability is very important to learn because it affects students' learning success (suadiyatno, firman, hanan, & sumarsono, 2020). therefore, the three steps interview is an effective learning strategy to improve students' speaking ability. through the learning process, fun and not boring, it would indirectly motivate students to give their understanding and awareness of the importance of the development of the ability to speak in a foreign language. also, a learning strategy is as effective to increase the confidence of students in speech (lewis, 2020), especially in the aspects of grammar and comprehension (kamaliah, et al., 2018), helps students in the description as well as increasing interest and the interest of students in developing and deepen their oral proficiency, through effective teaching and learning activities and the creation of a pleasant learning atmosphere (aristy, et al., 2019). thus, the teaching technique using the three steps interview is a learning technique that is proven to increase student interest in learning, increase self-confidence and create an atmosphere of teaching and learning that is both effective and fun to do. conclusion this research was conducted to determine the effectiveness of the three steps interview learning strategy in enhancing the oral proficiency of grade 11 high school students. based on the research results, it is known that the three steps interview has been shown to improve students' speaking ability effectively and significantly, especially for efl learners. students need to learn in a fun atmosphere during the learning process of teaching, not a monotonous. they can increase their motivation to learn so that the necessary systems and effective cooperative learning. given how crucial the results of this study are, many aspects need to be considered in supporting student learning success. thus, the use of the three steps interview learning technique can be used by teachers to improve students' oral proficiency while at the same time fostering student interest in continuing to learn and pursuing oral proficiency, which is very useful in this modern era. every educator and researcher must continuously update the learning strategies applied in the classroom to support the learning process and student achievement by using supportive and interesting teaching and learning techniques. by creating a comfortable learning atmosphere for students, of course, will have a positive influence on student learning development as well as trigger students to have higher learning motivation. thus, the development and renewal of learning strategies in the classroom are significant to pay attention to, given the development of current issues in the world of education that continues to roll. references al jawad, a., & abosnan, s. (2020). the impact of using small group discussion technique on enhancing students' performance in speaking skill: a case study of benghazi university. international journal of linguistic, literature and translation , 189-198. aristy, i., hadiansyah, r., & apsari, y. (2019). using three step interview to improve students' speaking ability . professional journal of english education, 74 79. ary, d., jacobs, l., & sorensen, c. a. (2010). introduction to research in education eighth edition. wadsworth: cengage learning . bailey, s. (2005). a handbook for international students. new york: routledge . bohari, l. (2020). improving speaking skill through small group discussion of eleventh grade students of sma plus minuril arifin nw praya. jollt journal of languages and language teaching, 68-81. haryanti, indah, and wahyuni enhancing oral proficiency using...... jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 68 brown, h. d. (2001). teaching by principles an interactive approach to language pedagogy. new jersey: longman. candraloka, o. r. (2016). implementing three steps interview in teaching speaking. journal edulingua, 39-46. danarwati, r. (2018). students perceptions on the use of group discussion technique in speaking sessions of speaking 1. yogyakarta: universitas sanatha dharma. fauzi, i. (2017). improving students speaking ability through small group discussion . journal elt research: the academic journal of studies in english language teaching and learning, 130-138. hussin, r., gani, s., & muslem, a. (2020). the use of youtube media through group discussion in teaching speaking. english education journal, 19-33. kagan, s. (1994). cooperative learning. san clement: kagan publishing. kamaliah, n., kasim, u., & azis, z. a. (2018). use of three step interview technique in teaching esl speaking. english education journal , 82-101. latief, m. a. (2019). research methods on language learning an introduction. malang: universitas negeri malang. lingga, l. m., simanjuntak, r. m., & saragih, e. (2020). students' strategies in learning speaking skills at smp nasrani 3 medan. jollt journal of languages and language teaching, 91-99. lipton, l., & wellman, b. (1998). mentoring mtters: a practical guide to learning focus relationship. sherman: miravia llc. maca, s. (2020). teaching english speaking skill through pair and group interview. ethical lingua: journal of language teaching and literature. permansari, r. c. (2014). improving students' speaking skill through three steps interview technique. semarang state university. setyarini, s. m. (2020). "i start learning english through speaking" : social agency demand and inter-school readiness for indonesian young english learners. indonesian journals of applied linguistic, 218-225 . sonthara, k., & vanna, s. (2009). cooperative learning: theory and practice. boston: world education, inc. stone, j. (1990). cooperative learning and language arts . california : university of california . suadiyatno, t., firman, e., hanan, a., & sumarsono, d. (2020). examining the effect of contextual teaching-learning and anxiety towards students' speaking skills. jollt journal of languages and language teaching, 100-107. sugianto, n. (2020). the use of three steps interview to increase students' self confidence at speaking skill. cordova journal, 84-94. sujarweni, v. w. (2019). spss untuk penelitian. yogyakarta: penerbit pustaka baru press . umami, m. (2019). the use of three steps interview technique to improve students speaking skill for the tenth grade of smk muhammadiyah salatiga in the academic year 2019/2020. doctoral dissertation, iain salatiga. wahyuningsih, s., & afandi, m. (2020). investigating english speaking problems: implication for speaking curriculum development in indonesia. european journal of education research, 967-977. wulandari, s. d. (2017). using three steps interview technique to improve speaking ability of senior high school students. journal of english language teaching , 94-103. zainuddin, z. (2018). using three steps interview technique to improve the speaking skill of the non-english department students. journal of english for academic and specific purposes, 14-32. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i1.2210 january 2020. vol.8 , no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp.8-19 jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 8 designing strategies for university students’ writing skills 1 ismiati, 1 erlin pebriantika 1 english lecturer, english language education, cordova university, indonesia corresponding email: ismiatisumarlin08@gmail.com article info abstract article history received: november 2019 revised: december 2019 published: january 2020 in the process of teaching and learning english writing skill, some strategies which are considered appropriate for a certain group of learners, may not suitable for other groups as each group has its own problems and needs in writing. therefore, teaching-learning strategies for english writing require to be continuously developed. this study aims to design strategies based on the students’ writing needs and problems as the development of the previous common implemented strategies in writing course classes at the english study program of cordova university, west sumbawa regency. the research subjects were students who are actively studying english as their major specialization and lecturers who have been teaching english writing courses in the academic year 2018/2019. the result shows that the previous strategies give a little significant impact on the students’ writing skill progress. for the reasons, new strategies were designed and recommended to be continuously implemented for teaching and learning writing courses and involved in the curriculum at the english study program, cordova university. those strategies are (1) collaborative writing strategy. (2) combining diary and guided writing strategy. (3) additional credit hours for writing course classes (4). graded writing course classes need to be continuously taught by the same lecturer. keywords designing; strategies; english; writing; how to cite: ismiati., & pebriantika, e. (2020). designing strategies for university students’ writing skill. jollt journal of languages and language teaching, 8(1) pp. 8-19. doi: https://doi.org/10.33394/jollt.v8i1.2210 introduction english writing skill plays important roles in the area of language learning. this skill is considered as the crucial language skill for english learners. learning to write is not like a natural learning activity to speak (haerazi & irawan, 2019). the ability to write in english is commonly required in higher education level. university students are expected to have good knowledge of english writing to accomplish academic written assignments and easily involve in written communications. nevertheless, the complexities of english writing rules still become big challenges for university students include those who study english as their major specialization. many studies found that english writing is one of the most difficult subjects to be learned. sajid and siddiqui (2015) claimed that producing written text in any disciplinary is one of the most difficult tasks done by efl learners as it requires comprehensive linguistics and communicative ability. at the english study program of cordova university, west sumbawa regency, most students from the first to the eighth grade in the academic year 2018/2019 still have many problems in their writing. ismiati and erlin (2019) found that the writing ability of many students’ in all grades was in the level of fair grade means that students’ writing was not academically or correctly constructed. mailto:ismiatisumarlin08@gmail.com https://doi.org/10.33394/jollt.v8i1.2210 ismiati & pebriantika designing strategies for… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 9 various strategies were implemented and claimed as a solution for the students’ writing deficiency. however, in fact, some strategies may give a significant impact on the writing progress of a certain group of learners and may not for others. each group of learners has its own writing problems and needs in writing english, therefore, teaching and learning writing strategies need to be continuously developed based on the learners’ problems and need to give solutions for them who are struggling with writing skills. development strategies for writing mean the ways to modify or to increase the previous strategies which are considered to give little significant toward the students’ writing skill progress. those new recommended strategies are required to give continuously solutions for the practices of writing or teaching writing to gain better improvement in the writing products. joseph (2017) have been developed some strategies or approaches as aids for students’ writing deficiency. some of those strategies are collaborative learning, critical thinking, and autonomous learning. writing skills for the academic area refers to the ability of students to write academically and scientifically. academic writing needs a complex standard of writing. nasser (2018) states that writing skills must obtain accuracy and correctness in matters of grammar, punctuation, vocabulary, word order, spelling, capitalization, etc. these writing skills are also adapted by haerazi and irawan (2019) as a writing guide to see the students’ level of writing competences. the complexities of the english writing rules may influence the students’ deficiencies in writing. most students at a higher level of education still have a lack of the ability to create good english writing including those who study english as their major specialization ashraf (2016) found several problems in the writing of undergraduate esl learners in which the major problems are dealt with the use of tenses, articles, and prepositions. many studies found that appropriate teaching-learning strategies for writing classes can increase students’ writing skills. yusuf (2019) asserted that cooperative learning (cl) strategy has positive effects on improving students’ writing skills. hanan et al (2015) claimed that through diary writing strategy, the students’ writing ability is significantly improved especially the grammar and vocabulary. nevertheless, in the practice of diary writing strategy, many students write run-on sentences with less attention to the writing rules. the focus of this strategy is to motivate students to continuously practice writing, as a result, the students’ writing ability cannot significantly improve as they accept little feedback for their writing. some strategies may be appropriate for a certain group of the learner and may not for others. therefore, this present study is conducted to design new strategies for students’ writing skills by considering the students’ needs and problems in writing. research method research design this study applied a qualitative approach. it was is conducted to design new strategies for english writing skills as the development or modification for the previous strategies which are recommended to be continuously implemented in the classes of writing courses and involved in the curriculum at the english study program of cordova university. subjects for this study were 20 students from the first until the eighth grade who are active studying english as their major specialization and 4 lecturers who have taught english writing courses at the english study program of cordova university in the academic year 2018/2019. instruments for this research were observation sheet, in-depth interview, and fgd guidelines. the teachinglearning activities in writing course classes were observed to identify the influence of the implemented strategies toward the students’ writing skill progress. ismiati & pebriantika designing strategies for… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 10 in-depth interview was conducted for both students and lecturers to obtain more clear description about the strategies which are commonly implemented in the class of writing course and to design new strategies which are recommended to be continuously implemented for writing classes and involve in english study program curriculum. data analysis data for this study were analysed through several steps as reducing, displaying, and generating a conclusion. research findings and discussion research findings the finding of this research describes the commonly implemented strategies in writing course classes at the english study program of cordova university which are presented as follows. implemented strategies in curriculum of english study program of cordova university, there some graded of writing courses namely ‘writing i’ which is taught in the first semester, ‘writing ii’ which is presented for the second-semester students, ‘writing iii’ which is taught in the third semester, ‘essay writing in the fifth semester. there found numerous strategies that have been commonly implemented in teaching the writing courses. those strategies are described as follows. collaborative writing strategy soraya (2016) asserts that collaborative writing strategy is a mixture of cooperative learning and writing strategies. teachers have a tendency to provide chances in working together or individually by using the collaborative writing strategy. it is in line with haerazi et al. (2019) who state the collaborative writing strategy can help students to accomplish their assignments smoothly. in addition, mutwarasibo (2013) collaborative writing strategy values to the domain of efl academic writing. collaborative writing strategy is one of the common strategies which has ever implemented in the class of writing ii, iii, and essay writing at the english study program of cordova university. this strategy is often conducted in a small group during four earlier classroom meetings and sometimes continuously implemented after the middle test. the practice of this strategy is done through various activities. there many activities that are done during the process of group discussion. each group is given the course material and asked to discuss and find a detail explanation of the material from the internet which is evaluable to support the ongoing discussion. after discussing the material with a team as well as with the lecturer, the students in teamwork were then instructed to practice writing, ask them to decide one topic and develop the topic into a good essay. during the process of discussion, students were active to give their idea of what they want to write in their writing. the lecturer was also really active to guide the students’ discussion by approaching each group to find out their difficulties in understanding the writing course materials and their problems in writing a good paragraph of the essay. in other opportunities, some lecturers implement a collaborative strategy in a very small group. there are only two students in the group. the lecturer effectively manages the group by involving a student who has good writing ability in each group. the discussion runs well. the lecturer actively involves guiding in the process of the discussion, the students in each group discuss until they understand. another way to implement this strategy was done by deciding a group discussion that consists of a maximum of three students for one group. each group was instructed to write the ismiati & pebriantika designing strategies for… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 11 same types of essays. after the group finishes their writing, each group shares or exchanges their writing with other groups in other a group can assess another group’s writing. during the process of writing assessment which is done by each group, the lecturer walks to each group to evaluate and to solve the students’ problems. the students can also find some references to help them while they are examining the writing. the activity effectively runs. almost all students were active. after the assessment process ends, each group has to describe the weaknesses and the goodness of the writing and give a detail explanation about it. another situation was implemented by deciding some groups. the lecturer decided the group by involving a student who is considered has good writing ability to be a proofreader in each group. one group consists of three students. each member of a group was asked to write a paragraph on their own topic. after the students finish their writing, the proofreader in each group must lead the discussion by giving an explanation about each group member’s writing. during the process, the lecturer also takes part by doing the evaluation and giving some comments to the result of the students’ discussion. diary writing strategy diary writing is another strategy that is commonly used in the class of writing course. diary writing is one of the common strategies that are implemented by doing regularly writing practice outside the classroom or students are given a written task t to continuously write at home. at the english study program of cordova university, the lecturers who have ever taught in the class of writing course practices this strategy by asking students to write on a diary at home, they are instructed to write at least one topic for one day. they were given opportunities to decide their own topic and develop the topic into at least two or three paragraphs. other lecturers implemented this strategy by instructing students to write every day at home for two months. the practiced diary writing strategy in the class of writing iii has ever done by asking students to write a different topic of the essay once a week during the semester hour. each topic consists of at least five paragraphs. the students may choose their own topics or use the topics which were offered by the lecturers. in doing the tasks, the students are not allowed to use the google translation tool, they have to create their own writing product. however, in fact, most students use the google translation tool in completing the writing assignments as there was little attention carefully attention or supervision toward the result of the students writing. during the classroom activities, there only some parts of the students’ writing can be discussed because of the limited time for the writing course. guided writing strategy guided writing is another strategy that has also ever used in writing classes at the english study program of cordova university. parson (2001) defines guided writing as the process where teachers develop and guide students’ writing through discussion, join text construction, and evaluation of their independent writing. in the process of guiding, teachers or lecturers give deeply and clear feedback to the students’ writing. milaningrum, et al (2018) state that guided writing strategy means the involvement of a lecturer guide to a small group of learners in their attempt to create individually written texts by responding or giving feedback to the students’ writing. it is useful to encourage the students to revise or edit their writing. in conducting the writing class by using this strategy, some lecturers at the english program of cordova university usually guide the students’ writing individually or in pair based on the problems or errors which occur in their writing and also consider the students’ needs and difficulties in writing. ismiati & pebriantika designing strategies for… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 12 the guiding process mostly occurs in the classroom after the students conduct a writing exercise. two or more students meet the lecturer for discussion and other students get writing guidance from their friends in the classroom. it usually takes fifteen to twenty minutes for guiding one student in one meeting. in the process of discussion, the lecturers gave comments, suggestions, and explanations about the errors in the students’ writing. students had opportunities to ask many things related to their writing problems and the lecturer gives more and detail explanations about their questions. the students have to do a revision based on the result of the guiding, then meet the lecturer again after one or two days to show and discuss the revisions. they could not continue to write another topic before they did a correct revision for the previous errors. because of the limited time for the classroom activities, the lecturers expected students to send the result of their writing using some internet applications such as e-mail and whatsapp to applications. through those applications, the students not only apply individual guiding but also implement group discussion. however, there only a few students who are interestingly and actively write and discuss their writing after class. group presentation strategy a group presentation is one of the communication skills which is orally conducted in teamwork to discuss a certain issue. zivkovic (2014) claims that group presentation technique allows students to actually enjoy sharing knowledge in a constructive way both for their audience and themselves with structured planning and organization. in the class of writing at the english study program of cordova university, group presentations strategy is often implemented instead of doing more writing exercises in the class. the topics which are presented in the syllabus of the writing course are divided and given to each group of presentations. before the students do the group presentation, the lecturer firstly explains some topics for some meetings and then the following topics have to be discussed by the students in a group presentation. there are commonly two groups of presentations in one meeting. after the group presenting the course materials, the other students as the audiences in the class deliver some questions to the members of the group presentation. not only the students in the group presentation can answer the questions or give comments during the activity but also other students as the audience are also given opportunities to take part. at the end of the presentation, the lecturers also give little comments and explanations related to the topic. lecture-explanation technique the lecture-explanation technique also becomes one of the most common strategies which is often implemented in the class of writing courses at the english study program of cordova university. good and markel (1959) in kaur (2011) point that lecture as a method of teaching by which the instructor gives an oral presentation of facts or principles to learners and the class usually being responsible for note-taking, usually implies little or no class participants by such means as questioning or discussion during the class period. howe (1980 ) in kaur (2011) also points the same definition as a lecture that occurs whenever a teacher is talking and students are listening. in implementing this strategy, the lecturers at the english study program of cordova university present the speech to explain the material using powerpoint. the lecturer usually takes more time to explain the course material then conducting writing activities. after spending much time to explain the material, the lecturer then asks for comments or questions from the students about the material. ismiati & pebriantika designing strategies for… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 13 research discussion new strategies were designed as the development or combination of the previous common implemented strategies which are recommended to be continuously implemented in writing course classes and involved in the curriculum at the english study program of cordova university. those new strategies are described in the following discussion: recommended strategies various strategies that are commonly implemented in writing course classes at the english study program of cordova university give little significant contributions to the students’ writing progress. therefore, by considering the students’ needs and problems of writing skills, new strategies were designed and recommended. collaborative writing strategy was claimed effective to help students get the progress of their writing ability. however, the significant effect of the collaborative strategy is no longer accepted by the students because of the limited time of classroom discussion. it is considered that two credit hours for the writing course class is too short to do various classroom activities. in fact, the lecturers suggested the students conduct group discussion after class, they can continuously discuss with friends or lecturers in any spare time, however, many students implement the collaborative strategies only in the classroom when the lecturer asks them to discuss. there only a few students who have high motivation to conduct a group discussion outside the classroom to help them improve their writing skills. the implementation of diary writing was considered less effective if there is no continuously attention and supervision from the lecturers toward the students’ writing results. many studies believed that continuously practice diary writing may improve the students’ writing skill, however, to practice this strategy, most students usually write run-on sentences and give little attention to the writing rules. as a result, their writing is not academically and correctly improved. as mentioned earlier, many students use google translation when they are tasked to do diary writing at home. using the translation tool does not help their writing progress as the writing is not their original handwriting product. guided writing strategy was not effectively conducted in the classes of writing courses. each student’s writing needs to be individually guided to get better writing improvement. therefore needs more time to implement this strategy. two credit hours for the writing course was claimed not enough to continuously conduct classroom activities using this strategy. lecturers recommended implementing this strategy not only in the classroom but also at any time outside the classroom in which students can discuss their writing with other friends or with the lecturer outside the classroom or through the internet applications such as email or what’s up. unfortunately, many students do not initiative and actively write and discuss their writing after class. group presentation strategy was claimed as one of the strategies that do not broadly affect the students’ writing skill progress and understanding toward the writing material. the discussion is often dominated by only a few students who have good preparation to do the presentation. responding to the questions from the audience is answered by only one or two group members. only one or two students work hard to prepare some materials related to the topic of presentation. many members of the group presentation do not take part. they only read the material on the day of doing the presentations. as a result, they do not give much contribution to logically and correctly respond to the questions or comments from the audience. in addition, the group presentation members and the audience are not active enough to involve during the process of a group presentation. they're found only a little feedback from the audience and the group much more read their paper in presenting the material instead of giving a clear explanation. ismiati & pebriantika designing strategies for… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 14 the lecture-explanation technique is less beneficial to be implemented in writing class as the classroom is dominated by the lecturer’s speech. writing class needs more writing activities and discussion rather than only presenting the explanation about the course materials which can be copied during the process of students’ discussion in which the lecturer is also actively involved to guide the students. in implementing this strategy, it was found only a little feedback from students to respond to the lecturer's speech. many students look busy with their own activities while the lecturer is giving a speech about the course material. many of the students do not pay attention to what the lecturer explains. when the lecturer finds no comments or questions, she or he then continues to explain another topic until the class ends. referring to the weaknesses of the implemented strategies, it was designed new strategies for the writing course classes as elaborated as follows. collaborative writing strategy it was recommended to continuously implement the collaborative strategy in writing course classes. implementing this strategy needs more time, therefore, the lecturer is expected to spend much time on classroom activities through group discussion instead of presenting more speech from the lecturer. the course material which is much more explained by the lecturer can be discussed during the work of group activity. the lecturer may involve giving comments or suggestions for each group. many students enjoy using collaborative writing strategies in the classes of writing courses. biria and jafari (2013) found that the use of a collaborative learning strategy improves the overall quality of the learners' writing production. in addition, teachers can provide students with interesting writing materials to facilitate them to write (haerazi et al., 2018). the students can get beneficial progress in their writing through this strategy. the students can share a lot of things with their friends include discussing their writing difficulties and find a solution together in the group. they can always remember parts of their writing which were mostly corrected or revised by the team and the lecturer. using this strategy makes the classroom activity more lives as the students actively discuss to each other. it also significantly affects the students’ motivation to write and develop their writing skills. by considering the benefits of using the collaborative writing strategy and the case which was found through this study, it is recommended to continuously implement the collaborative writing strategy in writing courses classes by actively used inside or outside the classroom to support the students’ writing motivation and to develop their writing skill. combining diary and guided writing strategy diary writing means daily writing practice which is done in the writer’s own enjoyable place and time. guided writing is a process of practice writing through guidance or support from others. diary and guided writing are commonly implemented as strategies for teachinglearning in writing class. many classes use both of the strategies separately. lecturers who teach writing course and essay writing course classes at english study program of cordova university have been implemented each of those strategies in the classes of writing i, writing, ii, and writing iii, and essay writing. some lecturers applied diary writing to give a written assignment to the students. others have been implemented guided writing strategies to help students overcome their writing problems. the practice of diary writing was done by asking students to write on their own topic every day or twice in a week at home. the implementation of guided writing was done through the use of internet applications such as what up and e-mail. ismiati & pebriantika designing strategies for… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 15 the use of each strategy in writing course class is believed gives a positive effect on students’ writing skills. it was claimed that practice diary writing can motivate students to build their writing habit and get guidance for the writing is effective to overcome their writing problems and improve their writing skills. it is believed that regularly giving a suggestion, guiding, and correction to the students’ writing task which is applied through guiding strategy can significantly influence the students’ writing skill progress because it can be done any time and at any place. fatima, et al (2015) found that diary writing habit is useful to develop the students’ writing skill. holdich and chung (2003) in yu feng (2011) indicated guided writing offers greater opportunities for young writers to make valuable connections between text, sentence, and word level decision and help children shape and read texts with particular criteria in mind. besides the advantage of using the diary and guided writing in the class of writing course, there also found the weaknesses of implementing those strategies separately. in fact, most students at the english study program practice writing only if the lecturers give them a written assignment. they almost never practice regularly writing at home except if they have to accomplish the college assignments. if the lecturers do not give attention to the students’ writing assignments, many students do not create their own writing. most of them use google translation tools in completing their diary writing assignments or take others’ writing from the internet. the practice of guiding strategy by using internet applications gives less influence toward the progress of students’ writing ability. most students cannot build a good understanding of the lecturers’ explanation through guiding the applications and not many lecturers have much time to give directly respond to the students’ writing on the application. it can be more valuable if the use of a guided strategy is directly implemented face to face among students and lecturers in the classroom. the students can be more focus and understand the lecturers’ explanation. they also have opportunities to give more questions and asking solutions for their writing problems. referring to the advantage and the weaknesses of implementing diary and guided writing strategy separately, it is recommended to implement the combination of diary and guided writing strategy in the classes of writing course i, writing course ii, writing course iii, and essay writing at english study program of cordova university. it is believed that the combination of the diary and guided writing strategy gives a significant influence on the students’ writing development. it was claimed that most students have low motivation to practice daily writing, the lecturers who teach writing courses are expected to be more active to give diary writing assignments in other the students can regularly write and make writing become their daily habit. in addition, it is expected that the lecturers not only ask students to submit the task but also have to give comments on what students have written in other they can get progress on their writing skills. the implementation of diary writing assignment needs to be followed by guided writing strategy, the lecturer is expected conduct continuously or regular guidance for the students’ diary writing by asking students to report and discuss their diary writing with the lecturer in other the students realize that it is valuable to do their own diary writing without using google translation or copying from the internet website. it is agreed that writing regularly and continuously in the students’ own places can be more enjoyable to develop the idea. writing needs guiding. it means that when they finish their writing product, they need to discuss the writing with others to reduce their writing errors and make it better. students’ writing skills can be developed if they practice writing every day or make writing becomes their daily habit and the students can get better progress on their writing skills if they continuously accept comments or feedback for their writing. ismiati & pebriantika designing strategies for… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 16 writing every day for a thesis is one of the practices of combining diary and guided writing strategy. the students write every time at home to complete and to revise their thesis writing. the thesis supervisor continuously gives comments or suggestions for the students’ thesis writing. it is very helpful for students to learn more from the errors which they made in their writing. the combination of diary and guided writing strategies had ever implemented by a lecturer in the writing course classes at the english study program of cordova university for a very short time. it was done by firstly write every day at home and come for writing guidance with the writing course lecturer at least once in a week. the students must bring the result of their writing to be discussed with the lecturer every week in the class of writing. 45 minutes before the class ends, the lecturer asked the students to come for a discussion. there were two or three students who can consult in one meeting. the other students were asked to discuss with their friends in the classroom while the lecturer is discussing with one student in front. in the process of giving guidance to the students, the lecturer firstly asked about the students’ difficulties related to the topic of writing which they consult on that day, then the lecturer gives explanations based on the students’ needs and difficulties in their writing. during the discussion, students also have opportunities to ask many things and the lecturer gave a clear explanation of what the students asked. unfortunately, the combination strategy was no longer implemented in the class of the writing course. there were only a few lecturers who often use this strategy and they cannot continuously conduct the classroom using this strategy because it needs longer times to ask students to practice daily writing and get individual guidance for their writing. two credit hours are not enough to guide the students’ individual and they cannot continue the guiding in the next writing course class because the lecturers at the english study program often teach for a different course in each semester. referring to the significant impact of combining diary and guided writing strategy for students’ writing motivation and progress, it is expected to all lecturers who teach in the classes of writing course at the english study program of cordova university to continuously conduct teaching-learning using this combination and include it in the curriculum. additional credit hours for writing course classes writing practice which involves across the curriculum during the academic program is considered inconsistent and fewer opportunities credit hours for the students to develop their writing skills, (lewis, 2014). each class of writing courses at the english study program of the cordova university curriculum is programmed for two credit hours. the class of writing i in the first semester until the essay writing course class in the fifth semester is attended for two hours in a week. students and lecturers need to do a lot of activities in the class of writing course. therefore, they need a longer time to discuss in the class. it is claimed that two credit hour for the english writing course in each week is too short to do various activities in the classes of writing course. the lecturers mostly begin the class by giving or presenting an explanation about the writing course materials. they often spent more time to discuss the course materials with the students and sometimes need to give more explanation to the students’ comments or questions. it was found that students have a short time to finish and discuss their writing practice in the classroom. some lecturers often give classroom writing exercises. the students have to do individually writing practice and present the result of their writing one by one in front of the classroom, then the class discusses the writing together or the lecturers need to give a response on the students’ writing. it is believed that combining dairy and guided writing strategies gives significant progress in the students’ writing motivation and progress. however, two credit hours is not ismiati & pebriantika designing strategies for… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 17 enough to practice this strategy, it needs more time because the students are given an individual diary writing an assignment and continuously guidance. it was found that writing guidance is better to conduct face to face during the class instead of doing the writing guidance outside the classroom through internet applications. therefore, it is recommended to add the writing course credit hour become at least three credit hours in other all students can have opportunities to get directly individual writing feedback from the lecturer or friends in the classroom. group discussion strategy is also considered to give a positive impact on the students’ writing development. it needs more time to conduct this strategy in the classroom because the students are divided to do group writing practice, discuss the writing and certain material in teamwork. the lecturer also needs time to lead, guide, and evaluate the group discussion process. the lecturer has to approach each team to give an explanation and respond to the result of teamwork. most students are less motivated to initiative conduct the group discussion outside the classroom. therefore, it is recommended to add the credit hours for the writing course in other the class can have enough time to do group discussions in the classroom. two credit hours are considered too less to design teaching programs as ways to improve the students’ motivation and ability to write. almost all lecturers and students suggested to the study program to design the writing courses in three credit hours in other the lecturer as well as the students can plan regularly and continuously appropriate teachinglearning process strategies to help students develop their writing skills. graded writing course classes need to be continuously taught by the same lecturer based on the earlier data, it was found that the classes of writing i, writing ii, writing iii, and essay writing course at the english study program of cordova university is taught by a different lecturer in each semester. the lecturer who teaches writing courses i in the first semester does not continue to teach the other writing courses in the following upper grade such as writing ii in the second semester, writing iii in the third semester, and essay writing course in the fifth semester. each lecturer often teaches for a different course for each semester. this condition influences the students’ writing course progress. it was claimed that they get difficulties to follow the different lecturing strategies from the lecturers if they are taught by the different lecturer for each writing class. it was suggested that the all writing courses classes need to be taught by the same lecturer because there are many activities which can be designed for the writing classes and the left activities can be continuously implemented in the next classes if there was limited time to finish the activities in the previous grade. it was pointed out that the lecture’s guiding for the students’ writing should be started from the first semester until the fifth semester of the writing course graded classes. the lecturer who teaches the integrated course such as writing to is expected to continuously teach the students from the first semester to the last semester in which the writing course is programmed. if the same lecturer continuously follows the students for the next writing class, the lecturer can continuously implement his guiding in the classroom because not many students meet lecturer for the writing task feedback outside the classroom, therefore, more time for classroom guiding is needed to overcome the students’ writing problems or get progress on their writing ability. writing courses that are programmed from the first grade continued until the fifth grade should be handled by the same lecturer in other to build a closer social relationship between the students and the lecturer in order to create an enjoyable teaching-learning process. the students can enjoy continuously asking help, communicate, and consulate their learning difficulties to the lecturer. the lecturer and students can conduct more pleasure discussion. ismiati & pebriantika designing strategies for… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 18 the students have their own writing problems. they need continuously writing guiding from the same lecturer because it is believed that continuously guiding the students’ writing for a longer period of time by the same lecturer can be more easily for students to solve the students’ individual writing problems and develop their writing skills. conclusion this study found that the commonly implemented strategies in the classes of english writing courses at the english study program of cordova university give little significant impacts on the students’ writing skill progress. therefore, through this present research, some new strategies were designed and recommended based on the students’ needs and problems in english writing. those strategies are expected to be continuously implemented in writing course classes and involved in the curriculum as solutions for students’ writing skill deficiency at the english study program of cordova university. those strategies are (1) collaborative writing strategy. (2) combining diary and guided writing strategy. (3) additional credit hours for writing course classes (4). writing course classes need to be continuously taught by the same lecturer. acknowledgment we would like to express our gratitude to the ministry of research, technology, and higher education as the research funder in 2019. references ashraf, a. (2016). esl learners’ writing skills: problems, factors, and suggestions. journal of education and social sciences, 4(2):1. http://dx.doi.org/10.20547/jess0421604201. biria, r and jafari, s. (2013). the impact of collaborative writing on the writing fluency of iranian efl learners. journal of language teaching and research. 4(1): 164-175. https://doi.org/10.4304/jltr albesher, khaled b. 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students' strategies at sma negeri1 kuripan lombok barat husnul lail mataram university, faculty of teachers training and education english educational program email:lail_rifna@yahoo.com abstract the purpose of this study was to find out the answering reading text on english tryout test based on the 12th grade students' strategies at sma negeri1 kuripan lombok barat in the academic year of 2018/2019. the population was 329 students and the sample was xii. a class that consists of 31 students were involved in this study. this study was designed as a descriptive study in analyzing the data. the data was obtained through the questionnaire. it was to find out which was the mostly strategies used by students among meta-cognitive and cognitive strategies. the result of this study showed that there were two kinds of strategy used by the students: meta-cognitive (80.31%) and cognitive (89.37%) strategies. moreover, the most dominant meta-cognitive strategies used by students were; setting plans on how to complete the test, aware of the objective of the reading tasks, correct mistakes immediately, and checking the answers of reading tasks carefully before submitting the test. while the most dominant cognitive strategies used by the students were: guessing, scanning, and skimming. the reason why guessing, scanning, and skimming get the highest percentage and being the most dominant strategies chosen was that they were very easy and simple strategies to apply when facing such a reading text. they did not need much time to identify the text. in addition, the reason guessing also got a high percentage because it was the most effective way to use during the test by using a dictionary was not allowed. key words: reading, strategies, meta-cognitive, cognitive. abstrak tujuan penelitian ini adalah untuk mengetahui jawaban teks bacaan tes tryout bahasa inggris berdasarkan strategi siswa kelas 12 di sma negeri 1 kuripan lombok barat tahun ajaran 2018/2019. populasi adalah 329 siswa dan sampel kelas xii.a yang terdiri dari 31 siswa. penelitian ini adalah dikategorikan penelitian deskriptif. data diperoleh melalui kuesioner. ini dimaksudkan untuk mengetahui strategi-strategi yang digunakan oleh siswa di antara strategi meta-kognitif dan kognitif. hasil penelitian ini menunjukkan bahwa ada dua jenis strategi yang digunakan oleh siswa: strategi meta-kognitif (80,31%) dan kognitif (89,37%). selain itu, strategi meta-kognitif yang dominan adalah; pengaturan rencana tentang menyelesaikan tes, menyadari tujuan dari tugas membaca, memperbaiki kesalahan dengan segera, dan memeriksa jawaban dari tugas membaca dengan seksama sebelum mengirimkan tes. sedangkan strategi kognitif yang paling dominan adalah: menebak, memindai, dan membaca cepat. alasan mengapa menebak, memindai, dan memotivasi untuk mendapatkan persentase tertinggi dan menjadi strategi paling dominan yang dipilih adalah karena mereka sangat mudah dan strategi sederhana untuk diterapkan ketika menghadapi teks bacaan semacam itu. mereka tidak perlu banyak waktu untuk mengidentifikasi teks. selain itu, alasan menebak (guessing) juga mendapat persentase yang tinggi, karena cara ini adalah cara paling efektif untuk digunakan selama tes dengan menggunakan kamus tidak diperbolehkan. kata kunci: membaca, strategi, meta-kognitif, kognitif journal of languages and language teaching, vol. 7 no.1, mei 2019 4 introduction language is one of the most important communication tools to connect one to another. knowing a language is important because through language people are able to acquire the information that they required and shared information as well. as stated by watkins (2005:77) “one primary use of language is to establish and maintain the social relationship”... “language is also used to share or pass on information” therefore knowing language is very important in order to build a relationship among people to share and pass information as well. one of the most popular languages in the world is english. almost all people in the world used english to communicate to one and another, whether spoken or written. english is an important language which used in many areas such as in internet, books, and products. therefore, english is very important to be learnt. in indonesia, english was taught from elementary level to university, but the fact that in indonesia english was taught as a foreign language which meant that the area of the language was limited. as stated by setiyadi (2006:22) “in indonesia, english is learnt only at schools and people do not speak the language in the society. english is really a foreign language for language learners in indonesia”. it was inversely compared with the country which taught english as the second language such as malaysia. “in malaysia, english was gained in the society where the people spoke the language; in malaysia, english was spoken as a second language”. it is one of the subjects to be examined in the national examinations at junior and senior high schools together with bahasa indonesia, mathematics and natural science, with social science added for senior high school (indonesian government regulation no. 19/2005). before the students facing the national examination, they will be given a try-out test to preparing their readiness and also give them some views about how the questions will be. in english tryout test for senior high school, reading text is the most presented. silberstein (1994: 12) states that "reading is a complex information processing skill in which the readers interact with the text in order to create or recreate meaningful discourse". it means that students interacted with the text by reading the text in order to know the meaning of the text and to get information on the text. since the reading is very complex and in tryout students are demanded to finish all of the questions in a certain amount of time, it is obvious that the students need a better and faster way to do the test, especially reading test which needs more time. therefore, this study focused its concern on the strategies that students applied during the tryout test. as we know, there are some language learning strategies in reading activities that students can use to help them understand the text and improve their reading skill. the language learning strategy is special thoughts/behaviors that individuals use to help them comprehend, learn or retain new information (o'malley and chamot, 1990). however, in several cases, the writer always found that smart students often got a low score, it probably caused by the mental process which influences their strategies in answering the test. by using an appropriate strategy in reading activities, students easier to understand the text, easier to answer the questions related to the text, easier to remember what is in the text and also can improve their reading skill. thus, students can avoid some problems with reading activities. such as missing information, a difficult word, find a topic sentence, the main idea of the text, etc. journal of languages and language teaching, vol. 7 no.1, mei 2019 2 this study was conducted in sma negeri 1 kuripan lombok barat in the academic year of 2018/2019. this study focused on answering reading texts on english tryout test based on the students' strategies. during tryout test, students were expected to answer the questions correctly while the time given is limited. the writer was interested in finding out what kinds of strategies that they used in answering reading texts on english tryout test. the result of this study, the writer hopes students are able to aware of the strategies that they use. thus, they can choose, apply, combine, and develop some best particular strategies in reading activity especially in facing national examination. method of study this study was designed as a descriptive study. the subjects of this study were xii. a class consisting of 31 students, because they got a good score on english tryout test. they might use certain strategies in answering english tryout test so that they could answer the test correctly. according to the english major teacher, this class has a good range in general, they were considered becoming reliable responses for the study. the questionnaire prepared for the students in order to find out their strategies in answering reading texts on english tryout test. the questionnaire used in this study was closeended extracted from ling (2011) based on o’malley and chamot (1990) learning strategies. in order to make the students understand the questionnaire clearly, the questionnaire was written in the indonesian language. the questionnaire designed for students consists of two parts. part a concerned personal details including the student name and class. part b concerned with the students' selfassessment of using strategies, which contained 20 statements related to metacognitive and cognitive reading strategies. in the questionnaire, the guttman scale was used, so two choices (yes and no) were offered for each statement. then the data were taken from the result of the students' questionnaire. the data gathered were analyzed by identifying the students' positive answer from the questionnaire and calculating the percentage of the data to find out the result of the most dominant strategies students used. in this step, the writer found the result of student’s questionnaire with percentage data. it was analyzed by using the formula below: number of positive answers percentage = x 100 total number of correspondents 1. explaining the result of the questionnaire the writer clarified the result of the questionnaire. then, the writer gave a more detail explanation about the result of the percentage to make sure the data clearly toward questionnaire. 2. drawing a conclusion the writer answered all of the questions in this particular writing and gave some suggestion as good guidance for the next study. research findings the questionnaire for the students included 20 items. among them, 10 items could be classified as meta-cognitive reading strategies and the other 10 items were cognitive reading strategies. the 10 items of meta-cognitive strategies were further divided into six subcategories: advanced organization, selective attention, directed attention, selfmanagement, monitoring, and selfevaluation. similarly, the 10 items of cognitive strategies were also grouped into 10 subcategories, namely, skimming, scanning, prediction, analyzing, summarizing, elaboration, repetition, guessing, translation, and inferring. by using questionnaire, the writer got the students' responses about their strategies in answering reading texts on english tryout test at the 12 th grade journal of languages and language teaching, vol. 7 no.1, mei 2019 3 students of sman 1kuripanombok barat in the academic year of 2018/2019, especially xi. a class. it was found that the average percentage of meta-cognitive strategies was 80.31%. there were four strategies of meta-cognitive strategies that had the highest point from students with 87.5% and there were 10 cognitive strategies offers by the writer in the questionnaire. from 10 strategies, most of them got more than 80% in which only statement number 16 which got less than eighty percent. it also shows that the average percentage of cognitive strategies is 89.37%. meta-cognitive strategies the four categories of metacognitive that had the highest percentage from students with 87.5% namely; setting plans on how to complete the test, aware of the objective of the reading tasks, correct mistakes immediately, and checking the answers of reading tasks carefully before submitting the test. the second highest chosen strategies with a percentage of 84.37% are; know what to read closely and what to ignore and evaluating performance and progress while completing the test. the third highest chosen strategy with a percentage of 81.25% is: paying attention and memorizing the questions before reading the text. the next strategy students chose was evaluating the effectiveness of strategies used. this strategy got 71.87%. the reason was it got less than eighty percent is because most students still view this strategy as an important one while the rest think it is dependable. doing an evaluation of the strategy actually can help students to know whether the strategy they used is suitable and effective. finally, there were two strategies that got the lowest percentage. those tried to find out the weakness in reading activity and think how to improve their reading efficiency with 68.57% and distinguish the easy and difficult questions and spend much more time on difficult reading tasks with 62.5%. the first lowest strategies chosen was to try to find out a weakness in reading activity and think about how to improve their reading efficiency. this strategy seems important to do. finding the weaknesses, for instance, may function as a tool to evaluate which part of reading activities may lack. besides, thinking of the way to improve that weaknesses have been linked to finding weaknesses. thus, after finding what lacks in reading, at the time the students can find the solution for that problem. however, this strategy viewed as less important ones to do during the test. the four highest strategies previously mentioned are viewed as more important strategies to do at that time. find out the weakness in reading activity, and think how to improve their reading efficiency may very suitable to do after doing the test but to do it when the test running is not a good choice because of the limited time we had in the test. moreover, the second lowest chosen strategy was distinguishing the easy and difficult questions then spend much more time on difficult reading tasks. distinguish the easy and difficult questions sometimes need time that is why it seems not effective. the students sometimes prefer to do questions regularly. that is why this strategy does not get much intention from the students. however, in some cases, spend much more time on difficult reading tasks seems helpful to think about the right answer. cognitive strategies there were 3 strategies of cognitive that had the highest percentage from students with 100% namely; guessing, scanning, and skimming. moreover, there were three strategies which got the second highest percentage with 87.5%, those were summarizing, grammar analysis, and elaboration. the third highest chosen from the students in which got 84.37% were predicting, translating, and repetition. journal of languages and language teaching, vol. 7 no.1, mei 2019 4 .there was one strategy which got the lowest percentage with 78.12% is an inference or using a transitional word. in addition, the result of this study was similar to the previous studies particularly with ling’s (2011), which claimed that cognitive and meta-cognitive strategies were strategies that frequently used by the students. as we can see that in this study, the average cognitive was 89.37%, while meta-cognitive was 80.31%. this result shows that the frequent use of both strategies is almost the same as the average percentage of 80%. however, this study has a different result with phakiti’s study (2003) in which according to the data in this study, the cognitive strategy frequently used than metacognitive while phakti’s claimed the opposite. in summary, there were two kinds of reading strategies used by students: metacognitive and cognitive strategies. before further discussing the result it is better to know more about what meta-cognitive and cognitive mean since both of them are closely related and sometimes hard to be distinguished. in general, based on the previous discussion on chapter two, metacognitive is a learning strategy that involves thinking about or knowledge of learning process, planning for learning, monitoring learning while it is taking place or self-evaluation learning after the task is completed (o'malley and chamot, 1990). while cognitive can be simply defined as a mental process in which it covers the activity of memory, attention ability, producing and understanding language, a reason for learning, problemsolving, and decision-making. it means that cognitive included activities of processing information and applying knowledge. thus, we can draw a conclusion that meta-cognitive refers to monitoring language improvement, while cognitive refers to a knowledge improvement. conclusion from the previous data and discussion, it is concluded that: there were two kinds of strategies used by the students: meta-cognitive and cognitive strategies. the result of the study also showed that the average percentage of meta-cognitive was 80.31%, while cognitive was 89.37%. the most dominant meta-cognitive strategies used by the students in answering reading texts on english tryout test represented 87.5% of total responses were: setting plans on how to complete the test; aware of the objective of the reading tasks; correct mistakes immediately; and checking the answers to reading tasks carefully before submitting the test. while on the side of cognitive strategies, the most strategies used by the students represented 100% of total responses were: guessing, skimming, and scanning. in terms of the reason why guessing, skimming and scanning became the most strategies that students used because those strategies were very easy and simple strategies to apply in reading text. scanning and skimming did not need a very long time to identify the text. these types of reading only demanded the reader to read the gist of the text to find the general ideas. in addition, the reason guessing also got a high percentage is because it was the most effective way to use when during the test using a dictionary was not allowed. suggestions observing the conclusion above, that writer provided some suggestion related to reading strategies for teacher and students. the suggestions are; for teachers: teachers should help students to develop their reading strategy, teachers should help students to find out which strategy is the most suitable for them; teachers should make more variation in their teaching method to journal of languages and language teaching, vol. 7 no.1, mei 2019 5 accommodate students who have a different strategy. for ttudents; students should use cognitive strategies (guessing, skimming, scanning) and metacognitive strategies (setting plans on how to complete the test, aware of the objective reading tasks, a correct mistake immediately, checking the answers before submitting the test). students should develop their reading proficiency for researchers; for other writers, it may help the other writers to continue this study or finding other topics that are similar and use this study as a useful reference. bibliography government regulation no. 19, the year 2005 concerning national education standard (peraturanpemerintahnomor 19 tahun 2005 o’malley, j. michael &chamot, anna.v. 1990. learning strategy in second language acquisition. cambridge: cambridge university press oxford, r.l. 1990. language learning strategies: what every teacher should know. new york: newbery house publishers. phakiti, a. (2003). construct validation of bachman and palmer's strategic competence model over time in efl reading tests. language testing, 237-272. setiyadi, bambang. 2006. teaching english as a foreign language. yogyakarta grahailmu sun, ling. 2011. investigating chinese english majors’ use of reading strategies: a study on the relationship between reading strategies and reading achievements. sweden. kristianstad university. watkins, peter. 2005. learning to teaching english. england: delta publishing. introduction jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7462 april 2023. vol. 11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 160-177 jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 160 the experiences and perceptions of teachers of the deaf children in a south african sign language class madisha grace department of education, south africa corresponding author email: gmadisha07@gmail.com article info abstract article history received: march 2023 revised: april 2023 published: april 2023 this paper is based on a master’s degree study that investigated the experiences of teachers in introducing english first additional language (efal) to the foundation phase deaf learners in tshwane north district in the gauteng province of south africa. in this school, efal is used as a language of learning and teaching, alongside sign language, for the teaching of various subjects in the classroom of deaf learners. in this instance, it is used to provide access to written texts, while sl is used for communication. however, teachers are unable to meet the educational needs of these learners due to their inadequate exposure to both sl and efal. to find answers to this research problem, these questions were asked: what barriers are there in the efal teaching of deaf learners in the foundation phase? what are the best practices in the efal teaching of deaf learners in the foundation phase? the purpose was to help teachers develop better approaches to efal teaching of deaf learners. a qualitative research approach was employed, and data were collected using five methods: focus and individual interviews with four female teachers, observations with learners, documentation analysis (learners’ books and reports) and field notes of teacherlearner interactions. collected data were analysed using thematic analysis. the results revealed that team teaching, which pairs one deaf and the other hearing, gives learners full access to classroom communication and learning and can improve sign language and efal learning. furthermore, the teachers will benefit as they would be informed about the best practices and approaches for learners who are deaf. keywords sign language; english first additional language; second language acquisition; how to cite: madisha, g. (2023). the experiences and perceptions of teachers of the deaf children in a south african sign language class, jollt journal of languages and language teaching, 11(2). pp. 160-177. doi: https://doi.org/10.33394/jollt.v%vi%i.7462 introduction according to woolfe, herman, ray and woll (2010), children who are deaf and are born to parents who use sign language (sl), have access to language during infancy and thus are spared the effects of language deprivation. their early first language exposure is critical for communication and social interaction (curtiss 1977), which provides a solid foundation for second language learning (cummins 2008). however, the majority of deaf children are born to hearing parents (lillo-martin 2008) who do not know sign language (mitchell & karchmer 2004). the period between birth and the start of schooling is spent in a non-sign language environment (van naarden braun, christensen, doernberg, schieve, rise, wiggins, schendel & yeargin-allsopp 2015), as they do not meet with deaf adults. ultimately, they learn sl at school from their peers, not their teachers because they are not fluent signers and cannot provide them with rich language input (golos, moses, roemen & cregan 2018). the lack of a first language they bring to school affects their second language learning, efal which impacts negatively their overall academic progress (landsberg 2005; hoffmeister & caldwell 2014; hrastinski 2016). efal is used in teaching various subjects, like natural sciences and numeracy, to mention a few. sl which is used for communication and efal for writing (dbe https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:gmadisha07@gmail.com grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 161 2014) are introduced simultaneously for curriculum purposes, and this causes challenges not only to learners but their teachers too. five percent of these children do not become fully literate in a written language, and they often have poorer reading comprehension and other literacy skills than their hearing peers (sahr 2020). hence the researcher saw the need to explore best practices to support and remove the language barriers experienced by deaf learners and their teachers in order to improve efal learning. studies on deaf education recommend the use of deaf adults in schools for the deaf as sl role models and also for educational and social support. the use of sl in schools for the deaf has been influenced by the social and political factors that shaped deaf education in south africa. the next section provides background information on deaf education in south africa and its impact on the current state of deaf education. the third section will describe the research design followed by an analysis of the data. section four focuses on the findings and discussion of the research study. the concluding part will be summarised, and the limitation of the study will be highlighted and the recommendations thereof. a brief history of deaf education in south africa the history of deaf education discussed in this section is a summary of the information detailed by martin and storbeck (2010), researchers and leading advocates for deaf education in south africa. this section begins with the establishment of deaf schools in south africa, followed by details on how unequal treatment under the apartheid government affected both language development and access to education by deaf individuals. it continues to highlight the changes brought by the democratic government under a black president in 1994 up until the present. the origin of deaf education in south africa according to martin and storbeck (2010), deaf education in south africa began in 1860 with missionaries from the irish dominican order, a nunnery of the catholic order, and later, the dutch reformed church. the dominican grimley institution for the deaf, founded in cape town in 1863 by the irish dominican order under the direction of bishop thomas grimley, was the country's first school for the deaf. it was considered common practice to welcome deaf children of all races at this mission and religious school. depending on the missionary order, several forms of sign language were utilised to communicate with the deaf and teach them. the irish one-handed alphabet and irish signs were used by irish dominican sisters to translate church services for deaf members of their congregations. to communicate with and instruct deaf students, the german dominican sisters employed oral methods, the two-handed european alphabet and german signs. education the milan congress fully accepted the oral technique for deaf education in 1880 with just eight resolutions. oral education, sometimes known as "oralism," is a concept of education that forbids deaf students from utilising "manual" signals, which are thought to be a crude method of communication and inferior to spoken language. as manual methods of sign language were marginalised as a means of communication and education, teachers were taught using oral methods, which were seen as the more sophisticated and elitist approach to deaf education. this led to a disagreement known as the "modality dispute," in which people argue about whether or not to adopt sign language and the oral approach. the argument is still being held today. deaf people, educators, extended family and anyone interested in deaf education are all involved in the modality issue. in reaction to the milan conference decision, the dutch reformed church founded the worcester school for the deaf and blind in the western cape province in 1881. grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 162 the worcester employed both hand and spoken techniques. using only oral techniques of deaf teaching, german dominican nuns founded a school in king william's town, eastern cape province, in 1884. other races were not taught in these institutions; they were only for deaf youngsters from europe. it was not until 1933 that the nuwe hoop school for the deaf established by the dutch reformed church opened for the colored deaf children. the first school for black deaf students, kutlwanong school in gauteng province, originally opened its doors in 1941. the paget-gorman signing system, which was developed in britain, was used in kutlwanong. due to the homeland's policy, which was a product of the apartheid system, the national party government, and the bantustan separate development programme, there was greater isolation and fragmentation of the deaf communities. by ethnicity and spoken language, other schools for african deaf children were founded in different provinces. kutlwanong school moved to rustenburg and served the setswana, south sotho and sepedi speakers. in transkei, efata school was established for isixhosa speakers, bartimea school at thabanchu for tswana and south sothos and vuleka school at nkandla for zulus. the other established schools include, st thomas in king william’s town that served the xhosas, tshilidzini school at shayandima for venda and tsongas, thiboloha at witsieshoek for southern sothos, the dominican school in hammanskraal was for sothos and two schools in soweto and katlehong which catered to urban deaf black children. the manual system of instruction predominated in black, colored and indian schools, whereas systemic segregation led to the reinforcement of oralism in white schools, which also had the resources for advancements in acoustic technology aids. because non-white schools lacked the funding for acoustic technology, some deaf advocates believe that black, colored and indian students fared better academically than white students. unexpectedly, the superior results of segregation and the use of visual signing or manual instruction in these institutions had two main advantages: firstly, a deeper sense of deaf cultural identity was developed, and secondly, signing skill or inventiveness was developed to the fullest extent. the influence of the democratic government after 1994, south africa became a democratic country; a new language policy was adopted, and teaching approaches were developed to teach deaf children. policies and a new curriculum for deaf education were drafted. the democratic transition in south africa brought recognition of the status of children with disabilities as equal to their non-disabled peers. laws, policies and constitutions were changed, but south african sign language was denied recognition as a language of teaching and learning for deaf children. by so doing, deaf children were denied their rights to basic education. this was in contrast with the constitution of south africa, section 29(2) which states that everyone has the right to receive education in the official language or language of choice. organisations representing the deaf the deaf federation of south africa (deafsa), which was established in 1929 as the south african national council for the deaf, represents the south african deaf community on a national level. after apartheid was abolished in 1994, the organisation decided to redefine itself as a democratic organisation, which led to the name change. deafsa campaigns for the cultural acceptance of the deaf and equal opportunities in career and education. in 2007, the deaf federation of south africa handed a memorandum to parliament to recognise sasl as a twelfth language. it stressed the fact that the use of sasl by a member of parliament to communicate required a standardised and a recognised language. unfortunately, this did not spur the government into action. deafsa asserted the injustice and unfair discrimination because the only language that can be the first language for deaf learners is not offered as a school subject (deafsa 2010). deafsa lobbied for the recognition of sasl to be a subject in deaf schools, but the department of education denied that sasl was necessarily a recognised grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 163 sign language. they referred to the schools act and that it was not an official language as the constitution did not render it such but merely required the language board to promote and create conditions for the development and use thereof. the reason is the absence of a single version of sasl, a standardised sasl and an approved curriculum for sasl, and these factors make it difficult to recognise sasl as a subject. the implementation of sl the department of education suggested that a committee be appointed to develop the sasl curriculum with the help of the language board. in april 2010, the minister of basic education appointed a committee, a curriculum management team to oversee the development and implementation of sasl as a subject to be taught in schools (dbe 2014). the department of basic education conducted an audit of 35 schools for the deaf in 2013. the findings revealed that a majority of schools were not ready to implement the curriculum due to issues of teacher capacity and availability of resources. it was recommended that the implementation commences in 2015. the sasl curriculum policy was approved in july 2014 (dbe 2014). thus, sasl has the status of an official language for purposes of learning in public schools for the deaf. on 20 august 2014, deaf learners were allowed to choose sasl as a subject like any other subject, following section 6(4) of the south african schools act, but it was not recognised as the 12th official language. deafsa continued to lobby for its recognition until 2017 (holness 2016:141190). learners with disabilities were granted opportunities to attend the school of their choice, even mainstream schools. due to the nature of the disability of deaf children and their intense level of support, special status was accorded to them. it was suggested that they be educated in existing special schools, which served as resource centres where teachers with sign language skills were available as resources. irrespective of the opportunities and availability of resources, deaf learners leave schools without national certificates. this is the case because teachers of deaf children are not skilled or trained to teach deaf learners, and most children start schooling at a late age (glaser 2007; magongwa, parkin & storbeck, 2009:136). this was proven in van dijk, hugo and louw's (2004) study which was conducted with 32 schools for the deaf in south africa with a total number of 664 teachers and 6215 deaf learners. only twelve schools were found to be using sl as the communication instructional approach because the majority of those 664 teachers have limited or no skills in sasl. this results in deaf children’s inability to reach higher education, as they are functionally illiterate they cannot read or write (storbeck 2010). south african deaf teaching is firmly grounded on the oral approach (van dijk, et al 2004; glaser 2007; ngobeni & maimane 2020). after examining the above history of deaf education, it became clear that both deaf education and language of instruction use are complex issues in south africa and have a complicated history that influences the current state of deaf education. deaf children were denied their right to quality education. like other children, they should be taught in a language and environment that maximises their potential (manuel 2013). sign language is critical for deaf children and depriving them of the opportunity to learn in sign language can cause cognitive problems that they carry throughout their lives (barringa 2013). sign language is regarded as the first or home language of deaf children, therefore, it carries the same status as any other official language and the educational benefits. research findings consistently show the benefits of teaching learners in their home language. using the home language of the learners creates a productive learning environment that leads to a better understanding of the curriculum content (kioko, ndungu, njoroge & mutiga 2014:1-11). home language also boosts a child’s confidence, as he/she becomes actively involved in a language barrier-free environment. the absence of sign language in deaf children affects their learning of english and their overall academic performance. grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 164 research method research design a qualitative approach was used in conducting the study and interpretivism research paradigm enabled the researcher to observe and interview the teacher participants. the study stemmed from a phenomenological approach and it aimed to explore the experiences and perceptions of teachers in a south african sign language class. research design guides the researcher as he/she collects, analyses and interprets data. it is regarded as a plan of enquiry (mcmillan & schumacher 2001:72) to provide answers to the research questions. because this study is qualitative, the phenomenological approach was found relevant, as i was trying to understand a particular phenomenon, teachers and their experiences in introducing efal to deaf learners, the factors affecting the english language development of their learners and the strategies they are using in teaching efal. research subject the school consisted of 250 deaf learners but only two classes of fifteen learners each were observed during the research study. these learners had been enrolled in preschool classes since the age of four. the majority are born from hearing mothers and had not been exposed to sign language prior to school. these learners are taught by teams of teachers, a qualified hearing teacher, and a deaf assistant teacher. the school is a primary school starting from preschool, foundation, intermediate, and senior phases. this school includes learners who are deaf and hard of hearing, however, the language of communication is sasl for all irrespective of their degree of hearing loss. all classes were team-taught but only for sasl as a subject. data were collected to answer the research questions by interviewing four [1] teachers and their assistants. these teachers were working in a public special school for learners who are deaf. the teachers had been paired with teacher assistants since the introduction of sashl as a subject in 2015. three teachers who were hearing and one deaf were selected to participate in this study. each teacher’s experience, paired with a deaf assistant teacher, and knowledge in teaching deaf children were aspects considered for selection. three teachers were qualified teachers with degrees in education, while the third had a certificate in grade r teaching. the three deaf teaching assistants had grade 10 as their highest grade passed but they were not interviewed. the three pairs were teamed for sasl teaching only. research instruments to collect the data required for this study, the researcher used four instruments: observations, focus and individual interviews (with teachers), documentation (school and individual reports) and field notes (of classroom observations). approximately one and a half hour of team-taught classrooms with selected teams was conducted by the researcher prior to the interviews. deaf learners were observed interacting with their teachers.focus group interviews were developed for the three teachers to obtain information on their perception of their work, their challenges in introducing efal, and their perceptions about teaching deaf learners working in pairs. interviews were videotaped with participants using english and sign language while interviewing the participants. the researcher interviewed each participant. these interviews allowed participants to discuss their experiences and perceptions about teaching children who are deaf, with confidence and without any pressure from their colleagues. the researcher videotaped the interviews and transcribed them from sasl to english. the researcher made throughout the lesson from observations of classroom interaction between learners and their teachers. she wrote these notes in a log book and transcribed them from sasl to english. the researcher collected learners’ progress reports for the two previous years prior to the study including each child’s psychological, audiogram report. this was done for the purpose of triangulation. caps policy document was collected for reference purposes. grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 165 data analysis the researcher used qualitative data analysis to collect data. teachers’ videotaped interviews were transcribed verbatim by the interpreter. interviews were transcribed from spoken english to written english by the english language editor, and the sign language part was transcribed by a qualified sign language interpreter. to verify the accuracy of the transcription, a copy was sent to each participant asking them to confirm the written document. the transcripts were then sent back to the researcher for analysis. the researcher began with the initial interviews, having each transcribed and reread. with the videotapes the researcher collected, she watched them, rewound, paused and watched over and over again to see how teachers and their learners interact and the strategies used by the teachers. the researcher made notes on auditory transcripts of visual occurrences with the help of my interpreter and also used my log book to jot down emerging themes and ideas. the transcripts were then analysed and organised into categories, and patterns were identified among them. data were then consolidated for interpretation which led to the results and recommendations. research findings and discussion research findings throughout this qualitative investigation, the following major trends evolved: all the participants at various times and in different contexts said they were unable to teach efal to deaf learners. however, they wanted to learn more from deaf adults who have expertise in teaching deaf children. they gave different motives for wanting to be paired with qualified deaf teachers. the fundamental finding of the investigation was the theme of bilingualism which necessitates team teaching. the researcher explored this theme through all the data collected. belief in deaf education during interviews, participants were asked to share their beliefs regarding the teaching of deaf children. their understanding was centered around bilingualism which they believe to be an effective instructional method they deem beneficial in supporting the efal teaching of their learners. participants described bilingualism and its relation to deaf education. their responses revealed some common patterns and their understanding and concerns centered around team teaching as a teaching approach and the use of modified assessment tasks. they believed that as teachers with limited sign language knowledge, their role to provide instruction in a manner that fits the needs of deaf children is unfair to them. bella commented: i had to depend on someone to teach me. learning sign language is difficult. my principal gave me an assistant to teach me sign language. i am failing these learners, and it’s unfair to them. they believe that deaf children are equally capable academically as their hearing peers, however, they cannot provide them with the quality education they deserve. participants stated that deaf learners were presented with a regular curriculum similar to that of the mainstream schools, which they see as important to their future studies. anna commented: i am not saying early exposure to language makes a child a good reader but at least it makes a difference. our learners would have been on the same par as their hearing peers. they believe that the possibility of such requires competency in both the teacher and her teaching partner. these participants mentioned that being teamed with deaf assistant teachers is beneficial to sasl as a subject. unfortunately, other subjects do not get the same treatment at their schools. busi commented: grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 166 we are paired with deaf adults, for sasl only. does it really mean the department doesn’t care about other subjects? sasl is a language of learning and teaching. what about numeracy, life skills, how am i supposed to teach these learning areas? we need to team in all of them, with qualified deaf teachers!. reading and writing is required in all other learning areas, it should be encouraged but with limited sasl, i’m not coping at all, commented ella. they mentioned that teachers on the team were there for each other for a common goal. they realized that they could not work well as teams with deaf assistant teachers in other subjects like natural sciences due to their limited content and vocabulary knowledge. they decided to team up on their own as foundation phase teachers, however, the challenge is the language of learning and teaching, as they have limited sasl vocabulary knowledge. however, with busi being there, as a qualified deaf teacher, they utilize her expertise, unfortunately, alone, she cannot do much. team teaching and its benefits participants highlighted the importance of teaming two qualified teachers, one deaf, and the other hearing. ella commented: bilingualism on its own is difficult and it will take me forever to learn sasl, and my learners are struggling. we need to team up, that is the only way i will learn sasl and produce good results. when asked why there was a need to team two qualified teachers in one class, why not a qualified deaf handle her class because she is capable of working on her own? what would her role be in team teaching if she needed a deaf teacher to be qualified as her? bella said: my understanding of team teaching in this regard is not only based on language proficiency but expertise and abilities to transfer content knowledge to the learners. this is the opportunity to teach based on strength and expertise.” anna commented: let me say it this way. each of us will have a different role in the classroom. it is not only the language that is at stake here, expertise too. methodology in teaching children who are deaf. these children relate better to teachers who are deaf like them. i think they feel confident to learn in their presence. student learning can be enhanced by team teaching. by sharing a shared vision for the class, team teachers cooperate. the study's data sources unanimously concluded that teachers could benefit from one another. teachers were asked to describe how they saw themselves as team members. their responsibilities were determined by their backgrounds and hearing abilities. the most frequently mentioned criterion for role division was areas of expertise, although it might be thought that responsibilities within a deaf/hearing team are determined by the hearing status of the participants. participants said that each team member's task type was defined by their personal preferences and skills. participants cited the ability to teach using each team member's area of knowledge and strength as one of the main advantages of team teaching. for instance, the part teachers played in class planning and instruction depended on their familiarity with and expertise in a particular academic field. ella said: mathematics is my major subject. as a result, i'll sit down and draft a preliminary outline of what i want to do and what i believe is crucial for whatever subject we are studying. busi and i will then sit down and discuss the many conceivable activities. knowing where to find and how to use the right materials for various academic subjects was another personal skill. busi noted that ella had a variety of tools at her disposal for teaching grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 167 numeracy and that it was frequently her duty to provide them as needed.through collaborative preparation, team members were able to educate one another and teach with flexibility in a particular topic area. despite teaching different classes, busi and ella worked together on lesson planning. busi donated her expertise to efal language instruction. their difficulties stemmed from their reduced ability to instruct their students due to their bilingualism. anna mentioned that she learned sasl from seasoned teachers, therefore it was clear that understanding the system and experience were additional elements influencing teachers' roles. deaf teachers as mentors and role models one of the most experienced teachers at the school served as the team's mentor. ella had been employed at the school for almost fifteen years. the deaf team members will assume the position of sign language experts, providing the hearing teachers and deaf students with this knowledge. the obligation for deaf teachers to act as role models for visual communication, including behaviors that involve knowing how to draw a child's attention visually and when to time the display of visual cues. everyone who took part in the study asserted that collaborative teaching was beneficial to both them and their pupils. access and expectations, social and emotional benefits, academic benefits, and language and cultural benefits were all considered advantages for their students. one of the benefits for deaf kids was interacting with teachers who had high expectations for them. each participant in the debate stated that they anticipated their students to achieve social, intellectual, and linguistic success on par with their hearing classmates. all of the participants believed that it was crucial to provide a deaf-friendly learning environment in the classroom to guarantee that students perform to the best of their abilities. according to ella, having deaf people in the classroom changed how all adults perceived the needs of the deaf population. the presence of a deaf teacher alters the behavior of every adult in the classroom. due to a lack of awareness of deafness among hearing teachers and communication barriers, deaf children are no longer mistakenly believed to be unintelligent. all the participants stressed the language advantages for deaf children who were exposed to an ongoing model of good conversation between two individuals and who were given access to incidental learning. busi claims that the majority of their deaf students come from hearing homes and infrequently get the chance to listen in on adult conversations: the only places where children see people interacting with one another are at home or on television, neither of which is always an accurate representation of what might actually happen. deaf youngsters in particular cannot see or hear what is being said between two adults. kids might observe their parents conversing, but they won't understand because they often don't sign at home. it doesn't happen at home. so, kids become excited and feel included as they become aware of what is happening when they see us here at school chatting to each other. in this school, peer language learning has also been seen as advantageous. the presence of two teachers allowed for group settings where students could engage and share knowledge. throughout the interviews, it was brought up multiple times how beneficial academics were. according to busi, deaf learners had "quite strong growth in academic metrics" according to formal test results. with the accessible learning environment and academic content, teachers anticipated their deaf learners to perform on par with their hearing counterparts. everyone who took part in the discussion expressed a strong belief in the capacity of deaf pupils to learn the conventional curriculum and gain a quality education. all of the participants agreed that the range of teaching strategies used within a team was advantageous to the learners. also, having a teacher trained in deaf education guaranteed that grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 168 the deaf learners' unique needs, such as communication tactics and visually oriented course presentations, were met. says bella because of their lack of prior exposure, deaf children do not have the same background knowledge or general awareness of things that hearing children do. as a result, deaf children must always be on the lookout for concepts that they do not grasp. regular teachers frequently presume a level of knowledge that deaf students really don't have, and as a result, they frequently sit in class without understanding what you are saying. advantages to teachers include the fact that team teaching provided the participating teachers with immediate advantages. three types of advantages of team teaching were commonly addressed, including the chance to share tasks, the chance for professional development for teachers, and the benefit of receiving nurturing support from one another. regrettably, in the participants' instance, teacher assistants are solely hired based on their sasl proficiency. due to their low material understanding, they are only present to assist during sasl classes, not other subjects, as mentioned by anna: along with a deaf teaching assistant, i am employed. we must collaborate on lesson plans and present them. when it comes to technology issues, she is quite capable, but her subject matter expertise is very restricted. she occasionally remains mute when i ask for a sign for a certain word. the results of my google search will reveal that i am communicating using american sign language. in terms of deaf education in south africa, team teaching places a greater emphasis on sasl competency than on topic matter. due to a lack of vocabulary knowledge in sign to replace the content terms, learners continue to do poorly in areas like english and the natural sciences, among others. the only thing they are worried about is their lack of sasl vocabulary. participants team-taught their grades according to their areas of expertise. modified examination papers in this study, learners were given access to a standard curriculum and were expected to use their language in the same way as their hearing classmates. however, participants stated that because the exam papers are not changed to accommodate each student's unique academic needs, their children are unable to follow the standard curriculum. ella stated: deaf students need to write deaf-friendly exams. it is stipulated in the policy of assessment and concession. the sentiments here suggest that there is a lack of curriculum support for effective learning and teaching in this school. the department of education is not assisting the school. the lack of teaching materials negatively impacts the academic achievement of these students. i then went back to the issue of adaptation of question papers. i asked what difference it makes if their deaf children were to write an adapted paper and how the papers are modified. i gave them a modified paper from the previous years to see if it was what they expected. anna reported: the test for deaf students should be an altered version of the test used in regular schools. picture compositions and description compositions must be altered when using visual representations. language ought to be clear and concise. i believe you must comprehend the goal of assessment in order to receive a satisfactory response to your query about the impact of a modified article. why do you assess? exams must be rigorous in terms of criteria to ensure that all students are examined against an academic benchmark because the goal of assessment is to ascertain a student's academic achievement and skills. students should be given the chance to showcase their grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 169 accomplishments. are the exam questions that our students get flexible? they are not, though. are they taking the proper measurements? bella reported: reading passages for comprehension shouldn't be too long. the sentences should be succinct and direct, with no unnecessary or window-dressing jargon. i propose that composition questions include gap-filling. deaf students should be given the option to sign their comments on videotapes, if possible. i am pleased that we offer them, interpreters, during exams and that they are given more time. the same teachers from the school, nevertheless, serve as interpreters. they are incompetent interpreters. although they speak sign language and are knowledgeable about the subject, they lack an interpretation license. the alteration of the exam paper is a more worrisome difficulty. busi commented: i request the involvement of teachers of the deaf during the development of examination papers from the initial stage. participants’ responses indicated that they are well informed on curriculum modification. what they need is support from the department of education. discussion based on the goals and issues of the study, a theme approach was used in the debate. results showed that while all of the participants were certified teachers, they lacked the necessary training to instruct deaf students. it is claimed that teachers who lacked the proper qualifications also lacked the theory of handicap, the learning style, and the skills of educating children who are deaf, notably the teaching of sign language. interviews with the teachers revealed that while they are capable of working well in a team-teaching environment, they require the support of qualified deaf teachers to give deaf children a high-quality education. also, it was discovered that the department of education did not know how to adapt exams for deaf students and as a result, created exams with mainstream students in mind. participants possessed a sufficient understanding of what deaf learners required to benchmark their performance as well as sufficient experience to support effective teaching. team teaching the study's findings showed how important deaf teachers are to both the staff and the classroom community. these personalities were seen to be crucial in helping all learners grasp the capabilities of deaf people. while both teachers sign to one another constantly while team teaching, it has been observed that this creates a pleasant teaching and learning environment. because they could observe the regular interactions between their teachers, this helps deaf learners develop their social skills and work with their peers. this promoted their verbal growth. children that are deaf need to acquire their language from the living examples of sign language, which deaf teachers provide them as language role models (kanda & fleischer, 1988). till they are of school age, these kids do not acquire proficiency in any language. however, when they start school, they generally already lag behind peers with normal hearing in crucial domains like linguistic competence, world factual knowledge, and socio-emotional adjustment (solit, griffin & border-johnson, 1991). having deaf language role models (deaf teaching assistants) in schools is necessary since it appears that the school is the first and only location where deaf children of hearing parents have access to sign language (magongwa, 2010). in this regard, magongwa argued that the role model should emphasize both academic and social benefits to children who are deaf. these role models have a protective influence on deaf individuals as they navigate barriers to full access at school. nonetheless, the participants expressed their worry about deaf grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 170 teaching assistants who were hired based on sasl fluency rather than subject-matter knowledge. they do have an understanding of the challenges deaf individuals face, and knowledge gained from their experiences but they have limited knowledge on matters related to curriculum. participants shared their expectations for their deaf partners' teaching styles. one of the most significant benefits of having a team of two teachers—one deaf and one hearing—was that they were on an equal footing. the learners were exposed to a setting where diversity was valued and acknowledged rather than belittled. everyone who took part agreed that it was essential for deaf pupils to observe two adults in equal roles in the classroom. as stated by the participants, hearing adults' perceptions of deafness were altered by the presence of a deaf adult in the classroom. the teachers in the teams appeared to expect more of them than the teachers who operate separately in a remote setting, which created a pleasant learning environment for the deaf pupils. nevertheless, they frequently lack the methods to set up a visually-oriented learning environment and the use of sign language. on the other hand, hearing teachers at this school have a practical understanding of what children are capable of at a specific stage of development. in this instance, team teaching encourages an environment where the knowledge and skills of both teachers are merged. students in this study received the same standard academic program as their hearing peers. their instructors supported this by designing demanding lesson presentations, giving students chances to apply their knowledge, and utilizing instructional strategies that encouraged language use among students. the issue, though, was the absence of exam papers that had been amended. the use of modified question papers participants disclosed that the department's test materials were not adjusted for deaf students. also, the vocabulary employed in the question papers was too challenging for their deaf students, and teachers of the deaf were not included in the process of designing the question papers. they thought that hearing persons were considered when creating the exam questions. because it supports numerous barriers, this has a detrimental effect on the performance of deaf learners. the 2016 procedure manual for assessment of learners who experience barriers to assessment from grades r to 12 calls for the revision of test questions to make them more accessible to deaf students. the goal is for the students to demonstrate their understanding of the curriculum as effectively as possible. an unmodified curriculum that gives erroneous assessments of the deaf learner's knowledge and language skills hinders development (marschark, 2001). the education white paper 6 further states that all students should receive the required help depending on their learning difficulties and that education is learner-paced and based. given that deaf children do not naturally have access to the first language, which hinders their ability to learn english, it is advised to utilise a modified question paper, an interpreter, and extra time. since all of their exam question papers are written in english, translation in the form of an interpreter is necessary (landsberg, 2005). instructors said that there are no qualified interpreters available in schools to help with exams. they presumptively believe that students signed agreements when taking exams. there was a concern about how impartially the interpreter would act if a sign language teacher was doing the job. also, it is against policy for teachers to not check their work (invigilation procedure manual, 2022). nobody is sure that there are no biases during exams because the teachers are not certified interpreters. also, it was disclosed that the school employs a deaf assistant teacher. how would these deaf folks sign for a candidate if they couldn't pass the test themselves at that level? how would these deaf folks sign for a candidate if they couldn't pass the test themselves at that level? such a signing would probably harm candidates. another difficulty is the pace of the translator, who may go slowly or quickly. signing questions one at a time delays the faster learners while signing chunks at a time hurries the grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 171 slower ones. exam papers that have previously been signed are advised by the literature. according to the uclan declaration assessment processes and bsl (2012), deaf students should have the same freedom to move their question sheets back and forth as hearing candidates do when selecting which questions to answer or trying to better comprehend a question. for each candidate who is deaf, they advise presenting the exam questions via video. based on the goals of the study, a theme approach was used in the debate. results showed that while all of the participants were qualified teachers, they lacked the necessary training to instruct deaf students. it is claimed that teachers who lacked the proper qualifications also lacked the understanding of deafness (storbeck 1998) and its impact on efal learning, the learning style and the skills of educating children who are deaf, notably the teaching of sign language. giaouri, hatzopoulou, karipi, alevriadou & kourbetis (2022) argue that sl knowledge should be a prerequisite for practitioners involved in the education of deaf children. presently, this is not the case in schools for the deaf in south africa. instead, deaf adults are used as language providers. however, the literature supports this notion, as it is argued that when deaf adults connect with young deaf children regularly, their cognitive development is positively enriched (gale, berke, benedict, olson, putz & yoshinaga-itano 2021) the researcher recommends that the department of education should employ deaf qualified teachers to team teach with hearing teachers who lack proficiency in sasl. literature also highlighted the involvement of deaf adults as models of language and that hearing teachers will also benefit from this contact in terms of accepting sl as a variant approach based on the visual aspect of mutual communication gaouri et al. (2022) interviews with the teachers revealed that while they are capable of working well in a team-teaching environment, they require the support of qualified deaf teachers to give deaf children high-quality education. also, it was discovered that the department of education did not know how to adapt examinations for deaf students, and as a result, they set examinations with mainstream students in mind. therefore, the solution is for the department of education to involve teachers of the deaf when setting examination papers. unfortunately, most of these teachers have limited proficiency in sl, and deaf adults who are available in schools for the deaf have no teaching qualifications. the solution to this problem, according to gaouri et al. (2022), is the establishment of formal training programmes at the university level for deaf adults’ professional development. the researcher further recommends that the department of education should modify the curriculum of children who are deaf ,not only focusing on the modification of examination question papers. department of education should employ licensed interpreters who are knowledgeable of the subject matter to assist during examinations. in case where a learner finds it difficult to comprehend an english text, the department of education should consider alternative formats of presenting question papers to learners who are deaf, for example, the use of video-taped question papers. fortunately, participants possessed a sufficient understanding of what deaf learners required to benchmark their performance, as well as sufficient experience to support effective teaching, thus their skills can be used when setting common examinations. the study's findings showed how important deaf teachers are to both the staff and the classroom community. these personalities were seen to be crucial in helping all learners grasp the capabilities of deaf people. while both teachers sign to one another constantly while team teaching, it has been observed that this creates a pleasant teaching and learning environment. because they could observe the regular interactions between their teachers, this helps deaf learners develop their social skills and work with their peers. this promoted their verbal growth. children that are deaf need to acquire their language from the living examples of sign language (gale et al. 2021) which deaf teachers provide them as language role models (storbeck 2009). until they are of school age, these kids do not acquire proficiency in any language. however, when they start school, they generally already lag behind peers with normal grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 172 hearing in crucial domains like linguistic competence, world factual knowledge and socioemotional adjustment (van naarden, braun, christensen, doerberg, schieve, rise, wiggins, schendel & yeargin-allsopp 2015). the authors argue that because these children are brought up in poor linguistic environments, deaf role models can play a vital role in the development of their knowledge, language skills and perceptions. having deaf language role models (deaf teaching assistants) in schools is necessary since it appears that the school is the first and only location where deaf children of hearing parents have access to sign language (gaile et al. 2021; magongwa 2010). in this regard, the authors argued that the role model should emphasise both academic and social benefits to children who are deaf. these role models have a protective influence on deaf individuals, as they navigate barriers to full access at school. nonetheless, the participants expressed their worry about deaf teaching assistants who were hired based on sasl fluency rather than subject-matter knowledge. they do have an understanding of the challenges deaf individuals face and knowledge gained from their experiences (hoffmeister & cadwell 2014; hrastinksi & wilbur 2016) but they have limited knowledge on matters related to curriculum (magongwa 2010; giaouri et al. 2022). for the fact that deaf adults have a better understanding of the deaf world and sl, which is significant for teaching language, they should be provided with formal training for professional development (gaouri et al 2022). participants shared their expectations for their deaf partners' teaching styles. one of the most significant benefits of having a team of two teachers, one deaf and one hearing, was that they were on an equal footing. the learners were exposed to a setting where diversity was valued and acknowledged rather than belittled. everyone who took part agreed that it was essential for deaf pupils to observe two adults in equal roles in the classroom. as stated by the participants, hearing adults' perceptions of deafness were altered by the presence of a deaf adult in the classroom. the teachers in the teams appeared to expect more of them than the teachers who operate separately in a remote setting, which created a pleasant learning environment for the deaf pupils. nevertheless, they frequently lack the methods to set up a visually-oriented learning environment and the use of sign language. on the other hand, hearing teachers at this school have a practical understanding of what children are capable of at a specific stage of development. in this instance, team teaching encourages an environment where the knowledge and skills of both teachers are merged. students in this study received the same standard academic programme as their hearing peers. their teachers supported this by designing demanding lesson presentations, giving students chances to apply their knowledge and utilising instructional strategies that encouraged language use among students. the issue, though, was the absence of examination papers that had been amended. the use of modified question papers participants disclosed that the department's test materials were not adjusted for deaf students. also, the vocabulary employed in the question papers was too challenging for their deaf students, and teachers of the deaf were excluded in the process of designing the question papers. they thought that hearing persons were considered when setting the examination questions. participants suggested that teachers of the deaf be involved in the setting of question papers. this is supported by hlattywayo, ncube and mwale (2014) who argue that teachers of the deaf are key stakeholders in the education of the deaf and should be involved in the development of examinations for deaf learners. they further argue that the poor academic performance of deaf learners is a result of the unsystematic way examinations are administered. test questions should be more accessible to deaf students, as the goal is for the students to demonstrate their understanding of the curriculum as effectively as possible (dbe 2016). an unmodified curriculum that gives erroneous assessments of the deaf learner's knowledge and language skills hinders development and is very limited (marschark 2001; grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 173 moonga 2014; storbeck 2009). a study conducted by storbeck (1998) in south africa revealed that most teachers of the deaf are unable to adapt curriculum because they had not been trained in deaf education. glaser and van pletzen (2012) endorse the same argument, as they indicated that only 14% of teachers of the deaf are proficient in sasl. the education white paper 6 further states that all students should receive the required help depending on their learning difficulties and that education is learner-paced and based. given that deaf children do not naturally have access to the first language, which hinders their ability to learn english, it is advised to utilise a modified question paper, an interpreter and extra time. since all of their examination question papers are written in english, translation in the form of an interpreter is necessary (landsberg 2005). in support of these findings, moonga (2014) suggests the use of pictorial representation as a form of adaptation. the author emphasises that every child has unique characteristics, therefore, these should be taken into consideration when setting examination papers for all children. it takes time for candidates to process information as they are expected to write in a language they are not familiar with (moonga 2014). gascon-ramos (2008) argues that the adaptation of curriculum and common examinations is the responsibility of the specialist teacher. the issue of support in assessment on examinations is a concern for many educators of deaf children (storbeck 2009). findings revealed the school lacks qualified interpreters to help with examinations. teachers presumptively believe that students signed answers when taking examinations. literature support presenting tests in sl is a justifiable strategy for removing language barriers resulting from low english fluency (qi & mitchell 2011). the authors, however, emphasise that this strategy is only likely to benefit deaf learners who use sl inside and outside the classroom. the feasibility of using sl examination papers is proven in studies conducted by mainhff, bosso, zhang, fischgrund, carlson and carlson (2000) and tidal (2006). both studies revealed that deaf learners using sl video-taped examinations where learners’ mathematics answers were translated into sl scored better and that they understood concepts better; they were able to go back and forth to reconsider their answers. teachers raised another concern about how impartially the interpreter would act if a sign language teacher was doing the job. also, it is against policy for teachers to supervise their subjects during examinations (invigilation procedure manual 2022). nobody is sure that there are no biases during examinations because the teachers are not certified interpreters. similarly, it was disclosed that the school employs a deaf assistant teacher. how would these deaf assistant teachers sign for a candidate if they could not pass the test themselves at that level? such a signing would probably harm candidates due to their lack of content knowledge and insufficient vocabulary relevant to the subject. this might disadvantage learners in terms of test scores. literature states that interpreters should bridge the communication gap in examinations by translating examination printed questions into sl (lozanova 2018). therefore, they are expected to be competent in signing the specific subject content (dbe 2016). another difficulty is the pace of the interpreter who may go too slowly or quickly. signing questions one at a time delays faster learners, while signing chunks at a time hurries the slower ones. examination papers that have previously been signed are advised by the literature. according to the uclan declaration assessment processes and bsl (2012), deaf students should have the same freedom to move their question sheets back and forth as hearing candidates do when selecting which questions to answer or trying to better comprehend a question. for each candidate who is deaf, they advise presenting the examination questions via video. recommendations the researcher made the following recommendations: department of education to employ deaf qualified teachers to team teach with hearing teachers who lack proficiency in sasl. department of education to modify the curriculum of children who are deaf, including grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 174 modification of exam question papers. department of education to employ licensed interpreters to assist during examinations. department of education to consider alternative formats of presenting question papers to learners who are deaf, for example, the use of video-taped question papers. department of education should involve teachers of the deaf when setting examination papers. study limitations this study has certain limitations. the study represents a small scale, four teachers of learners who are deaf which limit the generalisation of the results. another limitation was that the study was conducted in the last term of the school academic year, when many teachers were preparing their learners for examinations. as a result, the researcher was faced with recruiting teacher participants. the findings of the study were not generalised because the qualitative research design was used to understand the phenomenon rather than the generalisation of results. including a more diverse sample might have yielded different findings. conclusion this qualitative study was conducted with four foundation phase female teachers in one school for the deaf. the use of focus group and individual interviews, classroom observations, document analysis and field notes provided rich information for this study. this study revealed the need to extend curriculum support in schools for children who are deaf. such support is minimal at the present moment (ngobeni & maimane 2022). several studies emphasise the importance of the multidisciplinary team (gascon-ramos 2008:64; johnson 2004; mapepa & magano 2018; reagan 2008). professional support includes language pathologists, audiologists, social workers, education specialists and counsellors (gallagher & anastasiow 1997). there is also a concern with the modification of examination papers; common examinations from the district are not modified. deaf learners should write deaf-friendly examinations and enjoy the same status as their hearing peers (mapepa & magano 2018). the department of education should ensure that all the teaching and learning materials for children who are deaf are modified to address their barriers to learning. furthermore, teachers encouraged the use of team teaching. however, they request that they be teamed with qualified deaf teachers because the ones they work with were employed based on their language proficiency not subject matter. they lack vocabulary knowledge of other subjects like natural sciences and english, to mention a few. the teachers mentioned the need for team teaching; this is due to their limited sl knowledge, which results in poor academic performance of their learners. the study by ngobeni and maimane (2020) emphasise in-service training in sasl to curb the low pass rate of deaf learners. acknowledgement the author would like to thank the teachers and learners who participated in this study. grace perceptions of deaf teachers……….. jollt journal of languages and language teaching, april 2023. vol. 11, no.2 | 175 references barriga, s.r. & manuel, j. 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(2010). early vocabulary development in deaf native signers: a british sign language adaptation of the communicative development inventories. j child psychol psychiatry. 2010. 51:322-31. https://doi.org/10.1371/journal journal of languages and language teaching, vol.6 no.2 november 2018 108 using video recipe to improve the junior high school students’ ability in writing procedure text jupri ikip mataram juprialfawazi@gmail.com abstract based on the results of a preliminary study, it was found out that the students of smpn1 batu have problem in writing procedure texts. the students cannot optimize themselves in written communication in english. to cope with the problem, the researcher conducted an action research using video recipe to improve the junior school students’ ability in writing procedure text. this action research was done in grade seven of smpn1 batu which involved 26 students and has been conducted in one cycle which covered: planning, implementing, observing, and reflecting. the data was obtained through the result of the test, observation checklists, and interview. the study was implemented through four steps: (1) the teacher planned the action based on the result of preliminarystudy, (2) the teacher implemented the action by presenting recipe videos as the model to guide the students in writing procedure text, (3) the observer observed and recorded the action, and (4) the teacher analyzed the data which finally became the reflection of the cycle. the results of the study reveal that the utilization of video recipe can improve the junior high school students’ ability in writing procedure text. future research in this area should be expanded to examine the nuanced differences in revision based upon different purpose of writing. keywords: video recipe, ability in writing, writing procedure text introduction in the context of efl, the teaching of writing is more complex because it is not only requiring mastery on grammatical and rhetorical devices but also on conceptual and judgment devices (banerjee, 2012). therefore, efl teachers are demanded to welcome fabulous teaching techniques to trigger the students’ curiosity in learning writing. brown (1992) postulated that, as a method of communication, writing can be used to establish and maintain contact with others, transmit information, express through feeling and reactions, entertain and persuade. thus, in the teaching and learning process of writing, efl teachers should give much practice to improve students’ writing ability in english. they should be a model of english and should be able to choose the materials and methodology in presenting the materials to reach the objective of the instruction. in this research, i choose writing skill because writing is productive skill. it means that writing involves producing language rather than receiving it. as foreign language learners, the students are demanded to organize ideas and to clarify concepts as well as to absorb and process information. writing triggers the learners into active learners rather than passive receivers of information. they are required to write efficiently by producing good sentences and even good text. one of the basic competences in english syllabus for teaching english writing at the seventh grade students of junior high school in indonesia is that the students are supposed to have ability to express their ideas in writing procedure text. they are given the learning material through the presentation of procedure text in order to get things done. therefore, the relevant activities should be put into practice in the classroom so that the students can put down their ideas into sentences, paragraphs or essays and finally become journal of languages and language teaching, vol.6 no.2 november 2018 109 figure 1. the definition of procedure text (anderson, 20 a procedure text. writing a procedure text is one of the writing competences that the students have to produce or perform. anderson (2003) argued that a procedure text is a piece of text that tells the reader or listener how to do something. the purpose is to provide instruction for making something, doing something or getting somewhere (see figure 1). further he argued that procedure is commonly used to describe how to make something which is close to our daily activity, for example how to make a cup of tea. therefore, the students have to write about their procedure text based on their experience in daily activities. another definition of procedure text is that procedure text is a text that shows sequence of ways in making or doing something. procedure is one text that is to help the readers how to do, use, or make something completely (fatimah, 2011). recently, a research finding on procedure text revealed that procedure text can help the students improve their writing ability because procedure text can make the students interested to write the text (lusiana, 2013). lusiana (2013) implied that, to make students enjoy in writing activity, efl teachers should provide materials in the form of procedure text. for instance, it is about how to make a special kind of food, how to operate something, how to make something and how to play something. certainly there must be steps of students to practice, especially dealing with relevant generic structure as well as the vocabulary and grammar. using videos in efl and esl teaching is not new (berk, 2009). berk argued that when we date back to prehistoric times there were cave instructors who used 16mm projectors to show cave students examples of insurance company marketing commercials in business courses. now even dvd players are history. so what’s new? there are changes in four areas: (a) the variety of video formats, (b) the ease with which the technology can facilitate their application in the classroom, (c) the number of video techniques an instructor can use, and (d) the research on multimedia learning that provides the theoretical and empirical support for their use as an effective teaching tool. a pc or laptop and lcd projector with speakers can easily embed video clips for a powerpoint presentation on virtually any topic. the use of video in a college classroom was also invented by berk (2009). he investigated a potential value and the use of video clips in the college classroom. the result of this research on videos and multimedia learning provides an empirical foundation for their use in teaching, especially with introductory courses and novice learners, to increase memory, comprehension, understanding, and deeper learning. sumiarsih (2011) also found that movies can enhance students’ understanding of natural conversations material. she elaborated that through movies, students exercise their skill in comprehending the natural conversation material. the students enjoy and catch the fun part of learning english. firdaus (2011) investigated the use of video to enhance students’ listening comprehension. it was found that video materials can be used to teach listening. by using appropriate techniques in using journal of languages and language teaching, vol.6 no.2 november 2018 110 the video, maximum benefits can begained for teaching listening. wahyuningsih (2011) reported that animated movies can improve young learners’ ability in speaking. the animated movies not only make the students learn the language but also grasp the idea to speak up and rehearse their language. another research finding also reveals that the use of video and dynamic pictures can improve learning of procedural contents (arguel & jamet, 2009). the study investigated the impact of presenting together both a video recording and a series of static pictures in which the researchers implemented two experiments. the first experiment was comparing 3 conditions namely video shown alone, static pictures displayed alone, and video plus static pictures. on average the best learning scores were found for the 3rd condition that is video plus static pictures. the second experiment was investigating how best to present the static pictures, by examining the number of pictures required (low vs. high frequency) and their appearance type (static vs. dynamic). it was found that the dynamic presentation of pictures was superior to the static pictures mode; and showing fewer pictures (low frequency) was more beneficial. overall, the findings revealed that the use of video and static pictures can improve learners’ learning of procedural contents. kusumaningrum (2011) conducted research on the use of youtube videos in teaching vocabulary to young learners. she reported that youtube videos are beneficial to be used as media in language classroom, especially to teach vocabulary to young learners. the combination between audio and visual elements, as well as the existence of pictures-sounds-songs as a package in such media, makes you tube videos more interesting than textbook, so that young learners will be motivated to gain a great number of words and use them in daily communication. based on reviewing some former research findings, i can argue that most research findings reveal that the use video and dynamic pictures can promote to the improvement of learners’ proficiency and increase learners’ memory, comprehension, understanding, and deeper learning. however, i did not find any research findings on the use of video recipe in improving efl learners’ writing ability particularly in writing procedure text. that is why it seems necessary for me to conduct this research. thus, this study aims at investigating the effect of video recipe in improving the junior high school students’ ability in writing procedure text. procedure texts should be acquired by the seventh grade students of junior high school of smpn1 batu and the students are expected to be able to write a simple and short procedure text. however, based on the results of a preliminary study, it was found out that the students of smpn1 batu have problem in writing procedure texts. the students cannot optimize themselves in written communication in english. the teachers seldom applied various activities in teaching writing procedure text; the teachers seldom give more practice in writing procedure text; and the students are seldom motivated. based on those problems, this study aims at examining whether the use of video recipe can improve the junior high school students’ ability in writing procedure text. research method this study used classroom action research (car) which was intended to implement the use of video recipe to improve the junior high school students’ ability in writing procedure text. car is conducted through cyclical process in which the cycle continues until the journal of languages and language teaching, vol.6 no.2 november 2018 111 criterion of success is achieved. this study was conducted in the seventh grade (class 7g) of smpn1 batu, east java province. class 7g that consists of 26 students (11 male and 15 female) was chosen as this class had been taught procedure text. i conducted a preliminary study by administering a pretest on writing procedure text and most of the students gained score lower than 80. i also conducted an interview to some of the students and the results showed that the english teacher in this class did not apply various strategies in teaching procedure text. therefore, it was considered necessary for me to conduct this study to increase the students’ ability in writing procedure text. in this study, an observer was involved during the cycle. the observer observed the process of the on-going instruction and filled the observation checklist. he also took his time to record the teaching learning process as the documentation of the study. i applied the procedure of this action research through four phases; (1) planning the action based on the result of preliminary study ;(2) implementing the action in the form of teaching learning process;(3) observing and recording the action; (4) analyzing the data and reflection that came out from the action done in the cycle. the lesson plan covers the teaching and learning activities as well as the materials for the activities, and evaluation. the objectives of the instruction cover the ability of the students to understand procedure text and to write a simple procedure text. pursuant to the level of passing grade for junior high school (kkm) in smpn1 batu, it was found out that 81 is the passing grade for this level. then i applied the following criteria of success: 80% of the students could reach score greater or equal to 81. the steps of the instruction covered the followings: a. warming up the students to make the lesson interesting, for instance having them to guess the name of a certain food by giving initial letter only; or by showing a picture of a certain food/drink on the lcd. b. asking the students to identify the name of the foods/drinks along with their materials. c. having the students to watch the recipe videos. the videos that were shown during the implementation were: 1. how to make poached egg the video duration is 02:15 2. how to make a cup of tea the video duration is 05:20 3. how to make fried rice (nasi goreng) the video duration is 01:16 4. how to cook rice the video duration is 01:24 5. how to make omelet the video duration is 00:47 d. asking the students in groups to identify the titles, materials and the steps of how to make the food. e. asking the students in groups to identify the imperative verbs and the teacher guides them. f. asking the students to choose one familiar food and to make a recipe of the food just like what they see on the video. at the third meeting, individually the students were tested using video recipe and were asked to write a procedure text. in addition, they were asked to write a procedure text by looking at the pictures shown on lcd. the videos that were used to test the students were: 1. how to make ‘capcay’ the video duration is 02:07 2. how to make orange juice the video duration is 03:20 after completing the cycle, i did the reflection through analyzing the result of the test and made a conclusion of the journal of languages and language teaching, vol.6 no.2 november 2018 112 cycle. in this study the result of the reflection has met the criteria of success, which is why i stopped the cycle and came to the final conclusion. findings in this part, i elaborated the results of the investigation. the findings of the study determined the results of the investigation which would finally conclude the investigation. at the end of the cycle, i administered two tests examining the students’ ability in writing procedure text. these tests were meant to see whether the plan that i have conducted in the cycle affected the junior high school students’ ability in writing procedure text. the first test was in the form of video recipe on making indonesian familiar food called “capcay”. this video recipe lasted for 02 minutes and 07 seconds. the second test was in the form of video recipe on making indonesian famous drink called “orange juice”. this video recipe lasted for 03 minutes and 20 seconds. after rating the students’ answer sheets from the first test, it was found that among 26 students, 22 students achieved score greater than 81, and the rest of them achieved score lower than 81. this indicated that 85% of the students (22 out of 26) have reached the targeted criterion of success. since the criterion of success that was set in this research was 80% of the students could reach score greater or equal to 81, and because 85% of the students (22 out of 26) have reached the targeted criterion of success, this result indicated that there was an increase on the students’ ability in writing procedure text. from the result of the second test, i found that 89% of the students (23 out of 26) have reached the targeted criterion of success which also indicated that there was an increase on the students’ ability in writing procedure text. after administering the tests, i conducted an interview to four students and the results showed that all of them were active in class, happy and motivated. they did the task well and enjoyed the class during the three meetings of the implementation. this can be seen from their participation in answering the researcher’s questions during the interview. the first interviewee said that she can understand easily and the lexicons used are easily remembered. the lesson was fun and she really enjoyed the teaching using video recipe. the second interviewee said that the implementation of video recipe is fun and interesting. he likes such kind of video presentation. the third interviewee said that the teaching of writing procedure text is “asyik” (cool). the video presentation can motivate the students because this technique does not make the students feel bored. the fourth interviewee said that the teaching of writing procedure text using video recipe is a pleasant technique. he said that the english teachers in smpn1 batu have never used video recipe in teaching writing procedure text. that is why he really feels motivated to learn writing procedure text. in addition to the results of the tests and interview, the data also was taken from the results of observation checklists. three sheets observation checklists during the three meetings of implementation were transcribed and the results reveal that the activities implemented in the three meetings of the implementation have made the students actively involved in the class. the students showed their interest, pleasure, enthusiasm and curiosity toward the activity. based on the results of the tests which already met the criterion of success, the results of the interview, and the results of the observation checklists, it can be inferred that video recipe can improve the junior high school students’ ability in writing procedure text. journal of languages and language teaching, vol.6 no.2 november 2018 113 discussion video is an innovative way for writing teachers to utilize technology to provide attractiveness to students. moore and filling (2012) argued that the teaching by utilizing video technology results in more interesting class activity as the video technology can trigger the students’ curiosity more through the video show than that of in a written material. in this research, the video show attracted the students to learn while first watching, focused to the given task while first and second watching, did the task while or after second or third watching, and revised the task during or after the third or fourth watching. in this study, basically the students had positive attitudes toward the presentation of the recipe videos as they watch the videos of the foods and drinks that they are familiar with in their daily life. this course could even change the students’ attitudes from a reluctant writer to become a keen writer. this course can also bring to the students the love of writing especially when they were interviewed they said that they wanted to write more procedure texts by asking the teacher to play different recipe videos. these positive attitudes emerge because the students were made aware that their writing was useful and purposeful for their self-knowledge and for becoming better in writing. in fact, cahyono and widiati (2011) postulated that all writings need purpose that the learners can perceive clearly. in this research, it was discovered that the students were even serious enough in writing the procedure texts. this seriousness actually can be explained from the students’ motivation to write. they were serious enough to try their best to write the procedure texts as good as they could. at the first watching, some of their writings contained relatively minor errors, but after the second or third watching, the errors eventually decreased. when they found difficulties in certain lexicons, they directly consulted to their (digital) dictionary. this is in line to what kweldju (1998) postulated that at this stage students still needed to consult their dictionary and deliberately memorized the words. common imperative verbs used in the video recipe were mostly easy for them to remember, for instance the words mix, pour, wait, wash, prepare, cut, add, turn on, etc. in the meantime, when they found unfamiliar nouns such as pepper, cabbage, and cornmeal, they seldom questioned the teacher because they directly searched them in the dictionary. the students’ seriousness can be seen from their interest which was much influenced by the presentation of the recipe videos. seriously they watched the video and paid more attention to the kind of the foods and drinks to find the title, the materials of the recipe, and the process of sequences during the play. the students themselves found that the utilization of video recipe in the teaching of writing procedure texts helped them develop their writing skill, particularly their knowledge of present verbs, temporal sequences, and the materials for making the foods and drinks. although berk (2009) postulated that the use of videos in efl and esl teaching is not new, this research revealed that the presentation of the video can impact to the development of learners’ proficiency in english, especially in writing procedure text. so far, i never found the use of video recipe in improving learners’ english proficiency particularly in writing procedure text. however, when we refer to the overall results of this research (the results of the tests, the results of the interview, and the results of the observation checklists), it can be inferred that the use of video recipe can improve the junior high school students’ ability in journal of languages and language teaching, vol.6 no.2 november 2018 114 writing procedure text. therefore, this research now enriches the world of research in education and hopefully this video recipe technique can contribute to efl and esl setting because i think this study has important implications for both junior high school writing instruction and writing research. conclusion having seen the results of the data analysis, the findings and the discussion, i can conclude that the utilization of video recipe can improve the junior high school students’ ability in writing procedure text. the video technology results in more interesting class activity as the video technology can provide attractiveness to the students and remove the students’ anxiety during the instruction. the video recipe presentation triggers the students’ interest, pleasure, enthusiasm and curiosity toward the activity. the visual effect of the video fruitfully changes the students’ attitudes from a reluctant writer to become a keen writer. the students show their seriousness and their love of writing procedure texts. the video recipe presentation also helps the students improve their skill in writing procedure texts, particularly their knowledge of present verbs, temporal sequences, and the materials for making the foods and drinks. i challenge all writing instructors in the level of junior high school and senior high school to incorporate video presentation or video clips in their teaching and conduct classroom research on the effectiveness of the techniques they use. the visual effect of the video or clips can add a different dimension to teaching that may result in better l2 proficiency. references anderson, m. 2003. text type in english. south yarra: macmillan education australia pty-ltd. arguel, a., & jamet, e. 2009. using video and static pictures to improve learning of procedural contents. journal of computers in human behavior, 25 (2): 354— 359. banarjee, i. 2012. a procedure of text steganography using indian regional language. i. j. computer network and information security, 8, 65—73. berk, r. a. 2009. multimedia teaching with video clips: tv, movies, youtube, and mtvu in the college classroom. international journal of technology in teaching and learning, 5 (1), 1—21. brown, h. d.1992. language assessment principles and classroom practice. new york: longman. cahyono, b. y., & widiati, u. 2011. the teaching of english as a foreign language in indonesia. malang: state university of malang press. fatimah, i. n. 2011. teaching writing procedure text through blog. unpublished thesis. english education program, faculty of teacher training and education. bogor: ibnu khaldun university. firdaus, b. g. 2011. using video to enhance students’ listening comprehension: practical technique for english language teaching. malang: state university of malang press. kusumaningrum, s. r. 2011. using you tube videos to teach vocabulary to young learners: practical technique for english language teaching. malang: state university of malang press. kweldju, s. 1998. guessing as a wordsolving strategy: contributing a little for understanding a text with unfamiliar low frequency words. teflin journal, 9 (1): 81—95. journal of languages and language teaching, vol.6 no.2 november 2018 115 lusiana. 2013. a study on the students’ ability in writing procedure text: a descriptive study on the seventh grade students of smp bina utama pontianak in academic year 2011/2012. unpublished thesis. teacher training and education faculty. pontianak: tanjungpura university. moore, n. s., & filling, m. l. 2012. ifeedback: using video technology for improving student writing. journal of college literacy & learning (jcll), 38: 3—14. sumiarsih, n. r. 2011. using movies to enhance students’ understanding of natural conversation material: practical technique for english language teaching. malang: state university of malang press. wahyuningsih, l. 2011. improving young learners’ ability in speaking english through animated movies: practical technique for english language teaching. malang: state university of malang press. journal of languages and language teaching, vol. 7 no.1, mei 2019 49 an analysis of illocutionary and perlocutionary speech act in defamation texts endang sholihatin universitas pembangunan nasional veteran, surabaya, east java email: endang.sholihatin.ak@upnjatim.ac.id abstract the number of defamation in indonesia keeps increasing. it is proven by many public complaints to the police department. the complaint is mostly about speaker speeches in electronic media. the purpose of this research is to analyze illocutionary and perlocutionary speech act about defamation texts in a family conversation through the social media group. theoretically, this research has significance in linguistics, especially speech act. practically it gives a concept and knowledge to society about what kind of speech acts that can insult or defile someone‟s good name. the method of this research is qualitative. the data of this research is public complaint texts at the police department in east java. based on the analysis, the illocutionary speech act in the family conversation through a social media group includes representative, declarative, and directive. furthermore, the defamation text in perlocutionary speech act in family conversation through social media group shows that the speakers want their partner to be ashamed in the public. key words: illocution and perlucution speech act, defamation texts abstrak pencemaran nama baik di indonesia jumalahnya terus bertambah. hal itu terbukti dari terus dari aduan masyarakat kepada pihak kepolisian. aduan/laporan tersebut paling banyak berdaarkan tuturan penutur melalui medi elektronik. di dalam penelitian ini bertujuan untuk menganalisis tindak tutur ilokusi teks pencemaran nama baik pada percakapan keluarga melalui grup media sosial. selanjutnya, menganalisis tindak tutur perlokusi teks pencemaran nama baik pada percakapan keluarga melalui grup media sosial. penelitian ini secara teoretis bermanfaat pada kajian kebahasaan khususnya tindak tutur. sementara itu, secara praktis, penelitian ini bermanfaat memberikan wawasan dan pengetahuan kepada masyarakat mengenai tuturan-tuturan yang dapat menghina atau mencemarkan nama baik orang lain. metode yang digunakan dalam penelitian ini adalah metode kualitatif. data penelitian berupa teks yang diadukan masyarakat kepada pihak kepolisian daerah jawa timur. berdasarkan hasil analisis, diketahui bahwa tindak tutur ilokusi teks pencemaran nama baik pada percakapan keluarga melalui grup media sosial meliputi tindak tutur ilokusi representatif, deklaratif, dan direktif. berikutnya, tindak tutur perokusi teks pencemaran nama baik pada percakapan keluarga melalui grup media sosial menunjukkan bahwa penutur menginginkan agar mitra tuturnya malu di muka umum. kata kunci: tindak tutur ilokusi, tindak tutur perlokusi, dan pencemaran nama baik introduction the rapid development of technology gives impact to the life patterns changes especially in the way they communicate in society. laswell (1960) states that communication is a process to send a message by a communicator to the communicant through media that gives special effect in five things, that are who says, what, in which, channel to whom, and with what effect. nowadays, the internet has become a trend in social media communication. the world is in our hands is a suitable expression to describe the advancement of internet technology today. defamation is increased by numbers in indonesia. it is proven by many public complaints to the police department. the mailto:endang.sholihatin.ak@upnjatim.ac.id journal of languages and language teaching, vol. 7 no.1, mei 2019 50 complaint is mostly based on speaker speech through electronic media. the purpose of this research is to analyze illocutionary and perlocutionary speech act about defamation text in family conversation through social media group. theoretically, this research has significance in linguistics, especially speech act. practically it gives concept and knowledge to society about what kind of speech acts that can insult or defile someone's good name. review of related literature locutionary speech act leech (1993) explains that locution speech act means that the speaker speaks to his/her partner with the spoken words that have meanings and certain references. from that limitation, it can be concluded that locution act is only an act that informs something without any effects on the partner. a locution speech act is a speech with words, phrases, and sentences which in accordance with the meaning of the words, phrases, and sentences (rahardi, 2003:71). wijana (1996) states that illocutionary speech act is a speech act to express something. illocutionary speech act according to austin (1962), the illocution speech act is a speech act that has meaning and function. searle (1979) classifies the illocutionary speech act into representatives, directives, expressive, commissives, and declarations. a. representatives; it is a speech act that ties the speaker to the truth for what he/she said. some speeches are included in this speech act, i.e. stating, suing, admitting, showing, reporting, giving a testimony, mentioning, and speculating. b. directives; it is a speech act that is intended so that the partner takes action as what the speaker said. some speeches are included in this speech act, i.e. asking, inviting, forcing, suggesting, insisting, ordering to do something, paying off, dictating, ruling, begging, challenging, giving a command. c. expressive; it is a speech act that is intended so that the speech will be used as an evaluation based on what the speaker said, including saying thanks, complaining, congratulating, flattering, praising, blaming, and criticizing. d. commissives; it is a speech act that ties the speaker to do all the things he said, e.g. swearing, promising, threatening, declaring ability. e. declarative; it is a speech act that is intended to create something new (status, condition, etc). perlocutionary speech act a perlocutionary speech act is an effect and the influence as the result from the speaker's speech (austin, 1962:101). based on the opinion, speech has the power to influence. it is related to the partner of speech interpretation ability to understand it. defamation insulting is humiliating someone, making someone‟s name worse, offending people (cursing, defamation, demeaning) (kbbi, 2008:499). tiersma (1987:304) states defamation is language rules that prohibit someone to say some utterances in a specific condition. so, a speech which is libelous is forbidden to be told to others. if it is done it will cause a conflict. some articles which regulate defamation on electronic media in indonesia are in law number 19 of 2016 about the changes of law number 11 of 2008. it is about information and electronic transactions, which is presented as follows. article 27 (3) everyone intentionally and without rights distributes and/or transmits and/or make journal of languages and language teaching, vol. 7 no.1, mei 2019 51 electronic information accessible and/or electronic documents which have insulting content and/or defamation. (4) everyone intentionally and without rights distributes and/or transmits and/or make electronic information accessible and/or electronic documents which have extortion content and/or threatening. in-laws of republic indonesian number 19 of 2016 about the changes of the law number 11 of 2008 article 27 paragraph 1 explain several things as follows. what is meant by distributing is sending and/or spreading electronic information and/or electronic documents to various parties through an electronic system. what is meant by transmitting is sending electronic information and/or electronic documents addressed to one other party through an electronic system. what is meant by making it accessible is all other actions besides distributing and transmitting through an electronic system that causes electronic information and/or electronic documents can be known to other parties or the public. article 28 (1) everyone intentionally and without rights spreads a hoax and misleading news that causes consumer losses in electronic transactions. (2) everyone intentionally and without rights spreads information that is intended to create hatred or individual and/or certain community group hostility based on tribes, religions, races, and between groups. article 36 everyone intentionally and without rights or against the law by committing acts as referred to in article 27 to article 34 which causes harm to others. article 51 everyone who fulfills the element as intended on article 36 convicted with a maximum imprisonment of 12 years and or a maximum fine of rp 12,000,000,000 (twelve billion). next, criminal provisions are regulated in the law of republic indonesia number 19 0f 201 about the changes of law number 11 of 2008 as follows. article 45 (3) everyone intentionally and without rights distribute and/or transmits and/or make electronic information accessible and/or electronic documents which have insulting content and/or defamation as stated in article 27 paragraph (3) convicted with a maximum imprisonment of 4 (four) years and/or maximum fine of rp 750,000,000 (750 million). (4) everyone intentionally and without rights distribute and/or transmits and/or make electronic information accessible and/or electronic documents which have extortion content and/or threatening as stated in article 27 paragraph (4) convicted with maximum imprisonment of 6 (six) years and/or maximum fine of rp 1,000,000,000 (one billion). (5) the provisions referred to paragraph (3) are an offense complaint. article 45a (1) everyone intentionally and without rights spreads a hoax and misleading news that causes consumer losses in electronic transactions as stated in article 28 paragraph (1) convicted with a maximum imprisonment of 6 (six) years and/or a maximum fine of rp 1,000,000,000 (one billion). (2) everyone intentionally and without rights spreads information that is intended to create hatred or individual journal of languages and language teaching, vol. 7 no.1, mei 2019 52 and/or certain community group hostility based on tribes, religions, races, and between groups as stated in article 28 paragraph (2) convicted with maximum imprisonment of 6 (six) years and/or maximum fine of rp 1,000,000,000 (one billion). article 45b everyone intentionally and without rights sends electronic information and/or electronic documents which contains the threat of violence or scare intended personally as stated in article 29 convicted with maximum imprisonment 4 (four) years and/or maximum fine rp 750,000,000 (750 million). based on article 27 paragraph (3) law of ite, defamation criminal act can be seen from the text that has criteria as follows, distributing/transmitting information, through electronic, contains insulting/defamation. research method this research method is qualitative with case study approach. the technique of collecting data is used a literature review. the data are society complaint/report text to the police department in east java (polda jatim). next, the method analysis of this research is qualitative with the interactive model. the procedure of the data analysis is interactive model miles and huberman (1992) that covering three stages that is data reduction, data presentation, and verification/ inference. discussion the text below is a father (as „a‟) speech to his children (as „c‟) through a social media group. the „a‟ talks about her ex-wife (the „b‟) to the children. “it‟s all just because there is someone who wants different penis anytime in l so you can be the victims of savage passions…” “be careful of her sweet lips that are full of lie…” “girl, please ask your mother that is not human, don‟t send me any messages because i immediately delete it without reading it.” “girl, please convey my message, if she still wants to make me embarrassed and makes me so difficult then you and your sister please don‟t contact me if you, dhian, and your sister still wants to stay with your mother that is not human. thanks…” “your mother doesn‟t want it because she still wants to have different men anytime and be a whore.” “that‟s why i ask both of you to stay with me then become broken children just like her." defamation text‟s illocution in family dialogue through social media group happened. the defamation text's illocution in family dialogue through social media group analysis as shown on the data above can be explained as follows: representative illocution representative illocution is the illocution that says/ mention/ agreed/ shows. furthermore, the data above has the representative illocution speech act as says/mentions/ agreed/ shows as follows: the speech itself was made as to the basic complaint of defamation such as 1)…because someone wants to easily change their dick in l so that all of you has become the victim of his savage lust…2)take caution of journal of languages and language teaching, vol. 7 no.1, mei 2019 53 her sweet lies 3) please ask your mom who is not a human… (lb03) 4)...your mom who is not a human….5)your mom does not want to do it because she wants to still change his man easily and become a bitch 6)… both of you should go with your dad so that you won't be like her… the speech above has representative illocution speech act where b understand that a says/ mention/ agreed/ shows to c that b wants to easily change her dick, c is the victim of b's savage lust, b's mouth is full of lies, b is not a human, b wants to change her man and become a bitch, b is already ruined. therefore, we can conclude that the speech of a has to defile a good name of b as explained before. declarative illocution hereafter, the declarative illocution speech act is a speech that creates a status or negative condition that mean to cut, forbid, allow, and give a negative impression or to classify to the bad groups. to impress or to classify 1. we know that the arguing language shown in the speech, 1) …because someone wants to easily change their dick in l so that all of you have become the victim of his savage lust… 2) take caution of her sweet lies. 3) …. please ask your mom who is not a human…4) ...your mom who is not a human…..5) your mom does not want to do it because she wants to still change his man easily and become a bitch 6) … both of you should go with your dad so that you won’t be like her… a‟s speech impresses/classify b as a bad person that no longer called human, bitch, and has ruined her morality. thus, a has defiling a good name of b and b has to report a to the police. 2. forbid, from the aspects of illocution speech act which declare forbidden words shows in the text as follows: 1) so that it is better than both of you do not have any contact with daddy if your sister dhian and you still stay with your mom who is not human. thank you and this is why daddy ask both of you to go with me so that both of you will not be spoiled like her. from the text above, we know that b understand a's speech means to forbid the c to contact a if they still live with b who is not a human anymore and a also forbid c to follow b so that c will not be ruined like b. because of the speech of a, b has been defamed and made the speech of a as the proof of complaint. directive illocution speech act directive illocution speech act has been classified into two classifications. they are subtle illocutionary directive and crude illocutionary directive. subtle illocutionary directive divided into a) asking to do something, b) persuade, c) giving sign, and d) recommending. asking to do something the following are several data describe based on directive illocutionary which asking to do something. previous text consists of speech that is disputed and subtle illocutionary directive aspects that ask to do something such as, this is why daddy ask both of you to go with me so that both of you will not be spoiled like her. based on subtle directive illocutionary it is known that b understood that a is asked to do something to c and those c1 to follows a in order to not to be spoiled like b. according to these journal of languages and language teaching, vol. 7 no.1, mei 2019 54 speeches, b has been defamed which cause a to file a complaint to the police. persuade directive illocutionary that is persuading can be observed from the following description. this is why daddy ask both of you to go with me so that both of you will not be spoiled like her is the speech which a disputed by b. it is shown from this speech that b understood that a is persuading c and c1 to follow a in order to not spoiled their moral like b. based on this persuasion, b has been defamed and use this speech to file a complaint about a. giving sign as explained above, the next subtle directive illocutionary is giving a sign. which is described as followed: a produce a speech which causes language dispute with b that is 1) take caution of her sweet lies and 2) this is why daddy ask both of you to go with me so that both of you will not be spoiled like her. that speech is based on the directive illocutionary aspects that b understood that a is giving a sign (warning) to c to be careful or aware of b since he thinks that b is a liar. other than that, a also give a sign (warning) to c to follow a only in order to have a good personality. based on a speech which seems to give warning, b file a complaint of defamation on a. recommending the next subtle directive illocutionary is recommending. the explanation is as follow: based on the previous data language disputed from a speech to b this is why daddy ask both of you to go with me so that both of you will not be spoiled like her. it can be understood from directive illocutionary aspects a is giving a recommendation to c and c1 to follow a to not be a person with bad morality. thus, the speech by a, which is a recommendation can be categories as defamation to b. crude directive illocutionary after a discussion about subtle directive illocutionary, this part of the paper will discuss crude directives illocutionary such as direction or order. below is the explanation. direction or order the directive illocutionary is directing or ordering if it as explained below. from the data above, directive illocutionary that is directing or ordering can be seen from the speech that said or stated, c please tell your mom that is not human anymore, to stop send message to me because i always delete her messages and i never read them. b understand that a is ordering c to tell b not to send a messages anymore since a is not feeling comfortable about the messages from b. based on this explanation a speech which is ordering have defamed b in front of c and c1. perlocutionary speech act in online group family chat based on previous text, perlocution speech act a wants b to be ashamed and the children knows that b always change her men, so that c becomes the victim of her immorality lust, b is a liar, b is not human, b still change her men and become a bitch, and b has a spoiled morality. thus, perlocutionary speech in this data (01) shows that the speech of a giving humiliation and defamation to b, so that b finally file a complaint about a to the police. it was shown in a speech 1) …because someone wants to easily change their dick in l so that all of you has become the victim of his savage lust… 2) take caution of her sweet lies. 3) …. please ask your mom who is not a human…4) ...your mom who is not a human…..5) your mom does not want to do journal of languages and language teaching, vol. 7 no.1, mei 2019 55 it because she wants to still change his man easily and become a bitch 6) … both of you should go with your dad so that you won’t be like her… based on the perlocutionary speech act analysis we can conclude that the speech of a in the data above wants b to be humiliated in front of her children so that it will be defamed a good name of b. all of the explanation can be shortened in the following table. table 1 the analysis of defamation text‟s illocution in family dialogue through social media group speech act illocutionary speech act perlocutionary speech act types of speech act description representative expressive 1) says/ mention/ agreed/ shows the speaker wants their speaking partner to be humiliated in public. declarative 1) to impress/ to classify. 2) prohibition directive 1) subtle directive a. asking to do something. b. persuade c. giving sign d. recommending 2) crude directive source: primer conclusion based on the analysis above, knows that defamation text‟s illocution in family dialogue through social media group includes the representative (says, mention, agreed, shows), declarative (to impress/to classify, prohibition), and directive ( asking to do something, persuade, giving a sign, recommending). moreover, defamation text‟s perlocutionary in family dialogue through social media group shows that the speaker wants their speaking partner to be humiliated in public. references austin, j. l. (1962). how to do think with words. cambridge, ma: harvard u. press. departemen pendidikan nasional. (2008). kamus besar bahasa indonesia pusat bahasa edisi keempat. jakarta: gramedia pustaka utama. huberman, a. m. & miles, m. b. (1992). analisis data kualitatif. terj. tjejep. rohidi. jakarta: ui press. lasswell, h. (1960). the structure and function of communication in society. urbana: university of illinois press. leech, g. (1993). prinsip-prinsip pragmatik. jakarta : penerbit universitas indonesia (ui-press). rahardi, k. (2003). berkenalan dengan ilmu bahasa pragmatik. malang: dioma. searle. (1979). speech acts an essay in the philosophy of language. oxford: basil blacwell. tiersma. p. m. (1987). the language of defamation. texas law review. vol 66. no. 2:303-350. journal of languages and language teaching, vol. 7 no.1, mei 2019 56 undang-undang republik indonesia nomor 19 tahun 2016 tentang perubahan atas undang-undang nomor 11 tahun 2008 tentang informasi dan transaksi elektronik. 2016. jakarta. wijana, i.d. p. (1996). dasar-dasar pragmatik. yogyakarta: andi. journal of languages and language teaching, vol.6 no.2 november 2018 86 developing english materials based on saintific approach through islamic content for islamic senior hingh school students arif rahman1, masnayadi2, nerim3, muslim4 ikip mataram, smpn 2 jonggat, smpn 1 jonggat, smpn 4 batukliang arifrahman058020@gmail.com abstract this curent study conducts research and development aiming to developed an appropriate english instructional materials for islamic characters based on saintific approach in 2013 curriculum. futhermore, this study were carried out at second and the third grade of islamic junior high school mataram with total number 30 students involved as well as participants. in the phase of obtaining information, needs analysis and trying out, this study utilized a reserch and development study with saintific approach i.e. observing, associating, experimenting, associating and communicating. this study utilized needs analysis as main instrument in composing the english instructional materials through scientific approach, official approach of 2013 curriculum. the product of the study shows that an english textbook, the four major skills of english were balance improved,i.e. listening, speaking, reading and writing. all of the materials are appropriate with the saintific aprroach in 2013 curriculum and the contents refer to students’ islamic character. the materials are for second and thisd grade of islamic junior hihg school which are laid out into seven units. to summ up, the laid out and composition of the english material were developed based on scientific approach in term of steps and exercises of learning materials. keywrods: english materials, islamic character, sanitific approach in 2013 curriculum. introduction according to global prosperity index, indonesia today is the 63rd rank. it indicates that indonesian education is the low level. the result from research of pisa (the program for international student assessment) in 2009 shows that indonesian education is left behind with its neighbors, whereas education is a main prosperous factor of the country. with the conviction that each human was created same and was born like blank paper, it depends on how the human will be taught and what he/she will be made (the view of empirisme). then the result of this reflection is only one that what the national education teaches to indonesian students is different with the era demand. thus, that condition is a reason to develop education in indonesia. today, national education ministry of indonesia begins to implement 2013 curriculum. the base of it is inpres no. 1, 2010 about “implementation speed of national rise priority: perfecting curriculum and active learning method based on culture values to gain competence and national character.” islamic content here envelops the characters of responsibly, democracy, autonomy, creativeness, capability, erudition, health, love, and strength faith to god. these are compatible to the purpose of national education. moreover, in pasal 3 uu no 20 sisdiknas, 2003 about the purpose of national education says: “developing learners’ potency to be humans who has strong faith to god, noble character, health, erudition, capability, creativeness, autonomy, democracy and responsibility.” based on the purpose of national education above, it is understood that the new 2013 curriculum emphasizes on knowledge, skill and attitude equally. because of it, there are some changes in teaching learning, included english lesson. the researcher conducted research for developing english instructional journal of languages and language teaching, vol.6 no.2 november 2018 87 materials for islamic content based on 2013 curriculum for 11th grade students of islamic islamic junior high school mataram. the purpose of this study is to develop english instructional materials for islamic content based on 2013 curriculum for eighth grade students of islamic islamic junior high school mataram. the product hoped can be reference material for english teachers to develop their teaching english using 2013 curriculum that emphasizes on knowledge, skill, and attitude, and improving students’ islamic content all at once. based on the above illustration, the following research question is developed: “what is the appropriate english instructional materials for islamic content based on 2013 curriculum for eighth grade students of islamic junior high school mataram?” the product specification this study produced english instructional materials that emphasize on conversation, reading, and writing practice as government demand in 2013 curriculum in which the contentmaterials contain islamic content. the developed materials are based on 11th grade english syllabus in a year. thus, all materials contribute to the students’ growth of knowledge, skill, andattitude. the result of this research is a textbook that supports buku babon (the main book) from the government. as a supporting book, of course, it is development from buku babon, but it is set more reliable with the students’ needs and sma it abhur mataram environment, in order to reach the national education’s and 2013 curriculum’s aims to create the knowledge, have high skill and good attitude of islamic studies. as the supporting book based on 2013 curriculum, this book has the characteristics: a) the book content is based on islamic studies b) the content of book supported the main curriculum of islamic school c) the book designed based on activities d) each topic uses contextual and related material approach e) encouraging students to seek more about the topic based on their understanding f) each topic covers three competencies; knowledge, skill and attitude g) each chapter, theme or topic contains one or more projects to be done and presented by students h) each topic has one or more lessons of islamic studies and characters,i.e. aqeedah, faith, ethics (characters), worship, qur’anic interpretation, exemplary islamic histories. scope of the product the researcher developed english instructional materials to support buku babon (the main book based on k-13) from the government . the materials in the book are focused on 11th grade of sma it abhur mataram, in first and second semester. the focused materials are in four major skills ; speaking, writing, listening and reading which are based on syllabus in 2013 curriculum. the materials are in table 1.1. table 1.1 the materials of eighth grade based on 2013 curriculum 1) the expressions of:  asking to pay attention  checking understanding  valuing good work  asking and giving opinion  capability and incapability  asking permission  inviting someone 4) short functional texts:  short message  announcement  invitation card  greeting card  notice 2) genre:  daily activity  descriptive text  recount text 5) grammar  simple present  present continous tense journal of languages and language teaching, vol.6 no.2 november 2018 88  narrative text 3) islamic poem  simple past  past continous tense  conjunctions  quantity questions  indefinite quantity  comparison degree of adjective the contents of the book are the materials which have islamic studies for students’ islamic characters, and are organized with k-13 activities and other lessons suitable with the needs of the topic or theme. from the scope stated above, it is clear that the limitation of this research is developing english instructional materials for islamic content for second semester of 11th grade based on 2013 curriculum at islamic junior high school mataram. literature review the main curriculum and program of islamic school support the curriculum 2013, which is emphasized on character; ethics, aqeedah, exemplary stories, obedience, worship intelligence, morals, faith (national education ministry, 2010). this means that the education closely relates with students’ emotional quotient (eq) or usually called emotional intelligence. it is an ability to perceive, assess, and manage the emotions of one's self, and of others. emotional quotient (eq) and islamic ccharacters’ are closely related in eq. islamic content is the process or effort to guide, educate, make or correct characters in order to gain the good characters based on the values of islamic studies that supported value of pancasila). islamic content and emotional quotient (eq) are in line with english for psychology. english for psychology is a skills-based course designed specifically for students’ needs in psychology aspects. psychology is concerned with all aspects of behavior and with the thoughts, feelings and motivations underlying that behavior (http://www.bps.org.uk/). one of psychological branches is personality/ classification behavior. so that psychology is closely related to one’s characters. improving good one’s character is a characteristic of character building. core of 2013 curriculum is scientific approach since; it is legal approach for 2013 curriculum. sarpani (in tot kurikulum pai , 2013). the oxford englishdictionary defines the scientific approach as "an approach or procedure that has characterizednatural science since the 17th century, consisting in systematic observation, measurement, andexperiment, and the formulation, testing, and modification of hypotheses." (http://en.wikipedia.org) methods this research is aimed at developing english instructional materials for islamic content based on 2013 curriculum for students of islamic junior high school mataram. to support the research, the appropriate design that the researcher applied is research and development (r & d). this research and development used qualitative approach to find out a specific style in the english instructional materials for islamic content based on 2013 curriculum. the prime objective of this research was to design english instructional materials which has islamic content content based on 2013 curriculum that are appropriate with the 11th grade students of islamic junior high school mataram. the materials intentionally designed based on 2013curriculum and its syllabus in english. they were designed using contextual and multidisciplinary approach. it means it contains other lessons suitable with the topic or theme. in addition, all of the materials have islamic content to develop students’ national character. subject the research involved a number of eighth grade students of islamic junior high school mataram. the research took a class that consists of 22 students. they stay in the journal of languages and language teaching, vol.6 no.2 november 2018 89 al falah islamic boarding school. then english is given in their class six hours a week. model of developing materials concerning the purpose of this study, namely developing english instructional materialsfor islamic content based on 2013 curriculum for 11th graders at islamic junior high school mataram, hence, the background reason for this research & development is the classroom problems related to educational products. to know the problems that existed in the english subject of 11th grade, the researcher carried out needs analysis as the first step in developing an instructional material to obtain the real information. borg and gall (1983) state that a research activity can be included in research and development if the aim of the study is to produce a complete product that can be facilitated in the teaching and learning process. that includes not only material objects, for instance, textbooks, instructional materials and so on. the researcher developed the materials based on the model proposed by borg and gall (1983) which proposes ten steps to developed course materials. they are 1) research and information collection, 2) planning, 3) developing preliminary form of product, 4) preliminary field test, 5) main product revision, 6) main field testing, 7) operational product revision, 10) dissemination and implementation. this model is used by the researcher because it periods the researcher with supplier and clear steps in developing the materials. however, some modification of borg and gall’s model is taken in this research based on the needs of the research, purpose and to meet a gap that cannot be fulfilled by borg and gall’s model. to adapted model for developing materials consists of seven steps, namely 1) needs analysis and reference study, 2) material development, 3) expert validation, 4) revision 1, 5) limited field-testing, 6) revision, and 7) final product. chart 3.1 model of developing material (adapted from borg and gall, 1983) identifying classroom problems related to instructional materials i,e. curriculum syllabus, ki, kd, the text book, and the media for futher assesment be solvedstep 1 starting the objective of the course, the content of the materials, the design and the arrangement of the activity and the matterials mappingstep ii validating the product by expertsstep iii revising the validation product by expertsstep iv  trying the product to examine the aplicability of the product in classroom setting  data collection : collecting the data from expert, teacher, and student using questioner. step v the final product of matterial instructionstep viii journal of languages and language teaching, vol.6 no.2 november 2018 90 step 1: needs analysis and needs assessment step 2: developing material step 3: expert validation step 4: first revision step 5: limited field testing (try-out) step 6: second revision step 7:final product research instruments this study used various instruments to gather the data; interview, questionnaire and field note. see table 1. table 1. the research instruments data instrum ent content subject analys is field note evaluati on of the english subject through legal docume nt existing english syllabuses for 11th grade and 2013 curriculum interview suggesti ons toward the existing english material for 11th grade. english teachers interview question naire students ’ needs toward english lesson 11th grade students of smp darulfalah blitar expert valida tion question naire interview evaluati on of the draft expert in language design, content and lay out try out question naire field notes the applicab ility of the develop ed material from the experts students and english lecturers data analysis the data from the needs analysis, the expert validation and the field try out were analyzed descriptively. the data which are gathered from questionnaire and interview in the need survey were analyzed to describe the actual need in the target situation. the data gathered from questionnaire, discussion and consultation in the expert judgments were analyzed to describe evaluations, comments and suggestions of the experts on the developed materials. furthermore, the data from questionnaire and interview in the trying out were analyzed to describe the applicability in terms of effectiveness, usefulness, and attractiveness of the developed materials and it was used to make revision. materials mapping the result of needs assessment becomes a base of how the course developer write whatcontent will be in the materials. in the materials mapping, the researcher wrote how many units will be developed and how many meetings are covered in the textbook. findings and discussion this section focuses on two aspects namely research finding and discussion. what to present on research findings are the results on research analysis aimed to several subjects to reveal what the students’ needs for their islamic content in english lesson based on 2013 curriculum. on the other revise the product based on the limited field resultstep vii journal of languages and language teaching, vol.6 no.2 november 2018 91 hand, what to present in discussion is the development of instructional materials as the follow-up process in research and development. result of the needs analysis the result of needs analysis is intended to gain students’ needs in four aspects such as significance of the needed skills, the content materials, and the teaching model needed by students. the first instrument used is a set of questionnaire with 10 questions. second, to sets ofinterviews intended to a subject specialist (english teacher) and an expert in 2013 curriculumand islamic content. the data from questionnaire is analyzed quantitatively. the result of needs analysis from interviews in which is exposed in descriptive qualitative way. all of the information is gathered and then described qualitatively. knowing the needed character that needs to improve can be resulted from questionnaires. the result of the questionnaire is shown in the table 2 and 3. table 2. questionnaire response percentage content of question the highest students character question 7 etiquette towards religion & creatures lack of respect 43 % question 8 etiquette toward people and others not care 43 % question 9 self-character/ faith lack of confidence 43 % question 10 etiquette towards environment lack of loving 43 % islamic ethics are involved in islamic studies according to islamic book, a. aziz 2009 support national characters are religiosity, noble character, capability, erudition, capability, creativeness, autonomy, democracy and responsibility. thus, it is clear that having erudition/ knowledge is one of the national characters. besides the five characters above, it is much needed to improve students’ erudition and capability in english. it means improving english skills is included into islamic content. result of the expert judgment the product proposed to the expert of 2013 curriculum and islamic content, dr. achmad idris asmaradh, m.pd. and salah abdul aziz, ma in augustus, 2018. the initial intensive consultation resulted a significant revision for textbook improvement in aspect of islamic content and 2018 curriculum, but mostly in islamic content. the expert judgment for revision is seen in five aspects; content, exercises, communication, communities, and general elements. judgment of the content the first revision was about the islamic content that was not shown enough in the materials. generally, all materials’ appearance was still as ordinary materials. in the column rubric about the quality of material contents among 0-4 scale, he gave “2 “ for islamic character. the following are the reasons gave “2” together with his suggestions: a. the title was still ordinary, it mostly represent about islamic content. among seven units, only unit 6 attracted his interesting “tell the truth through the written text”. nevertheless, his interest were not simultaneously yet with the picture’s title, pictures’content, materials’ content and students’ activities guided by the textbook. journal of languages and language teaching, vol.6 no.2 november 2018 92 b. islamic content contents were not involved enough in english materials. he gave suggestion that islamic content should reflect in in indicators of each unit, the materials and the students’ activities guided by the product. c. the pictures shown in the textbook are not enough to represent islamic content. the role of shown pictures was very significant in which students in their age are still attracted with the colorful materials. d. about involving islamic content in the product, the expert agreed a lot for using traditional songs of indonesia. in the column rubric, among scale 0-4, he gave “4” for the songs. he commented that the songs are very good for students’ islamic content since the songs were originally from indonesia threatened to extinct. e. the last revision was about the content of 2013 curriculum. there were four skills integrated on the english materials of 2013 curriculum, but in the textbook only reading, speaking and writing, limited listening. for this situation, he suggested to add listening skill in each topic. f. besides, the expert also gave appreciation to the proverbs of each unit in the evaluation note. he said that the proverbs could support students’ islamic content. it could wake their awareness up and could improve their faith and islamic characters. the judgment of exercises generally, there are no problems in the exercises in the textbook. seen by 2013 curriculum view, they are complete with the tasks of practicing/ creating something related to the materials in experimenting stage in scientific approach. general comment for exercises is good, only one. commonly, each exercise improves students’ erudite character and creativeness, and then to show the islamic content clearly in the task needed to determine the topic containing islamic content, i.e. aqeedah (“the oneness of god, pillar of iman and islam), “etiquette of talking, 4 “faith (iman)”. the judgments of communication, communities and general elements there are also no problems in communication aspect in the product. since the communication in the product involves students very much to communicate interpersonally through writing or speaking. the same comment for community’s aspect, since the expert gavegood score for the column rubric in each point. however, different score to one point in generalelements’ column rubric. the first point about integrated skills; listening, speaking, reading andwriting, had score 2, for the scale 0 through 4. there is limited listening skill. the expert revisedit to add more listening skill in the materials or activities. revision the suggestions stated by the expert and subject specialist in the previous phase of development were very precious for the developer to attain improvement of the materials. all of aspects concerning with weaknesses of the developed materials had been made by suggestions. the developer did what it to take to make the revised materials better than before. some aspects to be revised or changed are titles, contents of english materials containing more islamic content, pictures reflecting islamic content, adding cultural notes in traditional songs of indonesia and make their english versions, and integrating listening skill with the other three skills; reading, writing and speaking. journal of languages and language teaching, vol.6 no.2 november 2018 93 result of field testing to obtain the empiric validity of the materials, the developer conducted field tryout for three units. of course, with research limitation in the terms of time and permission encountered by the developer during research period, it was unlikely possible for her to do field tryouts for the whole units. field try out were held from august 10 th until 26th, 2018 based on the given permission by the headmaster of islamic junior high schol mataram. there was one class involved in these try outs, class 11, which consists of 23 students. seeing this needs, the developer chose the whole units of the book. however it concern only on the content of the book rather than the systematic of writing and book design. the students got english lesson three times a week; in monday, tuesday and wednesday. as long as trying outs the product, the researcher only got 12 times. it seemed very difficult to do. then the researcher asked permission to the headmaster of smp darulfalah to try outs every day, except sunday. therefore, the frequency of the meeting can improve two times, to be 24 times in 28 days of trying out. to avoid the messing schedule of other lessons, the other three days were placed in the evening. it was possible to be done since the students stayed in the same boarding school. second revision for the second time, revision was required after the first one given from expert of 2013 curriculum and islamic content, and subject specialist. this second revision was based on two aspects covering result of tryouts and students’ judgment to the book. to sum up, required revision gained from three units had been accomplished. paralleling the whole materials, the addition of vocabulary list in each unit had been made in the reading section of observing stage. acting as the observer, the developer felt to necessarily add vocabulary list in each topic. improving vocabulary activity was in line with the result of needs analysis in the beginning of research. the needs analysis shows that most of students had difficulty in vocabulary. field tryouts proved that it was very effective in meeting their needs in vocabulary improvement. having revised all things necessarily during tryouts, it means that the materials had already got empirical validity till it would finally be validated by expert in the next stage of this research and development. expert validation expert validation resembles the final step in this process of textbook development. finished checking revisions, the expert of 2013 curriculum and islamic content, and subject specialist decided that the instructional materials was finally been validated on august 23, 2018 by the expert of 2013 curriculum and islamic content, and on september 20, 2018 for the subject specialist. sections in the product of materials scientific approach is the base how these instructional materials were composed. this is suitable to 2013 curriculum that involving it. the scientific approach is a body of techniques for investigating phenomena, acquiring new knowledge, or correcting and integrating previous knowledge. to be termed scientific, a method of inquiry must be based on empirical and measurable evidence subject to specific principles of reasoning. the oxford english dictionary defines the scientific approach as "an approach or procedure that has characterized natural science (en.wikipedia.org). the stages in scientific approach applied the developer in the textbook are: observing, questioning, experimenting, associating and communicating. in those stages, the developer involved islamic content to improve students’ intrapersonal and interpersonal intelligence. interpersonal journal of languages and language teaching, vol.6 no.2 november 2018 94 intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people, for example caring and respecting to other people. while intrapersonal intelligence entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations, for example self-awareness, self-confidence, self-discipline. the product is based on 2013 curriculum, and then it has applied scientific approach. because of this reason, the developer uses scientific approach in her english materials. the developer attempted to meet the activities in the textbook with stages of scientific approach. there are six sections in the textbook, the developer called the first four sections as same as english skills; listening, speaking, reading and writing. then the sixth section is fun page, and the last is evaluation. conclusion ministry of education has policy that in 2014, all of schools in indonesia should implement 2013 curriculum. this new curriculum has three competencies; religious competence, social competence, erudite competence and skill competence. the four competencies should be integrated in each lesson, included english lesson. beginning from this situation, the researcher developed the textbook entitled “english for islamic content for 11th grade students of sma it abhur mataram” that appropriate with the new curriculum, 2013 curriculum. based on 2013 curriculum, scientific approach is used in teaching and learning process, so the developer also applied the scientific approach in its activities. the core of scientific approach is meaningful learning, so they should much involved in the teaching leaning and active. related to the islamic content involved in english materials, the textbook is selection in contents of materials. suitable as pasal 3 uu no 20 sisdiknas2003 about the purpose of national education says: “developing learners’ potency to be humans who has strong faith to god, noble character, health, erudition, capability, creativeness, autonomy, democracy and responsibility.” therefore, the book is suitable for instructional materials in english lesson that not only rich in english materials but also the contents of islamic content. there is nothing perfect in this world; this proverb may prevail in the textbook. besides superiorities, must be weaknesses. the superiorities of the product are: a. the materials are design based on islamic studies and characters; b. the materials are sett based on 2013 curriculum c. the stages and activities are appropriate to scientific approach. the stages are observing, questioning, experimenting, associating and communicating; d. the contents of english materials are islamic content. so that the students not only get the erudition of english skill but also improvement in their good characters; e. in addition, there are useful exercises that not only for fun but also for improving students’ capability in english. f. the last, there are proverbs in each unit containing islamic content. besides the superiorities, there are several weaknesses of the textbook, i.e. (1) there are still materials that no have islamic content, but only the erudition of english materials, (2) the listening skill involved in the textbook have no audio from native speaker, since it is so difficult to look for the audio with native speaker voice. for covering these weaknesses, so the developer designed the activities of listening skill guided by the teacher. suggestion in relation to improvement of the product, it is necessary for the researcher or other people who are interested in the product to try out all the units of the product to get information about the strength and weaknesses of each unit based on the user of journal of languages and language teaching, vol.6 no.2 november 2018 95 the book. also that could be an effort to improve the product by involving more english teachers in order to obtain more inputs for its improvement. for the future research, particularly in the area of material development, the researcher addresses suggestion on the effectiveness of the materials which is worth conducting with quantitative approach. besides, conducting research and development to other grades is necessary since it also concerns to english based on 2013 curriculum with scientific approach that has islamic content contents. references ary, donald, jacobs l. c. and razavien, a. 2002. introduction to research in education.belond.wadsworth thompson learning. ridwan, arfiyan. 2012. developing esp instructional materials for udergraduate students of sharia economics at iain sunanampel surabaya.published thesis.english language teaching program, graduate program, islamic university of malang. diamond, l. &gutlohn, l. (2006).vocabulary handbook.consortium on reading excellence, inc. dick &carey. 2001. the systematic design of instruction.addison wesley educational publisher, inc. dudley-evans, a.1987a.genre analysis and esp. elr journal no.1 birmigham;elr dudley-evans, tony. 1998. developing in english for specific purposes; amultidisplinery approach.cambridge university press. hornby, a.s. 1995. oxford advanced learner’s dictionary.oxford university press. huda, nuril. 1999. language learning and teaching (issues and trends).universitasnegeri malang publisher.http://www.usingenglish.c om/articles/learning-english-withmusic.html http://esl.fis.edu/learners/advice/voca b.htm kementrianpendidikandankebudayaan, modulpelatihanimplementasikurikul um 2013 kunaniroh&gunadi.2011. esp materialsdevelopment:theory and practices; brawijaya university. iragiliati, emalia. 2012. english for specific purposes, indonesian for specific purposes.penerbit ombak yogjakarta. mckillip, j. 1998. need analysis. in bickham, l and rog. dj (eds). handbook of applied social research methods. sage publications; thousand oaks, ca sukirman.2013. developing english word formation materials for undergraduate students at state islamic university ‘alaudin’ makassar.unpublished thesis.english languageteaching program, graduate program, state university of malang. winarti, 2012. developing supplementary materials (workbook) for i-tutor.net. english course malang.unpublished thesis. graduate program in english :language teaching of university of malang. journal of languages and language teaching, vol. 6 no.1, mei 2018 7 typical methodological failures demonstrated by students of teachers’ college in conducting classroom action research lalu ari irawan (1), anang safi’uddin (2) ikip mataram (1), lembaga genius (2) laluariirawan@ikipmataram.ac.id abstract conducting a research is a compulsory skill to be accomplished by any teacher students of english language teaching (elt) department in teacher’s college. as a minimum requirement, each teacher-student must have experience to conduct a sophisticated classroom action research (car). within this skill, a teacher-student is expected to grasp various challenges that may occur in learning, therefore to take necessary actions in order to improve the quality of learning. hence, this paper is composed due to an assumption occurred in a preliminary study that students in english language teaching department have demonstrated numbers of methodologically failures in conducting cars. this assumption stimulates a question to answer further, “what sorts of methodologically failures are demonstrated by teacher’s college students in conducting cars?” researchers as the main instrument in this study develop theoretical criteria form based on prominent works of susanto (2010), hult and lennung (1980), mckernan (1991), kemmis and mctaggart (1992), winter’s (1996), andmcniff (2002) to frame the analysis. data is taken from selected works stored in a library of a teacher’s college in nusa tenggara barat, by employing two criteria to students’ works (mini-thesis), i.e. year of publication is 2015 and marked with ‘a’ from internal examination board of the college. these criteria constrain only two scripts to be further analyzed. by applying content analysis, this study reveals various kinds of methodological failure in students’ works about car, i.e. (1) violation to collaborative principle of car, (2) violation to the four characteristics of car (situational, participatory, evaluative, and cooperative), (3) the use of learners’ achievement as benchmark of success, (4) developed in quantitative study, (5) failure in positioning the researcher as a teacher or collaborator, and (6) failure in the construction of lesson plans. key words: classroom action research (car), methodological failures, content analysis abstrak melaksanakan sebuah riset adalah sebuah keterampilan wajib dimiliki oleh seorang mahasiswa calon guru di program studi pendidikan bahasa inggris di lembaga pencetak tenaga kependidikan (lptk). sebagai persyaratan minimum, setiap mahasiswa harus memiliki pengalaman untuk menjalankan penelitian tindakan kelas (ptk) yang baik. dengan keterampilan ini, seorang calon guru diharapkan mampu mengelola berbagai tantangan yang mungkin muncul dalam pembelajaran sehingga mampu mengambil tindakan yang diperlukan guna meningkatkan kualitas pembelajaran. selanjutnya, artikel ini ditulis berdasarkan asumsi yang muncul dalam studi pendahuluan yang mengungkap bahwa ditemukan mahasiswa yang menunjukkan kesalahan metodologis dalam melaksanakan penelitian tindakan kelas. asumsi ini menjadi pemicu sebuah pertanyaan untuk dikaji, yaitu “kesalahan metodologis apa saja yang ditunjukkan dalam penelitian tindakan kelas yang dijalankan mahasiswa lptk?” peneliti sebagai instrumen utama dalam penelitian ini mengembangkan perangkat kerja berupa kriteria teoretis yang didasarkan pada hasil kajian penting, seperti susanto (2010), hult dan lennung (1980), mckernan (1991), kemmis dan mctaggart (1992), winter’s (1996), dan mcniff (2002). sumber data adalah manuskrip penelitian terpilih dari sebuah lptk di nusa tenggara barat yang dipilih berdasarkan dua kriteria, yaitu dipublikasikan dalam tahun 2015 dan telah mendapatkan nilai a dari dewan penguji internal. berdasarkan kriteria tersebut, dua manuskrip (skripsi) terpilih menjadi sumber data. dengan menerapkan analisis isi (content analysis), penelitian ini mengungkap enam kesalahan metodologis dalam menjalankan sebuah penelitian tindakan kelas, yaitu: (1) pelanggaran prinsip kolaboratif journal of languages and language teaching, vol. 6 no.1, mei 2018 8 dalam ptk, (2) pelanggaran empat karakteristik dalam ptk (situasional, partisipatori, evaluatif, dan kooperatif), (3) penggunaan capaian mahasiswa sebagai standar kesuksesan ptk, (4) dikembangkan dengan desain penelitian kuantitatif, (5) kesalahan menempatkan posisi mahasiswa peneliti sebagai guru atau kolaborator, dan (6) kesalahan dalam menyusun rencana pelaksanaan pembelajaran. key words: penelitian tindakan kelas (ptk), kesalahan metodologis, analisis isi introduction the need of professional teaching squad becomes one of the most vital matters in pursuing the primary goal of education. teacher is one of the main components of formal education realm. hence, government has issued various policies to improve the quality of teachers. however, the policies are more allocated to on-duty teachers. this paper begins with a more fundamental issue by assuming that the future teacher education should be also accommodated the grand design of national education policy. one of primary skills ought to be acquired by the future teacher is research skill, which can support his future carrier as teacher. as a teacher, someone should be able to conduct a sophisticated classroom action research (car), which can support him/her in their future jobs. therefore, this paper is intended to examine the teacher students’ competence in conducting cars as part of their college activity. literature review in 1940s kurt lewin first introduced action research attracting social scientists with its liberating intent to go beyond various field of interests. this approach ever since has been widely used to integrate two kinds of work, i.e. research and action. principally, scientists have another strong argument on how a research can bring such an immediate solution to certain problems. cohen, et.al. (2007) preview an action research as a powerful tool for change and improvement at the local level (297). holly and whitehead (1986) mention how this tool is applicable in almost any setting by counting two basic considerations to generate it, i.e. problem (relating to people, tasks, and procedures) and change (for desirable outcome). in terms of education, holly and whitehead further suggest the implementation can be taken by a teacher alone, a group of teachers, and a teacher(s) with research fellow(s) as an outsider. reason and bradbury (2001) define action research with some keywords, i.e. participatory, democratic process, human purposes, action and reflection, theory and practice, and practical solutions. these keywords cover the basic principles of conducting an action research, in which it begins with identified problems and pursuing for an effective solution of it. earlier scholars suggest quite similar account to define an action research, such as (hopkins, 1985; ebbutt, 1985; cohen and manion, 1994; corey, 1953; and kemmis and mctaggart, 1992). winter’s (1996) suggests six key principles of action research, i.e. reflexive critique, dialectical critique, collaboration, risking disturbance, creating plural structures, and theory and practice internalized. all of the scholars are linked with a keyword, i.e. improve, in which change is expected to enhance the pursuit of institutional goal (or in this study classroom goal) in varied social entity, including classroom as a small unit or beyond it. thus, the study perceives a car as designed change conducted in the level of classroom to improve the process of pursuit the learning goals which identified as problem triggering the action. susanto (2010:17) asserts that a car should cover issues within the teacher’s authority, such as teacher’s competence on materials, journal of languages and language teaching, vol. 6 no.1, mei 2018 9 instructional technique, and instructional media. susanto’s account emphasizes this research approach constrains its interests to the design and implementation of a lesson. in indonesian context, research skill is implicitly mentioned as one of compulsory skills to be developed by a teacher. regulation umber 16 in 2009 issued by the state minister for the empowerment of state apparatus requires teachers to have scientific publications to pursue for a higher position in their carrier. teachers are expected to publish at least some car reports within their professional experiences. in this sense, every teacher is encouraged to develop research skill. minimum requirement of education background (in this case a degree in education) also implies that every future teacher should be well equipped with this skill. therefore, teacher’s college should be able to develop their teacher students’ skill in research. based on this fact, this study is designed to be an evaluative work to give further input for teacher’s college management board in order to improve the quality of their outcomes. a preliminary study towards some students’ works labeled as car leads to an assumption that teacher students in college demonstrate methodological failures in conducting cars. this assumption is also aligned with the fact that many teachers dispute their incapability to conduct sophisticated cars. therefore, this study is intended to conduct a diagnostic work to determine the parameter of failures demonstrated by teacher students. the only research question in this study is, “what sorts of methodologically failures are demonstrated by teacher’s college students in conducting cars?” methodology this study employs content analysis (ca) using a frame that consider critical notation of car by susanto (2010), hult and lennung (1980), mckernan (1991), kemmis and mctaggart (1992), and winter’s (1996). cohen et.al. (2007:475) provide a simple definition of ca as an effort to summarize and report written data covering main contents of data and their message. this analytic tool enables scholars to break in the entire parts of manuscripts. two selected works of teacher students are taken as sources of data. the selection of data sources are following two researcher-driven criteria, i.e. year of publication should be 2015 and the works has got ‘a’ mark from the internal ad-hoc examination board. based on internal data in the teacher’s college, two manuscripts are then used in further analysis. both works are then investigated through ca by employing theoretical frame as stated earlier. in analyzing data, this study follows the three-step approach postulated by miles and huberman (1994), i.e. data reduction, data display, and drawing conclusion. about the use of ca, it helps the researchers in making inferences by systematically and objectively identifying specified characteristics within a text (stone, 1966:5). through this analysis, one can explore his or her critical analysis on specific content of discourse, in this case a research report. the analysis must be performed relative to and justified in terms of the context of the data (krippendorf, 1980:23). findings and discussion findings in data analysis, this study applied an instrument to analyze two manuscripts that were selected based on categories mentioned in earlier section. all data collected in this process were displayed in table 1 and 2, as follows. student 1: car1 n o types of failures lo cat io n remarks p l journal of languages and language teaching, vol. 6 no.1, mei 2018 10 a g e i n e 1 2 3 melanggar unsur kolaboratif (guru kelas) sebagai bagian dari tim peneliti (mitra / pemrakarsa) 2 4 "process were low"? 3 1 2 "bored" tidak muncul dalam penelitian melanggar sifat ptk yang situasional, partisipatif, dan kooperatif 5 3 3 peneliti membawa solusi (pocket chart) yang merupakan tehnik, materi dan media yang baru. tidak berasal dari kelas tersebut 6 5 "enjoy"? tidak ada korelasi antara asumsi peneliti tentang masalah dikelas dengan penerapan pocket chart (to memorized the vocabularies) 7 4 2 tujuan penelitian merupakan eksperimental studi 8 9 teorinya fokus kepada hasil / outcome 9 2 9 3 car harus fokus kepada penilaian dan pendekatan kualitatif 1 0 3 0 2 ciri penilaian kuantitatif 1 1 3 1 "table 04" melanggar prinsip dan karakteristik ptk (immediate concern) 1 2 3 2 peneliti seharusnya sebagai observer, statemen ini menunjukkan guru bukan sebagai praktisi 1 3 3 3 3 "collaborator"? 1 4 5 ..making lesson plan… seharusnya modified 1 5 6 …posttest…? 1 6 8 …teacher as the observer…. ini bukan guru yang sama 1 7 9 …researcher as teacher… misconducted 1 8 4 0 3 …target score… concern to the result 4 1 1 7 …teaching strategy…. was the basic assumption 4 2 6 …midterm test… the same students and the same materials? 1 0 …minimum mastering criterion… passing grade used as criterion 1 6 pre-test 4 4 …by considering a new teaching and media…. evidence of applying newly substances into a class 4 5 5 ? 1 2 ? 1 7 as an observer 2 1 part of learning 4 6 1 ? 5 controlled condition 6 very experimental 4 7 3 the researcher as the teacher 5 5 1 0 instrumental strategy 5 6 1 5 another strategy 5 7 1 2 what are they? 1 7 "learning behavior improve" this is the truly essence of car appe ndice s "anecdotal notes observation form" "panduan wawancara responden siswa" there's no in the analysis "panduan wawancara responden guru" there's no in the analysis "lesson plan" it’s not indicating process improvement for the better learning process. a car ought to focus on certain behavioral issue of achievement student 2: car2 n o types of failures lo cat io n remarks p a g e l i n e 1 2 3 penulis menyimpulkan berdasarkan asumsi penulis, tidak mengambil/mengangkat permasalahan yang dihadapi guru sebagai peneliti mitra 1 3 penulis mengasusmsikan penggunaan media yang berbeda dapat meningkatkan hasil capaian, tapi melupakan syarat ptk, yaitu journal of languages and language teaching, vol. 6 no.1, mei 2018 11 peningkatan proses kbm 3 1 9 “…movie…” tidak ada indikasi bahwa kbm sebelumnya menggunakan movie sebagai media 2 8 1 9 tidak ada observasi kbm sebelumnya, apakah rpp dijalankan sesuai perencanaan atau hanya asumsi penulis saja. karena, tidaka ada format lembar pengamatan berupa checklist atau lembar pengamatan berkala dan atau lembar pengamatan tidak terstruktur. 2 9 1 5 car, fokus kepada proses kbm bukan pada nilai akhir siswa 3 2 8 menandakan, penulis menekankan hasil bukan proses 3 4 1 2 kondisi akan berdampak pada hasil belajar siswa, tetapi itu bukanlah wilayah ptk. ptk harus fokus kepada proses kbm 3 7 …reflection… giving a test is not the way of car appe ndice s kegiatan inti didalam rpp, sebaiknya dibedakan kegiatan guru dan siswa, dibagi kedalam kolom yang berbeda sumber belajar hanya menyebutkan “cd/kaset dan script percakapan/rekaman percakapan” bukan video/movie discussion susanto (2010) constrains the steps of developing a car as three-cycled activity, i.e. preparation, implementation and observation, and reflection. hence, by conducting ca to two manuscripts, this study identifies three categories of failures, pre-action, action, and post-action. the categories were developed based on sequences of car.each category contains several types of failure within the sources of data. pre-action pre-action phase refers to a stage of a car covering the following issues: finding research collaborators susanto (2010) distinguishes two types of participants in a car, i.e. initiator and partner researchers. the former refers to an expertas an outsider, while the lateris a teacher as an insider withadequate knowledge and competence relating to course subject and research issues. in this sense, both writers of the manuscripts have taken positions as an outsider. identifying, evaluating, and formulating research problem or issue to be further solved a car is supposed to rise from reality that occurs in a classroom emerging during teaching learning process. the problem is constrained to element(s) of interaction,in which a car is encouraged by dissatisfaction towards the quality of learning outcomes and the willingness to improve it (susanto, 2010).susanto further suggests 7 categories recognized as the sources of problems, i.e. indicator, learning materials, learning strategy, instructional steps, assessment, teaching media, and learning sheet.to respect susanto’s, this study traces several typical failures in the two manuscripts. it is found that problem in the two manuscripts tend to emerge based on the outsider’s subjective assumption and not elaborating it from the teacher as the authoritative person in the class. obviously, the design of the car is not classroom based research as suggested by many experts. this entraps the researcher to bring in something from the outside. in the beginning, manuscript a mentions a boring classroom, which is quite relevant to urge a car. but later, the writer takes a leap by forwarding students’ vocabulary mastery as the core problem of the study. in this sense, the writer has switched from issues of process quality to learning achievement. the later tends to be recognized as a quantitative inquiry that is more relevant to an experimental study. manuscript b has demonstrated similar tendency. first, the writer has noted several issues related to students’ classroom performances, i.e. feeling shy, fear of making mistake, difficult in expressing their idea, seldom to practice, minimum repertoire of vocabulary, misunderstand the given material, and lack journal of languages and language teaching, vol. 6 no.1, mei 2018 12 of confidence. he further formulates an assumption regarding the students’ performance, which can be seen as working hypotheses, that covers students’ motivation, attractiveness of learning material, and technique in teaching. moreover, he underlines that teacher tends to count heavily on writing than speaking. this seems to be irrelevant with his earlier notes. later, the given research problem becomes irrespectively to the earlier arisen problem in the introduction of his writing. statement of problems seems to be detached from the classroom context bybringing inout-of-context issues based on the writer’s justification.in manuscript a, the writer underlines the classroom situation by defining the students’ low motivation in learning activity, which he labels as ‘bored’. unfortunately, the term ‘bored’ is not emerged as an element in the formulation of research problem. the formulation seems to be more focus on examining a newly teaching model, i.e. pocket chart, to improve students’ vocabulary. based on this formulation, the car fails to place the classroom based issue as a departing point in developing the research design. after reviewing manuscript b, this study finds that the writer fails to bring in all problems arisen in the observed class into a proper research problem. all problems are simplified as students’ speaking skill. thus, he offers a different kind of media as a treatment to the given problem, which is marked as not situational one. thus, these two notions become the variables mentioned in the research problem. formulating working hypothesis while both manuscripts indicate misleading in generating research problems, both of them also fail to generate appropriate working hypotheses to be further conducted within the studies. the failure in drawing proper working hypothesis in a car may lead the writer to wrong direction. manuscript a mentions about students’ low motivation in learning, but none of working hypothesis discusses this fact as the main reference for the writer to formulate further action in future lesson plan. manuscript b also asserts some learning problems dealing with students, but the writer fails to produce relevant working hypothesis. he simplifies the problem as speaking skill issues,and then he proposes a new media assumed as more effective in improving students’ speaking skill. selecting research team numbers of participants both writers in their manuscripts engage only two participants in their research designs, one as a teacher and another as an observer. susanto (2010) suggests three participants as the minimum numbers of participants including the teacher and two observers. by employing more than one observer, it may reduce the potential researcher subjectivity in giving justification. a failure to present minimum subjective claim within a car can decline the quality of the work.in this regard, both manuscripts impose two likely subjective claims. this circumstance is unfavorable in a scientific work, in which the only observer makes his judgment within his mind and modified by individual bias. role of participants manuscript a indicates how the writer takes position as a teacher rather than an observer. meanwhile, the teacher of the class is assigned as an observer. this positioning has several impacts, i.e. (1) by design it can interfere the nature of the classroom by placing an outsider to lead the teaching learning process. susanto (2010:25) asserts that the real teacher should play his natural role to lead classroom interaction by using modified lesson plan as his guidance. he further argues that the teacher has known well the setting, coped and comprehended journal of languages and language teaching, vol. 6 no.1, mei 2018 13 the learning materials, as well as his best in identifying and recognizing the pupils. review of related literature relevancy of literature different to other research report, in terms of the state of the arts or theoretical frame of a car is not necessarily too comprehensive, as suggested by susanto (2010). he argues that teacher limited access to the recent theory of foreign language teaching loosen the teacher researcher from the obligation to compile a sophisticated review of literature. however, in the case of involving an expert as the outsider in the research, a car is better to be equipped with the complete ones. ongoing theoretical response to the given problem failures in formulating the proper research problems and working hypotheses in their works also cause improper temporal response in their chapter two, i.e. review of related literature. in manuscript a, the writer proposes chart pocket and vocabulary mastery as the two core theoretical responses to the given problems in chapter one. there is no literature discussing about learning motivation or ‘bored’ students. meanwhile, manuscript b which defines various learners’ problems simplified as speaking skill and offering english movies as the solution, discusses too broad theoretical framing in chapter two, covering language as communication device, language elements and skills, speaking as language skill, and learning media to facilitate foreign language acquisition. no review is provided regarding learners’ problems as stated in the introduction. these facts are driven by the writer’s misidentification of sources of problems. in other words, regarding the aim of chapter two, both writers fail to give adequate state of the arts of their works. research method modified lesson plan and problem solving submission susanto (2010) emphasizes that a car should be departed from the existing lesson plan, which was modified or revised in order to improve the quality of learning. both manuscripts indicate opposite direction to this principle.hult and lennung (1980) and mckernan (1991:32-3) assert that a car should take feedback from earlier cycle as consideration in improving learning, which is also suggested by kemmis and mctaggart (1992). manuscript a fails to demonstrate the process of revising the original lesson plan used by the teacher in his instruction before conducting the car. the writer seems to bring a new lesson plan detached to the existing one, which marked as cycle 1. the same thing also emerges when he moves to cycle 2 after justifying that cycle 1 has failed to solve the problem.the same indication also appears in manuscript b. first, the writer does not depart from the original lesson plan used by the teacher before the research. hence, the writer comes with a totally different lesson plan offering brand new media of teaching. he conducts the research in two cycles too, but the second cycle is only repeating the same actions in cycle 1, with no revision at all.kemmis and mctaggart (1992) propose a small-to-large protocol of change due to classroom situation as constrained in the existing lesson plan. this may avoid any researcher to bring in the out-of-context ideas into classroom. both manuscripts fail to obey this principle by adopting brand new teaching media. standard of success many experts have suggested the boundary of a car defined within the process of learning in terms of quality by departing from the existing lesson plan. the success of a car should also begin from this notation rather than just seeing students’ learning achievement simply through an journal of languages and language teaching, vol. 6 no.1, mei 2018 14 achievement test. both manuscripts explicitly indicate the use of student’s scores towards a prepared test as the primary standard of success of actions in the cars. susanto (2010) suggests this kind of information as additional information of a car, not the primary one. therefore, the test results cannot be used as hints for the writers to further decide whether they need to proceed to the next cycle or terminate the research.based on hult and lennung (1980) and mckernan (1991:32-3), a car is aimed at advancing the quality of human actions. the quality cannot be defined by testing participants’ (learners) comprehension. they further suggest that this kind of research should only concern about abrupt issues in classroom. while, manuscript a mentions the use of subject passing grade (indonesia: kkm), manuscript b simply uses an achievement test results with no explicit passing grade to determine the success of learning.the writer of manuscript a conducts pretest-posttest approach in his effort to give judgment whether his action effective or not. yet, he does not conduct a further statistical analysis of both tests. manuscript b only indicates that the students’ average scores are showing improvement from 44.55 to 75.38 as the only reason to terminate the action.kemmis and mctaggart (1992) mention the selfreflective spiral as one of the key principle to conduct a car. in other words, the decision making is based on the result in reflection stage, not through a test. hult and lennung (1980) and mckernan (1991:32-3) also state that a car should be formative, in which a researcher makes a formative judgment regarding the quality of actions. thus, it becomes contradictive if a car uses achievement test as a measure to determine whether actions have met the requirement.both manuscripts fail to demonstrate critical analyses as suggested by kemmis and mctaggart (1992), they only consider students’ test results as the standard of success. winter (1996:13-14) mentions that a car should create plural structures rather than a single authoritative interpretation. this principle allows every participant to give their accounts and critics. unfortunately, both manuscripts in this study have violated this principle by only using test result as the primary consideration. developing research instruments in terms of research instrument, most experts suggest the use of field note as a tool to collect data from classroom. however, none of the two manuscripts contain field note or sample of applying field note in the sites. furthermore, this study reveals that both manuscripts use tests as instruments. between both writers, the difference is in the type of test. manuscript a applies written test (multiple choice and open-ended test), while the other manuscript prefers using oral test focusing on five components (vocabulary, pronunciation, grammar, fluency, and comprehension), besides using an interview guideline that consists of 18 questions set in three categories (family, movies, and pets and animal). the interview guideline has no clear relationship to the issue being discussed in all chapters of the manuscript, especially to the core problems of the study. research design experts suggest any researcher to develop a car as a descriptive qualitative study. hence, a researcher should use qualitative instruments of data collection. therefore, the data analysis technique is developed in adequate manner, i.e. four-cycle data analysis, i.e. planning, action, observation, and reflection. car is different with other qualitative research in terms of this fundamental design. both writers fail to go along with the cyclical process of car as the ultimate inquiry tool. it is obvious that both writers only use the car format in journal of languages and language teaching, vol. 6 no.1, mei 2018 15 their proposal, but not implementing the truly cars in their studies. procedure of entering the site one of important steps in conducting a car is strategy of entering the site. this step helps any researcher to reduce potential bias caused by the presence of outsider, in this case the writer. thus, susanto (2010) suggests any researcher to have at least one or two preliminary visits before starting data collection. the frequency can be less or more based on observer’s judgment. he can begin to collect data once he convinces that the classroom interaction has run naturally and ready for data collection procedure. both manuscripts do not give clear steps of entering the sites. so, the validity and reliability of data used in the two manuscripts are questionable considering no justification that classrooms are naturally entered by the two writers. preliminary activity susanto (2010) mcniff (2002:71) suggest simulation as part of conducting a car. it may help a researcher to overview the strength and weakness of a design, in order to make necessary improvement and to ensure all participants in coping with particular roles during the actions. in the end, it can reduce misleading implementation of actions conveyed in lesson plan. teacher and observers should be well understood about the entire steps. in manuscript a, the writer discusses the task given to the observer. however, he misunderstands the proper positioning by assigning the teacher as an observer. meanwhile, in manuscript b, there is no explanation about conducting a simulation session with the other participant indicated as failure procedure of conducting a car. conclusion and suggestion conclusion car is a kind of research aimed at increasing the quality within learning. based on the given explanation, there are some failures found in the two manuscripts caused by misunderstanding the car principles, i.e. procedure of problem identification, selecting participants and distributing tasks, using pre-test and post-test, focus on learning achievement rather than learning process, bring in new things into the classroom, no clear path of lesson plan development, improper design and use of data collection instruments, and there is no well prepared pre-action activity. various typical failures may result unqualified manuscripts, which can also misled the student teachers in applying car in their future carrier. however, teacher students are not solely responsible for the failures, since both of them have been supervised by some faculty members. this indicates that the failures can also be reduced through an intervention to the faculty members. suggestion following the conclusion above, this study suggest some important issues: 1) any researcher must be better in understanding the principles of conducting a car, 2) faculty members need to enrich their scientific perspective while supervising teacher students in conducting a car, 3) further study can examine certain subject related to research skill, and 4) chairman of department should consider to improve the quality of curriculum as well as individual capacity of each faculty member in order to improve the quality of student’s research in the future. references cohen, louis; lawrence manion and keith morrison. 2007. research methods in education, (sixth edition). oxon and ney york: routledge. hult, m. and lennung, s. 1980. towards a definition of action-research: a note and bibliography. journal of management studies, 17 (2), 241–50. journal of languages and language teaching, vol. 6 no.1, mei 2018 16 kemmis, s. and mctaggart, r. 1992.the action research planner (third edition). geelong, vic.:deakin university press. krippendorff, klaus. 1980. content analysis; an introduction to its methodology. beverly hills, ca: sage, 188 pp. mckernan, j. 1991.curriculum action research. london: kogan page. mcniff, j., with whitehead, j. (2002) action research: principles and practice (second edition). london: routledge falmer. miles, mattew b. and a. michael huberman. 1994. qualitative data analysis: an expanded sourcebook. second edition. california: sage publication, inc. reason, p., & bradbury, h. (eds.). 2001. handbook of action research: participative inquiry and practice. london: sage publications. stone, p.j. et al. (1966). the general inquirer: a computer approach to content analysis. cambridge, ma: mit press. susanto.2010.konseppenelitiantindakankel asdanpenerapannya.surabaya:lembagap enerbitan fbs unesa. winter, r. 1996.some principles and procedures for the conduct of action research.in o. zuberskerritt (ed.) new directions in action research.london: falmer. acknowledgements the authors deliver their grateful to dean of faculty of language and art education of x teacher college for giving her permission to conduct this study, librarian of faculty’s library for her assistance during data collection, and head of faculty’s administration office for his valuable data assisting the authors in selecting right manuscripts to be investigated in this study. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7904 july 2023. vol.11, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 373-389 jollt journal of languages and language teaching, july 2023. vol.11, no.3 |373 the efficacy of translanguaging: a critical review ofselected south african mathematics and science intermediate phase classrooms 1shalom nokuthula ndhlovana, 2erasmos charamba 1school of education, university of the witwatersrand, south africa 2lecturer, school of education, university of the witwatersrand, south africa corresponding author email: 2093652@students.wits.ac.za article info abstract article history received: may 2023 revised: june 2023 published: july 2023 the 2015 timss and 2021 pirls results show the underachievement of our learners in reading comprehension, mathematics and science. analysts of both assessments suggest the low performance is caused, chiefly, by the misalignment between learners’ home languages and the language of instruction. even though today’s classrooms have become more and more culturally and linguistically diverse resulting in the majority of learners entering the classroom with a home language different from the language of instruction, the teaching of such learners still follows a monolingual trajectory. this has resulted in a dropin the number of primary school learners exhibiting basic mathematics and scientific literacy in south africa. through semi-systemic review, the current study sought to explore the role language plays in concept comprehension among learners as well as examining the efficacy of translanguaging in mathematics and science classrooms. eight studies were reviewed and results suggest that proficiency in the language of instruction plays a crucial role in comprehension of scientific and mathematical concepts. the study also shows the efficacy of translanguaging in enhancing the academic performance of learners and recommends the use of translanguaging within multilingual contexts. we therefore recommend the use of translanguaging in multilingual classrooms. keywords translanguaging; multilingualism; mathematics and science education; monolingualism; multiculturalism how to cite: ndhlovana, s. n., & charamba, e. (2023). the efficacy of translanguaging: a critical review of selected south african mathematics and science intermediate phase classrooms, jollt journal of languages and language teaching, 11(3), pp. 373-389. doi: https://doi.org/10.33394/jollt.v%vi%i.7904 introduction pirls results demonstrated the stark differences in reading literacy skills across south african learners based on the outcomes in 2016. the average score for learners attending well-resourced schools was 410, whereas the average score for learners in south african under-resourced schools was 294. the 2021 pirls results also indicated an decrease of 3%, as in 2016 78% of south african learners could not read for meaning with 2021 results suggesting that 81% of south african learners cannot read for meaning. according to the pirls and timss assessments, the country's poor reading literacy and academic performance levels may be a result of monolingual pedagogies used in the classrooms. studies suggest that monolingual pedagogies can provide serious learning difficulties for learners who may not speak nor understand the language of instruction, especially those from under-resourced backgrounds who have no exposure to the language. this is because these learners often receive very little exposure to the language outside of the classroom and may find it difficult to comprehend decontextualized reading texts written in a language they have low proficiency in. although the majority of these learners are taught in a language in which they are not fluent and competent, the negative impacts of using an additional language exclusively as a medium of instruction in teaching and learning are disregarded (charamba, https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:2093652@students.wits.ac.za ndhlovana & charamba the efficacy of translanguaging … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 |374 2023).this is a similar feature in the south african education system where about 80% of the learners are taught through a language different from their home language (charamba, 2022). education in south africa is divided into phases. the second phase of formal schooling in south africa is called the intermediate phase (ip), with the first being the foundation phase. the ip includes learners who are between ten and thirteen years and would be attending grades 4 to 6. according to mgijima and makalela (2021) this isa crucial phase and likely the most difficult phase of education for learners who do not speak english in south africa, a language that is used as the medium of instruction from grade 4 upwards. this is mostly because in the previous phase, the foundation phase, where learners would have been taught through their home language alongside a language of instruction. as they come into the ip, the modus operandi switches to monolingual pedagogy. learners do not only have to deal with an increased number of subjects but also transition from using theirmother tongue as the language of learning and teaching (lolt) in foundation phase,to using english as the medium of instruction. this sudden shift often results in what is known as the fourth grade reading slump (best, floyd & mcnamara, 2004) which is when learners are spending their time and energy trying to decipher words in printed text rather than reading with fluency (smoothly, in a style that conveys meaning). therefore, it is of paramount importance that learners are supported during this transition period to develop both their hl and (fal) so as to understand some of the mathematics and scientific concepts better. the central focus of this study was toinvestigate the efficacy of translanguaging in mathematics and science south african intermediate phase classrooms by evaluating previous research and drawing conclusions from the results. reviewing existing literature yields a better understanding of the underlying problems that contribute to south africa's low literacy rates, the role that language plays in the teaching and learning of mathematics and science in south african intermediate phase classrooms, and the ways in which translanguaging, a teaching strategy that employs a tapestry of the learners linguistic repertoire, can be used to foster the critical thinking abilities needed in intermediate phase mathematics and science classrooms. with eleven official languages (english, afrikaans, isindebele, isizulu, sesotho, sepedi, siswati, xitsonga, setswana, tshivenda, and isixhosa, even south african sign language) scripted in the current south african language in education policy (liep) and allowing any of these official languages to be used as the medium of instruction, in many schools around the nation, monolingualism continues to be the standard pedagogical approach (hattingh, mckinney, msimanga, probyn & tyler, 2022; charamba, 2023). all but two south african official languages are actively excluded from the curriculum (charamba, 2021) and the home languages of about 19.7% of the country's total population, english and afrikaans, are used to teach mathematics and science from the fourth grade upwards. this clearly shows that though the liep was developed to promote additive multilingualism as an approach to language in education in order to address historical imbalances and grant freedom of choice (department of education, 1997) it has not been successfully implemented in many educational contexts as evidenced by the existing gap between policy and practice. even after 26 years of implementing the south african language in education policy (liep), which aims to increase educational access, engagement, and achievement for all students, there is still a need to promote the use of mother tongues and translanguaging in our classrooms especially mathematics and science classrooms.hattingh et al., (2022) argue that multilingual students' ability to fully understand scientific and mathematical concepts is hampered by monolingual oriented pedagogies practiced in the classroom. schoeman, geertsema, le roux and pottas (2023) concur and add that the epistemologicalconsequences of monolingualism is evidenced in the underwhelming results of national and international tests of mathematical and scientific proficiency. this means that learners acquire academic ndhlovana & charamba the efficacy of translanguaging … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 |375 expertise and abilitiescommunicated using a decontextualised school language which they frequently do not yet completely understand. this affects their performance in classroom, national and international assessments. for them to comprehend concepts better, this calls for the dissemination of knowledge in bilingual and multilingual contexts as monolingual approaches hinder academic progress (li, 2018). over the past few decades, curiosity regarding the interrelationships between language and the teaching and learning of mathematics and science has grown greatly (see for example robertson &graven 2020; ortiz 2022; hattingh et al., 2022). however, in south africa not much research has been focused on how we can use language as a useful tool in our mathematics and science classroom especially in intermediate phase. turning to international assessments such as the trends in international mathematics and science study (timss), south african grade 5 and 9 learners performed below average. in their analysis of the timss 2015 results, reddy, visser, winnaar, arends, juan, prinsloo, and isdale (2016) identified the difference in mother tongue and medium of instruction as the primary reason for the participants' underachievement. timss is an assessment of mathematics and science knowledge of fourth and eighthgrade learners from selected countries around the world. south africa however participated at fifth and ninth grades (reddy et al., 2016). of the 39 countries selected in the year 2015, south africa was the 39th out of 39 countries that took part in the ninth-grade science assessment. timss 2019 which was the seventh assessment cycle, was conducted in 64 countries with 8 benchmarking systems and south african learners again performed below average.even though there might be many factors that contribute to this dismal performance, the most notable of these is the language of teaching used in classrooms (south african parliamentary monitoring report, 2017). to ameliorate this, scholars have reported higher levels of participation and improved academic results in classes that permit and make use of translingual practices (charamba, 2022). this suggests that translanguaging is the most effective strategy for teaching mathematics and science students whose home language is different from the school’s language of instruction as bonomi (2020) asserts that through translanguaging, learners become proficient multilinguals without compromising the english language development. in addition to the timss is the progress in international reading literacy study (pirls) conducted every five years and assesses international trends in the reading comprehension of learners in their fourth year of schooling--an important transition point in children's development as readers. pirls was designed to complement the international association for the evaluation of educational achievement's timss assessments of mathematics and science at the fourth grade. according to the pirls2016 study, south africa scored the lowest among benchmarking participants with a score of 320, which is significantlylower than the pirls center point of 500. with a score 94 points below the global average,south africa ranks among the bottom five nations on the pirls scale.in the past four cycles (from 20011 to 2021) south africa’s rating stood at 24%; 22%; and 19% respectively (howie, combrinck, tshele, roux, mcleod palane & mokoena, 2017).the 2021 pirls results show that only 19% of south africa’s grade 4 learners can ready for comprehension (reddy et. al, 2022). several analysts have singled out the exclusion of learners’ home languages as the major cause of low academic performance among these multilingual learners and advocate for the adoption of multilingual pedagogies such as translanguaging. the term "translanguaging" was coined in the 1980s by cen williams describing the practice of using two languages in the same lesson (stroupe, moon & michaels, 2019). over the years, the idea of translanguaging has been extended and scholars have yet grounded it on the notion that it is an extension of the concept of languaging, where many languages are ndhlovana & charamba the efficacy of translanguaging … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 |376 frequently used at once (li,2018). multilingual speakers overcome challenging social and cognitive challenges in a dynamic way by strategically using various languages to enhance their understanding. similarly, vogel and garcía (2017) states that translanguaging is a theoretical lens that provides a distinct perspective on bilingualism and multilingualism. the theory claims that all language users, including bilinguals and multilinguals, choose and use specific features from a unitary linguistic repertoire (garcia, 2009) to make sense of and navigate different communicative contexts rather than having two or more autonomous language systems as has been traditionally believed. in defining translanguaging, drawing from the above definitions, it is a general term for a communication encounter in which multilingual interlocutors employ multiple semiotic techniques to express ideas that is combining resources from several languages, paying little attention to what we would call the 'boundaries' of named languages to improve communication. as opposed to focusing on language itself, translanguaging is about communication. for instance, there are times when we must act as language teachers, emphasising precision in order for our learners to pass exams and be accepted as proficient english speakers in society at large. but most of the time, we help learners explore ideas, expand their knowledge, connect disparate concepts, and gain the confidence to speak up in front of others. often, this is about communicating, and in this case, making use of all of our linguistic resources can be very beneficial. literature review cognisance of the fact that english has been accepted as the country’s primary language of learning and teaching (lolt), learners who struggle with their english communication abilities may find it challenging to excel academically. the academic achievement of language learners will undoubtedly be impacted and improved by their ability to communicate effectively in an additional language (english). history of monolingual education in south africa language barriers stemming from apartheid legislation plague the multilingual nation of south africa. its two super-official language groups, afrikaans and english, are at odds withthe ethnic european minority and the country's majority-black population. this is most evident regarding the language of instruction in educationalinstitutions and according to maseko (2014) can be traced back to the heart of the colonial history of the country. in the pre-colonial era, education was provided in one's native language and was interwoven into young people's socialisation with the goal of creating a capable and responsible adult. the structure of this type of education allowed for the introduction of a wide range of social, cultural, economic, linguistic, medical, and other essential knowledge traditions to the apprentices (charamba, 2021). having a strong command of a language was essential for facilitating this socialisation process because it served as the primary means of passing on knowledge (mkhize & ndimande-hlongwa, 2014). english was then thought to be a cultured language due of colonial dominance, and because of its prestige. in 1925, the right to receive education in afrikaans was won by the afrikaners andthirty years later a policy of teaching english and afrikaans ona 50–50 basis was adopted by the colonial government. despite the fact that the south african government has now granted the school governing bodies the authority to determine the language of teaching for their local schools, around 80% of them continue to utilise english in their multilingual schools (republic of south africa, 1996; statistics south africa,2017)showing the biases in the hegemony of english. as a result of this, the majority of schools discourage both learners and teachers from using any language other than english for educational purposes (zano & phatudi, 2019) and this has beenproven by research to have negative academic effects on south africanlearners (see, for example, omidire, 2019; probyn2019; mgijima, 2021; charamba, 2023). ndhlovana & charamba the efficacy of translanguaging … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 |377 currently, from grade r through the third grade, south african learners are taught in their native tongue in addition to english or afrikaans. education adopts a monolingual tendency from the fourth grade onward, with lessons being taught in either english or afrikaans (omidire, 2019). even if this is the case, carrim and nkomo (2023) argue that several school policies in the foundation phase do not devote enough time to teaching english to first additional language students. this monolingual practice extends to higher education where 72% of students are black and just one in twenty graduates in a timely manner, with language of instruction being a contributing factor especially among first year university students (statistics sa,2017). in responding to thislow throughput rate, the council for he (2015) calls for a significant revision of the he curricula in response to this poor throughput rate, citing language of teaching as a significant contributing factor. neville alexander (2005), a south african educationist, claims that the combined use of english and afrikaans disadvantages predominantly black african students, leading to what charamba (2021, p.115) terms ‘self-colonisation’ of a nation state. language as a tool for epistemic access in south african mathematics and science classrooms the development of science literacy in english, which is the second language of approximately more than 80% of students and teachers in sa, has received the majority of attention. bilingual learners' science achievement has been discussed at various levels, including adaptability in science teaching(charamba, 2020). today's expanding multicultural student body has led to new communication hurdles for both teachers and students, calling for the use of instructional materials written in home languages and allowing translingual practices in the classroom in order to improve learners’ comprehension of concepts and performance in mathematics and science assessments. language thus plays a central role in mental development and learning. among social interactions and funds of knowledge students bring to class, is their language (charamba, 2021). focusing on the crucial role that language plays in concept development, giving students access to and practicing their native language could help them advance their linguistic and scientific knowledge (grosjean, 2010). funds of knowledge emphasise the value of appreciating learners' culturally coded information that they bring to the classroom and the significance of creating multilingual spaces in scientific classes so that systematization can occur. thus, allowing translanguaging in education provides a more complete picture of competencies of a multilingual learner. scholars such as hattingh et al. (2022); makonye (2019); mostert and roberts (2022); chirinda, kitchen, castellón and matute (2023); and planas, (2021)have shown a connection between children's exposure to science and mathematics-specific terminology and their learning of numeracy and how this is linked to the language of instruction. bezuidenhout (2022) contends that low socioeconomic class children are less likely to be exposed to terminology that is relevant to mathematics and science and also have a propensity to score poorly in assessments. in a general mathematics and science classrooms, communication improves academic performance as events take on meaning, sounds become language, body movements become gestures, and symbols become written language (vygotsky, 1980). research on the relationship between language and methods of knowing has convincingly set that multilingual learners are frequently pressured to view the world and themselves through a monolingual lens (hattingh et al.,2022).this is against the monolingual lens. this oneness philosophy of incorporating monolingual approaches, which can be loosely translated as "one language, one nation" or "one classroom, one language," dates back to the colonial era and was embedded in the dogma of monolingual orientation in the school curricula (makalela, 2022). research puts ndhlovana & charamba the efficacy of translanguaging … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 |378 forward that proficiency in the language of instruction should not be undervalued when it comes to mathematics and science achievement because the mastery of mathematical and science literacy is necessary for learners to acquire information and abilities in the learning areas. considering that south africa is a multilingual country and the language in education policy adopted in 1997 permits for the use of any one of the 11 official languages as the primary language of instruction, translanguaging becomes a useful tool to be utilised in mathematics and science classrooms. the majority of south african schools, however, have chosen to use english starting in grade 4 or even earlier, despite the fact that few learners by this point have attained the necessary proficiency in english to fully access the curriculum. this according to hattingh et.al. (2022) is due to language ideologies that date back to the colonial era and the fact that english is widely spoken. these dominant monolinguals and anglo normative language ideologies hinder opportunities to learn mathematics and science. according to hattingh et. al’s (2022) research they claim that the grade 4 transition year from home language which was isixhosa instruction to english, constrained learners’ participation and meaning-making. secondly, they investigated how learners’ languaging practices in small-group work and discovered that group work mobilise their linguistic resources for effective discussion of science concepts. they also claim that translanguaging practices in teacher-led whole-class talk engages learners in meaning-making and scaffolds learning across the mode continuum. lastly, they highlight how written translation activities enable learners to deepen their conceptual understandings. in accordance with the claims mentioned above and reynolds, altmann and allen’s (2021) research in america, it would seem that learner's performance on intelligence tests is greatly influenced by their command of the english language, especially in the field of science and technical education, which places a strong emphasis on laboratory and workshop practical as a way of developing skills. this indicates how important language is in the teaching and learning and if translanguaging practices can be incorporated to fill the language gaps then south african learners could perform better than they currently are. translanguaging as a pedagogical strategy in multilingual contexts. the effectiveness of translanguaging pedagogy in increasing the teaching of bilingual and multilingual learners while utilising learners' entire linguistic repertoire has been investigated in a number of research (see for example charamba, 2023, mgijima & makalela, 2021, charamba 2020, hattingh et al., 2022). the researchers went over both international and local studies carried out in foundation (grade r-3), intermediate (grade 4-6), and senior phases (7-12) classrooms.pedagogical translanguaging is an educational strategy in the context of multilingual education that has multilingualism as its foundation (driouch, 2022). it seeks to facilitate learning through multiple languages involving issues of language production, effective communication, the function of language, and the thought processes behind language use. if put into practice, it is the use of resources that individuals in the classroom use to think (li, 2018) and communicate their ideas: one that is multilingual, multisemiotic, multisensory, and multimodal. according to the study conducted in pakistani, qureshi and aljanadbah (2022) argue that translanguaging is an opportunity to allow learners to use what they already have learned in the past from their first language (arabic) to clarify ideas and concepts of the second language (english). this implies itcan offer the tools to connect all linguistic repertoire and help learners comprehend better allowing a more natural process of understanding. therefore, translanguaging can also be a new way to teach a language where not only a single new language is used, but rather all knowledge is implemented to support learning (iliescu gheorghiu, 2022). educators can alsouse translanguaging to compare and contrast the ndhlovana & charamba the efficacy of translanguaging … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 |379 similarities and differences of language to solve the complexity of some words or sounds in a science and mathematics classroom. similarly, a study conducted in norway by iversen (2019) indicates that english teachers should consider multilingualism as a resource and incorporate all of their students' linguistic abilities into their english instruction. he claims that the inclusion of student resources in several languages as "core elements" enables expertise in the subject. he offers five pedagogical translanguaging characteristics that can help educators achieve the updated english curriculum's requirements in norway which are raising students' awareness of multilingualism, appreciating linguistic diversity, positioning them as proficient multilinguals, encouraging students to compare english with other languages in their linguistic repertoires, using literature that includes translanguaging as a teaching resource, and implementing tasks that call on students' full linguistic repertoires which are all part of the multilingual education process. these strategies are considered very effective as norway is regarded as having one of very high proficiency levels in english, ranking third in europe and fourth in the world according to the 2022 ef english proficiency index. prilutskaya (2021) in his paper concurs with this notion and emphases that the use of translanguaging in language instruction has been crucial in fostering the normality of bilingual language usage in norway and inspiring innovative pedagogical strategies based on the flexible use of languages in classrooms. furthermore, a study conducted in morrocco by driouch (2022) demonstrates that utilizing all of a student's linguistic abilities in a classroom has never been widely accepted. while some researchers continue to adhere to the monolingual worldview, others believe that utilizing students' first languages can be beneficial in many areas of teaching techniques. he states that translanguaging is one of the multilingual teaching strategies that have resulted from this and is an inclusive teaching strategy in early education. he then asserts that translanguaging greatly aids in involving young students in their classroom activities, boosts participation, and makes learning activities more enjoyable. however, moroccan teachers are reluctant to adopt and use translanguaging in their regular teaching practices for a variety of pedagogical and personal reasons, despite the fact that they can see how it increases pleasure and engagement (driouch, 2022). nhongo and tshotsho (2019) carried out a study in zimbabwe where they explored translanguaging as an instructional method in science and mathematics education in english second language classroom contexts. the study focused on the inadequacies of african languages incorporating reading resources, lingo, and orthographies mainly focusing on how these terminologies can be created and how teaching and learning in african languages can be done. they worked with four secondary schools, two rural and two urban, two in bulawayo, and the other two in matabeleland south province in zimbabwe. through interviews with eight teachers where it was hoped to learn more about how science and math instructors felt about using translanguaging to teach those subjects, their findings demonstrated that teachers have consistently used translanguaging as an instructional strategy in the teaching of science and mathematics, even though they were unaware that translanguaging may be distinguished from other instructional strategies. the article comes to the conclusion that using translanguaging as a teaching strategy in bilingual classroom settings supports students' cognition, improving concept comprehension more effectively than when solely english is employed for teaching and learning. recentlyin a study carried out in botswana to provide young children with relevant learning opportunities, culture and lived experienceswere factored as essential factors (kganetso, qiao &block, 2023). the researchers argue thatparticularly in botswana's public schools, classroom writing experiences diverge significantly from children's real lives.their study's goal was to analyse two types of procedural and informative texts (genres that support culture) produced by standard 2 students in botswana where they collected 22 writing ndhlovana & charamba the efficacy of translanguaging … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 |380 samples both before and after participation in a course employing culturally relevant books to focus on real-world literacy events. their results indicated that after taking part in the course, pupils added more aspects particular to each genre. despite english being the primary language of teaching, many students wrote their texts wholly in setswana or code-meshed setswana and english in the post-assessment. this shows how translanguaging can be an effective pedagogy that enables learner’s understanding. while there have not been any noteworthy studies in the fp in south africa, a number of studies have been conducted in the ip though not focusing on both mathematics and science. in the south african context, the south african language in education policy (1997) recognised that the majority of our learners are bilingual given that south africa is a rainbow nation with eleven official languages. interestingly, in spencer-smith and hardman (2022) study, which was carried out in one successful secondary school in a low-income area of south africa's western cape province, the authors investigate if mathematicsteacher "talk" varies between face-to-face and computer-based sessions. the results showed that the examined teachers considerably changed their "talk" in both circumstances, with a medium impact size. additionally, a substantial relationship between any two of the three variables— lesson location, "talk" kind, and scale of interaction—at a medium effect level was discovered. particularly in the computer lessons, teachers utilised considerably less mathematical jargon. this raises the question of what mathematical concepts are learned in a computer-based class because language is the main medium for conceptual learning (vygotsky, 1978). moreover, due to different factors learners have been dismally performing in international and even national assessments indicated in timss and the recent pirls 2021 mentioned above. in a recent study carried out by charamba (2023) on a south african township school in jabulani it is clear that the importance of enhancing pupils' academic performance in science education has grown over the past few years. due to migration between states, it has also grown more difficult in light of the increasing cultural and linguistic diversity of today's classrooms. his study explored the role language plays in the academic performance of multilingual students at a primary school and the findings support the idea that translanguaging pedagogy is essential for successful instruction in multilingual classrooms. the author's findings support findings from earlier studies showing that multilingual students perform better academically when given the opportunity and encouragement to use multiple languages in science classes. this practice involves generating and developing scientific explanations in one's own voice. the effectiveness of translanguaging in diverse circumstances has been the subject of a plethora of studies (see for example garca &li wei 2014; childs 2016; mgijima, 2021; omidire & ayob 2022, sefotho, 2022; mckinney, 2020; charamba, 2021). these studies support the idea that translanguaging has a variety of instructional uses and advantages. however, there are certain translanguaging pedagogical concerns as teachers frequently view it as 'illegitimate' in traditional education and conteh (2018) examines translanguaging asserting that research has focused more on understanding interaction mechanisms than on the subject's pedagogical potential and this approach's educational tools are not precisely defined. while these findings reveal that a translanguaging pedagogy results in successful outcomes for multilingual learners in multilingual contexts, there remains a gap in the research at national level pertaining to translanguaging in the ip mathematics classroom especially in grade 4 and 5. very little is known about the efficacy of a translanguaging pedagogy in mathematics and science classrooms in the ip in south africa. this is a notion that is quite neglected and demands attention. the low literacy levels in south africa indicate a poor literacy foundation which necessitates a translanguaging pedagogy to develop literacy skills in the ip. to initiate this, a systematic review of how to adopt a translanguaging ndhlovana & charamba the efficacy of translanguaging … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 |381 pedagogy in the ip to enhance multiliteracy development in a mathematics and science classroom is necessitated. the purpose of this study was to; (1) review translanguaging studies focusing on literacy development and mathematics and science classrooms conducted internationally and nationally between the years 2019-2023; (2) synthesise the main findings of these reviewed studies and make recommendations of how a translanguaging pedagogy can be applied in the intermediate phase mathematics and science classroom. taking into consideration the above purpose, the present study seeks to contribute to the field of mathematics and science in intermediate phase in south africa from a review perspective. this studycomes at a crucial time when there is need for educators, curriculum developers and policy implementers to rethink pedagogy especially in the intermediate phase so as to address issues of the drop in academic performance as indicated by the most recent timss and pirls assessments where south africa dropped from 22% to 19%, multilingualism, diversity in the classroom, respond to the digital age which requires rapid adaptation in order for learning to continue and align their pedagogical approaches with the demands of the 4ir. research method a conceptual research approach was used allowingthe researchers to usealready published material. this method waschosen because there is a lot of existing work on the topic, and the researchers soughtto examine and explore these concepts in a deeper and more comprehensive wayso as to synthesise the ideas to develop a more refined understanding of the topic.in order to fully engage with the idea of a tl pedagogy, several forms of data were gathered from a wide range of studies in diverse multilingual educational environments internationally and nationally to establish legitimacy. researchers were able to establish a thorough picture of the kinds of tl practices that take place in multilingual classrooms by gathering a variety of data types from various and numerous studies. research design the current qualitative study followed a semisystematic review design which relies on qualitative data collection methods. semi-systematic reviews help synthesise research on a topic or how a topic has been studied in different fields (snyder 2019). it is a goodstudy design because it enabled us to examine the development ofresearch on the area under study. semisystematic review proved flexibleenablingus to construct and inquire within the focus area and to pursueunconventional ideas while conducting the research in order to gather rich data(snyder, 2019). a semi-systematic review is intended for subjects that have been conceptualised differently and investigated by numerous research groups across a range of disciplines, impeding the completion of a full systematic review procedure (wong, greenhalgh, westhorp, buckingham & pawson, 2013). as mentioned earlier the aim of the study was to review translanguaging studies conducted nationally between the years 2019-2023 to explore the efficacy of translanguaging in selected mathematics and science classrooms. the review process included a content analysis where the authors identified, analysing, and reported patterns in the form of themes within a text (braun and clarke, 2006). this type of analysis enabled the researchers to detect themes, theoretical perspectives and common issues within this specific research discipline and the selected studies were peer reviewed from scholarly journals. this means that the studies selected to be reviewed and analysed were high quality research articles. therefore, this study drew on consistent and reliable sources. to ensure credibility, different types of data were collected from a wide range of studies in various multilingual educational contexts internationally and nationally in order to fully engage with the notion of a tl pedagogy. ndhlovana & charamba the efficacy of translanguaging … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 |382 instruments data was collected from various electronic databases including google scholar, and texts togather information and investigate the efficiency/ effectiveness/ efficacy of translanguaging in theteaching and learning of mathematics and science in south african intermediatephase classrooms (grade 4-6). the data was collected from the years 2019-2023 because it is relevant, have undergone academic examination and current making them relevant and reliable to use in the study. the key research words were translanguaging, multilingualism, maths and science education. data analysis the data that was collected from the eight studies was thoroughly reviewed and coded. thereafter, through a thematic analysis process, the data was analysed systematically. according to braun and clarke (2006), a thematic analysis involves identifying, analysing and exploring recurring themes within the data. the researchers identified common strategies that were employed across translanguaging studies that lead to successful outcomes as well as unsuccessful outcomes. data was then examined closely and emerging patterns and correlations were identified across the studies to inform application in the south african multilingual mathematics and science classroom (javadi & zarea, 2016). the data analysis process was ongoing and interactive. thematic analysis was the preferred analysis approach as it was effective and useful in organising data to identify emerging themes across the studies, interpret the data, prepare a detailed presentation of the findings and lastly to achieve the study objectives. in sum, the analysis process was informed by braun and clarke's (2006) six-step process to gain further insight into analyzing the data and identifying themes. these six phases of the thematic analysis process include (i) familiarization with data (ii) coding (iii) identifying themes (iv) reviewing themes (v) defining and naming the themes (vi) producing the thematic analysis report. the themes and the sub-themes that emerged will be discussed in the next section. research findings and discussion research findings translanguaging as tools for epistemic access the studies suggest translanguaging as a pedagogy can be utilised in the intermediate phase mathematics and science classroom as a tool to epistemological access. a study by charamba (2020) on perceptions primary preservice teachers in soweto have on linguistic potential and language competence in relation to translanguaging strategies in a science classroom. language plays a pivotal role in science, incorporating student’s linguistic repertoire and allowing science students and teachers to shift seamlessly between their languages enables them to understand and explain abstract scientific concepts more fully. as one of the teachers in the study stated that translanguaging helps clarify and review concepts which makes it a cognitive tool for meaning making in the science classroom. another study by mgijima & makalela (2021) in eastern cape, on the effect of translanguaging on grade 4s ability to reorganize text shows that translanguaging is an effective pedagogy that enhanced learners’ ability to reorganise information when reading and this in turn improved their reading comprehension. their results show that translanguaging was effective in inducing the text reorganization abilities by equipping learners with the requisite knowledge that enables them to respond to the questions accordingly hence linking their world to the english word that they had to understand. translanguaging is then a tool that enables learners to automatize certain reading processes so as to free up resources for more demanding processes needed in the mathematics and science classroom ndhlovana & charamba the efficacy of translanguaging … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 |383 furthermore, hattingh et al., (2022) conducted a study in different provinces namely western cape, gauteng and eastern cape where they challenged the dominant monolingual and anglonormative language ideologies and in so doing they explored some alternative translanguaging practices and how these support teaching and learning in a science classroom. their finding gives a strong diverse affirmation from different environments of effectiveness of translanguaging where the recognition of linguistic repertoires not only permits access to learning but deepen conceptual understanding in science and learners get to connect and construct knowledge in their own understanding. these studies reveal that translanguaging is a beneficial tool for enabling epistemic access. charamba (2022) also asserts that translanguaging pedagogies enable learners to articulate their reasoning which often times is not possible in a typical monolingual classroom. therefore, recognizing learners’ linguistic repertoire is crucial in the understanding of scientific concepts in a multilingual classroom thus by adopting strategies discussed in these reviewed studies, teachers can help and support learners in conceptual learning which is crucial in the overall development of the mathematics and science classroom. translanguaging as a vehicle for academic excellence and enhancing participation the eight studies reviewed revealed that the underachievement of learners in mathematics and science is largely contributed by the low proficiency in the language of instruction. it was discovered that using the learners' home language helped students understand concepts better and led to successful outcomes. studies by charamba (2023), mgijima and makalela (2021),charamba (2020), hattingh et al., (2022)show evidence regarding this. for example, a study by charamba (2022) investigated the role played by language in the academic performance of grade 6 natural science learners in free state and reported that language plays a pivotal role in both the comprehension and subsequent academic performance which affirms that translanguaging result in positive academic effects. overall, the use of translanguaging pedagogies does not only enhance academic performance in science classroom but in mathematics and other fields of study in a multilingual context. learners who are not bound by the monolingual pedagogies and are allowed to use their linguistic repertoire show a great improvement in their studies and understanding as evidenced by the findings from the studies by mgijima (2021).omidire & ayob (2022), sefotho(2022), mckinney (2020). therefore, using resources and strategies that integrates learners’ home language scaffolds learners and improves their overall academic performance. an inclusive translanguaging pedagogy makes use of all of the learners' semiotic resources in order to encourage learning and involvement. due to the improved comprehension of teacher talk, learners in studies that used a translanguaging pedagogy reported being more capable of participating in class (see for example charamba, 2023; charamba, 2020; hattingh et al., 2022; mgijima, 2021; mgijima & makalela, 2021; omidire & ayob, 2022; sefotho, 2022; mckinney (2020). hattingh et al., (2022) conducted a study with various learners from several locations in south africa. the study's aim was to examine different translanguaging strategies used by teachers and students in multilingual classrooms and how they enhance possibilities to learn science in order to challenge monolingual and anglo normative language ideologies. in all the different vignettes findings of the study show that translanguaging encouraged creativity and enabled learners to draw on their personal bilingual experiences and background. there was increased engagement and interaction amongst learners. another recent relevant study was conducted by charamba (2023) with grade five intermediate phase science class in jabulani township, south africa. the study's goal was to ndhlovana & charamba the efficacy of translanguaging … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 |384 investigate how language affects multilingual pupils' academic achievement. seemingly, the study’s findings showed that there was enhanced communication amongst learners and teachers and increased participation and inclusion which resulted in enhanced learners’ selfconfidence and wellbeing, thus increasing academic performance. according to garcía and li (2014) in multilingual language schools, translanguagingthe simultaneous use of many languages in one lessonshould be practiced to improve learning. translanguaging as a valuable tool for social inclusion the reviewed studies show that encouraging learners to engage in translanguaging promotes the development of inclusion. translanguaging encourages a unified system that is negotiated for contextual conversational goals and rather than restricting learners to write and converse in english in a classroom, mckinney (2020) argue that they should be encouraged to shift seamlessly between their home language and the language of instruction. according tothe case study by mckinney (2020) social inclusion includes allowing learners to tap into their personal life and share a bit about their families in a group.this givesthem a sense of belonging as they get to explain themselves and who they are in a language they fully understand while being linked to for example in this current case study the bigger idea was heritage which was brought to their understanding through translanguaging strategies. additionally, sefotho (2022) explored how teachers incorporated and understood the language in education policy in promoting multilingualism. the findings from this study revealed though teachers use translanguaging to enhance understanding they have a lot of misunderstanding on how to effectively use it and sefotho (2022) suggests ubuntu translanguagingpedagogy which is a systematic approach based on the african ubuntu value system (makalela, 2016) which strongly promotes social inclusion. this implies that the notion of languages being interwoven in a south african multilingual school context should be used as a tool to promote inclusion in the classroom given that this is also closely aligned to the language in education policy and in enshrined in a humanizingpedagogy. omidire and ayob (2022) draws attention to employing translanguaging as a method to comprehend the benefits and drawbacks of using many languages in primary school classrooms for learning. their findings revealed that translanguaging encourages a friendly environment that supports students and helps them feel included. these findings are in line with li’s (2011) observation that is focused on the inclusion of meaning-making in the learning and teaching processes. this was accentuated by learners in the study who verbalised their feelings of inclusion and it was more noticeable in their participation. translanguaging as a transformative and decolonizing pedagogy in intermediate phase diversity of culture and language is widespread in south african classrooms. however, monolingual pedagogies still dominate and this according to maseko (2014) can be traced back to the colonial era as discussed above.ngũgĩ wa thiong’o(1972) considers the englishonly monolingual strategy used in education as an instrument of oppression to prevail social order in societies and to support colonialism or imperialism, and it calls for a break from this practice. a study by sefotho (2022)questions the relevance of the separatist perspective towards language education and literacy development in the twenty-first century by demonstrating how confluent, fluid, and porous languages have become. this explains why the notion of translanguaging fits in to account for complex multilingual encounters, and decolonise the prevalent imbalances contributing to the dismal performance by intermediate phase learners in mathematics and science. drawing from mckinny’s (2020) study, the perpetual use of a monolingual pedagogical strategies decades afterdemocracyposes a threat to the rights of learners who are by the language in education policy to use their entire linguistic repertoire. looking back at ndhlovana & charamba the efficacy of translanguaging … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 |385 the history of south african education, decolonisation of education hasbeen a heated debate since 1994 and was further fueled bythe student protests #rhodesmustfall and #fees must fall of 2015, which saw tertiary students calling for, among other things, a change in the sector's curriculum from one that was colonised to one that was africanised and acknowledged the importance of their languages and cultures in all institutions of higher learning (le grange, 2016).this indicates that the issue ofdecolonisation of thecountry’s education curricula including pedagogies as indicated by the reviewed studies is long overdue by other studies (see for example charamba, 2023; mckinney 2020; mgijima & makalela, 2021; hattingh et al., 2022). through translanguaging, languages that have historically been segregated on the basis of ethnic, cultural, and linguistic inequality can conglomerate through fluid educational interactions and enhance the comprehension of knowledge in many situations among multilingual students because they are not perceived as fixed or stable entities (charamba, 2021). teachers in the intermediate phase mathematics and science classrooms can adopt this inclusive pedagogy as the intermediate phase is the most crucial phase of learning. during this phase, learners transition to a new language of instruction, concepts and familiarizing themselves with mentally demanding content, translanguaging is a very crucial inclusive pedagogy that should be taken into consideration. discussion there is evidence that translanguaging strategies and techniques can be incorporated in mathematics and science classrooms to enhance learners' epistemic and academic performance as shown in the reviewed studies. it was discovered that using a translanguaging pedagogy in multilingual contexts had several benefits for learners' social and cognitive development. for example, teachers can elicit learners' background knowledge by drawing on their home language and using their prior knowledge from home to deepen the understanding of scientific explanations.drawing for learner’s background knowledge creates a link between social inclusion and participation which in turn promotes epistemological access as learners get to relate with each other and the content at a deeper level. additionally, translanguaging necessitates transformation and decolonisation in the academic spaces providing opportunities for identity formation, and creates positive learning experiences as learners’ languages are given a chance to be expressed freely. this notion challenges monoglossic ideologies that are pervasive in south african classrooms thus, a translanguaging approach accepts linguistic diversity and opposes linguistic hierarchies and inequities due to its flexibility and dynamic nature which inturn gives access to abstract concepts embedded in subject like mathematics and science. drawing on the theoretical framework of this study, the present study established thatmonolingual pedagogies in today's multilingual mathematics and science classrooms can be academically restrictive and prevent students from expressing themselves fully creatively, innovating, and academically. therefore, translanguaging comes as an inclusive pedagogy that not only explains but permits allows teachers to use language as a source of background knowledge to elicit students' prior knowledge while using multilingual and multicultural ways to convey scientific topics. teachers can draw on learners’ multimodal semiotic repertoire by incorporating gestures, images, body language and even facial expressions to develop meaning of the english vocabulary and even scientific and mathematical concepts. according to the study's findings, translanguaging proved to be very common and demonstrated endless dependencies between the many linguistic resources used in classroom discourses. multilingual learners are at a disadvantage since they must simultaneously study a new language (english) and other topics in a language they are not fluent in.this follows studies that showed how language matters negatively for learners' academic performance when the ndhlovana & charamba the efficacy of translanguaging … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 |386 native language and the language of instruction are different. by purposively removing illogical and dogmatic distinctions between native speakers and immigrants, the majority and the minority, as well as target languages versus home languages, translanguaging would inspire both the learner, the parent, and the teacher. it is indisputably true that a learner's academic performance would decline in any academic scenario when their competency in the language of instruction is poor. finally, teachers can encourage learners to utilise all of their semiotic resources when acting out the solving mathematics problems and even analysing scientific problems order to improve comprehension. learners can become familiar with the language structure of the english language through the use of multilingual resources and by drawing on their home language. the use of multilingualism and a multilingual print environment can enable learners to compare the different terms across the languages and allows learners to use their familiar terms to express themselves while making the links. further, through drawing on their home language, they can develop knowledge of the english language structure. drawing on their home language and eliciting their background knowledge can enable learners to make inferences and enhance learners’ verbal reasoning skills consequently developing critical thinking needed in science classrooms recommendations the current study recommends multilingual pedagogy as a vehicle to enhance equity of access and progress in a south african mathematics and science multilingual classroom. this would involve using the full linguistic repertoire in a mathematics and science classroom and allowing learners to express themselves in a language they understand better. this practice is so closely aligned to the language principles and it supports what other teachers have already started doing as revealed by the studies reviewed. the study further recommends exploring translanguaging pedagogy in intermediate mathematics and science classrooms as there is a dearth of studies in this field in south africa. conclusion basing on the data from the reviewed studies, the efficacy of translanguaging pedagogy in the south african mathematics and science classrooms was accentuated.it was revealed that translanguaging can be the effective vehicle for academic excellence and enhance learners’ literacy development and overallbreaks the boundaries imposed by the colonial era. the reviewed studies revealed that translanguaging pedagogy supports higher levels of meaning, encourages creativity, boosts self-confidence, offers opportunity for identity construction, and produces pleasant learning experiences which is what learners in south african science and mathematics classrooms need as a bridge between the transition from foundation phase to intermediate. in educational settings, translanguaging pedagogy opposes the monoglossic assumptions that are common in south african schools. thus, its adaptable and dynamic nature respects language diversity and challenges linguistic hierarchies and inequities. emergent bilingual students are accommodated and given an equal opportunity to l earn mathematics and science in a linguistically varied classroom and a socially equitable educational system. the current study therefore, suggests that learners' home language should be valued as a resource in the development of their literacy abilities, their epistemological access and their overall academic excellence in the mathematics and science classroom. the teachers should also make use of multicultural materials that draw on the backgrounds and experiences of the students as well as multilingual resources. this study contributes to the field of research by offering insight into 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(2019). relationship between vocabulary knowledge and reading comprehension of south african efal high school learners. per linguam: a journal of language learning= per linguam: tydskrif vir taalaanleer, 35(3), 16-28. journal of languages and language teaching, vol. 6 no.1, mei 2018 34 the effect of definitions toward students’ vocabulary tawali english department, fpbs ikip mataram tawaliyosi@gmail.com abstract this research is aimed to find out the effect of definitions toward students’ vocabulary mastery: it was an experimental study at the second grade student of mts nw haqqul yaqin sayangsayang. the subject of this research was the second grade of mts nw haqqul yaqin sayangsayang.the research was used experimental method with quantitative approach. the population of this research consist of 55 students, and the sample is 29 for experimental group while 26 for control group. the technique of collecting data was used definition for experimental group and matching word with antonym for control group. the data was collected by using post-test only and the data was analyzed by t-test formula. based on data analysis the mean score of experimental group was 76,4 and control group was 69,23, beside of that standard deviation for experimental group was 114,28 and for control group was 113,09 and the value of t-test was 2,44 and t-table was 2,000. degree of freedom is 53 with significant level 0,05. it means that the value of t-test was higher than t-table (t-test ˃ t-table). the alternative hypothesis (ha) was accepted and null hypothesis (ho) was rejected. thus, the conclusion of this research was there was an effect of definition toward students’ vocabulary mastery: an experimental study at the second grade students of mts nw haqqul yaqin sayang-sayang. key words: definition, vocabulary abstrak penelitian ini bertujuan untuk menemukan dampak definisi strategy terhadap penguasaan kosa kata siswa. penelitian ini adalah penelitian experiment pada sekolah mts nw haqqul yaqin sayang-sayang. subjek pada penelitian ini adalah kelas dua mts nw haqqul yaqin sayangsayang. penelitian ini menggunakan metode pendekatan kuantitatif. populasi pada penelitian ini terdiri dari 55 siswa, dan sampelnya adalah 29 untuk experimental grup sedangkan 26 untuk control grup. teknik pengumpulan data yang digunakan adalah pre-test dan post-test. testnya dalam bentuk pilihan ganda. pilihan ganda terdiri dari 25 item dengan 4 pilihan. berdasarkan analisis data, nilai mean dari experimental grup adalah 76,4 dan control grup adalah 69,23, disamping itu standar deviasi untuk experimental grup adalah 114,28 dan control grup adalah 113,09 dan nilai dari t-test adalah 2,44 dan t-table adalah 2,000. tingkat kebebasan adalah 53 dengan signifikan level 0,05. artinya bahwa t-test lebih besar dari pada t-table (t-test ˃ t-table). alternatif hypothesis (ha) telah diterima dan null hypothesis (ho) telah ditolak. kesimpulan dari penelitian ini adalah ada efek dari definisi terhadap kosa kata siswa: experimental study pada kelas dua mts nw haqqul yaqin sayang-sayang. kata kunci: definisi, kosa kata introduction vocabulary is fundamental in learning a language, therefore, teaching vocabulary plays important roles in language acquisition because the mastery vocabulary would help the students in mastery all language skill such as, listening, speaking, reading and writing skill. more vocabulary recognized the better student in practicing and expressing their idea. vocabulary is useful for the students in order to communicate in daily life and would be strengthen believe that english language can be used to express some ideas, thought, and feeling (finocchiaro, 1974: 38). english language has been used as a means of an interaction or communication throughout the world to reach specific purposes. journal of languages and language teaching, vol. 6 no.1, mei 2018 35 based on the explanation above, a language cannot be separated from vocabulary that is why the mastery of vocabulary is the most important aspect in acquiring a second language or foreign language. now days english language is almost used in all over the world, it is used as the first or second language. in indonesia, english language is used as a foreign language has been introduced since elementary school even in play groups. in fact, even though vocabulary is taught from elementary school until college, but the student still get difficulties to mastery vocabulary in english language. so, the teacher should prepare some kinds of new method to make student easily to reach more vocabulary. in mastering vocabulary, definitions is one of the activities in teaching vocabulary that can make student enjoyable and has challenge, beside of that this activities can works in pairs or groups. so, the student can avoid ambiguity and clarify the meaning of the word by definition. based on the explanation above, the writer interested in investigating the effect of definition toward students’ vocabulary mastery, and this process of this study occurred in mts nw haqqul yaqin sayangsayng based on the background above, the writer wants to answer the question below: “is the definition effective toward students’ vocabulary for the second grade students of mts nw haqqul yaqin sayang-sayng. review of related literature the nature of language an important feature of language as stated by boey (1975: 25) is duality the fast that contains subsystem, one of sound and the other of meaning and then these units of meaning grouped into an infinitive number of sentences. the second feature is productivity. this feature refers to the fact that languages provides opportunities for sending message that have never been sent before and understanding new message. the third feature of language is arbitrariness. there is almost no predictability in many of characteristics and there is almost never any connection object. the forth feature is interchange ability in the human being can be both a producer and receiver messages. the fifth feature is specialization which refers to the fact that communicating organism should not have a total physical involvement in the fact communication. the sixth natural language is that culture transmission which refers to the fast that the details of the linguistic most be learned a new big each speaker. they are not biologically transmitted from generation to generation. from the feature language above the writer concludes that language for communication which has sound and meaning particularly human language productivity, arbitrariness, interchange ability, specialization and culture transmission by which the language should by new generation notes the innate capacity like possessed by animals. language is one of the most typical characteristics of human, which distinguishes them from another creature. the science, which studies the essence and the characteristics of the language, belongs to linguistics. it investigates the element of language and the relationship among them to serve the function of the language as instrument of interconnection among human beings (alwasilah, 1989: 2). language is a system of communications by sound, i.e. through the organs of speech and hearing, among human beings of certain group or community, using vocal symbol possessing arbitrary conventional meaning (alwasilah, 1989: 17). general concept of vocabulary in some literatures, we found out the meaning of vocabulary, vocabulary according to finocchiaro (1974: 73) states journal of languages and language teaching, vol. 6 no.1, mei 2018 36 that students’ vocabulary can divide into two kinds, namely active vocabulary and passive vocabulary. first active vocabulary refers to the words in which the students can understand and pronounce the words correctly and use them constructively in speaking or writing. second passive vocabulary refers to the words in which the students can recognize and understand while there are readings and listening to someone speaking, but they do not use the words and speaking and writing. the purpose of teaching vocabulary is to help the students bring and the meaning from words sign, signal and symbols. the goal of teaching vocabulary, the students must be taught in many things about words and their meaning as well as the words themselves. teaching vocabulary is not only teaching student to memorize the words but also bring them to analyze and implicate the words in writing sentence. building up vocabulary into context is a challenging task for teacher. by the age of 1, 5 years or so, children may have around fifty words, and a couple of years later, may have several hundreds. tarigan (1982: 2) states that the quality of someone`s language very much depends on his or her vocabulary quality and quantity. it means that the bigger quality and quantity of someone`s vocabulary, the better is his or her language will be. in teaching vocabulary, there are several principles for teacher as consideration. the principles wallace (1982: 73) are: aims: “how many of the things listed does the teacher expect the learner to be able to achieve the vocabulary what kinds of word? (wallace, 1982: 27). the aims have to be clear for the teacher before the teach vocabulary to the students. quantity: “the teacher may have to decide on number of vocabulary items to be learnt (wallace, 1982: 27). the teachers have to decide how many new words in a lesson students should learn. need: the choice of words has to relate to the aims of teaching. (wallace, 1982: 28) says that it is also possible for the teacher to put the responsibility of choosing the vocabulary to be taught for the students. frequent exposure and repetition the teacher could not only introduce new words once, but the teacher has to hearse the words several times to make sure whether or not the students already comprehend the words. (wallace, 1982: 29) states that there has to be a certain amount of repetition until there is evidence that students have learned the target word. meaningful presentation: “the learner must have a clear and specific understanding of what it denotes or refers to, i.e. its meaning”(wallace, 1982: 29). this requires that the words be presented in a way that its denotation or reference is perfectly clear and unambiguous. situation presentation : the students should learn words in situation in which they are appropriate: “the choice of words can vary according to the situation in which we are speaking and according how well we know the person, to whom we are speaking (from formal to informal)”. from the principle above, in teaching learning process the teacher should be able to identify who are the students, what are their needs, and how should the teacher teach in simple and interesting way. different age of students indicate that they also have different needs and interest. learning words is more like continual process of trying to keep a house clean; the cleaning (or learning) can be done one day, but needs doing again the next. vocabulary needs to be met and recycled at intervals, in different activities, with the knowledge and new connection developed each time the same words met again (cameron, 2001: 84). journal of languages and language teaching, vol. 6 no.1, mei 2018 37 hatch and brown (1995: 572) describe five essential steps in vocabulary learning based on research into learners` strategies: having source for encountering new words; getting a clear image, whether visual or auditory or both, for the forms of the new words; learning the meaning of the words; making a strong memory connection between the forms and meaning of the words; using the words. in some literatures, we found out the meaning of vocabulary, vocabulary according to finocchiaro (1974: 73) states that students’ vocabulary can divide into two kinds, namely active vocabulary and passive vocabulary. first active vocabulary refers to the words in which the students can understand and pronounce the words correctly and use them constructively in speaking of writing. second passive vocabulary refers to the words in which the students can recognize and understand while there are readings and listening to someone speaking, but they do not use the words speaking and writing. types of vocabulary learning a language will mean nothing without learning is vocabulary. regarding the type of vocabulary, quadt (1966: 34) categories vocabulary into four types: (1) listening vocabulary: this type is developed early since a child begins to recognize sound. it is limited only to the sound hear which is associated with this experience. (2) speaking vocabulary: this type vocabulary is also built early, that is time when the child begins to communicate with the surrounding. the application of vocabulary at this stage is very simple and it contains many of the small function words, which is kind of vocabulary can make up a speech. (3) vocabulary of reading and writing. (4) these types of vocabulary are developed almost at the same time. however, reading vocabulary usually come earlier that vocabulary writing. these types of vocabulary are recognized when one has the capability of reading and writing. in other word, the above statement about the types of vocabulary. a vocabulary has to be learned from the simple to the difficult word. starting from listening to the word, understanding it and then speaking it. the learner will not be burden in learning a foreign language if the teachers offer the language from the simple level to the higher level. concept of definition the definition is a statement that gives meaning to a word or phrase (solomon, 1985: 234). the definition is an explanation of the meaning of a word (rescher, 1964: 30). an explanation should make clear definitions and related to the word that is not the object. the definition has the task to determine the extent of an understanding of the precise, clear and concise. that determines the boundaries of certain meaning, clear what is meant, not blurred and not confused with other concepts. good definition must have the following requirements: first, formulate a clear, complete and concise all the basic elements or content a certain sense; second, elements that are necessary and sufficient to find out what exactly the object (no more and no less); third, thus clearly distinguishable from all other goods. in each defines are divided into two part, namely : first, genera (genus) in english known as type; second, differentia (difference), in english known as the distinguishing properties. so, defining a word is to analyze the type and nature of distinguishing it contains. genera we call to bring our minds because the genera of an item or object will be easily recognizable, including what group , and mention of differentia we will come to understand that we define the word. using the example journal of languages and language teaching, vol. 6 no.1, mei 2018 38 above, we can see that the father is the defined um whereas the male parent is the defines, we can differentiate to become parents as genera and men as differentia. research method research design in present study, the researcher employed the appropriate method to obtain the data properly in order to answer the statement of the problem displayed in chapter one. the researcher delivered an experimental research. singh (2006: 171) states that an experimental design is a plan or strategy of investigation conceived to solve the research problem. this study belonging to quasi-experimental. this study uses non randomized two groups post-test only design. the method of this study was quantitative method; the data collection was based on the result of students’ experimental group and control group. population and sample the population is all individuals of interest to the researcher (marczyk, dematteo & festinger, 2005: 18). in this case, the population of the research was the second grade of ma ishlahul ikhwan nw mispalah praya in academic year 2013/2014, there were two classes, namely a class and b class, which a class consist of 29 students while b class consist of 26 students. the total number of students was 55 students. after identifying a list of possible participants, the next step was to select a sample. a sample is a smaller group selected from a larger population (marguento, dean & kathereine, 2006:143). in this case, the researcher took the sample by using probability sample technique. dawson (2007: 50) states that, in probability samples, all people within the research population have a specifiable chance of being selected. so in this research, the researcher took all of the population as sample and then the students divided into two groups to decide which one as control and experimental group , they are a class as experimental group and b class as control group. therefore this research which is called population research or research subject. research instrument the term instrumentation refers to a group of permanent systems which help us to measure objects and maintain retroactive control of a process (placko, 2000: 5). instrument is tool or device to measure capability, intellectual, of the student and the instrument of this study is test, the test was in the form of multiple choices consisting of 25 questions with 4 options. if each questions correct answer would scored 4 and incorrect answer would scored 0. technique of data analysis after gathering the score from posttest the writer began analyzing by using formula below : identifying the mean score of experimental and control group = ∑ where : = the mean score of experimental or control group σ = the sum of experimental or control group x = any score of experimental or control group n = the number of sample of experimental or control group (miller, 2005: 67) 2. regarding the deviation of the two groups, the researcher also calculates standard deviation of the two scores by using the following formula : = ∑ ² where: s² = the variance of a set of scores s = standard deviation of experimental or control group = the mean score of experimental or control group journal of languages and language teaching, vol. 6 no.1, mei 2018 39 x= any score of experimental or control group σ = the sum of experimental or control group (miller, 2005: 67) 3. from the results of the students’ mean score and the standard deviation of two groups, the researcher continued to find out the t-test = where: t : computation of correlation : the mean score of experimental group : the mean score of control group : the number of sample of experimental group : the number of sample of control group : the standard deviation of experimental group : the standard deviation of control group  : the root of ………………… (miller, 2005: 67) research finding in this chapter, the researcher presented the result of the study. the score of experimental group and control group of post-test were taken from the data of the study. therefore, the researcher presented a discussion in order to answer the statement of problem which appeared or as formulated in the previous chapter (chapter 1) “is definition effective toward students’ vocabulary for the second grade students of mts nw haqqul yaqin sayang-sayng ?” to answer this problem above, the researcher analyzed the data obtained from post-test scores of both experimental group and control group. then, the researcher presented the statistical computation of mean score of both groups. later on, the discussion was continued by analyzing the finding. the statistical computation covered the calculation of both experimental group and control group. in this case, finishing formula of t-test such as suggested by miller (2005: 67) is used as it had been explained in chapter iii (research method). before coming to the statistical computation of the data, it was important to present the students’ deviation scores on post-test. the researcher continued to calculate the scores of post–test of the experimental group and control group. the discussion in this part of study deals with the analysis scores of the test. researcher continued to calculate the mean scores, standard deviation scores and t-test of experimental group and control group. and analysis of scores could be formulated as follows. finding mean score of experimental group and control group a. mean score of experimental group= ∑ = 2216 29 = 76,4 b. mean score of control group = ∑ = = 69,23 calculating the standard deviation scores of the experimental and control groups by using the following formula: standard deviation of experimental group = ∑ − = – 76,4 = 5951,24 – 5836,96 = 114,28 standard deviation of control group = ∑ – = – 69,23 = 4905,88 – 4792,79 journal of languages and language teaching, vol. 6 no.1, mei 2018 40 = 113,09 finding the standard deviation scores of the two groups, the researcher continued to find out t-test= ̅ ̅ =, , ) , , ( ) = , √ , , ( ) = , √√ , = , ,√ , = ,, = 2,44 find out degrees of freedom df = + – 2 = 29 + 26 – 2 = 53 t-test t-table degree of freedom 0,05 2,44 53 2,000 conclusion after doing the analysis of the data, the researcher found that the mean score of experimental group was higher than the control group. the mean score of experimental group was 76,4 and the mean score of control group was 69,23 while the standard deviation of experimental group was 114,28 and the standard deviation of control group was 113,09. but the result above did not guarantee the significance, therefore the t-test was used to find out it. the value of t-test was 2,44 with df of 53. it was measured from the ttable and the critical value was 2,000 at the level of significance 0,05. based on the data found above, the researcher compared between t-test and t-table values. the result showed that t-test was higher than t-table, it means that definition was effective toward students’ vocabulary. bibliography cameron, l. 2001. teaching language in young learner. united kingdom copi, irving m, introduction to logic, 2nd ed. the macmillan company, new york, 1976 dawson, catherine. 2007. a practical guide to research method. begbroke. oxford ox5.1rx. united kingdom. finocchiaro. mary.1974, english as a second language from theory to practice. new york: regents publishing company.inc hatch, e and brown h, 1995. research design and statistical for applied linguistic. newbury house publisher. inc: london. heaton, j.b, 1976. writing english language test. longman group limited london. hornby, 1981. oxford advance learner’ dictionary of current english. oxford university press. hornby, a.s. 1989. oxford advance learners dictionary of current english. london, oxford university press. j. wallace. 1982. teaching vocabulary. london: cambridge university press lado, r, 1977. language testing. london: longman group. lanur, alex, logika selayang pandang, kanisius, yogyakarta, 1998 miller steve. 1984. experimental design and statistics. london and new york placko dominique. 2000. fundamentals of instrumentation and measurement. usa. journal of languages and language teaching, vol. 6 no.1, mei 2018 41 quadt, 1966. the effectiveness of consolidation stage in teaching vocabulary, unpublisher rescher, nicholas, introduction to logic, st. martinis press, new york, 1964 singh, kumar yogesh.2006. fundamental of research methodology of statistics. new delhi: new age international solomon, robert c., introducing philosophy : a text with readings, 3rd ed., harcourt brace jovanovich, inc., florida, 1985 tarigan. 1982, pengajaran kosa kata . bandun acknowledgement i would like to thank god and head master and staff mts nw haqqul yaqin sayang-sayang, for their helpful comments till this project can be accomplished on time. i would also like thanks to joel for publishing my literary work. additional thanks go to dr. lalu ari irawan, m.pd., se. as the leader of publisher. finally i would like to thank all participants for their supporting in this project. jollt journal of languages and language teaching, vol. 7 no.2, november 2019 108 practicing discussion in the form of pyramid to improve students’ speaking performance and classroom interaction buhari english teacher, smpn 1 praya timur, central lombok email: buhari@gmail.com abstract speaking is an ability to use the language in oral form to express what is on language learners’ thinking. learners have speaking skills if they have skills to practice grammar, comprehension, vocabulary, pronunciation, and fluency in the oral form. to attain the speaking skills, english teachers are encouraged to meet an appropriate learning strategy to be applied in the speaking classes. this study is a collaborative classroom action research. it is aimed at describing how the use of pyramid discussion to enhance students’ speaking performance and classroom interaction. its steps consisted of planning, acting, observing, and reflecting. this research was conducted at the 8 th -grade students of smpn 1 praya timur, central lombok. there were three instruments employed to obtain the data namely test, observation sheet, and questionnaire. after having the cycle 1, the findings showed that there were 16 students who got score more than 70. the calculation of the mean score was 77.30. meanwhile, the tabulation of the percentage was 88.90. the data of the observation sheet indicated that the students were enthusiastic in classroom interaction and they feel interested in learning english. the research findings showed that the mean score was 83.22. it could be concluded that the use of pyramid discussion was able to improve students’ speaking performance and classroom interaction at the 8 th -grade students of smpn 1 praya timur, central lombok. key words: pyramid discussion, speaking ability abstrak bebicara adalah keterampilan pembelajar bahasa dalam menggunakan bahasa secara lisan untuk mengekspresikan apa yang ada dalam pikirannya. siswa memiliki keterampilan berbicara jika mereka terampil menggunakan tatabahasa, kosakata yang dapat diphami, pengucapan yang tepat, and lancar. untuk memperoleh keterampilan berbicara, guru didorong untuk menemukan strategi pembelajaran yang tepat. penelitian ini adalah penelitian tindakan kelas yang bertujuan untuk menerapkan strategi pyramid discussion untuk meningkatkan keterampilan berbicara siswa dan interaksi di dalam kelas. langkah penelitian ini terdiri atas perencanaan, tindakan, observasi, and refleksi. penelitian tindakan ini dilakukan di smpn 1 praya timur, lombok tengah. instrumen yang digunakan adalah tes berbicara, lembar observasi, dan angket. pada siklus 1, ada 16 siswa yang memperoleh nilai di atas 70 dengan nilai rata-rata 77.30. bila dipresentasikan maka berada pada kisaran 88.90. data terkait interaksi siswa belajar keterampilan berbicara menunjukkan cukup antusias dan tertarik menngunakan pyramid discussion di kelas. rata-rata nilai siswa adalah 83.22. berdasarkan temuan ini, penelitian ini dapat disimpulkan bahwa penerapan strategy pyramid discussion dapat meningkatkan keterampilan berbicara dan interaksi siswa untuk kelas viii di smpn 1 praya timur, lombok tengah. kata kunci: pyramid discussion, keterampilan berbicara introduction speaking has been a promising language skill rather than other language skills. it is more beneficial than the three language skills to be acquired. speaking is a language skill that is very important to communicate, share your idea and your opinion (aprianoto et al., 2018). it is used mailto:buhari@gmail.com jollt journal of languages and language teaching, vol. 7 no.2, november 2019 109 more than other language skills in our daily communication. according to richard (2008: 19), the mastery of speaking skills in english is a priority for many secondlanguage or foreign-language learners. consequently, learners often evaluate their success in language learning as well as the effectiveness of their english course based on how much they feel they have improved in their spoken proficiency. according to louma (2004: 1), speaking skill is an important part of the curriculum in language teaching, and this makes it an important object of assessment as well. brown (2004: 140) said that speaking is a productive skill that can be directly and empirically observed. it is meant that speaking is very important to learn by learners in english because speaking is a tool for communication with each other. mastering speaking is not as easy as other language skills. learners are demanded to acquire components of speaking skills such as fluency, accuracy, comprehensibility. furthermore, speaking skill remains a difficult skill to be mastered by students. it happened because some factors influence poor speaking ability such as lack of creativity from the teacher, frequently used mother tongue over the target language by students in daily conversation. those problems were found based on the researcher’s observation at the 8 th -grade students of smpn 1 praya timur, central lombok. related to the explanation above, the researcher needed a method that can increase students' ability of speaking and the method was "pyramid discussion". pyramid discussion is an activity for the students to develop critical thinking skills, obtained a better understanding of the text and make them active members of the learning process (marlin et.al, 1978: 19). in this method through working in a group, the researcher hoped that pyramid discussion helped the learners to become more active in the learning process. based on the description above, the researcher was interested in conducting research focusing on implementing the pyramid discussion to enhance students’ speaking performance and classroom interaction at the 8 th -grade students of smpn 1 praya timur, central lombok in academic year 2018/2019. review of related literature speaking the teaching of speaking skills from elementary level to university level is always focused on simple conversation (irfani, meisuri, & rohmatillah, 2018). among the four skills, english teachers feel that speaking skill is a difficult one to teach and assess. yöntem (2014: 13) speaking is an interactive process of constructing meaning which comprises producing and receiving information. based on the definition above, the researcher concluded that speaking is an activity where a language produced by a human being, processed to introduce words or sentences using spoken language. in other words, speaking is a tool used by people to convey and to express what is in their minds. this skill was very important to be mastered by english learners. some experts have stressed the impotence of it; brown (2004: 140) said that speaking is a productive skill that can be directly and empirically observed. speaking skill is an important part of the curriculum in language teaching (louma, 2004: 1). pyramid discussion esfandiari and paul (2013: 22) said that in the pyramid discussion, the students first undertake a speaking task in small groups where they have to agree on certain items. then they join another group and have to reach an agreement again. this gave students time to practice speaking in smaller jollt journal of languages and language teaching, vol. 7 no.2, november 2019 110 groups before facing the whole class. as a less controlled fluency activity, it can help the learners to practice a broad range of language that they have both been formally taught in the classroom or acquired from elsewhere. they help students to build up confidence by rehearsing and repeating arguments that they have already used on others. learners are involved in one discussion. the idea behind a pyramid discussion is that learners should come to an agreement when they reach the top of the pyramid. procedures of pyramid discussion the pyramid discussion and procedures, according to hedge (2005: 5960), consist of preparation and procedure. first, preparation; the students would write a public brochure to their own educational institution. they would, therefore, provide the content to have some short ideas. this can include such things as 1) the appearance of the school and its grounds; 2) any special facilities; 3) the reputation it has for academic work, sport, craft, music, etc. second, the action phase; (1) explain the context of the activity to students and that the purpose of the brochure is to promote the worth of the institution in the wider community. ask what sort of content the public brochure should contain about. what are the very good aspects of their school or institution? what will they most want to promote? (2) ask students to work individually for a minute. they should jot down some ideas for content; afterward, (3) ask students to work in pairs. each pair should discuss possible content for the brochure and make a note on it. give a time limit appropriate to the level of your student; (4) then organize the class into groups of four, each member from a different pair to allow the widest exchange of ideas. each student should have a comprehensive list of possible content, and (5) each student decides their own content from the list and prioritizes in his or her way. then ask the class to start drafting. research design the research method used in this research was classroom action research (car). according to elfanany (2013: 22), classroom action research is a research conducted systematically reflective of the various actions taken by teachers as well as researchers. therefore kemmis and mctaggart in burns (2010: 7) said that classroom action research typically involves four broad phases in a cycle of research as follow: 1. planning: identify a problem or issue and develop a plan of action to bring about improvements in a specific area of the research context. 2. action: the second step of the observation is acting as an implementation of the plan. it implements the treatment in the classroom. 3. observation: this phase involves observing systematically the effects of the action and documenting the context, actions, and opinions of those involved. 4. reflections: reflects on, evaluates and describes the effects of the action in order to make sense of what has happened and to understand the issue which has explored more clearly. the relationship between the four components above showed a cycle. this cycle is one of the characteristics of classroom action research, that classroom action research should be implemented in the form of cycle, not only one intervention. . subject and object of the research the subject of this research was 18 students consisting of 10 females and 8 males of class at the 8 th -grade students of smpn 1 praya timur, central lombok in the academic year 2018/2019. the object of this research was speaking performance and jollt journal of languages and language teaching, vol. 7 no.2, november 2019 111 classroom interaction. both objects are developed by applying the pyramid discussion method at the 8 th -grade students of smpn 1 praya timur, central lombok. research instrument in this research, the instrument was intended to measure the students’ speaking ability. the instruments of this research were the observation sheet, test, and questionnaire. 1. observation sheet the observation sheet was used to monitor the students and teacher activities during the teaching and learning process. the use of the observation sheet hopefully, helped the researcher to observe the class situation. 2. test in this research, the researcher used oral pre-test and post-test. the pre-test was done before the teaching-learning process and the post-test was done after the teaching-learning process to know the students' ability in speaking skills. the researcher recorded their performance to make easy in giving a score. before the test began, the researcher gave the instructions to the students by grouping them then come forward to perform based on the topics. 3. questionnaire the questionnaire was a technique to collect the data by giving some questions or statements for the respondent. there were 5 items that were delivered to know the students' responses toward the main mapping; they were items 1, 2, 3, 4, and 5, with five options (very agree, agree, does not know, disagree, and very disagree). techniques of data collection in this study, the test and questionnaire were used to collect the data. the observation was made by the researcher to find out the classroom management and students’ interaction and also activities during the teaching and learning process. the data include speaking activities taken from the result of observation. it was used to decide what kind of reflection for the next action. the test would present at the cycle that consists of some items. the question of the test was based on the indicators of speaking. finally, the questionnaire was given at the end of the research. techniques of data analysis in assessing the students’ progression during learning speaking material through pyramid discussion, the researcher used speaking assessment based on indicators of speaking that was intonation which divided into three categories those were accuracy, fluency, and comprehensibility. these assessments were considered to be very important in speaking skills. the data will be analyzed quantitatively and qualitatively. quantitative data were obtained from the calculation of the score statistically and qualitative data were analyzed using descriptive analysis. finding and discussion finding in this research, the researcher elaborated on the findings dealing with the implementation of the pyramid discussion method on the students' speaking ability. the research conducted for one cycle consisting of six meetings was started from saturday, 2 nd of december 2018 to thursday, 21 st of march 2019. preliminary study the pre-test had been done before conducting the classroom action research. the researcher conducted it on saturday, 2 nd of december 2019 at 07:30 am-08:55 am. the pre-test was an oral test. the students carried out the test which introduces or describes one by one in front of the class jollt journal of languages and language teaching, vol. 7 no.2, november 2019 112 about pictures that were divided by the researcher on the tests such as family, best friend, and myself. it was aimed to know the students' prior knowledge before the researcher uses the treatment. the mean score of the speaking pretest was 58.90 while the highest score of students was 83 and the lowest score was 44. it was a formula from sugiyono (2007: 49). the next step was to know the percentage of students' scores who pass the kkm (minimum passing grade, 75). it was calculated based on (purwanto, 2013: 102) the students' score percentage was 22.20%. it means that 4 students passed the minimum passing grade (kkm) and there were 14 students still below the kkm (75). furthermore, the 58.90 meant that the students were low in the three speaking indicators required by the tester namely accuracy, fluency, and comprehension. planning in this case, the researcher collaborated with the two english teachers at the school. the planning was dealing with deciding the solution to the students’ problems that had been found in the pre-test. next to that, the problem could be seen from the result of the pre-test by which the students got 58.90 as the average score. this kind of score indicated that the students did not get the minimum passing grade (75). furthermore, the 58.90 meant that the students were low in the three speaking indicators required by the tester namely accuracy, fluency, and comprehension. based on the problems above, the researcher together with her collaborator prepared five lesson plans, teaching materials, questionnaire, pre-test, and posttest. besides that, the researcher and her collaborator also determined the criteria of success which was agreed to be an indicator of the success of the research. acting the action of the cycle was done on thursday, march 21 st , 2019. in acting case, the researcher implemented a lesson plan that had been made before. 6 meetings had been conducted by the researcher here, started from 2 nd up to 21 st of march 2019. in the class, the researcher taught the students about “making school brochure” by pyramid discussion and the students responded it well. the time allocation of the lesson plan for teaching was 2x45 minutes in one meeting. observing the researcher observed the class by using the observation note. observation notes used to write all the teacher's and students' activities while doing the teachinglearning process. for instance in students' note there were: students' enthusiastic when learning process, students' interaction with the teacher, students' interaction with their friends, students' activities in the class and students' activities when finishing the duty from their teacher and teacher's note, there were: teacher's performance, teacher's method and strategy, teacher's interaction with students, teacher's media in teachinglearning process and teacher's style and attitude. based on the criterion of interpretation score for the questionnaire is showed improvement in teaching and learning by using the pyramid discussion method. reflecting the last step was reflecting the procedures of the teaching and learning process. it aims to know whether the process and interaction are needed to improve or not. in this step, the researcher collected, analyzed and summarized the data which was collected from the result of the test, observation note, and questionnaire. after the researcher conducted action then the jollt journal of languages and language teaching, vol. 7 no.2, november 2019 113 researcher gave students post-test to know students’ improve speaking ability. the post-test had done after gave the material conducting the classroom action research. in this term, the researcher gave a post-test to students to discuss their "making school brochure". in post-test, the researcher used oral test, and tools that used the measure of the oral test was handphone for record students' voice. the students form pairs consists of 9 pairs as long as 3 minutes of each pair, then the students form small group consist, 4 groups, every group consist 4/5 students as long as 10 minutes of each group. after that the students form a large group consists of 3 groups, each group consists of 6 students. then, the test was performed as long as 14 minutes of each group. based on the students’ post-test score, the mean score of speaking post-test which was the researcher got the formula from sugiyono (2007: 49). the mean score of speaking post-test was 77.30 while the highest score of students was 94 and the lowest score was 55. the next step was to know the percentage of students' scores who pass the kkm (75). it was calculated based on (purwanto, 2013: 102). from the computation, the students' score percentage was 88.90%. it means that 16 students passed the minimum passing grade and there were 2 students still under the minimum passing grade enacted by the school. after the researcher implements the classroom action, the researcher and the teacher inputted the result of data including the pretest and post-test. the result above showed that the mean score of the post-test was higher than the pre-test. it means that the score of students' speaking by using the pyramid discussion strategy was 77 or 77.30. it means that using the pyramid discussion method improved students' speaking skills. furthermore, the researcher and the teacher felt satisfied because the students had significant improvement from the score they got. the students' ability in speaking skill was better than before. after achieving the target research of where minimally 70% of students who pass the standard of the minimum passing grade. therefore, the researcher and the teacher decided to stop the actions because it had already been reached the passing grade. discussion the guiding question is whether the methods, techniques, and activities applied by english teachers at smpn 1 praya timur are effective to improve students’ speaking performance and classroom interaction. to find out the answer to these questions, an action using a pyramid discussion was presented. it was a method and strategy to guide students to perform their speaking ability in the form of discussion. based on the researcher found the result of the test, questionnaire and observation note, there were proven that to improve students' speaking skills. according to brown (2004: 140), speaking is a productive skill that can be directly and empirically observed. so that was why the researcher used the pyramid discussion method to improve the students' speaking skills. it could be seen from the result of students’ pre-test score was 63.69 or 38.46% and students’ post-test was 76 or 76.9 %. that was increasing score every step. so it was been categorized as a success. from the explanation of the mean score above it was seen that the use of the pyramid discussion method improved students' speaking skills. marlin et al. (1978: 19) states that pyramid discussion is an activity for the students to develop critical thinking skills, to obtain a better understanding of the text, and to make them active members of the learning process. in this case, the pyramid discussion method was influenced by several factors. jollt journal of languages and language teaching, vol. 7 no.2, november 2019 114 firstly, using the pyramid discussion method could make the students easier when the teaching-learning process. the second, students' enthusiasm to studied with this method. the questionnaire showed that the students' quality of learning process in the class was improved day by day. they felt enjoy and enthusiastic during the teachinglearning process. and also, all students active in discussed with the member of their group to "making school brochure" of theirs school and each student share an idea in talking turn to share ideas or arguments with their group. the students' responses through the questionnaire indicated the students' speaking skills. conclusion and suggestion conclusion based on the data described previously, it can be concluded that using pyramid discussion could enhance students’ speaking skills. there were several improvements reached by the students, not only on their academic performances but also on their behavior to the lesson. dealing with the score that the students got, there was a significant improvement. the use of the pyramid discussion method can enhance the students' achievement in learning english, especially in speaking skills. it was decided based on the result of the comparison between the mean score of pretest and post-test in the first cycle. the passing grade of this research is 70. the mean score of the pre-test was 58.90 or 22.20% and the post-test was 77.30 or 88.90%. therefore, the students achieved the target of the passing grade, so the researcher stopped the research until cycle i. suggestion knowing the result of the students had reached, the researcher offers some suggestion as follow: 1. for the teacher: teachers have a crucial influence to be successful in learning english. the teacher should be more creative to create a new strategy in learning english, meaning that the teacher did not only focus on how the material was explained but also how the students could understand the material that the teacher explained. the teacher also could develop the technique as creative as possible. 2. for the student: the students should develop their awareness in the english teaching-learning process, while english as a foreign language and the students need the english language in this globalization era. 3. to the next researcher; the researcher hoped that the other researcher could take several advantages from this research. this method needed creativity from the teacher for making a good condition in the teaching-learning process. based on the description above, the researcher would like to suggest the other researcher that the result of this action research could be used as additional references for next researcher, and for the next researcher also could be used the other english skill components such as using writing skill, speaking skill, or listening skill. it might be useful or successful in the teaching-learning process. jollt journal of languages and language teaching, vol. 7 no.2, november 2019 115 references aprianoto, maurisa, s., & haerazi (2018). developing instructional tasks and materials of interculture-based english speaking skills (ibes) model, journal of arts, science, & commerce, vol. ix (october), 57–64. http://dx.doi.org/10.18843/rwjasc/v9i4 /08 armawan. 2004. improving oral communication skill of the second year students of sma negri 1 sinjay through peer interview. thesis, fbs unm brown, h. douglas. 2004. language assessment principles and classroom practices. pearson education, inc: united states of america. brown, h. dhouglas. 2007. teaching by principles: an interactive approach to language pedagogy. united state of america: pearson longman. elfanany, b. 2013. penelitian tindakan kelas. yogyakarta: araska. 1990. vocabulary. new york: oxford university press. gay, l.r. 2012. educational research competencies for analysis and applications. pearson education: united states of amerika gulten kosar and hasan bedir. 2014. strategy-based instruction a means of improving adult efl learner speaking skill. international juournal of language academy. 12,26. haerazi, h., & irawan, l. a. (2019). practicing genre-based language teaching model to improve students’ achievement of writing skills. ijeltal (indonesian journal of english language teaching and applied linguistics), 4(1), 9-18. http://dx.doi.org/10.21093/ijeltal.v4i1. 246 haerazi, h., irwansyah, d., juanda, j., & azis, y. a. (2018). incorporating intercultural competences in developing english materials for writing classes. journal of language teaching and research, 9(3), 540547.http://dx.doi.org/10.17507/jltr.090 3.13 harmer, jeremy. 2001. how to teach english: an introduction to practice of english language teaching, seventh impression. london: longman group uk limited. hedge, t. 2005. writing second edition. oxford university press. new york. henning, grant. (1987). a guiding to language testing: develoment, evaluation and research. publish by heinle and heinle publisher, a deviation of thomson wadsworth inc in suarharianto thesis. irfani, meisuri, & rohmatillah, (2018). speaking performance of islamic boarding school and public schoolbased graduates: a comparative study, jeels, 5 (1) 97-113. louma, sari. 2004. assesing speaking. cambridge language assessment series. cambbridge university press: united kingdom. marlin e thomas, 1978. the development and evaluation of pyramid disscussion study technicque. university press. mehran esfandiari and paul knight. 2013. using pyramid discussion in the taskbased classroom to extend students talking time. world journal of engling language. 44-471. http://dx.doi.org/10.18843/rwjasc/v9i4/08 http://dx.doi.org/10.18843/rwjasc/v9i4/08 http://dx.doi.org/10.21093/ijeltal.v4i1.246 http://dx.doi.org/10.21093/ijeltal.v4i1.246 http://dx.doi.org/10.17507/jltr.0903.13 http://dx.doi.org/10.17507/jltr.0903.13 jollt journal of languages and language teaching, vol. 7 no.2, november 2019 116 nullah, nazhan. 2016. the influence of the pyramid towards the student writing ability sma darul hikmah mataram. unpublish thesis s1 ikip mataram. richard, j.c. 2008. teaching listening and speaking. cambridge: cambbridge university press. suaryasa, ketut. 2017. the effect of pyramid discussion toward students’ creativity in writing at smp negri 5 lembar. unpublish thesis s1 ikip mataram. sugiyono. 2011. metode penelitian kualitatif, kuantitatif, r&d. bandung alfabeta. 2016. statistic untuk penelitian. bandung alfabeta. thornburry, scott. 2008. how to teach speaking, oxford, with diane winkleb. research instrument jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3228 january 2021. vol. 9, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 111-116 jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 111 the value and character building education in folklore from bataknese "sigale-gale" 1,2ria anita sipahutar, 1remlinawati siantury, & 1yenita sembiring, 1english student, english language education, university of prima indonesia 2corresponding author email: sipahutarrya@gmail.com article info abstract article history received: november 2020 revised: january 2020 published: january 2020 education is the learning of knowledge, the skills of every person that are passed down from generation to generation for one generation. but in education, it is also essential to learn the formation of good character. in this relevant research, especially those that raise folklore as the object of study, only a few people know about it. folklore is a medium that can use as a means of forming positive characters in children through moral values and character education contained in the story. this type of research is qualitative descriptive obtained, analyzed, and analyzed in writing to describe the moral values and character building contained in the toba batak folklore "sigale-gale." data collection was carried out by reading the sigale-gale folklore text repeatedly and identifying the data in the form of keywords related to the values forming the characters in the story. furthermore, the collected data were analyzed using content analysis techniques. the results showed that there were four character-forming values in the sigalegale folklore; namely hard work, curious, friendly, and wise. keywords moral values; character building; sigale-gale folklore; how to cite: sipahutar, a. s., siantury, r., & sembiring, y. (2021) the value and character building education in folklore from bataknesse “sigale-gale”. .jollt journal of languages and language teaching, 9(1), 111-116. doi: https://doi.org/10.33394/jollt.v%vi%i.3228 introduction education is the learning of knowledge, skills of each person passed down from generation to generation. in shaping quality human resources, education must have good character and moral values. education should be useful for the academic field and have good moral and character values. muslich (2013) states that character education should take precedence because it is in a better park, elementary school, junior high school, middle school, and university. therefore, internalization of the values of character education must begin at the necessary level of formal education and have to do to various environments such as at school, family, and community life. the purpose of the realization and implementation of character education is to make students have good skills, good knowledge, and morality. students must not only be useful in academics but also have to be right. that is because higher education must have good morals. thus, education produces extraordinary output with great characters (youpika, 2016). according to aynur (2011), character education is a national movement creating a school that fosters ethical, responsible, and caring young people by modeling and teaching good character through an emphasis on universal values that all share. however, the phenomenon in our lives is not in line with expectations, for examples of many facts that show the use of electronic and social media deviations such as facebook, instagram, and games. the use of the internet is so out of control that children can access it freely. furthermore, based on several researchers' observations, there are still many students who need character education programs such as discipline, responsibility, doing homework on http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:sipahutarrya@gmail.com sipahutar, siantury, & sembiring, the value and character building … … jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 112 time, respecting friends and teachers, and being honest. it must be corrected by yourself. according to (barone, 2011), folklore is part of traditional literature. the researchers take some previous study about the moral value and character-building education in folklore. the previous study's object is moral value assessment and character education in folklore in karo district, the value of characteristic education in andai-andai folklore, the need for character education. based on facts, folklore has many benefits in the world of education, including cultivating moral values to build student character. one of the famous folklore is the "si gale-gale" folklore originating from bataknesse, north sumatra. this folklore can be one of several alternative learning materials for students in junior high school. awang (1985) states that folklore has an entertaining function, teaching material, encouraging people to articulate polite words, and encouraging literature as the basis for doing literary works. based on the phenomenon, the researcher did this research to increase the knowledge taken by readers, and the research can be used as teaching material in junior high school because it contains moral value and character building for children. considering that folklore has a pearl of local wisdom that contains educational values, it is necessary to develop and disseminate folklore to future generations. in addition, many positive values can shape the character of children from an early age. this research hopes that inputs about life and moral value in folklore can be obtained. researchers use descriptive qualitative, where researchers try to describe and interpret the elements in the story, situation and condition, symptoms, and development to see the contribution of the value of the story on character education. in data collection, researchers conducted literature studies and observations. research research design this type of research is a qualitative descriptive study. meleong (in hidayati, 2016: 38), qualitative descriptive means that the data generated and collected are in the form of words, pictures, through descriptions but not by numbers. next, the data obtained will be processed and analyzed in written form. according to moleong (in hidayati,2016:38), qualitative research is an effort to present the social world, concepts, behaviours, perceptions, and human under study issues. this qualitative descriptive study is used to obtain an overview of displaying educational values in the “sigale-gale” batak folklore. instruments as qualitative research should be, this research too a human instrument, to be precise, the researchers themselves. humans are using it as a tool for collecting data based on criteria understood. the standard in question is knowledge of morals. the device in this research is a data card. they have used data cards to record and transcribe all data obtained. data analysis in kbbi (2001), analysis means an investigation of events (essays, deeds, and others.) to find out the situation the truth (causation, sit down the case, and so on). according to sugiyono (2012), data analysis involves finding and compiling data obtained from interviews, notes fields, and documentation, with data organized into categories and break down into units. in addition, this study did synthesis, arrange in the pattern, choose what is essential and what will learn, and conclude it can quickly understand by oneself or others. this study used descriptive qualitative analysis techniques. furthermore, the data obtained were processed and analyzed in written form. this descriptive analysis uses a pragmatic approach. according to siswanto and roekhan (in siswanto, 2013), the pragmatic approach is a literary study approach that emphasizes his study of the reader's role in accepting, understanding, and living sipahutar, siantury, & sembiring, the value and character building … … jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 113 literary works. this pragmatic approach uses to analyze the educational values insigale-gale folklore, including the value of moral education and the value of social education. the steps of data analysis performed are 1) classifying data, data obtained from the analysis of educational values contained in the sigale-gale folklore, namely in the form of educational valuesmoral and value of social education; 2) data in the form of educational values such as; the value of moral education and the value of social education also are analyzed in terms of what behaviors or patterns. those are containing in it. 3) linking the educational values contained in folklore sigale-gale with its application in learning moral values for the formation of character in students. 4) summing up the results of the overall data analysis. meanwhile, in a qualitative study, the author(s) should mention the model to analyze the data. this brief explanation is further followed by the application of each stage within the selected model. research findings and discussion research findings research finding the data will be analyzed and interpreted based on the theory and research interpretation. the research finding in this research can be presented as follows. moral value in sigale-gale folklore datu panggana hard word and curiosity bao partigatiga friendly aji bahirbahir wise discussion this study was designed to analyze moral values and character formation in the toba batak folklore entitled sigale-gale as learning for children in the formation of good moral values and character. the main focus of this research is to analyze the character of each character in the folklore. from our findings, there are four moral values in character building, namely hard work, curiosity, friendship, and wise, with the four characters in the folklore as learning for students so that it is carried out in real life. the following is an explanation of the moral value in the sigale-gale folklore. hard work hard work is a behavior that shows a genuine effort being to make to overcome various and learning and assignment obstacles. the value of hard work can see in the narrative and quote below. “there was a man. his name was datu panggana. he’s an expert statue. he always sought materials for the statue himself. if a king wants to make a tomb, and for that, a stone statue is needed, so he went up and downhills. and valleys to find a suitable stone for that purpose. when a wooden statue is ordered, he goes out into the forest looking for suitable wood. that is how good he is with his job so that he is well known in his huta ( village). “(sigale-gale, 1978: 5) based on the quotation above, datu panggana is a hard worker. he is willing to go up and down hills and go out into the forest to find the materials and needed for his work. according to gunawan (2012) hard work is a behavior that shows serious effort to overcome various obstacles in order to complete tasks ( study work) as well as possible. the hard work attitude shown in the character datu panggana is very important to be taught to students, so that students can instill hard work from an early age so that later they can become useful children. sipahutar, siantury, & sembiring, the value and character building … … jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 114 curiosity curiosity is an attitude and action that always try to know more deeply and broadly something that is learning seen and heard. we can see the value of curiosity from the quote from the conversation between datu panggana and bao partigatiga below. "what trade are you par?" asked datu panggana, glancing at him serious obstacles hung on bao partigatga's shoulders." trading pearls, gold jewelry, clothes. uh, datu, suddenly i got sense. this statue will be more beautiful if we give clothes and more jewelry. can i try it datu? "suggested bao partigatiga suddenly. (sigale-gale, 1978: 12) in the quote above, it is clear to datu panggana's curiosity, how the statue looks like when used for clothes and jewelry and because of that datu panggana asked bao partigatiga's permission to try it. according to mustari (2011), curiosity is an attitude and action that always seeks to know more deeply and broadly from what one has learned, seen and heard, this is to obligations towards oneself and the environment. thanks to the curiosity of datu panggana, who always tries to decorate the statue, the statue is very beautiful and almost looks human. datu pangga's sense of curiosity attitude is an attitude that we need to teach children because curiosity can lead us to continue learning something. friendly friendships are actions that show a sense of pleasure in talking, socializing, and cooperating with others. we can see the value of friendship from the following narrative quote. "because he wanted to find clothes that were equivalent to the image of a statue, bao partigatiga became so diligent that he tried all the clothes he was carrying, in turn, trying on the body of the statue. finally, a pair of crimson clothes slung across the graceful girl's body, enhancing her dazzling face. as it is with clothes, so it is with jewelry. he tried all the jewelry on the body of the statue. earring, necklaces, rings, various models, when he found the right jewelry, bao partigatiga jumped for joy like a child ". (sigale-gale, 1978: 14) from the friendship shown by bao partigatiga, he is willing to help in choosing clothes and jewelry for the statue made by datu panggana, and it is also clear that bao partigatiga is happy to be able to choose clothes and jewelry for the statue. from the friendship attitude of the figure of boa partiga-tiga who wants to help datu panggana to decorate the statue is an attitude that we must also teach to children. from a sense of friendship, we can get an attitude of tolerance and kinship between our neighbors to help each other in any situation. wise wise is an action or decision made by someone without burdening or causing loss to someone with another. can see the value of wisdom in the following narrative. "because datu partoar is the oldest among them, so like in front of the king, now he is the one who first spoke to aji bahirbahir. after hearing the description, the aji bahirbahir replied: "all problems will be solved if faced calmly. what is your real problem now? to the three of you, must consider all of you as having a family relationship with nai manggale. so the problem is, about family ties. so the only way is: you three, must consider all of you to have a family relationship with nai manggale. judging by the services of each of you to nai, i think it is best like this: datu partoar became his father, bao partigatiga became his brother, and datu panggana became his uncle. hope you accept this decision because i am sure, nai himself will surely feel sad sipahutar, siantury, & sembiring, the value and character building … … jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 115 if he finds out that he is the source of your constant bickering, "said the aji bahirbahir." (sgg, 1978: 42-43) according to kitchener & brenner (in sternberg & jordan, 2005:17) argues wise as the intellect ability to realize limitation knowledge and how it impacts in solving problems that are not clear and make judgments. it is clear from the quote above with the wise of aji bahirbahir that s can resolve their problems. we have to instill this kind of attitude from an early age in children, so that later they can make it. conclusion based on the analysis of the character-forming values contained in the sigale-gale folklore, can conclude that in the folklore, four character-forming values are founding, namely; hard-working, curious, friendly, thoughtful. one of the values that shapes character is the folklore form. as a cultural heritage, folklore needs to be preserved, processed and used as an essential medium in character education for the nation. the character-forming values contained in folklore are not just to be understood but to be practised in everyday life. however, it is not only understanding that is important, but appreciation and practice in everyday life are equally important. from the description of the character-forming⁷ values in sigale-gale, it shows that the folklore contains quite a lot of character-forming values that every human being especially needs to have in shaping students' character. by having these character-forming values, it will form better attitudes and morals. the character-forming values contained in the sigale-gale are the message the author sends to the reader to imitate the good characters contained in the character of the story. character-forming values must be instilled in students and implemented in real life to form positive attitudes and behaviors. acknowledgement based on the results of the above research, the authors suggest that in this life it is appropriate to understand moral values and character building as a form of lessons that can learn so that life is living safer and more peacefully. for the next researcher, it is necessary to examine the contents in the folklore of north sumatra more deeply, especially the batak toba area with the title of the sigale-gale story. references junaidi, f. 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(, 1965). an analysis of moral values in novel "oliver twist" by charles dickens rafy fitriani *), rivi antoni 1), pipit rahayu 2) 1&2). https://docplayer.net/49792195-an-analysis-of-moral-values-in-novel-oliver-twist-bycharles-dickens-abstrak-abstract.html pusat kurikulum dan perbukuan, (2011). panduan pelaksanaan pendidikan karakter. jakarta: badanpenelitiandanpengembangankemdiknas. koesoema, a. doni. 2010. pendidikan karakter: strategi mendidik anak di zaman global. jakarta: pt grasindo. https://doi.org/10.11591/edulearn.v6i4.166 http://ojs.uho.ac.id/index.php/bastra https://docplayer.net/49792195-an-analysis-of-moral-values-in-novel-oliver-twist-by-charles-dickens-abstrak-abstract.html https://docplayer.net/49792195-an-analysis-of-moral-values-in-novel-oliver-twist-by-charles-dickens-abstrak-abstract.html jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3065 january 2021. vol. 9, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 77-84 jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 77 the effectiveness of using chronological paragraph strategy toward students’ writing skill 1,2siti wahyu puji anggraini & 1lume 1english lecturer, universitas nahdlatul wathan mataram, indonesia 2corresponding author email: sitiwahyupa@gmail.com article info abstract article history received: december 2020 revised: december 2020 published: january 2021 this study aims to identify the effect of chronological order strategy on improving students' ability in writing paragraphs. the sample of this study was 40 students of smpn 9 satap pujut central lombok. this study employed a pre-experimental method by using intact-group comparison. to gather the data, the pre-test and post-test were distributed to the groups to collect the writing score and the percentage of students’ writing classification. analysis of variance (anova) was applied to testing the hypothesis. the finding data shows that there was enhancement of students’ classification in writing between pre-test and posttest. in pre-test the average of students’ classification between fair, poor and very poor. but in post-test the average of students’ classification improved into very good, good, fair and poor. the result of data analysis indicates a significant effect of using chronological order to improve students’ writing ability. it evidenced by the significant level was lower than 0.05 (0.00<0.05). keywords chronological strategy; writing paragraph; how to cite: anggraini, s. w. p., & lume. (2021). the effectiveness of using chronological paragraph strategy toward students’ writing skill. jollt journal of languages and language teaching, 9(1), 77-84. doi: https://doi.org/10.33394/jollt.v%vi%i.3065 introduction as one of the compulsory subjects, english is considered a difficult and frightening subject for the students. many factors influenced the students’ success in learning english, either internally or externally. one of the factors that really influence the students’ understanding is the wrong instructional method and instructional media (arochman & yosinta, 2020). choosing the wrong instructional method will cause the low of students’ concentration and motivation in learning, that the understanding of materials that was studied is extremely low. writing is one of four skills (speaking, listening, reading, and writing) that must be mastered by english students. it must be mastered because it is way to communicate with another through writing. according to roni (2018), writing can express feelings, ideas, and experience, but many students find some difficulties in learning writing. in this case, most students have a big problem in creating their idea through writing paragraph. they find failure in proving their points. they fail because they do not support their points with correct details. he also stated that in writing, some roles need more attention, such as grammatical sentence, punctuation, and mechanics. students of junior high school often make mistake of this. it happens because there are many kinds of writing based on text target genre like writing descriptive text, narrative text, recount text and many other (roni, 2018). besides that, pouring an idea into a paragraph is very challenging for junior high students to conduct. wirantaka (2016) stated that a good paragraph will help a reader in understanding the content of the writing. a good paragraph has the coherencies that reflected the main idea in academic writing by supporting the appropriate idea. many related study tries to find an interesting strategy in teaching writing paragraph. one strategy that found is applying the chronological order method as a prewriting technique in teaching writing http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& anggraini & lume the effectiveness of using … … jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 78 paragraph. bramer and sedly (1981) state that a chronological paragraph is used for something as simple as a recipe and for something as complex as a history book. in academic writing, the chronological order has many uses. one of the primary ways you might use it is to write a historical review of a term paper's subject. for example, you might review the history of the labor union before you discuss the current situation. chronological order is one of the easiest methods of organization to master writing. chronological order, therefore, is a way of organizing the ideas in a paragraph. the objective of generalization is that learners better remember the form and function they make; the objective of the application is to use or apply a structure item learned in the previous stage to communicate information or massages. some studies showed that students faced difficulties in composing good complete paragraphs (wirantaka, 2016). in higher education, students must have competences in writing. writing can give a benefit for students in some ways. writing in efl motivates students to organize ideas, analyze, criticize and develop abilities in memorize (rao, 2007). they are related with that writer's ability to retrieve and apply relevant procedures, schemas, facts, and episodes through working memory. in other words, writing strengthens students’ ability to reflect, thinking and learning a language. writing specifically helps the students produce the language by developing and connecting the ideas in the writing product. they may analyze, criticize and summarize the topic or theme being discussed. since writing is a productive skill, it makes students to be creative and critical in composing the language (laili & muflihah, 2020; wirantaka, 2016). in other hands, pane (2018) finds that the problem in teaching writing is the difficulties in developing the idea. students did not develop their paragraphs well. they usually write a simple sentence. the students profess that the problem was transforming their ideas for their mind into writing text. the second problem that i found was students' difficulty in organizing the idea. they did not know how to deliver the ideas into a good paragraph. besides that, difficult in vocabulary, tenses and grammar also the other problem that student faced. students encountered a problem in choosing the right word; therefore, the often asked to teacher every time they did not know the vocabulary. writing is not easy in practice. writing is a process, not a ‘produce’ it means that every single word that students write cannot be perfect without a process (ismiati & pebriantika, 2020). every writer finishing their writing it must be review and revises, and review and revise again. review and revises are the stage in the writing process after brainstorming and outline. this stage is to write and revise several drags until you have produced a final copy to hand in (roni, 2018). students need to understand a paragraph before they actually write it. oshima and houge (2006) stated that paragraph is a basic unit of organization in writing group-related sentences consisting of two kinds of sentences: a topic sentence and supportive statements. the number of the supporting sentences of a paragraph is not fixed, but they should be sufficient to clearly develop the main idea. owl (2009) clarified a paragraph as a group of closely-related sentences which deal with and develop one idea. the paragraph has been written to help the readers obtain the piece of information of the writing. paragraph helps the readers comprehend the information within the main idea and relate it to the other paragraphs. mayers (2006) states that there are three important parts of a paragraph. the first part is an introduction. it contains a topic sentence that outlines the aim idea of paragraph to which the rest of the paragraph should be focused. a topic sentence usually occurs in the beginning of the paragraph. in some conditions, it can occur in other positions such as in the middle or at the end of the paragraph. the second part is the body. it contains supporting sentences that develop the main idea by giving examples, details, and explanations. the third part is a conclusion. it occurs at the end of the paragraph. anggraini & lume the effectiveness of using … … jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 79 it emphasizes the point of the paragraph to be emphasized by the readers. it usually has a sense of finality. nunan in khairy, (2013) mentioned that there are three elements of the paragraph to be achieved i.e. unity, coherence, and adequate development. firstly, to have unity, a paragraph should have one main idea. then, the main idea is developed by sufficient supporting details from at least two or more sentences. a central idea is used to control unity of the paragraph by its topic sentence. besides that, supporting details are used to develop the topic sentence by giving more explanation to it. second, the coherence element is the connection. coherence can be achieved by having transitional words and phrases, pronoun reference, repeated key terms and parallelism. boardman and frydenderg (2002) stated that some ways to make paragraph coherence. one of the ways is to use linking words. coordinating conjunctions, subordinating conjunctions, prepositions, and translations are common types of linking words. the third element is adequate development. it is the last element of a paragraph to be achieved. an author can ensure the paragraph's adequate development by choosing right level of supporting details, choosing right kid f evidence, and having the right pattern of development. definition of chronological paragraph a chronological paragraph is one that shows the sequence of events in the order they occurred. the goal is to convey a clear sequence through time, and to do that you will have to use transitional words (first, next, then, finally, as soon as,) (djibran, 2008). in academic writing, chronological order has many uses. one of the primary ways you might use it is to write a historical review of a term paper's subject. for example, you might review the history of labor union before you discuss the current situation. however, a chronological paragraph is not just used for historical events; it is also used in business, science and engineering to explain processes or procedures. for example, chronological order would be used to explain how to solve a math problem, how to perform a chemistry experiment, or how to set up an accounting system. such paragraphs are called “how to” or “process” paragraphs (bramer and sedly, 1981). in using chronological strategy, the author shouldn’t forget about some things in writing paragraph 1) include a kwo; 2) include your rough draft with “evidence of editing”; 3) double-space your paragraph; 4) underline your title; and 5) connect your topic sentence and your clincher sentence by repeating/reflecting 2-3 words (hussen, 2015). however, a chronological paragraph is not just used for historical events; it is also used in business, science, and engineering to explain processes or procedures. for example, chronological order would be used to explain how to solve a math problem, how to perform a chemistry experiment, or how to set up an accounting system. such paragraphs are called “how to” or “process” paragraph. therefore, the writer is inspired to conduct this issue to find out the effect of using chronological order to improve students’ ability in writing paragraph at smp negeri 9 satap pujut central lombok. in this study, researchers try to test the hypotheses stating there is no effect of chronological order in improving students’ ability in writing paragraph and stating there is a significant effect of chronological order in improving students’ ability in writing paragraph. the novelty of this study lies on using chronological order in composing paragraphs. research method research design this study uses pre-experimental research by using intact-group comparison. this method uses two groups of subjects who are given different treatments. the two groups were determined without being random (for example, a class that had been formed was taken) but anggraini & lume the effectiveness of using … … jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 80 were assumed to have equal abilities in all relevant aspects, the only difference was in the treatment. in this method, there are two groups were applied namely: the experimental group (who were given treatment) and half for the control group (who were not treated). the paradigm of the study can be described as research flowchart below: figure 1. research flowchart population and sample this population of this study is all students of the third grade of smpn 9 satap pujut, which consists of 40 students. all populations are selected as the sample of this study by using probably sampling and simple random sampling as the technique. 20 students were randomly taken as the experimental group and 20 students were taken as control group. the students in the experimental group are subjected to the conventional strategy, while students in the experimental group are treated using the chronological order strategy in enhancing students’ writing skills. instruments the instrument of data collection uses writing tests. the writing test was distributed in the pre-test session and the post-test time. the writing aspects are assessed in the writing content, organization, vocabulary, language use, and mechanics. the pre-test was done before doing a treatment. researchers administered a pre-test by writing a paragraph and essay. meanwhile, the post-test was distributed in the last meeting after treatments. it is intended to find students’ writing skills after giving treatment. data analysis the data of this study comprise the students’ writing achievement. students are asked to compose a complete recount text. based on the writing score, researchers classify in some criteria, which are very good, good, fair, and poor, and very poor. afterwards, the data gained are analyzed using statistical analysis, which is descriptive and inferential analysis. the descriptive analysis is focused on students’ mean, median, mode, and standard deviation. in this study, the mean score is considered as an important one. table 1 shows the writing classification for assessing students’ writing skills. anggraini & lume the effectiveness of using … … jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 81 table 1. writing classification no classification score 1 very good 86 – 100 2 good 71 – 85 3 fair 56 – 70 4 poor 41 – 55 5 very poor ≤ 40 afterwards, the data are analyzed by using ibm spss 21 to find out the interaction between instructional strategies on writing skills. the analysis of variance (anova) was applied. the instructional strategies consist of the chronological order strategy and conventional strategy in improving students’ writing skills at junior high schools at pujut. research findings and discussion research findings this study aimed to find out the effect of the chronological order strategy on students’ writing skills at junior high schools at pujut. the data show the pre-test result in the control and experimental class are different. for fair classification, the experimental group got 35%. there are seven students who fair in writing, while the control group got 10% in which there are only two students are fair in writing. for poor classification, the experimental group got 35% in which seven students are poor in writing and the control group got 10% in which 2 students are poor in writing). besides, experimental group got 30% in which six students are very poor in writing and the control group got 80% in which 16 students are very poor in writing. table 3 presents the students’ score and classification in writing recount texts. table 2 the score of students' pre-test no classification experimental group control group 2 fair 35% 10% 3 poor 35% 10% 4 very poor 30% 80% in the post-test, the data shows there are three students (15%) from the experimental group that got very good and no students from control group who got very good score. there are 13 students (65%) of the experimental group got good scores, and 10 students (50%) of the control group got good scores. there are 4 students (20%) from the experimental group got a fair score, and 7 students (35%) of the control group got a fair score. the experimental group student got poor score while there are 3 students (15%) of control group got poor score. the data of students’ writing achievement after giving treatments can be presented in table 4. table 4 the score of students’ post-test no classification experimental control 1 very good 15% 0% 2 good 65% 50% 3 fair 20% 35% 4 poor 0% 15% based on the data analysis of students’ score, the lowest score in the experimental class was 30, and the highest score was 70 with standard deviation of 12.594 and the variance anggraini & lume the effectiveness of using … … jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 82 158.618. meanwhile, for the control group, the pre-test score obtained the lowest score was 20 and the highest score was 60 with the standard deviation 10.437 and the variance 108.947. it means that students who are taught using the chronological order strategy was better than those who are treated using the conventional one. besides, the data shows the post test score obtained for experimental group minimum score was 65 and the maximum score 95 with standard deviation 7.947 and the variance 63.158. meanwhile, the students’ post-test score for control group obtained the minimum score was 50 and the maximum score was 85 with standard deviation 10.259 and the variance 105.263. it indicates that the chronological order strategy was better than the conventional strategy in composing complete recount texts in writing classes. in this study, all samples come from a normally distributed population. it is proven that the p value was 0.195 and the control group was 0.087. the p-value was higher than 0.05. also, the homogeneity of variance of pre-test and post-test was stated as homogenous data. it was proven that the leven test is 0.958 with significance or probability 0.334. it means that the p value was higher than (α) value (>0.05). so, it can be stated that the variance of pre-test score is homogeny. table 10 also obtained the leven statistic is 1.670 with a probability 0.204 which it is higher than 0.05. so, it can be concluded that the variance of post-test is also homogeneous. thus, this study is continued to find out the interaction between groups. it was applied using anova analysis. it can be presented in table 5. table 5 hypothesis testing by anova score sum of squares df mean square f sig. between groups 21383.438 3 7127.813 65.395 .000 within groups 8283.750 76 108.997 total 29667.188 79 table 5 shows the hypothesis testing to determine the significance effect of chronological order toward students’ ability in writing paragraph. based on the data above, it can be concluded that h0 is rejected and ha is accepted. it evidenced by the significance value was lower than 0.05 (0.000 < 0.05). and we can state that there is significant effect of chronological order in improving students’ ability in writing paragraph. discussion based on finding data that presented on data analysis technique, the classification of students’ ability in pre-test obtained the average classification within fair, poor and very poor. after delivering the treatment, introducing chronological order in the experimental group enhances students’ post-test score. the chronological order steps consist of drafting process, double-space of each paragraph, underlining the title, and connecting the topic sentence and your clincher a sentence by repeating/reflecting two or three words in the paragraph. in drafting processes, students are asked to write rough draft as some topic sentences before they compose those in a complete paragraph. in doing so, students are given some materials of writing as clues to write. this learning activity help students determine the next sentences or supporting sentences. it is in line with cooney et al. (2018) who state students can improve writing skills through giving writing activities as much as possible. in this study, this learning is effective and it can be proven the mean score was 75. it is stated in good classification. the second step of the chronological order is doing double-space of each paragraph produced by students. in this step, students are asked to write complete paragraphs and make double-space on those. it is intended to help students to see sentence structures and grammatical errors. also, students can revise any part of each paragraph to be added anggraini & lume the effectiveness of using … … jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 83 information in line with the topic sentence. it is in accordance with khezrlou (2020) who state that students need good planning and writing knowledge to compose a complete writing text such as recount texts. in this study, students feel easy to compose their writing after they have great planning to write. it is proven with students’ post-test score obtained a classification grade of students’ writing ability within good, fair, and poor. it is proven by the percentage within the grade. for good classification, there are ten students (50%) who were good in writing; there are 7 students (20%) who were fair in writing, and there are 3 students (15%) who were still poor in writing. this finding was supported by rony (2018) who informs that students can improve students; writing skills with providing writing clues. on the whole, both of groups increased their ability in writing the paragraph. even though only the experimental group gave treatment, both groups got knowledge in writing paragraphs during pre and post-tests. this statement was supported by the findings of hypothesis testing by using analysis of variance (anova). the result of hypothesis testing shows that the significant value was lower than 0.05 (0.00<0.05). it means that there is a significant effect of using chronological order to improve students’ writing ability. and also, through the test h0 can take the hypothesis statement is rejected and ha is accepted. conclusion based on the percentage of students’ writing classification, there is an increased classification of students’ writing ability during pre-post and post-tests. pre-test students’ average classification was between fair, poor and very poor for experimental and control groups. for the post-test result, there is enhancement of students’ classification in writing. for the experimental group, the students’ average classification was between very good, good and fair. meanwhile for the control group the students’ average classification was between good, fair and poor. the result of hypothesis analysis also reinforces this finding by using analysis of variance that shows the significant value was lower than 0.05 (0.00<0.05) thus making h0 is rejected and ha is accepted. and it concluded that there is a significant effect of chronological order in improving students’ writing ability. acknowledgement firstly, i am indebted to my co-author lume for continues support in finishing this research. secondly, thanks to the headmaster of smpn 9 satap pujut for facilitated the process of collecting data. the last gratefulness to lldikti under the auspices of ministry of research, technology and higher education (kemenristekdikti) who give opportunity to conduct pdp research and financial support to this research. references abdul, r. p., habiri, a., rahmiyati, a., fitria, w., (2016). pre-experimental design. published paper. program studi pendidikan matematika: universitas muhamadiyah makasar. https://www.academia.edu/35719426/penelitian_pre_eksperimen_dan_tr ue_eksperimen. arochman, t., & yosintha, r. (2020). effect of using web-blog on writing instruction for english language learners. journal of languages and language teaching, 8(4), 336347. doi: https://doi.org/10.33394/jollt.v8i4.2797 bramer., george r., & sedly, d. (1981). writing for readers. charlese: merill publishing co. a bell & howell company columbus. crème, p., & lea, m. r. (2003). writing at university, second edition. maidenhead: open university press. https://www.academia.edu/35719426/penelitian_pre_eksperimen_dan_true_eksperimen https://www.academia.edu/35719426/penelitian_pre_eksperimen_dan_true_eksperimen https://doi.org/10.33394/jollt.v8i4.2797 anggraini & lume the effectiveness of using … … jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 84 creswell, j.w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. boston: pearson. cooney, a., darcy, e., & casey, d. (2018). integrating reading and writing: supporting students’ writing from source. journal of university teaching and learning practice, 15(5). djibran, f. (2008). writing is amazing. jakarta: jux tapose. djiwandono, m. soenardi. (2008). tes bahasa (pegangan bagi pengajar bahasa). jakarta: pt indeks. hidayat, a. (2012). uji anova-uji one way anova dalam spss. retrieved october 10, 2020, from https://www.statistikian.com/2012/11/one-way-anova-dalam-spss.html. ismiati, i., & pebriantika, e. (2020). designing strategies for university students’ writing skill. journal of languages and language teaching, 8(1), 8-19. doi: https://doi.org/10.33394/jollt.v8i1.2210 imran, h. a. (2017). peran sampling dan distribusi data dalam penelitian komunikasi pendekatan kuantitatif. journal komunikasi dan media, 21(1), 111-126. khezrlou, s. (2020). training planning in second language narrative writing. elt journal, 74(1), 49–62. https://doi.org/10.1093/elt/ccz050 laili, e., & muflihah, t. (2020). the effectiveness of google classroom in teaching writing of recount text for senior high schools. journal of languages and language teaching, 8(4), 348-359. doi: https://doi.org/10.33394/jollt.v8i4.2929 pane, natasha las. (2018). developing the writing paragraph through quick writing for junior high school at smp swasta pahlawan nasional. thesis: english and literature departement, faculty of language and arts. state university of medan raharjo, s. (2017). cara melakukan uji anova satu factor dengan spss. retrieved october 10, 2020, from https://www.spssindonesia.com/2017/10/analisis-anova-satu-faktorspss.html. roni. (2018). using chronological order method to improve writing ability of the third year students of sma negeri i pangsid kabupaten sidenreng rappang. journal of english education and development, vol (1), 61 – 75. siahaan, s. (2008). issues in linguistics, first edition. yogyakarta: graha ilmu. sugiono. (2009). metode penelitian kuantitatif, kualitatif dan r&d. bandung: cv alfabeta. zahrah, f. (2011). the analysis of major problems encountered by english teachers in teaching sentence structure to deaf students at smplb-b dharma wanita academic year 2011/2012. thesis s1: mataram university. https://www.statistikian.com/2012/11/one-way-anova-dalam-spss.html https://doi.org/10.33394/jollt.v8i1.2210 https://doi.org/10.1093/elt/ccz050 https://doi.org/10.33394/jollt.v8i4.2929 https://www.spssindonesia.com/2017/10/analisis-anova-satu-faktor-spss.html https://www.spssindonesia.com/2017/10/analisis-anova-satu-faktor-spss.html journal of languages and language teaching, vol. 4 no.2, november 2016 79 the correlation between students’ self-efficacy and their performance in speaking skill ni putu yanti cahya sari smp negeri 18 mataram, ntb yanti36@ymail.com abstract this study is generally attempted to find the correlation between students’ self-efficacy and their performance in speaking skill at the second grade of smpn 18 mataram in academic year 2017/2018 .the method of the research applied is correlation research (explanatory design). the population of this research consist of three clasess of smpn 18 mataram which number 59 population and the sample of the study is 52 students. the sample technique used in this research is simple random sampling technique by using slovin formula. based on the result of the study, there was correlation between self-efficacy and their performance in speaking skill in which r-test (0,80) > r-table (0,268), its means the value of r-test was higher than r-table. from the research data it was found out that there was significant correlation between students’ self-efficacy and their performance in speaking skill. this was proved by the t-test score (7,957) was higher than t-table (1,675) the degree of freedom (df) was used 50. it can be concluded that self-efficacy and their performance in speaking skill has significant correlation at the second grade students of smpn 18 mataram. finally, the researcher suggests that should be more creative to make students self-efficacy increased in using media or strategy that students do not feel bored in the class. key words: self-efficacy, speaking, and correlation abstrak penelitian ini umumnya bertujuan untuk menemukan hubungan antara efficacy diri siswa dan penampilan mereka didalam berbicara pada kelas dua di smpn 18 mataram tahun akademik 2017/2018. metode yang digunakan adalah penelitian korelasi (explanatory design). jumlah populasi didalam penelitian ini terdiri dari tiga kelas di smpn 18 mataram dengan jumlah 59 siswa dan jumlah sampel dari penelitian ini adalah 52 siswa. cara pengambilan sampel dengan menggunakan simple random sampling tehnik dengan rumus slovin. berdasarkan hasil penelitian, terdaapat hubungan antara efficacy diri siswa dan penampilan mereka didalam berbicara dimana nilai r-test (0,80) > r-table(0,268), ini berarti nilai dari r-test lebih besar dari r-table. dari data yang ditemukaan terdapat hubungan signifikan antara efficacy diri siswa dan penampilan mereka didalam berbicara. ini dibuktikan dengan nilai t-test (7,957) lebih besar dari t-table (1,675) dengan derajat kebebasan yang digunakan adalah 50. ini dapat disimpulkan bahwa efficacy diri siswa dan penampilan mereka didalam berbicara memiliki hubungan signifikan pada kelas dua di smpn 18 mataram. pada akhirnya peneliti dapat menyarankan seharusnya lebih kreatif untuk membuat efficacy diri siswa meningkat dengan menggunakan media atau strategi yang tidak membuat bosan didalam kelas. kata kunci: efikasi diri, berbicara,dan hubungan introduction speaking is one of the four languages skills (reading, listening, writing and speaking) which has to be mastered by english students department. it is a means through which learners can communicate with others to achieve certain goals or to express their opinions, intentions, hopes and viewpoints. however, the researher found the facts that at the second grade students of smpn 18 mataram, the students still had low self-efficacy. it could be seen when the students could not speak english fluency because they were hesitate in journal of languages and language teaching, vol. 4 no.2, november 2016 80 speaking, for instance; when the teacher asked the students to speak english, some of them did not want to speak although a half of them wanted to speak but they were tremble and anxious in speaking. the students were lazy to do the task even that the task iwas considered easy, for instance; when the teacher gave the students homework, some of them did not want to do homework. the students’ lacked of motivation to increase their ability, for instance; they didn’t care about the learning materials that the teacher delivered. they tent to play with their friends in their seats. review of related literature speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (brown, 1994; burns & joyce, 1997). its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. according to brown (2004: 172-173) there are five indicator of speaking, they are: grammar, comprehension, fluency, . self-efficacy is the belief in one’s own ability to successfully accomplish something. it is a theory by itself, as well as being a construct of social cognitive theory. self-efficacy tells us that people generally was only attempt things fail (bandura, 1994: 15). according to bandura (1994: 44-45) there are several indicators of self-efficacy; they are: confident to complete a specific task, confident to motivate own self to take the necessary steps in completing the task, the individual are able to increase motivation in own self to choose and do an action which is needed to finish the task. confident that we are able to try hard, persistent and diligent. the existence of a hardly effort from the individual to finish the task that is dicided by using all of thing. confident that we survive to face obstacles and difficulties the individual are able to hold out in getting difficulty and obstacle which is emerged and be able to get up from the failure. confident that we are able to do the task which has general range or specific.the individual are sure that in doing the task, they can finish even that it is general or specific. research method this research is correlation research with explanatory design. this research is all of the students at the second grade students which the total numbers of them are 59 students divided into three classes. the total sample is 52 students. this research was used slovin formula to get the sample by using simple random sampling technique. to measure speaking skill by using oral test, and this research was used picture as an instrument of this study. the scoring of the test and record are highly subjective and the researcher divides as five criteria, which are the scores of pronunciation, grammar, vocabulary, fluency and comprehension, and to measure students’ self-efficacy, the researcher used questionnaire as test for measuring the students’ self efficacy, the researcher provides 25 items of questionnaires. this research was used questionnaire by using likert’s scale. data of students’ speaking are gained from the result of their picture description. the students have chance to choosen provided and then described the topic choosed in front of their friends in the class room (1.animal, 2.flower, 3.school) and it was take around 3 minutes for each student. the score of students’ speaking was given to each student dealing with the scoring rubric speaking, such as pronounciation, grammar, vocabulary, fluency, and comprehension. in this study, the researcher was used questionnaire as test for measuring the students’ self-efficacy, the researcher provides 25 items. the data were in form of number analyzed quantitatively with pearson product moment formula (r). simple correlation statistics is a technique used to measure the strength of the relationship two variables and also to be able to know journal of languages and language teaching, vol. 4 no.2, november 2016 81 the relationship between the two variables with the results of a quantitative naturesignificant correlation (to know whether there is significaant correlation) research finding and discussion the mean score of students’ speaking test was 48 and the mean score of students’ questionnaire was 64,47.the correlation coefficient of two variables is 0,80. if we check for r– table of 52 as the sample is 0,268 for confidence level of 5 % ( =0,05) for one tailed test. this figure indicates that the result of r – test = 0,80 is higher than r – table (0,268). it can be confirmed that the null hypothesis (ho) is clearly rejected and therefore, the alternative hypothesis (ha) is accepted. from the explanation itself it can be concluded that the null hypothesis explains that there is no correlation and alternative hypothesis explains that there is correlation between the students’ self-efficacy and their performance in speaking skill at the second grade students of smpn 18 mataram in academic year 2017/2018. this research used significant correlation by using t-test formula of comparison between the result of t-test and the value of t-table above. it was found that the value of t-test = 7,957> t-table = 1,675 (0, 05/95%) from (df) was 50. the result of t-test was higher than the value of t-table. its means that there is significant correlation between students’ self-efficacy and their performance in speaking skill. there was only one statement of the problem proposed as follows: is there any correlation between students’ selfefficacy and their performance in speaking skill at second grade students of smpn 18 mataram. this statement of the problems had been answered based on the research result above. based on previous chapter, it was explained about the comparison between rtest and r-table, if r-test is higher than rtable or r-test equal with r-table, therefore ho is accepted and ha is rejected, but if rtable smaller than r-test, ho is rejected and ha is accepted. so the resulted of my research that, there is correlation between students’ selfefficacy and their performance in speaking skill, it knows that self-efficacy is defined as an ability to show an action that the people do in their life (bandura, 1994: 15). this can be proved by the students having high self-efficacy in which they are able perform to described picture to speak in front of their friends or another friends. they were not shy, afraid or hesitate to speak in front of class or their friends, if they have high self-efficacy. self-efficacy and their performance in speaking skill has positive correlation because both of them has dependence each other this proven when the researcher make research in smpn 18 mataram. in other way, the student has self-efficacy they were able to speak with their friend because they believe in his/her own ability, get into perform to described picture where students might have to speak in front of the class or another friend. table 01 the total number of students’ selfefficacy in speaking the total students criteria score scale 1 student 0-40 (25) can not do at all (low selfefficacy) 4 students 40-50 (41,42,44, and 47) moderately certain can do (medium selfefficacy) 47 students 60-100 (60,61,61,61,61, 62,62,62,62, 62,63,63,64,64, 65,67,67,69 69,69,69,70,70, 70,71,72,72, 72,72,73,74,76, 78,80,81,87, 89, and 92) highly certain can do (high self-efficacy) the value of (x) or independent variabel could be predicted with the several values, for example like the data above, the value of (x) would be changed with 90. the students having high selfjournal of languages and language teaching, vol. 4 no.2, november 2016 82 efficacy (92), it was predicted that their performance in speaking skill was 64,70. finally, the researcher concluded that there is high correlation between students’ selfefficacy and their performance in speaking skill at the second grade of smpn 18 mataram. conclusion and suggestions based on the statistical analysis, the value of r-table was 0,268 from the total sample was 52 students, and r-test was 0,80. it was clear that r-test was higher than r-table. its mean that the alternative hypothesis (ha) was accepted, meaning that there is correlation between students’ self-efficacy and their performance in speaking skill at the second grade students of smpn 18 mataram in academic 2017/2018. meanwhile, the null hypothesis (ho) which, states there is no correlation between students’ self-efficacy and their performance in speaking sk ll at the second grade students of smpn 18 mataram in academic year 2017/2018 are rejected. the teacher should be more creative to make students selfefficacy increased in using media or strategy that students do not feel bored in the class. the students were become more confident in their own abilities, and they can motivate themselves to resolve the difficult situation, because they have high self-efficacy. the researcher hoped that other researchers had to find a more effective strategy for making self-efficacy of students increased. references bandura,a. (1994). self-efficacy, in v.s ramachaudran (ed). encyclopedia of human behavior, new york: aacademic press. __________(1977). self-efficacy: toward a unifying theory of behavioral change _________. 1997. guide for constructing self-efficacy scales. toward an unifying theory of behavioral change. psychological review. __________(2006). guide for constructing self efficacy scales brown, h.d. (1994). teaching by principles: an interactive approach to language pedagogy. englewood cliffs, nj: prentice hall regents. __________. 2004. language assessment principles and classroom practices. new york: pearson education, inc. burn,a., & joyce,h.1997. focus on speaking. sydney: national center for english language teaching and research creswell, j. (2008). educational research: planning, conducting, and evaluating quantitative and qualitative research. new jersey: pearson: merrill prentice hall. el menoufy,a. (1997). “speaking. the neglected skill”. new direction in speaking. proceedings of the fourth efl skills conference. under the auspices of the center of adult and continuing education the american university in cairo. p p: 9-18. hughes arthur. 2003. testing for language teacher. cambridge: cambridge university press. indah sari 2015. writing and speaking advantages and disadvantages using picture media (online) accessed on 5th february 2017 at http://www.shvoong.com/writingand-speaking-advantagesdisadvantages-using-picture-media. kothari, c.r. 2004. research methodology. new delhi: new age international publisher. maria. 2014. the relationship between self-efficacy and academic achievement in adults’ learners nunan, d. (1989). designing tasks for the communicative classroom. new york: cambridge university press. __________. 2003. practical english language teaching. new york: mc graw hil sentane l.wirehadi.2014. the effect of think pair share (tps) towards students’ motivation in speaking journal of languages and language teaching, vol. 4 no.2, november 2016 83 skill at smpn 9 praya barat in academic year 2015/2016 suharsmi, a.2006. prosedur penelitian, suatu pendekatan praktik. pt rineka cipta. jakarta sugiyono. 2012. statistika untuk penelitian. bandung: cv alfabeta. ________. 2016. statistik untuk penelitian. bandung: alfabeta. journal of languages and language teaching, vol. 6 no.1, mei 2018 51 the effect of cooperative learning type terror cards and nightmare cards towards the eleventh grade students’ speaking enda hendrawati (1), muhammad muhlisin (2) english department, fpbs ikip mataram endahendawati@yahoo.co.id abstract this research aimed to find out the effect of cooperative learning type terror cards and nightmare cards towards students’ speaking skill at sman 1 sakra timur in academic year 2017/2018. the research was pre-experimental with one-shot case study design. the population of the study was the eleventh grade students of sman 1 sakra timur that consisted of 3 classes. all of classes were chosen as the samples, those were xi ips 1 as experimental group i, xi ips 2 as experimental group ii and xi ips 3 as control group. they were chosen by using total sampling technique. experimental group i treated by using terror cards, experimental group ii treated by using nightmare cards, and control group treated by using think pair share. the data of the research were gathered from speaking test and the data analysis used anova. based on the data analysis was gotten f-test = 3.352 and f-table = 2.44. it means that f-test was higher than f-table (3.352 > 2.44) with signification level 0.04. so that way, alternative hypothesis (ha) accepted and null hypothesis (ho) rejected. therefore, it took conclusion that there is significant effect of cooperative learning toward students' speaking skill at sman 1 sakra timur in academic year 2017/2018. k e y w o r d s : terror cards, nightmare cards, and speaking. abstrak penelitian ini bertujuan untuk mengetahui pengaruh cooperative learning type terror cards dan nightmare cards terhadap keahlian berbicara di sman 1 sakra timur tahun ajaran 2017/2018. disain penelitian ini menggunakan pre experimental dengan desain one shot case study. populasi dalam penelitian ini adalah seluruh siswa kelas sebelas di sman 1 sakra timur dan sampel penelitian dalam penelitian ini adalah kelas xi ips i dan xi ips ii sebagai kelompok experimental dan kontorl. sample dalam penelitian ini menggunakan total sampling teknik. kelompok experimental i dan ii diberikan treatment yang berbeda dengan menggunkan terror cards dan nightmare cards sedangkan control group dikasih treatment mengggunakan think pair share. pengumpulan dalam penelitian ini menggunakan speaking test (test kemampuan berbicara) dan data di analisis dengan menggunakan anova. berdasarkan data analysis diproleh nila f-hitung = 3.217 dan f-tabel = 0.05. artinya nilai f-hitung lebih besar daripada f – table (3.217 > 2.44) dengan derajat kebebasan 0.05. oleh sebab itu, hipotesis alternatif di terima dan hipotesis nihill di tolak. oleh sebbab itu dapat diambil kesimpulan bahwa terdapat pengaruh segnifikan penggunaan terror card dan nightmare cards terhadap keahlian berbicara di sman 1 sakra timur tahun ajaran 2017/2018 k a t a k u n c i : terror cards, nightmare cards, dan speaking introduction speaking is one of important language skills in communicating orally with other. by speaking, people can interact with communicate orally with other people and able to know about the information in the surrounding. according to richards and renandya, (2002: 204) state that effective oral communication requires the ability to use the language appropriately in social journal of languages and language teaching, vol. 6 no.1, mei 2018 52 interactions that involves not only verbal communication but also paralinguistic elements of speech such as pitch, stress, and intonation. it was speaking which serves as natural means of communication of the member’s community for both expression of thought and form a social behavior. however, there were so many factors that influence students impression of how well someone speak a language, study make some discussion for easy to understand. in teaching learning process, the students should master several speaking components, and the components of speaking such as; pronunciation, vocabulary, grammar, comprehension, and fluency. after the conducted an observation the researcher found some problem in speaking. one of the problems that found by students in speaking skill was the students less to produce language when the students’ speak, the students difficult to express their ideas, and the students difficult to speak fluently and accurately in front of class. besides that, in the learning process has many obstacles that hinder of the students process. one of the problems from the teacher was less communicative between students and the method previously of the teacher less precise or not suitable with the through material. the method used previously by the teacher was cooperative learning type think pair share less effective in developing students speaking skills, so that students were lack in speaking, difficult to understand a material and get bored in the class because it takes a long time in learning process. furthermore, most of the students confused in expressing their opinions because the students’ did not know what the students’ want to say and also feared of making mistakes when the students’ speaking in the classroom. to solve the problem teachers should be creative in choose suitable method. therfore the team interest in taking the tittle “the effect of cooperative learning type terror cards and nightmare cards towards the eleventh grade students’ speaking skill at sman 1 sakra timur in academic year 2017/2018? review of related literature according to brown, (2004: 140) speaking is a productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy and effectiveness of a test-takers listening skill, which necessarily compromises the reliability and validity of an oral production test. according to richards and renandya, (2002: 204) state that effective oral communication requires the ability to use the language appropriately in social interactions that involves not only verbal communication but also paralinguistic elements of speech such as pitch, stress, and intonation. speaking is the process of producing words and sentences by used spoken language in which speaking was a communication tool that used in everyday life. the people can interact with communicated orally with other people and able to know about the information in the surrounding. based on the definitions above, it can be inferred that speaking was a basic of person skill to produced language that has meaning and be understood by other people about what the speaker says. speaking ability of students developed new ideas in something usual being something different that something which was never imagined with people in which, someone can overcome the problems by give the ideas or create something new because they has good comprehension. in this part, the researcher wants to show the indicator of speaking. according to brown, (2004: 140) there were five indicators of speaking they were: pronunciation: pronunciation is the way for students to produced language when they speak. it deals with the phonological journal of languages and language teaching, vol. 6 no.1, mei 2018 53 process that determine how sounds vary and pattern in a language. grammar: it is needed for students to arrange a correct sentence in conversation, or the student’s ability to manipulate structure and to distinguish appropriate ones. the utility of grammar was also to learn the correct way to gain expertise in a language in oral and written form. vocabulary: one cannot communicate effectively or express their ideas both oral and written from if they do not has sufficient vocabulary. so, vocabulary means the appropriate diction which used in communication. fluency: fluency can be defined as the ability to speak fluently and accurately. signs of fluency include a reasonably fast speed of speaking and only a small number of pauses and ‘ums’ or ‘ers’. these signs indicate that the speaker does not has to spend a lot of time searching for the language items needed to express the message. comprehension: for oral communication certainly requires a subject to respond speech as well as to initiate it. rubric score of speaking it based on brown, (2004: 172-173), state scale rating scores as follow: table 1. scoring rubric of speaking no. indicator score descrip tion 1. pronunciat ion 5 equivalent to and fully accepted by educated native speakers. 4 errors in pronunciation are quite rare. 3 errors never interfere with understanding and rarely disturb the native speakers. accent may be obviously foreign. 2 accent is intelligible through often quite faulty. 1 error in pronunciation are frequent but can be understood by a native speakers used to dealing with foreigner attempting to speak his language. 2. vocabular y 5 speech on all level is fully accepted by educated native speakers in all its features including breadth of vocabulary and idioms, colloquialisms, and pertinent cultural references. 4 can understand and participate in any conversation within the range of his experience with a high degree of precision of vocabulary. 3 able to speak the language with sufficient vocabulary to journal of languages and language teaching, vol. 6 no.1, mei 2018 54 participate effectively in most formal and informal conversations on practical, social, and professional topics. vocabulary is broad enough that he rarely has to grope for a word. 2 has speaking vocabulary sufficient to express him simply with some circum locutions. 1 speaking vocabulary inadequate to express anything but the most elementary needs. 3. grammar 5 equivalent to that of an educated native speaker. 4 able to use the language accurately on all levels normally pertinent to professional needs. errors in grammar are quite rare. 3 control of grammar is good. able to speak the language with sufficient structural accuracy to participate effectively in most formal and informal conversations on practical, social, and professional topics. 2 can usually handle elementary constructions quite accurately but does not have thorough or confident control of the grammar. 1 errors in grammar are frequent, but speaker can be used to dealing with foreigners attempting to speak his language. 4. comprehe nsion 5 equivalent to that of an educated native speaker. 4 can understand any conversations within the range of his experience. 3 comprehension is quite complete at a normal rate of speech. journal of languages and language teaching, vol. 6 no.1, mei 2018 55 2 can get the gist of most conversations of non-technical subjects (i.e., topics that require no specialized knowledge). 1 within the scope of his very limited language experience, can understand simple questions and statements if delivered with slowed speech, repetition, or paraphrase. 5. fluency 5 has complete fluency in the language such as that his speech is fully accepted by educated native speaker. 4 able to use the language fluently on all levels normally pertinent to professional needs. can conversation within the range of this experience with a high degree of fluency. 3 can discuss particular interests of competence with reasonable ease. rarely has to grope for words. 2 can handle with confidence but not with facility most social situations, including introductions and casual conversations about current events, as well as work, family and autobiographica l information. 1 (no specific fluency description. refer to other four language areas for implied level of fluency.) cooperative learning type terror cards according to macpherson, (2008: 63) terror cards is one of the cooperative learning types in which teachers choose random codes to identify who will participate. the card contains the initials of each student's name. this method aimed to be individually accountable in a team or group situation or encourage individual accountability of group members. the role of the terror card ensures that the same person was not selected and there was random individual accountability. according to plevin, (2016: 29) terror card provides a great way of making sure that all students are included in a lesson. the teacher randomly picks a terror card to identify who was participating in a given activity. journal of languages and language teaching, vol. 6 no.1, mei 2018 56 this method can be used to overcome barriers to equal opportunities that often color group work. in many groups, there was often a child who was overly dominant and does not talk. conversely, there was also a child who was passive and resigned to his partner who was more dominant. in such a situation, equal distribution of responsibilities within a group cannot be achieved because a passive child was too dependent on his dominant partner. this method ensures that every student has the opportunity to participate and everyone ready to respond. procedures of cooperative learning type terror cards: (1) ask students write their first name and initial on an index card. (2) teacher shuffles the deck of cards and stores them in a box on his/her desk.(3) teacher makes some group discussion. (4) teacher gave a topic for discussion with the partner. (5) whenever a response is required from a student a terror card is drawn from the deck and the named student is called on to answer or participate. (6) the card is returned to the box of cards. based on the method there are advantages and disadvantages of the cooperative learning type terror cards. advantages of terror cards to make the students more able to practice speaking in front of the class because the students must discussion with the partner group and more able to express their idea. disadvantages of terror cards, the students got high anxiety because the teacher select the students were randomly for practice speaking in front of the class and everyone in the group was ready to respond. it takes a long time to prepare for the task. nightmare cards according to macpherson, (2008: 74) nightmare cards is a cooperative learning type by using a card or worst case to identify the worst scenarios you can imagine or that might happen to ourselves. this method asks students to work in groups with other students for how to discuss the "worst case scenario" to change students' perceptions of what might happen and what students might do about it. a good structure to used at the end of a topic or prior assessment to consolidate student learning and to identify common misconceptions. according to millis, (1994: 327) nightmare cards is one of cooperative learning has some skeptical students. there are discussion questions at the end. nightmare cards were methods that require the exchange of thoughts and information between students to found solutions from the worst case scenario. allows students to share information with their respective group pairs and work together to found solutions. in this method students has many opportunities to process information and improve communication skills. procedures of cooperative learning type nightmare cards: (1) teacher makes some group discussion. (2) teacher gave a topic (bad or nightmare scenarios) for discussion with the partner. (3) teacher asking the students give the respond about the bad scenarios or nightmare scenarios, change perception of students and what might happen or what the students might do about it. (4) teacher asking the students for presentation about the bad scenarios or nightmare scenarios, give the solution about the topic. based on the method there were advantages and disadvantages of the cooperative learning type nightmare cards. advantages of nightmare cards to make the students feel good in learning and enjoy with the material, able to create an active and fun learning atmosphere. disadvantages of nightmare cards, the students’ with may make quite nervous because the students must identify imaginary but realistic worst case scenarios for situations. demanding certain traits of journal of languages and language teaching, vol. 6 no.1, mei 2018 57 students or the tendency to work together in solved problems. research method research design the method that used in this research was pre-experimental with one-shot case study in which in this design the groups of the research was not used by randomly. according to sugiyono, (2013: 74) oneshot case study was consist of two groups that were experimental group and control group, both of these groups were gave the post-test only without pre-test, then experimental group was being treated by used “cooperative learning type terror cards and cooperative learning type nightmare cards” while control group was being used cooperative learning type think pair share of the method previously by the teacher. population study according to miller, (2005: 53) a population is defined as collection of all the possible object, people or scores of a particular type. based on the research, the population of the study is included the eleventh grade of the students of sman 1 sakra timur in the school year 2017/2018 which consist of three classes those were xi ips 1= 16, xi ips 2 = 15 and xi ips 3= 16 students. so the total numbers of population in that eleventh grade are 47 students. where in xi ips 1 and xi ips 2 class has been experimental group and xi ips 3 class has been control group. to determine the sample of this research, the researcher used the total sampling technique because all of the population as sample. research instrument instrument was a tool that the researcher used in testing students’ speaking skill in this research; the researcher used one kind of instruments for speaking skill is “speaking test”. speaking test was an instrument to found out the effect of teaching speaking by used cooperative learning type terror cards and cooperative learning type nightmare cards, the researcher provided oral test and video recording as an instrument of this research, the scoring of the test and record were highly subjective and the researcher divided as five criteria, which were the scores of pronunciation, grammar, vocabulary, fluency and comprehension. at the end to identify whether the data was homogeneity. the value of f-obtained compared to f-table. if the result of fobtained was lower than f-table (f-obtained < f-table) means that the data was homogeny. after the normality and homogeneity found the counting would continue to the analysis of variants for one way anova. the formula was as follow: table 2. one way anova or single classification sv df sum of quadrate (sq) mean of quadrate (mq) f-test f-table result tot n-1 ∑ tab f f-test>ftable ha accepted between group m-1 ∑ (∑ ) -(∑ ) − 1 within group n-1 − (sugiyono, 2017: 173) research finding and discussion research findings this chapter presented the data analysis of pretest and posttest. these result showed the students ability before and after given treatment with different learning journal of languages and language teaching, vol. 6 no.1, mei 2018 58 model. the following table was the result of the students’ speaking score of pre-test and post-test in detail: the researcher calculated the result of pre-test done in experimental group i, experimental group ii, and control group towards the eleventh grade students’ speaking skill. the result of pre-test towards students’ speaking skill in experimental group i used terror cards, experimental group ii used nightmare cards and control group used think pair share. based on the output table of spss above, that before the students were given the treatment used the method, the initial ability of the students in experimental group i has an average of 66.37 with the highest score of 73, the lowest score of 58 and the standard deviation of 5.38, at the experimental group ii class has an average of 65.20 with the highest score of 73, the lowest score of 54 and the standard deviation of 5.91 and the control group has an average of 65.87 with the highest score of 73, the lowest score of 54 and the standard deviation of 6.24. the researcher compared the result of chi square obtained to chi square table. if the result of chi square obtained was lower than chi square table (chi square obtained < chi square table) it means that the data was in normal distribution. based on the output of spss, the researchers look at the data analysis used shapiro-wilk because the researcher has the total number of students was 47, where shapiro-wilk data analysis used if the population was less than 50. it means that the data was normal with distribution significant level ≥ 0.05. the result in the table above, sig. for experimental i has a value of 0.067 while the sig. for experimental ii has a value of 0.332. and sig. to control has value of 0.051, so that way, alternative hypothesis accepted. after doing the data analysis of homogeneity, the researchers found that the score of f-test was lower than f-table. this indicated that the data was homogeneity. based on spss analysis was gotten that the level significant of homogeneity was 0.876. where the result of this analysis showed the score of homogeneity test was higher than f – table (0.876 > 0.05). so that way, it took the conclusion that there was similar variance between terror cards and nightmare cards in first and second experimental groups treatment, and also with the variance of control group that treated by using think pair share. after gave the treatment the researcher got the result of post-test towards students’ speaking skill in experimental group i used terror cards, experimental group ii used nightmare cards and control group used think pair share, the researcher gathered the data as follows: based on the result of spss analysis above, the researcher found the average score of experimental group i was 75.12 with higher score 81 and lower score 65, standard deviation 5.22. in the experimental group ii the researcher found the average score of experimental group i was 80.26 with higher score 87 and lower score 68, standard deviation 5.58. the control group has an average was 75.93 with the highest score was 84, the lowest was 65 and the standard deviation was 6.78. the researcher compared the result of chi square obtained to chi square table. if the result of chi square obtained was lower than chi square table (chi square obtained < chi square table) it means that the data was normal distribution. based on the output of spss, the researchers look at the data analysis used shapiro-wilk because the researcher has the total number of students was 47, where shapiro-wilk data analysis used if the population was less than 50. it means that the data was normal with distribution significant level ≥ 0.05. journal of languages and language teaching, vol. 6 no.1, mei 2018 59 the result in the table above, sig. for experimental i has a value of 0.051 while the sig. for experimental ii has a value of 0.060. and sig. to control has value of 0.064, so that way, alternative hypothesis accepted. after doing the data analysis of homogeneity, the researchers found that the score of f-test was lower than f-table. this indicated that the data was homogeneity. based on spss analysis was gotten that the level significant of homogeneity was 0.317. where the result of this analysis showed the score of homogeneity test was higher than f-table (0.317 > 0.05). so that way, it took the conclusion that there was similar variance between terror cards and nightmare cards in first and second experimental groups treatment, and also with the variance of control group that treated by using think pair share. after all three variance proved has normality and homogeneity, the researchers tested one way anova, to test whether the three variance has the similarity of average. output of anova was the end of the calculation used as a determination analysis of the hypothesis to be accepted or rejected. based on spps analysis was gotten that f-test = 3.352 with the significant level 0.04 and f-table = 2.44 with the value of f table was 3.21, it mean that f-test was higher than f-table (3.352 > 3.21) with significant level 0.05, it indicate ha is accepted and ho is rejected. in conclusion: there is significant effect of cooperative learning type terror cards and nightmare cards towards the eleventh grade students’ speaking skill at sman 1 sakra timur in academic year 2017/2018. discussion based on the data analysis, the value of students’ speaking skill in pre-test for experimental group i (terror cards) of mean was 66.37, in experimental group ii (nightmare cards) was 65.20 and control group (think pair share) was 65.87. then the value of descriptive analysis of students’ speaking skill in post-test, the value mean of experimental group i (terror cards) was 75.12, experimental group ii (nightmare cards) was 80.26 and control group (think pair share) was 75.93 from the explanation above, it can be seen that, there was significant different between the result of pre-test and post-test. cooperative learning type nightmare cards (experimental group ii) were more effective towards students' speaking skills than cooperative learning type terror cards and think pair share. based on the explanation above, the researcher concluded from table one way anova used spss, f-test = 3.352 and f-table = 2.44 with the value of f-table 3.21, and significant level in table of one way anova was 0.04. the value of f-test was 3.352 is greater than f-table 3.21, f-test > f-table was 3.352>3.21 with significant level 0.04<0.05, it means ho is rejected and ha accepted. it was clear that: there is a significant effect of cooperative learning on the eleventh grade students' speaking skill at sman 1 sakra timur in academic year 2017/2018. according to macpherson, (2008: 74) advantage of nightmare cards to make the students felt good in learning and enjoy with the material, able to create an active and fun learning atmosphere, because cooperative learning type nightmare cards used the script with the sentence for gave the topic and the students must discussion with the partner of group it makes the students easy to found solution, beside that from the script, the students got idea for express their idea when speak in front of class, and more speak fluently and accurately for developed the contents of the script. while terror cards was less effective between nightmare cards because used the poster for the topic. the students got difficult to found idea or developed their idea because the researcher only gave the poster without the script with journal of languages and language teaching, vol. 6 no.1, mei 2018 60 the sentence. so, the students did not know what the students want to say or speak and in terror cards the students was ready to respond when the teacher select the students were randomly, it makes the students feel more afraid for speak in front of class and for think pair share was less effective between nightmare cards and terror cards because in the learning process take a long time, it makes the students got bored in the class and less attention about the topic in learning process. conclusion in the spps of one way anova output table, the researcher analyzed the ha and ho hypotheses. from table one way anova above f-test = 3.352 and f-table = 2.44 with the value of f-table 3.21, and significant level in table of one way anova was 0.04. the value of f-test was 3.352 is greater than f-table 3.21, f-test > f-table was 3.352>3.21 with significant level 0.04<0.05, it means ha is accepted and ho is rejected. it indicates the alternative hypothesis (ha), which states “there is a significant effect of cooperative learning on the eleventh grade students' speaking skill at sman 1 sakra timur in academic year 2017/2018” is accepted. meanwhile the null hypothesis (ho) which, states “there is no a significant effect of cooperative learning on the eleventh grade students' speaking skill at sman 1 sakra timur in academic year 2017/2018” is rejected. references brown, h. douglas. 2004. language assessment principle and classroom practices. san francisco: longman.. macpherson, alice. 2008. cooperative learning group activities for college courses a guide for instructors. kwantlen polytechnic university. miller, steve. 2005. experimental design and statistic. second edition. london and new york: routledge. millis, barbara j. 1994. conducting cooperative cases. lincoln: university of nebraska. plevin, rob. 2016. engaging lesson activities. www.needfocusedteaching.com. richards, jack c., & renandya, willy a. 2002. methodology in language teaching an anthology of current practice. new york: cambridge university press. sugiyono. 2013. metode penelitian kuantitatif kualitatif dan r & d. bandung: alfa beta. 2017. statistika untuk penelitian, bandung: alfabeta. thornbury, scott. 2002. how to teach vocabulary. england: www.longman.com. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3795 july 2021. vol. 9, no,3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 350-355 jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 350 the efficacy of instagram @gurukumrd as the media in improving students reading skills 1,2rizqy dienillah fitrina putri, 1muhamad sofian hadi, & 1mutiarani 1english language education, faculty of science education, universitas muhammadiyah jakarta, indonesia corresponding author email: rizdiefitrinaputri@gmail.com article info abstract article history received: may 2021 revised: june 2021 published: july 2021 instagram is an online mobile photo and video sharing that can attract students’ attention in the learning process. it is also used to interact and share stories to others directly. because of this, instagram is a social media which can be utilized to navigate students to read. this study aims to find out the use of instagram @gurukumrd to improve students’ reading skills. the instagram @gurukumrd is chosen as the object of this study because it provides students with reading activities through stories, comments, and opinions. to reach the aim of this study, researchers employed qualitative research with ethnography method. the data are collected using instruments which are observation sheets and interview guidelines. there are 37 students involved in this study as respondence. based on the research findings, the instagram @gurukumrd facilitates students to acquire various vocabulary and grammatical knowledge. in addition, students acquire competencies on how to gain paragraph ideas, topic sentences, and reading comprehension. through instagram, students can remember and recognize difficult words. at the end of this, this media facilitates students to read simple paragraphs quickly. based on the research findings, this study can conclude that the instagram @gurukumrd can facilitate students to enhance students’ reading skills. keywords instagram media; reading skill; how to cite: putri, r. d. f., hadi, m. s., & mutiarani. (2021). the efficacy of instagram @gurukumrd as the media in improving students reading skills, jollt journal of languages and language teaching, 9(3) doi: https://doi.org/10.33394/jollt.v%vi%i.3795 introduction as a far-off language in indonesia, english plays an important role in many aspects of life like education, economy, international relationship, and technology. consequently, the teaching of english becomes a world enterprise. the widespread need for english as a second or foreign language needs substantial pressure on the tutorial resources of many countries (prabjandee, 2020). associated with the issues in teaching english, indonesia introduces english in elementary school as a local content to offer english to children as early as possible so as to organize them in covering the globalization era (dukut, 2019; setyono & widodo, 2019). english becomes a compulsory subject in junior high school, senior high school, and university (novita, 2018; lail, 2019). there are four skills in english: listening, speaking, reading, and writing. the students are expected to possess capacity within the language skills, which overproductive of language use—teaching english not easy. english teachers must not only use the language. however, teachers ought to be ready to facilitate students to learn. reading is one of the language skills that ought to be mastered really well by the students because reading is an important factor that influences that one’s activity within the communication (haerazi & irawan, 2020; jang & ryoo, 2019). reading is viewed as a translating ability, that is, deciphering codes into ideas. people think about reading as a big http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:rizdiefitrinaputri@gmail putri, hadi, and mutiarani the efficacy of instagram …… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 351 activity, in order that people generally state that reading is that the window of the world. people can get knowledge without going anywhere by reading. reading skills is that the skills of individuals to read, comprehend and interpret written words on a page of a piece of writing or the other reading. the possession of an honest reading skill will enable the people to be ready to assimilate a written work within a brief period while reading. if people develop reading skills, it is a lifelong activity. while reading at any given time, people are predicted to think critically on the actual topic or subject to know the writer's purpose. reading skills can only be developed through constant reading. inculcating reading culture or habit may be a hobby. the author conducted interviews with english teachers. based on the results of the interview, many students had difficulties reading, and therefore the students were weak in reading skills. the students’ achievement reading score had seen it. the students are required much time to understand the text. they did not use the opportunity to read and learn english text either home. at that time, the students experienced issues in doing the task. those all made their accomplishment to be lowly and failed in the teaching and learning process. from the teacher's side, how the way of teaching influenced the students' understanding cognizance. explain too fast, hard explanation and boring technique employed by the teacher jaded the students to read english. the teacher actually utilized the ordinary way in the teaching and learning process. the teacher just asked the students to read certain text or students' activities text (lks) and afterward requested that the students do the undertaking following the text. the monotonous process of learning made students discourage to find out. from the students' side, the causes came from students' understanding kind, students' understanding style, students' understanding propensity, and furthermore students' understanding information there have been some causes is that the limited vocabularies, difficulties find the most idea and difficulty to make the conclusion the text. the students did not attempt to discuss the text, and it made them face their own troubles—subsequent, outside from the teacher and students, from the material, and therefore the environment of category. the material used not interesting, like the text contains unfamiliar sentences, which made the students feel hard to find. then, the unsupporting classroom environment is a negative contribution for students. besides, that is too monotonous and dreary because no media or method make the students interesting in finding out. in this era, gadgets are important, and many teenagers or students who use gadgets excessively, even the students like better to play gadgets than study. the students spend of their time on gadgets, sort of a telephone, radio, tv, games, etc. the students use gadgets to play games, watch videos, listen to music, and chat with friends, especially social media because many of us use social media and social media to become part of many people’s lives. social media is a label for digital technology that permits people to attach, interact, produce, and share the message of the content. (b.k lewis: 2010). one of the social media that people use is instagram because instagram is that the most application that people use which social media is so popular. many students use instagram as their social media because instagram is straightforward to use and has numerous variations and does not cause you to be bored when using it because instagram is usually updating and improving the appliance. research method the author used a qualitative with ethnography method. the ethnography method is an ethnographic study conducted online. observations can be made in discussions on the mailing list, which are followed by deeper exploration through online chatting with respondents. research design putri, hadi, and mutiarani the efficacy of instagram …… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 352 used the ethnography method by using instagram @gurukumrd as a learning medium to improve students' reading skills. the researcher gives first questions to students before introducing learning media to know students’ reading skills. the researcher introduced instagram @gurukumrd as a learning media to students and asked students to watch and learn about the video on instagram @gurukumrd for two weeks. after that, the researcher observed during the learning process the difficulties and progress of students. when the first week, the researcher gives the second question to know students’ reading skills. the researcher gave the last questions to know students’ reading skills after watching and learning about the video on instagram @gurukumrd. and after the learning process is complete, the researcher did interviews with students regarding the given learning media to complement and strengthen the results of this research. and after the learning process is complete, the researcher did interviews with students regarding the given learning media to complement and strengthen the results of this research. this study was conducted at 9th grade from various classes in yapia pondok aren junior high school, consist of 37 students. data analysis in this research, analyze the data is a systematic data processing obtained from observations, interviews, data collection, and record results. in this study the analysis of data in use include: data reduction, the process of data reduction is selecting the main things in accordance with the research undertaken. here the researcher chose the data obtained that focused on the theme of research that is about instagram @gurukumrd, reading interests and reading skills. the collected data was compiled, categorizing and categorizing data to make it easier to process and read. display data, information obtained from study subjects will be collected and aggregated in detail. the researcher will explain the results and the researcher clearly describes the data obtained from observations and interviews obtained and will be presented openly, so it looks entirely about use instagram @gurukumrd, stimulated students to interest in reading to improve students reading skills. withdrawal conclusion once presented clearly, then the final stage of this research is the conclusion. information obtained from the informants drawn conclusions where the writer look for the meaning of the observations and interviews were obtained. thus the researcher can know the effectiveness of instagram @gurukumrd towards ninth-graders school, is that effective to improve students reading skills. research findings and discussion research findings before the researcher gives the instagram @gurukumrd learning media on the whatsapp group, the researcher gives 15 questions, and after the questions were given, then the answer sheets were written by the students themselves which were then photographed and sent via personal chat on whatsapp to know student ability limits and can measure students' reading ability before students use the learning media. the researcher provides the instagram @gurukumrd link for the learning method, and the researcher also explains about instagram @gurukumrd through whatsapp group. after that the researcher gives two weeks for students to learn on their own using these learning media. during the two weeks process they learned to use the media. the researcher gave two practice questions every week, each of which amounted to 15 questions, and the total questions given as a whole in this study were 45 questions to monitor the students in the learning process. the researcher does not use google drive because almost all of the students prefer to write the answer sheet, which is then photographed and sent via personal chat on whatsapp. putri, hadi, and mutiarani the efficacy of instagram …… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 353 the students' answer sheet results about the first questions that were given before the researcher gave the media and learning method were that many students did not understand and still wrong in answering the questions and the lack of vocabulary that students knew. the students' answer sheet results about the second question that were given when the researcher had provided the media and learning method and the students had studied for one week, the students experienced an increase, it could be seen from the results answer sheets that were collected. the results of the students answer sheet about the last question that was given when the researcher had provided the media and learning method and the students had studied for two weeks, the vocabulary of the students' increases and students are more interested in learning to read english questions because the media and methods provided are very unique and interesting. the students have never studied english using instagram media before, so the students are very interesting and exciting in following the learning process using instagram. based on the interview, the teacher still used ordinary ways in almost everyday teaching and learning process. the teacher just asked the students to read certain text within the book or students’ exercises book (lks), then asked the students to try to do the task following the text. i found that the students were in reading just read certain text within the book or students’ exercises book (lks), then the students only learn when the students get assignments from the teacher. almost all of the scholars in ninth grade got the issues. there is some causes the limited vocabularies, and difficulties find the most idea, and difficulties in making a conclusion of the text. the students did not attempt to discuss the text and it made them face their own difficulties. some students are lack reading in english because the students do not read english texts outside of school hours. students only read during in class and when they get assignments, so that it makes the students lack of understanding in reading english. all of the students' interest in reading in english but sometimes the method that the teacher teaching is not interesting so that it makes students less interested in learning. students need learning methods that attract students in learning and are easy to understand. discussion this stusy is orieneted to investigate the use of instagram as social media to improve students’ reading skills. the instagram media applied is @gurukumrd media. the instagram media facilitate students with the story, comment, and opinion features. the features are utilized by english teachers to provide their reading materials for students. students with various reading texts can spend their time to read texts provided by teachers. it is in line with haerazi et al. (2020) who state that various reading texts can guide students to acquire a lot vocabularies. in addition, mclain (2019) argues that technologies such as instagram, facebook, twitter, and youtube have great potential to develop learning activities and make stronger the teaching-learning practices. based on the research findings, students are able to increase reading skills using instagram media. students are asked to read texts. then, they post their comprehension of the text. students are also asked to discuss the content of the text being read. some vocabularies that they do not understand are listed, and they open dictionary to find the meaning of those. these learning activities are able to acquire new vocabulary and reading comprehension (arndt & woore, 2018; haerazi et al., 2020). besides, students are involved in searching videos relating to the reading topic. teachers provided them with various youtube videos that have the same topic. the use of video can guide them to attain more comprehension of the reading topics (serder-tuluce & cecen, 2018; bardakci, 2019). therefore, this study indicated the students’ reading skills increased. it was seen from the results of the students answer sheets, then the students' vocabulary increases and students are more interested in learning to read english because the media and methods provided are very unique and interesting. it is in accordance with nagaletchinee putri, hadi, and mutiarani the efficacy of instagram …… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 354 (2015) who argues that the use of various media can facilitate students to learn and adjust their learning activities. students are more interested because students have never previously received media and learning methods using social media, especially instagram, making students want to know more about the media and learning methods that the writer provides. some of students even took the initiative to contact the researcher directly to ask about learning english using social media and other media that can be used to learn english. students need new media and methods to learn english, this indicates that students have an increased enthusiasm and interest in learning english. based on the interviews with researchers, some students still do not understand the materials presented by the teacher because the teacher only explains and then asks students to do tasks or exercises. no one variation in the learning process makes the learning process monotonous and that it makes students feels bored and do not excited about the learning process. students need media and learning methods that are new and varied so that students do not get bored and can improve students' learning ability to read, especially class of ninth grade students who have a spirit that is still up and down to learn, therefore the importance of variety, new media and learning methods and interesting to attract students' reading interest. conclusion based on the research, it can be concluded that using instagram as the media can improve students' reading skills in english. the students need media and learning methods that are not monotonous and varied and easy to understand so that students can be interested and can increase their interest in learning to read in english because if students learn too monotonously and do not get anything new, it can make students lose their enthusiasm for learning because students are ninth grade students so that there needs to be a lot of variation in learning to increase students' enthusiasm for learning. the important of the teacher's role to have good and structured learning methods so that students can learn well and they do not feel bored with the material being taught and enthusiast in learning. the thing that must be considered by the teacher when teaching is the condition of students, if students experience boredom in learning, it is difficult for students to understand the lessons conveyed. it is important for teachers to pay attention to the conditions of all their students. references arndt, h. l., & woore, r. 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(2020)., from http://en.wikipedia.org/wiki/instagram instagram (2021)., from http://instagram.com/gurukumrd https://doi.org/10.1080/13488678.2018.1459071 https://doi.org/10.3991/ijet.v15i01.11495 https://doi.org/10.3991/ijim.v14i07.11900 https://doi.org/10.1007/s11145-018-9926-6 https://doi.org/10.33394/jollt.v7i1.1434 https://doi.org/10.33394/jollt.v6i1.810 https://doi.org/10.1080/13488678.2019.1624931 https://doi.org/10.1093/elt/ccx028 https://doi.org/10.1080/14675986.2019.1548102 http://en.wikipedia.org/wiki/instagram journal of languages and language teaching, vol. 5 no.1, may 2017 18 the effect of verb story game towards students’ motivation in learning grammar deni suryani mts. aunul ibad nw beroro, lombok timur, ntb suryanideni31@gmail.com abstract this research was aimed to find out the effect of verb story game towards students’ motivation in learning grammar. the research was experimental research and the design that was used was post-test only design. the population of the study was the second grade students of mts aunul ibad nw beroro course which consisted of four classes. two classes were chosen as the samples, those were mts aunul ibad nw beroro a class as experimental group consisted of twenty four students and c class as control group consisted twenty four students. they were chosen by using simple random sampling technique. experimental group was treated by verb story game and control group was treated by verb search game. the instrument that was used objective test and questionnaire in forms of multiple choices and matching word. then, the scores were analyzed by using statistical analysis. it showed the mean score of experimental group was 73,16 while the mean score control group was 55,12 and the value of t (t test) = 3,537 was higher than the value of (t table) = 2, 013 at the significance level of 5% and the number of degree freedom (46). therefore, according to the result of the analysis, it can be concluded that it can be concluded that the use of verb story game is effective in learning grammar at second grade students of mts aunul ibad nw beroro and the result correlation between students’ motivation and grammar, it shows r-test (0,993) > r-table (0,404). based on the result of the study, it can be conclude there is correlation between students’ motivation and grammar is accepted. in other word, alternative hypothesis (ha) is accepted and null hypothesis (ho) is rejected. key word: verb story game, motivation, grammar. abstrak penelitian ini merupakan penelitian eksperimental dan disain yang digunakan adalah desain post-test only. populasi penelitian adalah siswa kelas dua mts aunul ibad nw beroro yang terdiri dari empat kelas. dua kelas dipilih sebagai sampel, yaitu mts aunul ibad nw beroro a class sebagai kelompok eksperimen yang terdiri dari dua puluh empat siswa dan kelas c sebagai kelompok kontrol terdiri dari dua puluh empat siswa. mereka dipilih dengan teknik simple random sampling. kelompok eksperimen diobati dengan game verb story dan kelompok kontrol diobati dengan game verb search. instrumen yang digunakan adalah uji objektif dan kuesioner dalam bentuk multiple choice dan matching word. kemudian, nilai dianalisis dengan menggunakan analisis statistik. ini menunjukkan nilai rata-rata kelompok eksperimen adalah 73,16 sedangkan kelompok kontrol skor rata-rata adalah 55,12 dan nilai t (uji t) = 3,537 lebih tinggi dari nilai t_t (t tabel) = 2, 013 pada tingkat signifikansi 5% dan jumlah derajat kebebasan (46). oleh karena itu, berdasarkan hasil analisis, dapat disimpulkan bahwa dapat disimpulkan bahwa penggunaan permainan cerita verba efektif dalam pembelajaran tata bahasa siswa kelas dua mts aunul ibad nw beroro dan hasil korelasi antara motivasi belajar siswa dan tata bahasa, ini menunjukkan rtest (0,993)> r-table (0,404). berdasarkan hasil penelitian, dapat disimpulkan ada hubungan antara motivasi dan tata bahasa siswa yang diterima. dengan kata lain, hipotesis alternatif (ha) diterima dan hipotesis nol (ho) ditolak. kata kunci: permainan cerita verba, motivasi, tata bahasa journal of languages and language teaching, vol. 5 no.1, may 2017 18 introduction according to aaronson (2011: 28), we now know that many natural learning problems, as example, inferring the rules of a regular or context free language from random examples of grammatical sentence are computationally intractable. english is as one of compulsory subject that should be mastered by the student. it is not only cover four language skills areas (listening, reading, speaking, and writing) but also other aspect of language such as grammar. grammar is the set of structural rules that govern the composition of clauses, phrases, and words in any given natural language. grammar is supposed as the important element in learning english to support the four english skills itself. based on the result of observation when the researcher was conducted at mts aunul ibad nw beroro, the researcher got that the ability of students were still lack in grammar especially in regular and irregular simple past, and students at mts aunul ibad nw beroro lack of motivation because the method used before not interesting until this condition make the students cannot express their ideas. brown (2000: 72) states that motivation is the extent to which you make choices about (a) goals to pursue and (b) the effort you will devote to that pursuit. motivation is commonly understood as an inner drive, impulse, emotion or desire that moves one to particular action. based on the problem, the research tries to solve the problem, in which the importance of motivation in teaching process. riview of related literature brown (2000: 160) states that motivation is probably the most frequently used catch-all term explaining the success or failure of virtually any complex task. it is easy to assume that success in any task is due simply to the fact that someone is “motivated”. it is easy in second language learning to claim that a learner will be successful with the proper motivation (brown, 2000: 160). motivation is a theoretical construct used to explain the initiation, direction, intensity, persistence, and quality of behaviour, especially goal directed behaviour (jere, 2004: 3-4). according to driscoll (1994: 115), motivational design views motivation as a squence. first, gain the attention of the learner, and they provide relevance of what you are teaching to their proposal goals and needs. the learners gains confidence as the learning process unfolds. the satisfaction of the new knowledge provides motivation to continue learning. gaining and maintaining attention follows many of the same principles as discussed in providing a stimulating learning environment and coursing curiosity. often is easy to gain attention at beginning of a lesson. sustaining the attention is a challenge. provide variety in presentations through media, demonstrations, and small group discussions or whole class debates. likewise, printed text can be varied through different type sizes of fronts or the inclusion of diagrams of pictures. helping students find relevance while learning can be a daunting task for some subjects. linking what is being taught to something that is familiar and relevant to the student helps in the motivation of that student. motivation amounts to persuasion for knowledge based subjects that provide the basis for learning future concepts. often assurances are given that the student will eventually see the relevance of what they are learning. confidence and self-efficacy are closely aligned. three strategies for developing confidence are outlined by driscoll (1994) : (1) create a positive expectation for success by making it clear just what is expected of students. break complex goal into smaller chunks. it is easier to eat an elephant if you do it in small chunks. (2) provide success opportunities for students. learners gain confidence if they are given enough assistance to perform a task they are not quite capable of doing on their own. (3) journal of languages and language teaching, vol. 5 no.1, may 2017 19 provide learners with a reasonable degree of control over their own learning. help them to recognize that learning is direct consequence of their own efforts. satisfaction can be enhanced in a learner by celebrating successes. we fail to realize the impact of this on learners. publicly celebrating success provides reinforcement for the learners receiving the acknowledgment. praise is often overlooked as a strong motivator for learners. in a classroom setting it is important to find something to celebrate with all students. “grammar is a language to talk about language (dykes, 2007: 5).” generally, grammar or structure is sometimes defined as the way words are combining or put together to make correct sentence. according eastwood (2002: 2), there are four units of grammatical in english are these: word, phrase, clause and sentence. word is a combine of some letter that have meaning. words are separated from one another by space. the main word classes are these: verb, noun, adjective, adverb, preposition, determiner, pronoun and conjunction. phrase is any group of words which grammatically like a single word and which does not have subject and predicate. there are these kinds of phrase: verb phrase, noun phrase, adjective phrase, adverb phrase and prepositional phrase. clause is a group of words that have subject and predicate. we use phrases to build a clause. a group of words at least contain of subject, predicate and object or complement. according to davis and rinvolucri (1995), verb story game is the story which the students search the verb in the story and students participate in the activities that involve work in a group. davis and rinvolucri (1995: 8) stated the procedure of verb story game as follow: write these word up on the board or direct them: put ran saw put on went in said went out ate up jumped out walked put on ate up stopped lay down heard picked came came in saw knocked killed asked said lived answered check the students understand all the verbexplain unknown ones. put the students in pairs. tell them all the verbs come from a very well known children’s story. ask them to work together to decide which story it is and to tell the story to each other in english. different students may decide on different stories – this is fine, allow stories other than little red riding hood, from which the verbs were taken. go round helping, especially with the pronunciation of the past tense. get the students to change partners and to tell the story as they have re-constructed it to a new partner. before this stage rub the words off the board and get them to turn their verb list over (if they have them) so that the telling is more flowing and natural, even if things get left out. research method research design quantitative research is explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics) (aliaga and gunderson 2002 in daniel muijs 2004: 01). the research design of this research was quasi experimental research design and the kinds of design was posttest only design. according to nunan (1992 in fathurrahman 2015: 4), quasi experimental design is a research design which is consist of experimental and control group and there was treatment in post-test also sample chosen randomly, because this method is categorized as quantitative research that to find out the effect of verb story game towards students’ motivation in learning grammar at mts aunul ibad nw beroro. journal of languages and language teaching, vol. 5 no.1, may 2017 20 population the population of this research is the second grade students of mts aunul ibad nw beroro in academic year 2017/2018. the second grade divided into four classes: a, b, c, and d. each class include of class a: 24 students, class b: 20 students, class c: 24 and class d: 25 students. so, population of the second grade students of mts aunul ibad nw beroro in academic year 2017/2018 is 93 students. sample the sample technique that is used in this study is cluster random sampling by using lottery to determine the sample of this study. according to urdan (2005: 22), cluster random sampling technique is selecting cases from a population in a manner that ensure each number of the population has an equal change of being selected into the sample. the sample of this study, the researcher takes vii a class as experiment consist of 24 students and vii c class as control group consist of 24 students. so the sample in this study is 48 students. research instrument in this research, the researcher used a test as the instrument in collecting the data. the test is grammar tests which consist of 55 items and the form of the test is objective test multiple choices and matching word are as the instrument of collecting the data. each item consists of 50 items of multiple choice, and matching word 5 items. after testing the validity and reliability the researcher identified there were 31 items valid and there were 31 item reliable, therefore the there were 31 items of the test instrument. each item consists of 26 items of multiple choices and 5 items of matching word. the researcher was given 1 point for each item with the correct answer and 0 point for items with the wrong answer. so, the total score is 100. the instrument for motivation was questionnaire. questionnaire is important to know students’ motivation in learning grammar. in this case, the researcher was given the test for the students’ to know their motivation which is discussed. the numbers of questionnaire are 20 items. research finding this research was conducted on 14th – 28st june 2017 at mts aunul ibad nw beroro. the steps of the research were as follows: at the first meeting on 14th june the researcher treated the experimental group by using verb story game and the first meeting for control group on 15th june the researcher treated by using verb search game. the next meeting on 16th june the researcher gave the second treatment for experimental group by using verb story game and the second treatment for control group on 17th june the researcher treated by using verb search game. on 19th june the researcher gave post-test for experimental group and on 20th the researcher gave post-test for control group. on 28st june the researcher gave questionnaire for experimental group and control group. testing hypothesis is the process in deciding whether alternative hypothesis would be accepted or null hypothesis would be rejected. the hypothesis was tested by using t-test formula. to find out the result of t test whether or not higher from t table (t test value ≥ t table) was used in determining the level of significance as well as the degree of freedom of samples minus two. in this research, the sample of data was 24 students for experimental group and 24 students for control group; the total sample for both of the groups obtained were the mean score of experiment group was 76.16 and the mean score of control group was 55.12 meanwhile, the standard deviation of experiment group was 6,80 and standard deviation score of control group was 4,21. based on the data, it shown that the hypothesis of this research was t-test value > t-table value at significant level of 0,05 (90%) with 24 student for experiment group and 24 student for control group the total sample for both of the groups was 48, journal of languages and language teaching, vol. 5 no.1, may 2017 21 so the degree of freedom that was used 482 = 46. the result of t-test was higher than t-table 3,537 ˃ 2,013. the mean score of experimental group who was taught by verb story game is higher than control group. so the alternative hypothesis (ha) is accepted and null hypothesis (ho) is rejected. before go on we back to cowan (2008: 3) grammar is the set of rules that describes how words and groups of words can be arranged to form sentences in a particular language. according to david and rinvolucri (1995) verb story game is the story which the students search the verb in the story and students participate in the activities that involve work in a group. on the previous chapter, the researcher proposed a research question. that was stated “is there any effect of verb story game towards students’ motivation in learning grammar at second grade of students of mts aunul ibad nw beroro in academic year 2017/2018?. conclusion this chapter deals with the data obtained during the research. the data analysis leads to discuss the findings of the research before starting the conclusion. then, the discussion of the data finding continued to the interpretation of the findings. this study was aimed at finding out the research problem that has been stated in previous chapter; “is there any effect of verb story game towards students’ motivation in learning grammar? is there any correlation between students’ motivation and grammar?” based on the result of data analysis in the previous chapter (iv), the mean score of experiment group was 73.16 and the mean score of control group was 55.12. furthermore, the score of t-test was 3,537, while the score of t table was 2,013 (3,537≥ 2,013) at the level of significance 0,05% , meant that the score of t-test was higher than t-table. alternative hypothesis was accepted and null hypothesis was rejected. it took conclusion that the verb story game was effective in learning grammar at the second grade students of mts aunul ibad nw beroro in academic year 2017/2018. the correlation coefficient of the two variables is 0.993. in other to know whether this correlation coefficient (0.993) is significant or not, it is necessary to find out significance. if check up the r– table for 24 subjects as the sample, it is 0.404 for confidence level of 5 % ( 0,05) for two tailed test. this figure indicates that the result of r – test = 0.993 is higher than r – table (0.404). in other words, if we compare the r – test to the r – table we will find that: r– test 0.993 > r– table 0.404. based on the result of data above, the researcher can compared that the result of r-test was (0,993) and r-table was (0,404) for the two variable x (students’ motivation) and variable y (grammar). so, the researcher concluded rtest is higher than r-table. it can be confirmed that the null hypothesis (ho) is clearly rejected and therefore, the alternative hypothesis (ha) is accepted. finally, from the explanation itself it can be concluded that the null hypothesis explains that there is no positive correlation and alternative hypothesis explains that there is positive correlation between the students’ motivation and grammar at the second grade students of mts aunul ibad nw beroro in academic year 2017/2018. in other words, there is significant study between the two variables itself. references aaronson, scott. 2009.why philosophers should care about computational complexity. brown, h. d. 2000. teaching by principle an interactive approach to language pedagogy. second edition. addison wasley longman inc. brown, h. d. 2000. principle of language learning and teaching. fourth edition. addison wasley longman inc. journal of languages and language teaching, vol. 5 no.1, may 2017 22 douglas, brown. 1980. prinsiples of language learning and teaching. new jersey: prentice hall. cowan, ron. 2008. the teacher’s grammar of english. usa: cambridge university press. creswell, j.w. 2009. research design: qualitative, quantitative, & mixed: methods 0approaches (third edition). united kingdom: sage publications. driscoll, marcy. 1994. psychology of learning for instruction. boston: allyn and bacon dykes, barbara. 2007. grammar for everyone. australia council for educational research ltd. eastwood, john. 2002. oxford practice grammar. oxford university press. fathurrahman, imran. 2015. penelitian experiment. unpublished ikip mataram. greenbum, sidney & nelson, gerald. 2002. an introduction to english grammar. sidney: longman. hariyanto, waluyo j. 2011. english grammar complete edition. mahir sindo utama. harmer. jeremy. 2001. the practice of english teaching. third edition. essex: pearson education ltd. hughes, arthur.(2003). testing for language teacher. the united kingdom: the university press cambridge. _____________ 1998. how to teach english, london. longman. muijs, daniel. 2004. doing quantitative research in education with spss. london: sage publications. mario rinvolucri. 1995. grammar games. cognitive, affective and drama activities for efl students. nh, leila, nh emilia, and riyanto slamet. 2013. a handbook of english grammar. celeban timur: yogyakarta. sardiman, a, m. 2014. interaksi motivasi belajar mengajar. jakarta: pt raja grafindo persada. sugiyono (2012). metodepenelitiankuantitatif, kualitatifdanr& d. bandung: alfabets. sugiyono (2011). statistika untuk penelitian. bandung: alfabets. sugiyono, (2014) : metode penelitian kuantitatif kualitatif dan r&d suharsimi, arikunto. (2006). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. timothy c. urdan. 2005. statistics in plain english 2nd edition (ctk). pdf. wright, andrew., betteridge, david., & buckby, michael. 2006. game for language teaching.usa: cambridge university press. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3042 january 2021. vol. 9, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 24-33 jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 24 teaching reading strategies for eight grade of smpn 1 jereweh 1erlin pebriantika & 1erni sona aristia 1english lecture, english education program, cordova university, indonesia corresponding author email: erlin.pebriantika@gmail.com article info abstract article history received: november 2020 revised: december 2020 published: january 2021 reading english text as a basic language skill has a complicated process to be absorbed by second language learners. in practice, text-based has enlarged students to the complicated of reading comprehension. therefore, various kinds of teaching reading strategies appropriate to students’ characters and needs are determined. this study aimed to identify teaching reading strategies that english teachers frequently use and identify students’ reading achievement by applying certain recommended strategies and identifying its effect in the teaching and learning process. the subject was thirty students in the eighth grade of smpn 1 jereweh, academic year 2019/2020. data collection procedures were fgd, indepth interview, observation, and a reading test. the reading test was distributed toward the pre-test and post-test. while the data analysis was a qualitative and inferential statistic. the findings showed two kinds of teaching reading strategies that were frequently applied by english teachers in smpn 1 jereweh, namely, sq3r and qar. by designing a new combination between both of those strategies, students reading comprehension achievement showed that dominantly students’ categorized in “good “level. the mean score was significantly different (pre-test= 55.83, while post-test= 78.92). in addition, the r = 0.00 < 0.05 meant that there were significant effects before and after implementing sq3r and qar strategies. thus, this design was recommended for teaching reading comprehension. keywords teaching reading; reading strategies; how to cite: pebriantika, e. & aristia, e. s. (2021). teaching reading strategies for eight grade of smpn 1 jereweh, jollt journal of languages and language teaching, 9(1), 24-33. doi: https://doi.org/10.33394/jollt.v%vi%i.3042 introduction one of the most important language skills used by people around the world is english. it was proven by the dominant use of this language for various purposes like business, education, health. additionally, english is a vital language for all kinds of professional and personal goals (nishanti, 2018). pratolo (2019) claimed that an essential activity is occurred from someone’s competency in delivering and conveying what they have read in english text. then, problems might be broken up for someone who communicates with other people in which their mother tongue is english. in practice, for this person who learns english is becoming intended on its second language competency. precisely for indonesia, english is determined to be the compulsory subject at all educational levels. all aspect is involved; speaking, listening, writing, and reading skill. reading is the most crucial language skill because it is the essence of knowledge (birch, 2014; hadi, 2020). reading is a vital but complex cognitive process (haerazi, vikasari, & prayati, 2019). while students often think of reading as one singular act, our brains persevere actually engaged in a number of tasks simultaneously each time” (the five essential components of reading, 2018). according to them, there are five aspects to the process of reading: phonics, phonemic awareness, vocabulary, reading comprehension and fluency. http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& pebriantika & aristia teaching reading strategies for eight …. … jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 25 they are work together to generate the reading experience. in other words, successful readers are established by someone who has applied their skills on these five aspects regularly. the requirement to develop a habit to read is very important” (sadiku, 2015). reading is the most common technique used by students in obtaining new information (grabe & stoller, 2014). furthermore, sadiku (2015) asserted that reading carries wisdom. through reading, we absorb a lot, and it is the most prominent language skill. practically, bojovic (2010) underlined that “reading is complicated, purposeful, interactive, comprehending, a flexible activity that takes considerable time and resources to develop”. reading is rapid, which means that readers should reserve the flow of information at a sufficient proportion to make relations and inferences in comprehension.” in other words, reading means more than just figure out a meaning stated implicitly and explicitly. the importance of reading has been a unique issue in education. as a crucial and complex endeavor, reading comprehension also has to be much attention by educational policymakers worldwide in recent years (magnusson et al., 2018). the implementation of genre based approach in curriculum 2013 in indonesia was becoming the other aspect of being determined when english reading activity is very significant as second language competence. with the various genre of text given, students are enhancing to lead themselves to familiar with learning text-based. then, this final assessment will encounter in the national final examination. erlin & sona aristia (2020) mentioned some problems were overcome in the teaching and learning process of reading activity precisely for junior high school level in west sumbawa regency. first, the generated problem is the lack of vocabulary in english. second, inappropriate of teaching reading strategies for text-based reading activity. third, lack of reading skills and reading motivation. however, certain text needs a certain strategy to be applied for effective reading comprehension. consequently, the efficiency of reading strategies is vital to achieving of its academic goals and objectivity of learning designs. the existence of teaching reading strategies mostly solves students’ problems in learning activities. küçükoğlu (2012) asserted that teaching reading strategies is a key element in increasing student comprehension. in line with küçükoğlu, sattar & salehi (2014) established that the implementation of teaching reading strategies succeeds in improving student’s reading comprehension. the existence of reading strategies has to be good signals for efl learners to solve their reading problems. reading strategies are also encountered to provide learners the way they will organize their task, choose appropriate skills and strategies, techniques, and behaviors to comprehend the text and learn it. additionally, the metacognition process that works together with different reflection and thinking convey learners to be highly aware in case of monitoring their comprehension. regarding to these descriptions, several teaching reading strategies were implemented. vacca & vacca (1999) asserted five strategies that were explored by english teachers and claimed to be effectively used for developing student’s reading comprehension involved; scaffolding, think aloud, reciprocal teaching, sq3r, and qar strategies. scaffolding allowed teachers to assist diverse learners in negotiating meaning and overcoming difficulties in the text-related learning situation. roehler & cantlon as cited in hogan and presley (1997) described the scaffolding process by five recursive stages; offering explanations, inviting students’ participation, verifying and clarifying students’ understanding, inviting students to contribute clues, and modeling of desired behaviors. think aloud strategy allowed teachers to formerly their thinking clear by verbalizing their thoughts while reading orally to model the process of comprehension (vacca & vacca, 1999). some steps are organized by this model; develop hypotheses by making predictions, develop images, share analogies, monitor comprehension, and control comprehension. pebriantika & aristia teaching reading strategies for eight …. … jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 26 mayer (2010) defined reciprocal teaching as a dialogic instructional strategy. four stages are designed to be cognitive approaches in reciprocal teaching, consists of; prediction, clarifying, questioning and summarizing. students are led to do collaboration with other in a small group discussion. in addition, raphael and pearson (1982) have contrived qar strategy as a way for students to understand that the answer to a question is directly related to type of question that is asked. vacca et al., (2015) stated that “qar enhances children’s ability to answer comprehension questions by teaching them how to discover the information they need to answer questions. an explicit instruction will make students sensitive to two information sources where answers can be found”. sq3r is a systematic reading strategy to help teachers organize the reading process into manageable units. it consists of; surveying, questioning, reading, reciting, and reviewing. wright (2003) argued that this strategy provides students with a systematic approach presenting a detailed step-by-step outline of what readers should competent and achieve while reading. some were appropriate and functioned effectively for just certain characteristics of learners from all of the strategies, and some were not for others. therefore, creativity is needed when a teacher organizes the teaching and learning process by modifying their instructional strategy. considering those issues, this present study was expected to explore teaching reading strategies that english teachers frequently use and its effect on students' reading comprehension achievement, precisely for eighth grade’s students at smpn 1 jereweh, west sumbawa regency in academic year 2019/2020. text-based that employed was recount text. research method research design this study applied quasi-experimental study that concerned on one group pretestposttest design. it indicated that there was no control group during this study. this design was conducted in order to provide information before and after implementing a new combination of recommended strategies for students’ reading activities. there were 2 teachers as the informant that precisely taught at smpn 1 jereweh and 30 students for its study sample. samples were determined through a simple random sampling. several instruments also implemented during this study, consisted of; observation sheet, fgd guideline, an in-depth interview and reading comprehension test. the teaching and learning process was observed through the implementation of recommended strategies on fgd. fgd and in-depth interview were focused on identifying strategies in teaching reading comprehension that frequently used by english teachers of smpn 1 jereweh as the basic material to design a new strategy for study treatment, identifying student’s difficultness when they did a reading comprehension task and identifying on students’ needs of reading materials. while-reading comprehension test, in fact, was intended to describe students’ reading comprehension before and after getting treatment. there were 40 questions applied for the test session. there will be 1 score for the correct answer and 0 for the incorrect one. data analysis all data were in qualitative and inferential statistics. in quantitatively, it concerned on the students’ scores. after analyzing the students’ mean score and categorization of students’ achievement level, it then continued to the normality and homogenous data. t-test has been employed to whether recommended strategies were effective to develop students’ reading comprehension or not. while, qualitatively was concerned on the description of observation, in-depth interview, and fgd. pebriantika & aristia teaching reading strategies for eight …. … jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 27 research findings and discussion research findings this study finding showed some information that occurred during the fgd, in-depth interview, observation of teaching and learning process of implemented teaching reading strategies and students’ reading comprehension achievement. recommended strategies focus group discussion and in-depth interview during this study has been conducted. during the process of fgd, each of group obtained course material from the studyer. the course material was in powerpoint presentation. the discussion involved some issues on what reading is, why reading becomes important, types of text, what kind of reading difficultness do students find in their reading activity, some kinds of teaching strategies, and form of reading comprehension test. some students were active in questioning their problems in reading. most of them agreed that vocabulary becomes their main problem in reading. when they read text, they have to find the meaning in a dictionary. in fact, some meaning sometimes inappropriate with the context of the sentence in the reading passage. for this condition, the students generated their weaknesses in decoding and recognizing words. most of them will stop in this stage then wait for their teacher to guide them for comprehending the sentence or context meaning. grammar forms also become student’s problems in reading. a student had questioned this issue, and this was underlined as their problems with language structure. however, an english teacher (mr. a) has noted his statement through in-depth interview and stated that grammar or structure, in fact, still convey to students in every reading activities. unfortunately, grammar focus only for supporting the core of reading activities as finding such information through text given and answer the questions correctly. this was because teachers and students have limited time in discussing grammar focus in the classroom. the alternative was students can learn the structure by regularly practices on another language skill. after giving the course material of fgd, some topic of texts then shared to the both participants. they were let to choose about the topic and teacher also free for applying the frequent teaching reading strategies as in their usual classroom activity. they were all active during discussion. by check listed the indicator of each strategy that had introduced from power point presentation before, then the studyer concluded that one of english teacher was applied sq3r strategy. it was concerned on questions task-based. teacher led their students to follow step by step first in using sq3r strategy. this strategy seemed familiar for students, and they enjoy doing the discussion. teacher checked class situation actively. teacher led their students in making the questions, how to recite well during the fgd. they did maximum evaluation and giving the students feedback. in the end of the session, teacher and students did evaluation related to the benefits and weaknesses of teaching strategy had been used. another english teacher (mrs. h) had developed students reading comprehension by using qar strategy. this was little complicated for teacher and students to be adapted because of limited of time allotment on this fgd. however, the teacher attempted to apply the procedures better and students seemed enjoy when the teacher explained it slowly. the teacher also seemed to focusing them on vocabulary mastery. it was expected to minimize student’s difficultness in their first learning process of a new text. in one condition, but rarely that this teacher attempted to discover her students’ comprehension through their background knowledge. it then continued to the applying model of qar stages and practiced it. pebriantika & aristia teaching reading strategies for eight …. … jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 28 actually, the qar strategy is familiar also with question and answer task-based. the intention of applying this strategy was because the teacher attempted to make their students focus in how they will generate their awareness in question – answer of reading text. it should be regularly applied and students will be proficient enough. by conducting qar, teacher agreed that this strategy more assisted students in comprehending text in detail systematically. the question on stages procedure of qar intensively led students for identifying some question implicit or explicitly that will be appeared related to the text given. in fact, both english teachers at smpn 1 jereweh stated that sq3r and qar strategy almost have similar characteristic in its practice. they also organized these strategies to generate students-centered in classroom and one of teachers’ effort to activating all students who were passive in classroom discussion. then, it can be concluded that there were two frequently kinds of teaching reading strategies applied for developing students’ reading comprehension, sq3r and qar strategies. implementation of teaching reading strategies in tl process after conducting fgd and in-depth interviews, then the lesson plan was deigned that generated both of two recommended of teaching reading strategies. it takes about five treatment meetings for implementation, in which three meetings for applying sq3r and two other meetings for qar strategy. for the first three meetings, the reading class has employed sq3r strategy. each of the treatment meetings has its own learning objectivity and topic text discussion. for the first meeting, the students were led to the generic structure of recount text because the study had text-based genre concerned. then students were continuously focused on reading comprehension with sq3r stages. some students were inactive, and the discussion was uncontrolled when students were asked to rearrange the generic structure of text given. however, this condition was going better in the second and third treatment meetings. students for the last two meetings, the reading activity focused on the qar strategy. by differentiating four types of questions based on the answer that compulsory on qar categories, students are expected to ease in answering various kinds of text’s questions (raphael et al., 2006). the teacher introduced four categories of qar; in the text, in my head, think and search, and on my own. after modeled qar through with short passage, then teacher read and questions to students. the students continued the steps by identifying qar in which had its evidence to the questions given. in this step, the teacher aid students in identifying the qar and did some discussion with students. next, the students were led to be independently practices. this step intended the teacher to gradually develop the complexities and length of provided text with qar by giving feedback when the discussion runs on. in this first treatment of the qar strategy, actually, students seemed to be passive. the teacher and students did a long discussion in order to comprehend the stages of this strategy. students are still confused to answer questions based on the category. unfortunately, this first treatment has not optimal to be absorbed by students. the students did not read passages. the second treatment of applying the qar strategy, the students have shown their motivation, and most students were active. they did not shame to show their opinion about how the answer implicitly, indeed explicitly. the students did well in identifying questions of qar and generating answers based on the text given. utami et al. (2020) claimed that the qar strategy had contributed a positive effect and developed students’ reading comprehension of recount text. in line with murdi (2017) claimed that some advantages were achieved by qar strategy in teaching reading comprehension, those were; 1) aid teacher in recognizing students’ reading comprehension about the text, 2) aid students build their awareness of the various source of information in their reading, 3) students become active to pebriantika & aristia teaching reading strategies for eight …. … jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 29 learn not only from the teacher but also from their fellow students, 4) activates classrooms’ atmosphere. students’ reading comprehension achievement one of the objectivity in doing this study was obtaining the students’ reading comprehension achievement by implementing sq3r and qar strategies of recount text. the result of pre-test showed that students were in “low” level category. dominantly, 17 students were obtained score less than 60 about. while, 13 students dominantly were obtained score 70-79 in post-test and they were categorized in “good” level. students’ reading comprehension achievement category was shown in this table below: table 1. category of students’ reading comprehension. no. score level category frequency percentage (%) pre-test post-test pre-test post-test 1 < 60 low 17 0 56,67 0 2 60,00 – 69,99 less fair 9 3 30 10 3 70,00 – 79,99 good 4 13 13,33 43,33 4 80,00 – 89,99 very good 0 10 0 33,33 5 >90,00 excellent 0 4 0 13,33 total 30 30 100 100 after categorization of students’ reading achievement, then inferential statistic continued to the result of pre-test and post-test of this experimental group as follow: table 2 the result of pre-test and post-test achievement group test n mean standard deviation pre-test 30 55.83 10.45 post-test 30 78.92 7.81 according to table above, the mean score of students in pre-test and post-test was 55.83 and 78.92 with the standard deviation of 10.45 and 7.81. it indicated that there was statistically significant difference between pre-test and post-test achievement. afterward, the normality and homogenous were conducted in order to know whether data were normally distributed or not, as this present table below: table 3 test of normality group test kolmogorov-smirnov test statistic df sig. pre-test .150 30 .083 post-test .159 30 .052 hall (2010) noted that if the p-value labeled as sig. is higher than 0.05, it indicates that data will be normally distributed. based on the table above, the kolmogorov-smirnov test showed that the score of pre-test and post-test were .083 and .052. it meant that the result was pebriantika & aristia teaching reading strategies for eight …. … jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 30 higher than .005 and it was indicated that both of pre-test and post-test results were normally distributed. for the homogenous computation then presented through this table as follow: table 4 test of homogeneity of variances the above table clearly showed that the probability or p-value was over than 0.05 (0.071> 0.05). it can be concluded that data from both of pre-test and post-test were homogenous. in other word the next computation of t-test was recommended, as seen in this following presented table: tabel 5 t-test paired sample test according to table above, it was clear that new design of combining teaching reading strategies between sq3r and qar showed that r = 0.00 < 0.05. it meant that there was significant difference result before and after conducting treatment with sq3r and qar. in other words, the implementation of sq3r and qar strategies was effective in developing students’ reading comprehension. discussion the implementation of sq3r and qar was determined throughout the teacher’s information on fgd and in-depth interview. this was supported on the interviews of some students whether they were experienced in following the teaching and learning process of reading classroom. this combination of teaching reading strategies was implemented on a lesson plan design that also determined the characteristics and needs of students. the update and familiar reading topic and then become one of the alternatives in the lesson plan contents as requested by students. stoller (2015) heading: “giving students choices in what they read can empower students and lead to more student engagement in reading”. it explicitly conveyed that students are interested in reading when they have the right to choose what topic or reading text they want to read. they seemed to enjoy and motivate to do reading continually. sadiku (2015) claimed that opportunities are needed to improve students’ reading skill. improving students' competencies in reading requires exposing students to regularly challenging reading materials. this psychologically will minimize students’ difficultness when they were provided with new topic of reading. therefore, the lesson plan was determined to contain reading passage as students’ request on fgd. some of them were the bibliography of a football player as their favorite public figure, history materials, personal experience, and the reading passage about the existing condition as pandemic covid 19 levene statistic df1 df2 sig. 3.389 1 58 .071 paired differences 95% confidence interval of the difference lower upper t df sig. (2-tailed) pair 1 pre_test post_test -26.63326 -19.53341 -13.299 29 .000 pebriantika & aristia teaching reading strategies for eight …. … jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 31 because the treatment conducted when the pandemic was still happening. additionally, teachers encourage their students to read more books along with textbooks (salahuddin et al., 2020). in order to recognize the effectiveness of sq3r, reading activity was conducted into five stages as its syntax; survey, question, read, recite and review. the implementation of sq3r has been done for three meetings. in surveying the students were asked to underline or heading some important information on text given, then attempted to find such topic, main idea, supporting idea. if needed, they also asked for some difficult words. this stage offered students to encounter the text features because it was the fundamental of readers’ brain into the main idea of the text. simplify that this stage is necessary for students, as readers to extract keywords in order to figure out the whole text (biringkanae, 2018). after that, they were asked to arrange some questions that aid by simple wh-question. during the process of this question stage, the students were offered to develop potential answered in the full text based on their surveying of the reading passage. in read stage, the students should understand the unfamiliar word of the text given. as castello (2014) stated that more of reading conference, the more understood the importance of choice itself. consequently, the students indirectly intended to have time management in finding some unfamiliar words because they were commonly provide themselves with offline dictionary. however, they will have the best opportunity throughout determining the one fits upon their comprehension as well. then, all students were supposed to make their own summary that related to the text they have read in recite stage. the last, all students with their teachers’ assisted must be rechecked their questions’ arrangement to avoid if there might be one of them have never been answered and attempted to retell the story systematically. most of students argued that this strategy was having beneficial for supporting their reading activity (erlin & sona aristia, 2020). in certain way, this strategy has control to the students to what was the core of the text given and how they identified some important information through surveying. then review or retail the events in the text given by making an independent brief summary. it influenced students when they were passive students in reading class. they motivated in doing all stages in sq3r because this strategy led the students’ comprehension to concept the general information or detail content of text, as well as indirectly keep it in their mind. the most positive contribution to be attained by students was they have enriched their new english vocabulary mastery by doing all stages. psychologically, all of this process will monitor students’ understanding to the reading text. they would analyze the content of the text systematically. the second strategy during this study, namely qar, was claimed as the effective teaching reading strategy. by encountered four steps of questions, students can learn directed step by step of question models and answer. this also become most popular strategy that used by english teacher (safrianti, 2020). this qar strategy was implemented for about three meetings toward this study. for the first right there question stage, students were offered to build their own questions which the words as similar as covered or found in text. throughout this stage, students realized that they comprehend the text explicitly, as well implicitly. the second think and search stage, were offered student to collect answers from several parts of the text given and put together in one inference meaning. students insisted their own comprehension through identification of facts and opinions in the text (erdiana n, et.al, 2017). the third and fourth stages, “author and you” and “my own questions” stage were intended students to have description or answer questions according to their own personal experience and background knowledge. by doing these all stages, students can explore their critical thinking and high order thinking skill. additionally, there were high developing in the aspects of participation and students’ interest through ruining the each stage. pebriantika & aristia teaching reading strategies for eight …. … jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 32 conclusion this study found that english teachers frequently used the sq3r and qar in smpn 1 jereweh for their teaching reading. the combination of both strategies has contributed a positive effect on students’ reading comprehension achievement. it was proven by the significant result of the reading test before and after implementing the strategies. one as mostly influencing students’ reading comprehension achievement during this study was that both strategies were high independently distributed for personal development as in organizing question and answer and building their brief summary with their own word related to the reading text given. thus, they can optimally explore their reading comprehension by making group discussion. from all the discussion, this combining design can be an alternative for english teachers to be applied in teaching and learning reading activity. acknowledgement researchers would like to express our deep gratitude to all who provided us possibility to complete this study. they also would like to express our special gratitude to the ministry of study, technology, and higher education, directorate of study and community service whose contribution to financing this study for 2020 slot. references birch, b. m. 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(2020). english teacher’s strategies in teaching reading comprehension. taliwang, west sumbawa regency: english study program of cordova university. grabe, w., & stoller, f. l. (2014). teaching reading for academic purposes. teaching english as a second or foreign language, 4, 189-205. hall, j.l. (2010). a guide to doing statistics in second language study using spss. new york & london: routledge (taylor and francis group) hadi, m. (2020). exploring the teaching and learning belief of an indonesian english teacher. journal of languages and language teaching, 8(1), 29-39. doi: https://doi.org/10.33394/jollt.v8i1.2222 haerazi, h., prayati, z., & vikasari, r. m. 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(2015). reading and learning to read. united states of america: pearson education. http://dx.doi.org/10.26418/jeep.v1i2 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i1.2239 january 2020. vol.8 , no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp.83-90 jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 83 identifying reading comprehension questions of national examination for senior high school students 1 nurul hayati daeli, 1 yenni julia ningsih hutapea, 1 fitri dian ningsih gea, 1 indah lestari, 2 erikson saragih 1 english language education, faculty of teachers training and education, prima indonesia university, indonesia 2 english lecturer, prima indonesia university, indonesia corresponding email: yennijulianingsih14@gmail.com article info abstract article history received: december 2019 revised: december 2019 published: january 2020 reading is the complex cognitive process of decoding symbols to derive meaning. it is a form of language processing. success in this process is measured as reading comprehension. the aim of the researcher is to identify the types of question reading comprehension of the national examination of the textbook. the form of this research is descriptive by analyzing the reading question in the sonar eksplorasi usbn/unbk’s book 2019. indicators data are grouped based on qualitative. to maintain the results of research carried out to collect data using descriptive qualitative. then the data can be seen means out of reading comprehension questions into five types, namely question of literal comprehension, a question involving reorganization or reinterpretation, the question of inference, the question of evaluation and question of personal responses. the question of literal comprehension gets 5 data (5,05%). the next types are the question involving reorganization or reinterpretation it gets 6 data (6, 06%). the question of inference gets 5 data (5,05%). the question of evaluation gets 4 data (4, 04%). the last type is the question of personal responses which gets 10 (10, 10%). data obtained through book evaluation text by looking at the form and level of questions. based on this result, it can be concluded that the dominant type of used test is multiple-choice items in testing the reading comprehension. keywords reading comprehension; reading questions types; national examination; how to cite: daeli, n.h., hutapea, y.j.n., gea, f.d.n., lestari, i., & saragih, e. (2020). identifying reading comprehension questions of the national examination for senior high school students. jollt journal of languages and language teaching, 8(1) pp. 83-90 doi: https://doi.org/10.33394/jollt.v8i1.2239 introduction in indonesia, the teaching of english either it is considered as a second or foreign language is closely tied to the teaching and learning of skills hold. they are listening, speaking, reading and writing. as one of the skills, reading is one of the aspects noted as a part of the significant ability in extending the readers’ viewpoints, giving them chance to comprehend the words (lawrence et al., 2018; vibulpatanavong & evan, 2018). reading ability can empower the readers to take control of their own information and further to elect their future. another key thing to remember, in this research the writer only focuses on reading skills (lawrence, et al., 2015; haerazi & irawan, 2020). reading skill provides some crucial contribution to learning english. reading is about understanding a written text (kuperman & van dyke, 2013). it is a complex activity involves both perception and thought (syafi, 2018). reading consists of two related processes, word recognition and comprehension. word recognition refers to the mailto:yennijulianingsih14@gmail.com daeli, hutapea, gea, lestari, & saragih identifying reading comprehension questions… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 84 process of perceiving how a written symbol correspondent to one spoken language (marzuki, 2019). one of the ways to comprehend the text is by answering comprehension activity. this activity is usually done by the teachers after they ask their students to read the text in the classroom. brown (in marzuki, 2019) stated that reading plays an important role in the everyday life of human beings. reading is an everyday activity that inevitably needs. sulistyo (2011, p. 20) states that one occasion, we read for information on the other hand for enjoyment. this implies that reading understanding place and importance in our daily lives. to read a teacher who care about the student’s competence to read information or knowledge through reading activities there is an urgent need for them to do it always find the right way to teaching their students and assessing them reading comprehension with greater attention because reading ability is important assets that a person must have on opportunity, moreover, in the digital age. reading (critical) is believing; this is abundant window information accessed. the test is part of the assessment (brown, 2004; aprianoto & haerazi, 2019). brown continued (2004, p.4) states that tests are prepared at administrative procedures that occur at the time that can be identified in the current curriculum students must exert or their abilities to offering peak performance, knowing that their responses are being measured and evaluated. in this way, the learner is needed to show the optimal competencies obtained through tests at manifest language from behavior. to develop good tests, there are several criteria that need to be considered not only known but also fulfilled satisfactorily a test is a collection data collection instruments that must function truly if accurate information about students must be observed optimally to avoid the effect of gi-go garbage in the impact of rubbish out. reading is an essential skill critical to most, if not all, academic learning and success at the tertiary level. reading comprehension is the process by which a reader selects facts, information or ideas from printed materials: determines the meaning the author intended to transmit besides how they relate (lail, 2019). to previous knowledge and judges, their appropriateness and worth to administer the learners' own needs and objectives. according to haerazi, prayati, and vikasari (2019), to encourage meaningful understanding, students need to understand and remember texts by trying to infer, elaborate ideas, and discard unimportant details. it is also reinforced by garner (1998) who states that the learning tasks engage cognitive processes that require learners to follow and respond to a message from a writer. who is distant and space and time davis (1995). logically, active and thoughtful reading procedures. it should lead learners to critically analyze and think of the text, resulting in the reconstruction of knowledge (haerazi, vikasari, & prayati, 2019). the national examination is a test conducted by the government of indonesia every year as a means of testing the ability of a student for the educational level of an elementary school (sd), senior high school (smp), and senior high school (sma) to assess the quality of the students to continue their education a higher level. national examination is used to measure the activity competency achievement of students in some specific subjects in the group of subjects in science and technology in order to assess the achievement of the national education standards. ministry of national education in indonesia based on the law of the republic of indonesia number 20 of 2003 states that in order to control the quality of national education evaluation as a form of education accountability to the parties concerned. further stated that the evaluation conducted by the independent institute periodically, thorough, transparent and systematic way to assess the achievement of national education standards and monitoring process evaluation should be done continuously. evaluation of the monitoring is done regularly and continuously so that it will be able to fix the quality of education. settling the daeli, hutapea, gea, lestari, & saragih identifying reading comprehension questions… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 85 quality of education begins with the determination of the standard. the determination of educational standards is to determine the value of the limit (cut-off score). rosenshine (1980) states that reading comprehension commonly entails seven skills namely recognizing the sequence, recognizing words in context, identify the main idea, decoding details, drawing inferences, recognizing cause and effect and comparing and contrasting. this composition of reading comprehension can be compared to products or outputs attained to reading activities which consist of reading along the lines, reading between the lines, and reading beyond the lines. recognizing sequence and words in context, decoding details, and sometimes identify main ideas can be classified as activities of reading along the lines; drawing inferences and recognizing cause and effect are categorized as parts of reading between the lines while contrasting and comparing and giving an evaluation or personal judgment are activities of reading beyond the lines. a national examination is held every year. all teachers who teach national examination subjects will be very busy to prepare it, including english teachers they hope their students will get success and able to do the test well. one of the important things to do by the teachers is knowing the types of questions that will raise on the test, so it will be easy for them to teach the students what they should learn to pass the test. for analyzing, it will be related to the theory about the types of questions in a reading comprehension test. it takes the important factors in measuring the teaching-learning process, besides the educational curriculum. regardless of the level of comprehension or the form of the question, teachers and materials developers need to make sure that the question is used to help students interact with the text. this can be done by making sure that students keep the text in front of them while answering questions of the text. they should always be able to refer to the reading passage, for we are interested in teaching reading comprehension, not memory skills (day, 2005). furthermore, (gurus, 2013) picks out that they are 7 types of reading comprehension questions: universal, specific, vocab in context, function, inference, application, and tone. these types of reading comprehension questions are interesting and important to be studied because there are many uses to help students respond to a variety of types of comprehension test that are very crucial to get success in passing on their national examination test. research method research design the writer used the qualitative research and the design is the content analysis where the researcher would identify every test item form that appeared in the english national examination’s book. the researcher would present the data as analysis results in the form of words. this research was conducted to describe and explain what are the types of reading comprehension questions of english national examination for senior high school students in the year 2018-2019. the main data source of this study is in the book of english national examination for senior high school published from 2018-2019. the analysis was focused on the english reading comprehension questions that were written in the multiple-choice form. in this study, the researcher applied the documentation techniques for collecting data. the documents include national examination books published around 2018-2019. the types of reading comprehension which appears most. in this research, the type of reading questions that appears most in the english national examination’s book is a literal question. research instruments the instrument of this study used a human instrument. the human instrument has the function to determine the research focus, chose the informant as the source of the data. it was adopted from muhlisin and widyanto (2019) who state that the instrument of choice in naturalistic inquiry is the human. the other forms of this instrument are used in later phases of the inquiry, but the human is the initial and continuing mainstay. the researchers as a human daeli, hutapea, gea, lestari, & saragih identifying reading comprehension questions… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 86 instrument conducted some research activities based on prior knowledge and understanding of the data being collected. besides, taking notes is the main activity in this study. determining the targeted data was considered during the research process. the technique of data analysis the technique of the data analysis is to find out those parts of reading questions in the national examination book using miles and huberman's model (muhlisin & widyanto, 2019). this model is necessary to choose the most suitable methods of data analysis to ensure that the data is treated thoroughly and the conclusions can be substantiated. miles and huberman (1994) developed a model of data analysis to help researchers by providing a visual reference as to how data can be tackled. the technique consists of four stages, namely collecting, reducing, displaying, and drawing a conclusion. besides, the researchers used documentation techniques. this technique covers some activities; (1) the researcher looks for the data of english national examination for senior high school students from 2018-2019 by browsing from the internet; (2) the researcher collects the data by taking the english national examination for senior high school students in the year 2018-2019; (3) the researcher selects the items by taking only the reading comprehension question items test; (4) the researcher makes the list of data to classify the test item based on types of reading comprehension questions; (5) after analyzing the data of national examination’ s reading comprehension text to comprehend, the researcher analyzes the data by using descriptive qualitative analysis. research findings and discussion research findings this study aims to identify the types of questions for reading comprehension on national examination on the english textbooks. there are some types of reading questions. this study found some of those reading questions. table 1 presented the research findings of reading questions. table 1. types of question for reading comprehension types of reading questions description question of literal comprehension question of literal comprehension is a question that refers to an understanding of the straight forward meaning of the text, such as facts, vocabulary, dates, times, and locations. these questions can be answered directly and explicitly from the text. question involving reorganization or reinterpretation question involving reorganization or reinterpretation is a question that requires the students’ ability to use information from various parts of the text and combine them for additional understanding. question of inference the question of inference is a question that can be called “ author and me question” because these questions require the reader to make inference based on material that is in the text but not explicitly stated and employ personal experience to find some reasonable answers to the question. these questions measure the students’ ability to go beyond the authors' explicit statements. the students have to carry statements made by the author one step beyond their literal meaning or recognize the opposite of a statement made by the author. question of evaluation the question of evaluation is a question that requires the reader to make a decision about the text. question of personal response the question of personal responses requires readers to respond with their feeling. the answers are not found in the text. they come strictly and there is no personal responses are incorrect. daeli, hutapea, gea, lestari, & saragih identifying reading comprehension questions… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 87 the types of reading comprehension which appear most. in this research, the type of reading questions that appears most in the english national examination’ s book is a literal question. it can be seen in the previous data. all teachers would probably agree that the primary reason for reading text is to understand it. this statement has been proved by smith (1967;185), who said that “reading without comprehension is not reading and it (reading) is the ability to recognize, to pronounce and to understand the printed symbols on a page.” table 2. types of reading comprehension no types of reading questions amount percentage 1 question of literal comprehension 5 5,05% 2 question involving reorganization reinterpretation 6 6,06% 3 question of inference 5 5,05% 4 question of evaluation 4 4,04% 5 question of personal responses 10 10,10% total 30 30 discussion based on the research finding, the writer finds 30 data on the reading questions in the textbook. the identification of reading comprehension question of english national examination for senior high school students of the year 2018-2019 reveals that there are 5 types of reading comprehension questions used in english national examination, they are question of literal comprehension, question involving reorganization or reinterpretation, question of inference, question of evaluation, and question of personal response. this finding supports the theory by nuttall (1982) who classifies reading comprehension questions into five types, namely question of literal comprehension, a question involving reorganization or reinterpretation, the question of inference, the question of evaluation and question of personal responses. the questions of literal comprehension are seen in the english textbook for english national examination. this type of reading question is considered as the basic reading comprehension for english learners. this question type was not only used for national examination but also applied in reading comprehension at high school level. it was in line with rahman et al. (2018) who develop english materials for teaching high school students and provide some reading questions with literal comprehension. in addition, in the development of students’ vocabulary mastery, this type of question also is presented. novita (2018) establishes her vocabulary test using literal comprehension equipping with reading texts. the second type of reading questions seen in the national examination is the reorganization or reinterpretation form. it refers to a literal understanding of the text. students are asked to find information from various parts of the text and combine those for additional comprehension. this type of reading comprehension is familiar in any reading examination. it was reinforced by haerazi and irawan (2020) who develop the ecola technique for teaching reading skills. reinterpretation activities in reading classrooms require students to think daeli, hutapea, gea, lestari, & saragih identifying reading comprehension questions… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 88 critically and have good motivation to learn and read. this question type is required students to move from a sentence-by-sentence comprehension of the text to a more general view. hairunisah (2017) states students can understand and reorganize an english text since they have good critical thinking skills. the next type of reading question that emerged in the national examination is the type of inference questions. this type is a common question in reading tests. making inferences involves more than literal comprehension and understanding. mostly, students are predicted that they have a difficult time answering inference questions because the answers refer to reading materials from the text but not explicitly stated. it was in keeping with rohmah (2018) who assess her students in higher education by providing them with reading test using inference questions. in addition, the type of evaluation question in the reading test is also seen in the national examination for high school students. evaluation type requires students to give general comprehensive judgment about some aspects of the text being read. students are asked to give an evaluation of the text. this type is placed at the end of the reading questions. the last type of reading questions seen in the national examination course-books is a personal response. this requires students to respond with their feeling for a certain text and the subject. the answers are not met in the text. students must relate to the text content and reflect a literal understanding of the reading materials. the personal response is seen in teaching reading skills since the students are demanded to perform their communicative skills. it was in accordance with imran, firman, and raudhatunnisa (2019) who state students need to perform their reading skills through communicative skills. in this process, students are asked to perform orally their reading comprehension using personal responses. the question of literal comprehension gets 5 data (5, 05 %). the next type is the question involving reorganization or reinterpretation it gets 6 data (6, 06%). the question of inference gets 5 data (5, 05%). the question of evaluation gets 4 data (4, 04%). the last type is the question of personal responses which gets 10 (10, 10%). based on the research above, the writer concludes that the identifications of reading comprehension question which appear the most are the question of personal responses, which answer can be found directly from the text. so, the question of personal responses is appropriate with the students’ level. conclusion reading is about understanding written text. it is a complex activity involves both perception and thought. reading consists of two related processes, word recognition and comprehension. word recognition refers to the process of perceiving how a written symbol correspondent to one spoken language. one of the ways to comprehend the text is by answering comprehension activity. this activity is usually done by the teachers after they ask their students to read the text in the classroom. a national examination is held every year. all teachers who teach national examination subjects will be very busy to prepare it, including english teachers they hope their students will get success and able to do the test well. based on the research, the writer concludes that the identifications of reading comprehension question which appear the most are the question of personal responses, which answer can be found directly from the text. so, the question of personal responses is appropriate with the students’ level. references aprianoto, & haerazi (2019). development and assessment of an interculture-based instrument model in the teaching of speaking skills. universal journal of educational research 7(12) pp. 2796-2805. doi: https://doi.org/10.13189/ujer.2019.071230 brown, h. d. 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(2018). phonological awareness and reading in thai children, reading and writing, (2018) https://doi.org/10.1007/s11145-018-9867-0 http://dx.doi.org/10.18326/rgt.v12i1.49-61 https://doi.org/10.33394/jollt.v7i2.1963 https://doi.org/10.33394/jollt.v6i1.810 https://doi.org/10.33394/jollt.v6i2.1259 https://doi.org/10.24167/celt.v18i1 http://dx.doi.org/10.18326/rgt.v11i2.168-191 https://doi.org/10.1007/s11145-018-9867-0 journal of languages and language teaching, vol. 4 no.2, november 2016 55 the effect of triangle game towards students’ motivation in learning grammar baiq reni agustina ma darul husaini sanggeng, lombok tengah, ntb agustina11@yahoo.com abstract this research was aimed to find out the effect of triangle game towards students’ motivation in learning grammar and to find out the correlation between students’ motivation and grammar at ma darul husaini sanggeng. the kind of this research is experimental research (quantitative approach). this research design was applied pretest-posttest design. the population of this research was all of the second grade students of ma darul husaini sanggeng. the sample of this research was consist of two classes namely xi-a as experimental class consist of 17 students and xi-b as control class consist of 17 students. the sample technique used in this research was saturated sampling technique. the technique which was used to analysis the data was ttest and r-test formula. from the research data found that the t-test score is higher than t-table (2,635>2, 021). based on the result of this research, it can be conclude that the triangle game has positive effect towards students’ motivation in learning grammar. from the research data found that r-test is higher than r-table (0,990>0,482). it can be conclude that there is correlation between students’ motivation and grammar. key word: triangle game, students’ motivation, grammar abstrak penelitian ini bertujuan untuk mengetahui pengaruh triangle game terhadap motivasi belajar siswa dalam belajar grammar dan untuk mengetahui hubungan antara motivasi siswa dan grammar siswa di ma darul husaini sanggeng. jenis penelitian ini adalah penelitian eksperimental (pendekatan kuantitatif). desain penelitian ini menggunakan desain pretest-posttest. populasi penelitian ini terdiri dari seluruh siswa kelas dua di ma darul husaini sanggeng. sampel penelitian ini terdiri dari dua kelas yaitu xi-a sebagai kelas eksperimen yang terdiri dari 17 siswa dan kelas xi-b sebagai kontrol yang terdiri dari 17 siswa. teknik pengambilan sampel yang digunakan dalam penelitian ini adalah teknik sampling jenuh. teknik yang digunakan untuk analisis data adalah uji t dan uji r. dari data penelitian diketahui bahwa nilai t-test lebih tinggi dari t table (2,635> 2, 021). berdasarkan hasil penelitian ini, dapat disimpulkan bahwa triangle game berpengaruh positif terhadap motivasi belajar siswa dalam belajar grammar. dari data penelitian didapatkan bahwa r-test lebih tinggi dari r-table (0,990> 0,482). dapat disimpulkan bahwa ada korelasi antara motivasi dan grammar. kata kunci: triangle game, motivasi siswa, tata bahasa introduction grammar is one of languages aspects that have a very important role in learning english language. it is the main component particularly needed in making well sentences. according to brown (2000: 362) grammar is the system of rules governing the convention arrangement and relationship of words in a sentence. the rules of english grammar have become an integral part of learners’ knowledge. it is the basic knowledge to understand a language perfectly. without understanding grammar, it is impossible for the learners to speak english grammatically. the people who have a good grammar would be able to understand utterances/sentences produced by the other people and to produce grammatical journal of languages and language teaching, vol. 4 no.2, november 2016 56 utterances/sentences understood by the other people. beside in education mainly in teaching learning process, the success of teaching learning is not only influenced by the intellectual factor, but the nonintellectual factor is important too towards the result of the study. one of the factors nonintellectual is the ability of students to motivate ourselves. motivation drives someone to do thing in order to achieve something. students which are very motivated in learning will do something more than the others and it will affect their achievement. students which are very motivated will spend more attention to understanding instruction and solving the task, diligent in learning, not be easy to discourage and confident in learning. meanwhile the students who have low motivation is more passive in the classroom, even they do not have high expectations to achieve what they want. so, in teaching learning process, motivation also becomes the determinant factor that helps the success and the failure of teaching learning process. based on the result of observation that was conducted by the researcher at second grade students of ma darul husaini sanggeng, the researcher found some problems faced by the students in learning grammar. the students were confused to make the different meaning of how to use preposition when the students arranged a sentences. the difficulty of using preposition was caused by there were many words that also the same meaning. besides, the students had low motivation in teaching learning process. the students had low motivation was caused by the students did not interested in learning english grammar, beside the students assume that english language is not important in their life. to solve the problems in order that the students are easier to use preposition, the researcher intends to apply a game namely triangle game in learning grammar. the triangle game is a method that makes the students more active in teaching learning process. in this game, the students are divided into some groups. the researcher believes that triangle game will be more appropriate than the previous method used by the teacher beforehand. the games namely jumbled sentence game. based on the situation above, the researcher interested to investigate the effect of triangle game towards students’ motivation in learning grammar at the second grade students of ma darul husaini sanggeng in academic years 2017/2018. riview of related literature grammar according to greenbaum and nelson (2002: 1) grammar is the set of rules that allow us to combine words in our language into larger units. in other hands (spratt, pulverness and williams, 2005:5) grammar is the describe how to combine, organize and change words and pats of words to make meaning. according to brown (2000: 362) grammar is the system of rules governing the convention arrangement and relationship of words in a sentence. it is the rules for the sentences. thus, it was conclude that grammar is a rule how to arrange the words to make well sentences, grammar rule also describe grammatical structures, because the structures of grammar was very important to how sentences were formed and the meaning of sentences. according to eastwood (2002: 2) there are four units of grammatical in english are these: word, phrase, clause and sentence. (1) word is a combine of some letter that have meaning. word are separated from one another by space. the main word classes are these: verb, noun, adjective, adverb, preposition, determiner, pronoun and conjunction. (2) phrase is any group of words which grammatically like a single word and which does not have subject and predicate. there are these journal of languages and language teaching, vol. 4 no.2, november 2016 57 kinds of phrase: verb phrase, noun phrase, adjective phrase, adverb phrase and prepositional phrase. (3) clause is a group of words that have subject and predicate. we use phrase to build a clause. (4) sentence is a group of words at least contain of subject, predicate and object or complement. punctuation is the system of sign of symbols given to the readers to show how the sentence is constructed and how the sentences sould be read. according to eastwood (1999: 372) there are some kind of functuation such as full stop (.), question mark (?), exclamation mark (!), semi-colon (;), colon (:), dash (-), comma (,), quotation marks ("). hyphen (-), apostrophe (') and capital letters. spelling is knowing how to write words correctly (kress, 2000: 1). spelling is important for exactly the same reason that grammar and punctuation are important: poor spelling make poor communication. according to radford (2009: 39) sentence structure is how words are combined together to form phrases and sentences. phrases and sentences are built up by a series of merger operations, each of which combines a pair of constituents together to form a larger constituent. according to eastwood (1999: 3) the parts of a sentence are the subject, verb, object, complement and adverbial. motivation harmer (2001: 51) states that motivation is some kind of internal drive which phuses someone to do thing in order to achieve something. it means that the strength motivation will depend on how much value the individual places on the outcomes which the students wish to achieve. in other hands (brown, 2000: 72) motivation is the extent to which you make choices about (a) goals to pursue and (b) the effort you will devote to that pursuit. motivation is probably the most frequently used cath-all term for explaining the success or failure of virtually any complex task. it is easy to assume that success in any task is due simply to the fact that someone is “motivated”. it is easy in second language learning to claim that a learner will be successfully with the proper motivation. from the definition above, the researcher concludes that motivation is inner drive of someone which can make their more enthusiasm to do something in order their can achieve what their want. according to killer (1987) arcs is an approach problem solving to motivational design aspect and supplement the learning process. the model is consist of four main areas: attention, relevance, confidance, and satisfaction. the attention is refers to the interest displayed by learners in taking in the concepts/ideas being taught. this component is split into three categories: perceptual arousal, using surprise or uncertain situations; inquiry arousal, offering challenging questions and/or problems to answer/solve; and variability, using a variety of resources and methods of teaching. the teachers have to be established by using language and examples that the learners are familiar with. it is will have the students find relevance while learning can be daunting task for some subjects. linking what is being taught to the material is familiar and relevant to the students. motivation amounts to persuasion for knowledge based on the subject that provides the basic for learning future concept. the confidence aspect is focuses on establishing positive expectations for achieving success among learners. the confidence level of learners is often correlated with motivation and the amount of effort put forth in reaching a performance objective. for this reason, it’s important that learning design provides students with a method for estimating their probability of success. this can be achieved in the form of a syllabus and grading policy, rubrics, or a time estimate to complete tasks. additionally, confidence is built when positive reinforcement for personal achievements is given through journal of languages and language teaching, vol. 4 no.2, november 2016 58 timely, relevant feedback.satisfaction can be from a sense of achievement, praise from a higher-up, or mere entertainment. feedback and reinforcement are important elements and when learners appreciate the results, they will be motivated to learn. satisfaction is based upon motivation, which can be intrinsic or extrinsic. triangle game according to mario rinvolucri (1984: 32) triangle game is one of a method of competitive game that makes the students more active in classroom; the technique is use one large card triangle and three strips of paper per nine students. sung je cho (2015: 43) states that we present an interactive game to train the classification of triangles based on the corner of an angle. there are procedures to using triangle game in learning grammar. according to rinvolucri and davis (1985: 32): (1) preparation: cut out one large card triangle and three strips of paper for each group of nine students. (2) dictate this list of adverbs and prepositions: on foot, during, by, by bus, opposite, across, for, through, until, in and out, around, downtown, overseas, high up, beyond, among, near, between, next door, aboard, next to, on top of, past, on, into, in, at. ask students to check with their neighbors that they haven't missed or miss pelt any words and check unknown words. help them if necessary. (3) arrange the students into groups of approximately nine people round tables and give each group one of the card triangles and three strips of paper. ask them to write these words on the strips of paper and place them in the angles of the triangle: place, time and movement. (4) within each group of nine, three sit near the place angle, three near the time angle and three near the movement angle. (5) tell them how the game works: the first team chooses one of the dictated words which they think won't fit in their corner. they write it on a slip of paper and place it in the most appropriate corner. the team in that corner has 25 seconds to produce a correct sentence showing the word used in their corner's meaning.;' if they manage to do this they get a point. if they can't they may challenge the first team to give them a sentence with that meaning. if the first team can't do so then they lose a point (they get minus one). the team who have just played lay down a new word, but not in their own corner. get the students playing simultaneously in their tables of nine. however between the tables and act as referee for the correctness of the sentences produced. draw the game to a close just before the energy begins to flag and handle any language problems arising. research method research design according to khotari (2004: 31) research design is the conceptual structure whithin which research is conducted; it constitutes the blueprint for the collection, measurement and analysis of data. the approach used in this research is quantitative approach because used statistical analysis. in this research, the researcher used experimental method. experimental is characterized by much greater control over the research environment and this case some variables are manipulated to observe the effect on other variables (khotari, 2004: 5). this research categorized as quasi experimental with pretest and posttest design which used two groups: experimental group was treated by using triangle game and control group was treated by using jumbled sentence game. population and sample according to sugiyono (2014: 80) population is a generalization area which consists of subject or object that has certain quality and characteristic determined by the researcher to be learned and then concluded. the population of this study was entire second grade (a and b) of ma darul huasaini sanggeng. each class were consists of 17 students. so the totals were 34 students. journal of languages and language teaching, vol. 4 no.2, november 2016 59 according to sugiyono (2014: 81) sample is part of number and characteristic of the population. in the sample, a subgroup of the target population that the researcher study for the purpose of make the generalizations about the target population. to determined the sample of this research, the researcher used the saturated sampling technique because all of the population as a sample (sugiyono, 2014: 85). instrument the instruments that used in this study were multiple choices and matching words. the students was answer 15 number items of multiple choices questions and 5 number items of matching words test about grammar. besides, the researcher use questionnaire. the questionnaire was use to measure students’ motivation. the researcher provided some questionnaire that consist of 20 items use likert’s scale. finding and discussion in this chapter, the researcher shows the data which has find out by using descriptive and inferential analysis of the effect of triangle game towards students’ motivation in learning grammar at second grade students of ma darul huasaini sanggeng. after doing the descriptive analysis, the researcher continued to the inferential analysis to find out the t-value, in which this t-value was used to inferred the result of the research. the aimed of ttest is to find out the comparison between the result of t-test and the t-table. based on the result of t-test, the researcher found that the t-value was 2,635 and the t-table of significant level of 0,05 with degree freedom 40 was 2,021. the result of t-test was (2,635>2,021). it means that the result of t-test was higher than the t-table. so, the researcher was concluded that the triangle game has effect toward students’ motivation in learning grammar at second grade students of ma darul husaini sanggeng. after the researcher found that the ha was accepted and h0 was rejected, the researcher tried to find out the correlation between students’ motivation and grammar. based on the result of the correlation analysis where coefficient of the two variables is 0,990. the r-table of 17 subjects as the sample is 0,482 for confidence level of 5%. this figure that result of r-test is 0,990 was higher than rtable is 0,482 (0,990 >0,482). therefore, it was conclude that there is positive correlation between students’ motivation and grammar learning achievement at second grade students of ma darul husaini sanggeng. based on those result, the triangle game has positive effect towards students’ motivation in learning grammar. the students’ motivation can be increased and make the students feel exciting to learn in group. exciting learning process is learning system that makes the students interested (dave meier, 2011). generally, when the researcher use triangle game, the students able to cooperative learning. cooperative learning exists when students work together to accomplish shared learning goals (johnson & johnson, 1999). the researcher found that the result of this research have relevance with the research was done by indri mutiarsih (2013). the result of this study indicate that the implementation model of broken triangle/square/heart collaborated with the distribution of handouts, discussion class, and a quiz with prizes can enhance the students active. there are several advantages, including can increase students’ activity in the teaching of history, students take pleasure in learning while preparing pieces of material, the students become more confident in speaking in front of their friends, and the students realize that studying history is simple, because only by putting together the materials will be easy to understand the materials. beside, the research was done by hajar khonmohammad (2013). the results journal of languages and language teaching, vol. 4 no.2, november 2016 60 showed that the participants motivated to learn grammar. implications of the study for teaching grammar are that learners’ motivation in learning grammar could be enhanced through enjoyment and fun. the statement of the problems about is there any correlation between students’ motivation and grammar has been answered also. the researcher found that there is correlation between students’ motivation and grammar in teaching learning process. the students who have high motivation in learning were more active and spirit in learning process, besides the students more seriously in class. according to prayitno (1989:3) students who have high motivation in learning will perform more and faster activities than students who have low motivation in learning. achievements will be better if the students have high motivation. therefore, the researcher concluded that the important of motivation in learning process be able to changes how the way to be good learning process. conclusion based on the statistical analysis of ttest formula, it has found that the t-value is 2,635 and the t-table of significant level of 0,05 is 2,021 (2,764>2,021). it is clear that t-test is higher than t-table. so, the researcher concludes that triangle game has positive effect towards students’ motivation in learning grammar at second grade of ma darul husaini sanggeng. based on the pearson’s product moment formula, the researcher has found that there is positive correlation between students’ motivation and their grammar at second grade of ma darul husaini sanggeng. references brown, h. d. 2000. teaching by principle an interactive approach to language pedagogy. second edition. addison wasley longman inc. brown, h. d. 2000. principle of language learning and teaching. fourth edition. addison wasley longman inc. decapua, andrea. 2008. grammar for teachers. college of new rochelle: sprinnger eastwood, john. 2002. oxford practice grammar. oxford university press. eastwood, john. 1999. oxford practice grammar. second edition: oxford university press. fathurrahman, imran. 2015. penelitian experiment. unpublished ikip mataram. greenbaum, sidney & nelson, gerald. 2002. an introduction to english grammar. united kingdom issued by the copyright licensing agency ltd. harmer, jeremy. 2001. the practice of english teaching. third edition. essex: pearson education ltd. keller, john. 1987. motivational design for learning & performance: the arcs model approach. springer kothari, c.r. 2004. research methodology: method and techniques. india: new age international (p) limited, publisher madsen, s. harold. 1983. technique in testing. oxford american english radford, andrew. 2009. an introduction to english sentence structure. new york: cambridge university press rinvolucri, mario,. & davis, paul. 1984. grammar game cognitive, affective and movement activities for efl students sardiman, a, m. 2014. interaksi motivasi belajar mengajar. jakarta: pt raja grafindo persada. smith, john. 2015. mq motivation questionnaire. report spratt, mari., pulverness, alan, &williams, melanie. 2005. the tkt teaching knowledge test course. cambridge: cambridge university press. sujijono, anas. 2012. pengantar statistik pendidikan. jakarta: pt. rajagrafindo journal of languages and language teaching, vol. 4 no.2, november 2016 61 sugiyono. 2014. metode penelitian kuantitatif kualitatif dan r&d. bandung: alphabeta. sugiyono. 2014. statistika untuk penelitian. bandung: alphabeta sung je cho. 2015. selected regular lectures from the 12th international congress on mathematical education. springer journal of languages and language teaching, vol. 5 no.1, may 2017 6 the validity analysis of english summative test of junior high school baiq della triastiwi putri smp darul hamidin padamara, lombok timur, ntb dellaputri@gmail.com abstract this research was aimed at analyzing the english summative test validity at smp darul hamidin padamara. the object of the research was the english summative test given to seventh grade students in the academic year 2016/2017 used descriptive method. the instrument used to analyze the data is documentation such as the english summative test, syllabus, blueprint and students answer sheet. the researcher matched the english summative test and syllabus to find out the content validity, for construct validity the researcher use blueprint and the last is students answer sheet to find out the criterion validity, to support the data the researcher used questionnaire. the finding of this research showed that the english summative test of smp darul hamidin had validity in term of content and construct validity because 96% of test matched with indicators and for criterion validity was not valid because out of 50 items only 10 items were valid. key words: analysis, validity, english summative test introduction one of the most important aspects of teaching learning process is evaluation. according to harlen (2007: 12), evaluation is more often used to denote the process of collecting evidence and making judgments about programmed, systems, materials, procedures and process. through evaluation teachers are able to find out the effectiveness or failure of a method and also students’ achievement in mastering the lesson. the students and their learning process is the main focus of classroom evaluation while the teachers need to hold an evaluation to measure the students’ ability in teaching learning process. test is one of the forms to evaluate students’ ability which is usually used by the teachers to know how far the students master the lesson. in constructing the test, teachers should know and master the principles and also the steps that will be done in making a test because it is will help the teachers increasing the teaching learning process. in order to measure accurately, the teachers should use a good test which the one of characteristics of good test include validity. according to hughes (2003: 26) that a test is said to be valid if it measures accurately what is intended to be measures. in other word, validity is the most important consideration in test evaluation. in fact, the result of researcher’s observation in teaching practice on 25th july 2016 at sman 1 keruak there were some problems occur that dealing with the test itself. during the observation, the researcher found that there were some students could not pass the test. moreover, for the reason of students’ failure, the students and the teacher blamed each other. the teacher argued that it was caused by the students’ limitation in knowledge and they did not study for the test. on the other side, almost all of students gave a contrast reason with their teachers. although, some of students confessed that their failure was caused by not study on the test. but most of them did not satisfy with journal of languages and language teaching, vol. 5 no.1, may 2017 7 the test that the teachers made. they thought that it was too difficult and the content of the test is not appropriate with materials that taught before. as the researcher elaborated in the previous paragraph, it is really important to make a test to be well constructed because it will make the teacher know their students better. the seventh grade is the beginning class of junior high school. so, by giving the well constructed test for the students, the teacher will know the general information about students’ ability as whole and it will help the teacher find the suitable steps in treating the students in class. based on those problems, the researcher takes an initiative to write a proposal about the analysis summative test in order to find out whether the quality of the english summative test that the teachers made will good or not. therefore, the researcher decide to choose this subject for her thesis proposal, entitle “the validity analysis of english summative test of junior high school” research method research design this study used descriptive research. according to kothari (2004: 2) descriptive research includes surveys and fact-finding enquiries of different kinds. descriptive research can be either quantitative or qualitative. it can involve collections of quantitative information that can be tabulated along a continuum in numerical form, such as scores on a test or the number of times a person chooses to use a-certain feature of a multimedia program, or it can be describe categories of information such as gender or patterns of interaction when using technology in a group situation. based on description above, the researcher aimed to analyze the validity of summative english test of junior high school. sources of the data the data of this study taken from the test administered for the seventh grade students which used in the final examination test at smp darul hamidin padamara, the answer sheet and syllabus. teacher’s information related to the document also used as the secondary data. all of the data get from the school. population and sample population according to suharsimi (2010: 173) the population is all the subject of study in which the data can be obtained. therefore, the population of this research was all of the seventh grade students of at smp dh padamara and then there were 21 students taken as the population of this research. sample. the researcher used no-rule sampling as a sampling technique. it means that the researcher take a sample without any rule since the population was homogeneous and have no selection bias (barreiro and albandoz, 2001: 4). therefore, the sample of this study was 21 of seventh grade students of smp darul hamidin padamara. techniques of data collection the data collected by using documentary. it means that the data which obtained in the form of something written or document. the researcher collected the data from the school and the teacher who made english test in the research place. kinds of the data that collected such as blue print, english summative test, syllabus and students answer sheet. to support the data the researcher also used questionnaire. this study used a questionnaire to express opinions held by the subject. the total of questionnaire was 10 items of questions. techniques of data analysis after collecting significant data, the researcher analyzed content, construct and criterion validity by using different way. to analyze the content validity of test, the journal of languages and language teaching, vol. 5 no.1, may 2017 8 researcher use some processes in analyzing the data such as: first, the researcher determined indicators based on basic competencies which stated on english syllabus administered to seventh grade student. second, the researcher matched the item of the test with indicators for each basic competency. after finding out the percentage of content validity, it was investigated by following table: table 3.1 the level of content validity 76 – 100% good 56 – 75 % sufficient 40 – 55% less good >40% bad (suharsimi, 1992: 313) research findings and discussion research findings the result of criterion validity of a test the researcher used students answer sheets to analyze the criterion validity and to calculate it, the researcher used point biserial correlation formula because kind of test for english final examination at seventh grade students is multiple choices. based on result of the item analysis above, shows that criterion validity of english summative test for seventh grade students was not valid because from 50 items only 10 items which valid. the result of content validity of a test. for the content validity analysis, the researcher used the indicators of each basic competency which were elaborated in the syllabus to measure the coverage content of the test. the content validity of english summative test administered to seventh grade student of smp darul hamidin padamara was analyzed by comparing the item of the test with indicators of each basic competency which was reflected on syllabus or in other word by determining to what indicators the item administered. most of the items measure the reading skill. the following table will give clearly description of the content validity of the test. table 4.1 analysis of content validity basic competency indicators no. of item tested 1. merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat 1. me ngidentifikas i berbagai informasi dalam teks fungsional pendek berupa: daftar barang 5, 6, 22, 23 2. me ngidentifikas i berbagai informasi dalam teks fungsional pendek berupa: ucapan selamat dan surat pribadi 2, 3, 4, 19, 20, 21, 34, 35, 36, 37, 41 2. merespon makna yang terdapat dalam monolog sangat sederhana secara akurat, lancer dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk deskriptif dan prosedur. 3. me ngidentifikas i berbagai informasi dalam teks fungsional pendek berupa: pengumuma n 7, 8, 9, 10, 24, 25, 26, 42 4. me ngidentifikas i berbagai informasi dalam teks fungsional pendek berupa: instruksi 1, 18, 38, 39, 40 journal of languages and language teaching, vol. 5 no.1, may 2017 9 5. me ngidentifikas i berbagai informasi dalam teks fungsional pendek berupa: deskriptif 11, 12, 13, 14, 27, 28, 29, 45, 47, 48, 49, 50 6. me ngidentifikas i berbagai informasi dalam teks fungsional pendek berupa: procedur. 15, 16, 17, 30, 31, 32, 33, 46 total 6 indicators tested 48 items based on the table above, it showed that each items of the test covered the indicators of the english lesson. however, from 50 items, there were only 48 items included and 2 items were not in syllabus. the question number 43 and 44 ask the student to arrange the jumbled word into a good sentence. thus, it can be concluded that these question not appropriate to syllabus because the indicator is not concluded into recommended indicator in syllabus at seventh grade student. it was found that the content validity of the english summative test administered to seventh grade student of smp darul hamidin padamara was 96%. therefore, based on the level of content validity the test categorized good content validity. the result of construct validity of the test table 4.2 blueprint of testing reading skill indikator jenis tes no. soal total 1. me ngidentifikas i makna dalam teks fungsional pendek: daftar nama barang belanjaan. pilihan ganda 5, 6, 22, 23 4 items 2. me ngidentifikas i makna dalam teks fungsional pendek: ucapan selamat dan surat pribadi. pilihan ganda 2, 3, 4, 19, 20, 21, 34, 35, 36, 37, 41 11 items 3. me ngidentifikas i makna dalam teks fungsional pendek: pengumuma n pilihan ganda 7, 8, 9, 10, 24, 25, 26, 42 8 items 4. me ngidentifikas i makna dalam teks fungsional pendek: instruksi pilihan ganda 1, 18, 38, 39, 40, 43, 44 7 items 5. me ngidentifikas i informasi dalam teks lisan monolog berbentuk: deskriptif pilihan ganda 11, 12, 13, 14, 27, 28, 29, 45, 47, 48, 49, 50 12 items 6. me ngidentifikas i informasi dalam teks lisan monolog berbentuk: procedur. pilihan ganda 15, 16, 17, 30, 31, 32, 33, 46 8 items based on table above, the researcher can see that summative test which administered for seventh grade student of journal of languages and language teaching, vol. 5 no.1, may 2017 10 smp darul hamidin padamara has reached good construct validity because the questions and the indicators connected to each other. however, there are some questions not appropriate with indicators in syllabus such as item number 43 and 44 which the researcher talked before. then, there are two questions were not having the answers such as item number 36 and 40. the answer for research question as presented on the first chapter was based on the result of analysis. it showed that the english test of seventh grade students in smp darul hamidin padamara has reached good validity because the content and construct validity was covered in final examination test. however, the criterion validity was not good it does not mean the whole test was not good too, it is proven with almost all of the questions connected, relevance, and also matched with indicators in syllabus. from the questionnaire, the researcher was found there were some students confess that all of the material which administered to seventh grade student was taught before, because from 21 students only three students argued that content of the test was not taught by teacher. therefore, the researcher concluded that the content of the test was valid. for criterion validity also showed from the result of questionnaire they agreed that the test was suitable with their ability. from 21 students there were 5 students argued that the test was not suitable with them. for construct validity there were 5 students argued that the test seem definite each of the indicator or material that taught before. as presented on the background of study, this research was conducted because almost half of the student did not pass the test. therefore, the researcher wanted to find out the reason for the students’ failure. through the result of this study, it could be assumed that the reason for almost half of student did not pass the final exam was caused by they did not study on a test. discussion the result of this study that is the english summative test of smp darul hamidin padamara has valid in term of content validity because 96% test matched with the indicator. according to brown (2003: 22) if a test actually samples the subject matter about which conclusions are to be drawn, and if it require the test-taker to perform the behavior that is being measured, it can claim content-related evidence of validity, often popularly referred to as content validity. this research is similar to research that was conducted by nofiyanti (2011: 52) already proved that from 50 questions the test has only 5 invalid items. hastuti (2009: 184) most of the items of english national final examination for junior high school 2006/2007 match with competence standard and the basic competence of the english syllabus. septin (2016: 58) the teacher-made test constructed by the english teacher at smp dh padamara was classified as a good test in term of quantity because the percentage of content coverage was 88.23% which was classified had very high level of content validity. the result analysis in term of construct validity was valid because the questions and the indicators connected to each other. however, there are some questions not appropriate with indicators in syllabus such as item number 43 and 44. then, there are two questions were not having the answers such as item number 36 and 40. according to brown (2003: 25) any theory, hypothesis or model that attempt to explain observed phenomena in our universe of perceptions it called construct validity. the result of criterion validity analysis was not valid because its only 10 items which valid and 40 items invalid. according to hughes (2003: 27) criterion validity is the degree to which results on the test agree with journal of languages and language teaching, vol. 5 no.1, may 2017 11 those provided by some independent and highly dependable assessment of the candidates’ ability. the validity of the test also supported with the result of questionnaire. conclusion and suggestion conclusion as presented on research question, “does the english summative test used of seventh grade student at smp darul hamidin padamara have validity or not?” yes, valid in term of content and construct validity because 96% the test was matched with indicators. then for criterion validity the test was not valid because from 50 items there were 10 items which were valid. suggestion based on conclusion above, the suggestions can be gives as follows: this research provides the information for those who are interested in developing a test. actually, there are some characteristic of a good test and this research was only focused on validity. therefore, for the next researcher, the researcher suggests to analyze the other characteristic of a test since there was only few of previous study analyzed the other characteristic of a good test. references baiq septin pebriantika. 2016. the analysis of the reliability and validity of teacher-made test at the first grade students of smp dh padamara in academic year 2015/2016. mataram: universitas mataram. barreiro, p. l., & abandoz, j. p. 2001. population sample (sampling techniques). mamaeusch. brown, h. d. 2003. principle language assessment. san francisco: addition wesley longman, inc. faturrahman imran. 2015. penelitian experimental. unpublish. ikip mataram. hamid darmadi. 2011. metode penelitian pendidikan. bandung: alfabeta. harlen, w. 2007. assessment of learning. london: sage publications. hastuti handayani. 2009. an analysis of english national exam (uan) for junior high school viewed from school based curriculum (ktsp). semarang: diponegoro university. hughes, a. 2003. testing for language teacher: second edition. united kingdom: cambridge university press. kothari, c. r. 2004. research methodology (methods and techniques). india: new age international (p) limited. david, m. m. 2009. measurement and assessment in teaching (tenth edition). united states of america: pearson. nofiyanti, 2011. an analysis on the content validity of the summative test for the first year student of junior high school at smpn 87 jakarta. jakarta: syarif hidayatullah university. suharsimi arikunto, 2010. prosedur penelitian (suatu pendekatan praktik). jakarta: rineka cipta. weir, c. j. 2005. language testing and validation. london: palgrave macmillan. journal of languages and language teaching, vol. 7 no.1, mei 2019 68 improving speaking skills through small group discussion at eleventh grade students of sma plus munirul arifin nw praya lalu bohari english teacher, sma plus munirul arifin nw praya email:buhari@gmail.com abstract this study was aimed at finding the effect of small group discussion in improving speaking skills at the seventh year students of sma plus nw. this research was conducted as quasiexperiment using a quantitative approach with one-group pretest-posttest design. the population of the research was the eleventh-grade students of sma plus munirul arifin nw praya in academic year 2018/2019. each class consists of 28 students. the total population was 95 students. in this study, the researcher took one class as a sample. the class was eleventh grade of mipa 1 consisting of 28 students as the experiment. the researcher gave treatment to the experimental group and it used small group discussion as the treatment of teaching speaking. the purpose of using the small group discussion was to give new inspiration that can be applied in teaching speaking. referring to the result pre-test and posttest showed that the sig (2 tailed) > 0.05, it means that the null hypothesis (h0) is rejected and the alternative hypothesis (ha) is accepted. so the use of small group discussion in teaching speaking is effective. the value of t-test was higher than the t-value of t-table (t-test 8.5148 > t-table 2.006). it showed that teaching speaking using small group discussion has a positive effect to improve students' speaking skill. besides that, the result of the mean of post-test was higher than the mean of pre-test (m2 = 18.43 > m1 = 14.25). it means that teaching speaking by using small group discussion was more effective than teaching speaking without using small group discussion. in addition, small group discussion can improve students' speaking skill in the eleventh-grade students of sma plus munirul arifin nw praya. key words: small group discussion and speaking skills abstrak penelitian ini bertujuan untuk menemukan pengaruh diskusi kelompok kecil dalam meningkatkan keterampilan berbicara pada siswa kelas tujuh sma plus nw. penelitian ini dilakukan dalam eksperimen semu dengan menggunakan dengan desain one-group pretestposttest. populasi dalam penelitian ini adalah siswa kelas xi sma plus munirul arifin nw praya tahun akademik 2018/2019. setiap kelas terdiri dari 28 siswa. total populasi adalah 95 siswa. dalam penelitian ini, peneliti mengambil satu kelas sebagai sampel. kelas ini adalah kelas xi mipa 1 yang terdiri dari 28 siswa sebagai eksperimen. peneliti memberi perlakuan kepada kelompok eksperimen dan menggunakan diskusi kelompok kecil sebagai perlakuan mengajar berbicara. tujuan menggunakan small group discussion adalah untuk memberikan inspirasi baru yang dapat diterapkan dalam pengajaran berbicara. mengacu pada hasil pre-test dan post-test menunjukkan bahwa sig (2 tailed) > 0,05, itu berarti bahwa hipotesis nol (h0) ditolak dan hipotesis alternatif (ha) diterima. jadi penggunaan diskusi kelompok kecil dalam mengajar berbicara efektif. nilai tcount lebih tinggi dari t-nilai ttable (tcount 8.5148 > t-table 2.006). itu menunjukkan bahwa mengajar berbicara menggunakan diskusi kelompok kecil memiliki efek positif untuk meningkatkan keterampilan berbicara siswa. selain itu, hasil rata-rata post-test lebih tinggi dari rata-rata pre-test (m2 = 18,43> m1 = 14,25). ini berarti bahwa mengajar berbicara dengan menggunakan diskusi kelompok kecil lebih efektif daripada mengajar berbicara tanpa menggunakan diskusi kelompok kecil. selain itu, diskusi kelompok kecil dapat meningkatkan keterampilan berbicara siswa pada siswa kelas sebelas sma plus munirul arifin nw praya. kata kunci: diskusi kelompok kecil dan keterampilan berbicara introduction in the elt curriculum in 2006 and its supplement, the elt teachers should facilitate students to be able to communicate in english by mastering the whole skills. however, it is not easy to master all the skills. there are so many difficulties in mastering each skill. and english as a foreign language is the most difficult thing for the students to expand is journal of languages and language teaching, vol. 7 no.1, mei 2019 69 speaking. argawati (2014: p.74) states that speaking is an activity used by someone to communicate with other(s). meanwhile, mart (2012: p.91) defines speaking is being capable of speech, express or exchange thoughts through using language. it takes place everywhere and has become part of our daily activities. when someone speaks, he or she interacts and uses the language to express his or her ideas, feeling and thought. he or she also shares information with other(s) through communication. gani, fajrina, and hanifa (2015: p.20) defines speaking skill is an ability to orally express opinions, thoughts, facts, and feelings to other people. it is partly a reflection of someone whether he/she masters this language or not. speaking is one of the main purposes of language learning in that it is an ability to transfer some ideas to other people clearly and correctly. in other words, he or she can communicate his or her ideas well to other people. therefore, speaking skill is one of the skills which is very important to be learnt, but however teaching and learning english has been teaching for many years, but the students still don't master yet, especially in the speaking skill, the students are still less of their speaking due to some problems as what the writer observed during teaching and learning process at eleventh grade students of sma plus munirul arifin nw praya. some of the students said that speaking is the most difficult skill to master because it requires five aspects of speaking in terms of mastering vocabulary, grammar, fluency, comprehension, and pronunciation. the writer asked some students, their reasons are various. some students said that they can't speak because they lack vocabularies. as one of the student namely lalu bayu ali haikal is one of the 2 nd grade students of sma plus munirul arifin nw praya, stated, "saya tidak menghafal banyak kosa kata sehingga ketika saya ngomong macet dan itu yang membuat saya takut salah dalam berbicara”. this implies that the difficulty of mastering speaking is due to his lack of vocabularies. however, the students have already memorized many vocabularies but they also need to know how to make the sentence grammatically and other students feel the lack of their fluency, pronunciation, and comprehension, of course, it will be a problem for the students to speak up. it is supported by the data from their achievement of english lesson during the first semester in 2018/2019. it shows that their achievement is still low though there are some students who have got the good achievement. from 33 students, there are just four students who got 8, six students who got 7, and the others got 6. this result is far from satisfaction for their achievement in language learning. thus, the problem inspires this study on the selected method of teaching speaking skill indicated by low achievement by students. based on the problems found, the researcher offered a technique that enables to overcome the speaking problems, namely is small group discussion. sgd is one of the techniques of learning speaking in a foreign language. it helps the students to improve their speaking skill. in a group, the students will have the opportunity to use english among themselves and practice each other with their friends. practicing speaking with their friends or in a group will improve their vocabularies mastery, comprehension, fluency, and grammar. besides, learning in a group will also improve the student's confidence and the student's leadership. orlich et .al (1985) as quoted by antoni (2014: 56) proposes that "small group discussion could improve the student„s speaking skill. there are 3 reasons why we can use small groupdiscussion in improving speaking skill. the first discussion is used to increase teacher-student interaction and studentstudent verbal interaction in the classroom. journal of languages and language teaching, vol. 7 no.1, mei 2019 70 second, the discussion is used to promote meaningful personal interaction and learning. the learning may be of contents, skills, attitudes or processes. third, it is used to help students adopt a more responsible and independent mode of learning". literature review teaching speaking skill according to khamkhien (2010: p.184), teaching and learning in class should not emphasize speaking phrases or everyday expression, but also we have to focus on communication in the real situation. a speaking lesson as hadfield (1999) in setiyadi (2007: p.6-11) notices is a kind of bridge for learners between the classroom and the world outside. therefore, there are three features of speaking activities to bridge the classroom and the real world (1) practice opportunities for (2) purposeful communication in (3) meaningful situations. hadfield in setiyadi (2007: p.6.11) also stated that there are three stages to develop speaking competencies that may meet, they are setting up, practice speaking, and feedback. as a teacher, we should prepare what material and topic that we will give the students. and after that, the teacher gives opportunities to practice. then the students are given feedback as a correction or give a conclusion of the material. as speaking in oral production, it cannot be separated from producing sounds (setiyadi, 2007: p.6.13). this implies that pronunciation keeps a crucial part in the process of teaching speaking. learning english in senior high school focuses on in speaking ability in order that the graduate can get the functional level in speaking. in this level, they are hoped to be able to use their ability for giving a speech and talk. and in starting for speaking english, structure, and grammar from the sentences mustn't be emphasized because it just makes the students feel difficult to speak english. aspects of speaking learning to speak is an important aspect of language. tuan and mai (2015: p.18), there are many factors affecting students‟ speaking as follow: (1) topical knowledge; (2) motivation to speak; (3) teachers‟ feedback during speaking activities; (4) confidence; (5) pressure to perform well and (6) time for preparation. considering the factors above, ahyak and indramawan (2013: p.19) speaking develops to acquire speaking skill students must have many aspects of speaking such as pronunciation, structure, vocabulary, content, and fluency. moreover, rahman and deviyanti (2012: p.3) speaking must fulfill these following aspects, they are fluency, accuracy (grammar and pronunciation), and comprehension while brown, 2004: p.172-173) states that speaking skill must have five aspects they are vocabulary, grammar, fluency, comprehension, pronunciation. in this research, the researcher uses five aspects of speaking skill based on (brown, 2004: p.172-173) vocabulary: one of the linguistic factors in which it is a number of words with the role of combining them to make up the language in speaking. vocabulary is very essential but it is not the first thing to be considered if speaking takes place is a very early stage. vocabulary is a total number of words, which a make up a language. grammar: grammar is the rule in spoken language and written language. the students' must obey the rules of grammar to obtain a good result, the students' can also find the grammar rule in pronunciation, morphology, and syntax. in speaking ability, sometimes the speaker and the listener do not care about the grammar itself. but at this time the writer does not discuss the grammar so far. fluency: it shows that people are able to communicate well because it consists of the case and speed of the flowing speech. someone who can communicate fluently but she may be able to use the language fluently. someone can be said fluent if she journal of languages and language teaching, vol. 7 no.1, mei 2019 71 can require some criteria or categories those are the students can say the words fluently with good pronunciation. the students have many vocabularies so they can say the words fluently and they know what they will say then. they know the rule in the language (grammar). they can put on the word spelling correctly in any situation it makes the communication among them can be easier to be understood although it does not use grammatical language. comprehension: in speaking the speaker and the listener must have a good understanding so that the conversation certainly requires a subject to respond to speech as well as to initiate it. but in this research, the researcher will call the comprehensibility. pronunciation: pronunciation is the way we make a sound of the language how and where we place the stress and how we use pitch and intonation to show how we are feeling and what we mean ( harmer, 2017: p.281). therefore it is also very important to be improved, the students must have good pronunciation to give very clear words or speaking that will make others can be easy to be understood. assessments of speaking speaking is a complex skill requiring the simultaneous use of different ability which often develops at different roles. speaking skill is generally recognized in analysis of speech processes that are pronunciation, grammar, vocabulary, fluency, and comprehension. here the band achievement of oral proficiency scoring categories in speaking skill (brown, 2004: p.172-173). it can be seen as follows. table 1. oral proficiency achievement of grammar achievement proficiency description 1 errors in grammar are frequent, but the speaker can be understood by a native speaker used to dealing with foreigners attempting to speak his language. 2 can usually handle elementary constructions quite accurately but does not have thorough or confident control of the grammar. 3 control of grammar is good, able to speak the language with sufficient structural accuracy to participate effectively in most formal and informal conversations on practical, social, and professional topics. 4 able to use the language accurately on all levels normally pertinent to professional needs. errors in grammar are quite rare 5 equivalent to that of an educated native speaker table 2. oral proficiency achievement category vocabulary achievement proficiency description 1 speaking vocabulary inadequate to express anything but the most elementary needs. 2 has speaking vocabulary sufficient to express him simply with some circumlocutions. 3 able to speak the language with sufficient vocabulary to participate effectively in most formal and informal conversations on practical, social and professional topics. vocabulary is broad enough that be rarely has to grope for a word. 4 can understand and participate in any conversation within the range of his experience with a high degree of precision of vocabulary 5 speech on all levels is fully accepted by educated native speakers in all its features including breadth of vocabulary and idioms, colloquialisms, and pertinent cultural references. journal of languages and language teaching, vol. 7 no.1, mei 2019 72 table 3. category comprehension achievement proficiency description 1 within the scope of his very limited language experience, can understand simple questions and statements if delivered with slowed speech, repetition, or paraphrase. 2 can get the gist of most conversations of non-technical subjects (i.e., topics that require no specialized knowledge) 3 comprehension is quite complete at a normal rate of speech. 4 can understand any conversation within the range of his experience. 5 equivalent to that of an educated native speaker. table 4. category fluency achievement proficiency description 1 no specific fluency description refer to other four language areas for an implied level of fluency) 2 can handle with confidence but not with facility most social situations, including introductions and casual conversations about current events, as well as work, family and autobiographical information. 3 can discuss the particular interest of competence with reasonable ease. rarely has to grope for words. 4 able to use the language fluently on all levels normally pertinent to professional needs. can participate in any conversation within the range of this experience with a high degree of fluency. 5 has complete fluency in the language such that his speech is fully accepted by educated native speakers. table 2.5: category pronunciation achievement proficiency description 1 errors in pronunciation are frequent but can be understood by a native speaker used to dealing with foreigners attempting to speak his language. 2 an accent is intelligible though often quite faulty. 3 errors never interfere with understanding and rarely disturb the native speaker. an accent may be obviously foreign. 4 errors in pronunciation are quite rare 5 equivalent to and fully accepted by educated native speakers. there are five components usually used to analyze speech performance, they are grammar, vocabulary, comprehension, fluency, pronunciation. the researcher used those speaking scoring rubrics to collect data. small group discussion in teaching speaking according to kindsvatter (1996: 242), the small group discussion is “a small group of students to achieve specific objectives permits students to assume more responsibility for their own learning, develop social and leadership skills and become involved in an alternative instructional approach”. in addition, according to gulley (1960: p.62), as quoted by hastoyo (2010: p.33), a group is more than a collection of individuals assembled in the same place. he adds that the accomplishment of the group tasks has involved interaction. from the explanation above, it can be concluded that small group discussion is the technique which consists of two or more persons in small group for exchange of thought orally to achieve a result in teamwork, and they can take assume more responsibility for their own learning, develop social and leadership journal of languages and language teaching, vol. 7 no.1, mei 2019 73 skills and become involved in an alternative instructional approach. so, this method is better used in the learning process. dobson (1981: p. 6263) as quoted by antoni (2014: p. 56) explains that discussion techniques for use in small group discussion are outlined as follows. (1) the class is divided into the small group of three to six students each. give each group a different discussion topic that will necessitate outlining of several important points. have one student in each group to write down these points as they emerge from discussion by group members. (2) allow the groups to discuss their respective topic for at least 10 minutes. when group member have finished their discussion, they should divide part of the study to every member in that group and give chance to report or explain. (3) after giving the presentation (six to ten minutes ), class members should question him or anyone else in the group in viewpoint expressed. you can help the general discussion along by addressing your own questions to members of the group. the characteristics of small group discussion martha in summary of citing internet sites said that the characteristics of small group discussion are used to generate ideas in preparation for a lecture, film, etc.; summarize main points in a text or reading; assess levels of skill and understanding; reexamine ideas presented in previous classes; review exams, problems, quizzes, and writing assignments; process learning outcomes at the end of class; compare and contrast theories, issues, and interpretations; solve problems that relate theory to practice; and brainstorm applications of theory to life. according to hoover (1964: p. 235) as quoted by hastoyo (2010: p.50-52) states each member in a group discussion has different roles to keep the discussion flowing well. roles in a group discussion include discussion leader, group recorder, and group observers. the leader is responsible for getting the discussion started. he sets the stage for a meeting of minds by encouraging full participation. there may be times when the verbose individual must be ignored, to allow a shy individual to make a contribution. the leader also builds a broad outline of the problem under discussion. besides, the major responsibilities of the leader are getting the discussion going, keeping the discussion on the topic, and developing time to periodic summaries. the roles of the recorder are to keep a record of discussion content. his job is to make a record of the important aspects of the discussion. one of his major responsibilities is to report to the group when requested. the observer is one of the members in other groups or one of which is usually the instructor. the observers are given time at the end of each session to offer evaluations of group progress. the observer tries to observe what goes on in an objective manner and identifies the role which each member of the group is playing. the teacher as the instructor has a role as a consultant, guide, and resource person. the instructor„s energies are used in creating and maintaining a mutual feeling of responsibility to achieve group goals. during the actions which the students are divided into some groups to discuss speaking material, the teacher will ask the group to share the role of each member in the group. some of the group members will be pointed as one recorder and one reporter. however, the most important is the activeness of the group members to participate during the lesson. how they contribute their speaking to solve the problem during the discussion. here, the teacher„s role is as the instructor and the resource person who guides the students and give needed explanation dealing with the material. research method research setting the researcher held the research at journal of languages and language teaching, vol. 7 no.1, mei 2019 74 sma plus munirul arifin nw praya, which is located on jalan basuki rahmat kamp. rabitah praya, central lombok west nusa tenggara indonesia. sma plus munirularifin nw praya is one of the formal institution under of islamic boarding school yanmu nw praya which has other formal institutions such as tk plus, smp plus, smk plus, and ma plus munirul arifin nw praya. this school has contributed for many years because most of the graduation are intellectual and successful. the researcher did the research in the eleventh grade of sma plus munirul arifin nw praya in the second semester 2018/2019. the population of the research was the eleventh-grade students of sma plus munirul arifin nw prayain academic year 2018/2019. each class consists of 28 students. the total population was 95 students. according to sugiyono (2009: p.118), the sample is some part of the total and characteristic that is has of the population. in this study, the researcher took one class as a sample. the class was eleventh grade of mipa 1 consisting of 28 students as the experiment. research design this research was conducted as quasi-experiment using a quantitative approach with one-group pretestposttest design. quasi-experiment research is a scientific investigation in which an investigator manipulated and controlled one or more independent variables and observed the dependent variable or variables for variation concomitant to the manipulation of the independent variables (ary, 1985: p.26). quasi-experiment research can be done in the laboratory, in the class, and in the field. quasi-experiment research is unique in two very important respects, it is the only type of research that directly attempts to influence a particular variable, and when properly applied, it one or more dependent variables. an experiment usually involves two groups of subjects, an experiment group, and a comparison group, although it is possible to conduct an experiment with one group (by providing all treatments to the same subjects) or with three or more groups (frankle and wallen, 1996: p.264). this research used pre-experiment with one-group pretest-posttest design. this research was classified as a preexperiment design because it was little or no control of extraneous variables. in the one-group pretest-posttest design, a single group was measured or observed not only after being exposed to a treatment of some sort but also before. according to ary et al. introduction to research in education (2010, 2006: p.303-304), the design of one group pretest-posttest is as follows. table 5. one group pretest-posttest design one group pretest-posttest design prior technique pre-test treatment post-test research procedure the researcher gave treatment to the experimental group and it used small group discussion as the treatment of teaching speaking. the purpose of using the small group discussion was to give new inspiration that can be applied in teaching speaking. the first, the researcher chose the teaching material and composed the lesson plan for teaching-learning activity. in this case, the researcher chose to speak to teach. like the first meeting, the researcher divided the class in to some groups consist of 5 to 6 students, then the journal of languages and language teaching, vol. 7 no.1, mei 2019 75 researcher gave and explained about some topics to be discussed then ask them to chose one of the topic which was decided best on the group decision, then gave them chance to discuss about their own topic, every group had to chose a leader and the members all at once they had to divide their part to be presented. the 2 nd meeting was conducted where the students were accustomed to sharing their feelings, ideas, and opinions in their own group. they learned to share the information about the idea, discussed the topic given, and they also helped each other when they had difficulties in understanding the topic making some ideas thus, the students felt easier in doing with a group because they could help each other. as like stewart (2004: 8) state that small group discussion can help the student to motivate others and also solve the problem in teams work. research instrument an instrument is needed to collect the data collection. the instrument of the research played an important role in the research project. the instruments were used to achieve the accuracy of the data and can indicate that the researcher was successful in this research. the researcher used an oral test an instrument to get the data. to collect the data, the researcher gave students two tests i.e pre-test and post-test. the pre-test was aimed at measuring the students‟ preliminary their speaking knowledge and achievement before they entered the experiment circle. the post-test was aimed at finding out the data needed to evaluate after they got the experiment. the form of the speaking test was to express students' performance. the student discussed in the group and presented their idea. then, the researcher got the achievement from grammar, vocabulary, comprehension, fluency, and pronunciation. the researcher gave ten minutes to student's group to present their idea in front of the class. in giving the achievement, the researcher used oral proficiency scoring categories from brown (2004: 172-173). the scoring consists of five items: grammar, vocabulary, comprehension, fluency, and pronunciation. achievement is reported in the range from 1-5. to conduct the oral test, the researcher gave instructions to the students about the step of being test such as (1) ask the students to choose a topic to be presented from ten topics; (2) give them chance for about two or three minutes to prepare their argument of the topic; (3) ask the student to present their argument or opinion for about two or three minutes; (4) give one or two questions from audiences or other friends; and (5) give every presenter achievement. the scoring rubric which is used to measure the students speaking test consists of five aspects or elements (1) grammar, (2) vocabulary, (3) comprehension, (4) fluency and (5) pronunciation. research finding and discussion research finding referring to the result pre-test and post-test that was stated in table 3.7.2 showed that the sig (2 tailed) > 0.05, it means that the null hypothesis (h0) is rejected and the alternative hypothesis (ha) is accepted. so that the use of small group discussion in teaching speaking is effective. the value of t-count was higher than the t-value of t-table (t-count 8.5148 > ttable 2.006). it showed that teaching speaking using small group discussion has a positive effect to improve students' speaking skill. besides that, the result of the mean of post-test was higher than the mean of pre-test (m2 = 18.43 > m1 = 14.25). it means that teaching speaking by using small group discussion was more effective than teaching speaking without using small group discussion. in addition, small group discussion can improve students' speaking skill in the eleventhgrade students of sma plus munirul arifin nw praya. before treatment by using small group discussion, the students speaking journal of languages and language teaching, vol. 7 no.1, mei 2019 76 achievement was taken by oral-test. the lowest achievement of students' speaking skill in pre-test was in grammar with the mean achievement 2.71, followed by fluency with the mean achievement 2.75, comprehension with the mean achievement 2.82, vocabulary with the mean achievement was 2.86, and the highest achievement was pronunciation with the mean achievement 3.11 respectively. to know more in detail about the students' achievement before treatment by using sgd in pre-test is presented below based on the students lowest achievement each of the elements of speaking. the lowest achievement of students‟ speaking skill in pre-test was in grammar with the mean achievement 2.71. there were 9 students with a percentage of 32% got 2. meanwhile, there were 18 students with a percentage of 64% got 3. the highest achievement of grammar was 4 obtained by 1 student with a percentage of 4%. it was obvious that grammar was the most complicated element of speaking. it was in line with the students' achievement of it. the second lowest element of speaking obtained by the students in pretest was fluency. the mean achievement of fluency was 2.75. in this element of speaking, there were 11 students with a percentage of 39% got 2. in addition, there were 13 students with a percentage of 46% got 3. likewise, the higher achievement of fluency was 4 obtained by 4 students with a percentage of 14% respectively. higher than fluency, the element of speaking obtained by the students in pretest was comprehension. appendix 4 showed that the lowest achievement was 2 obtained by 8 students with a percentage of 29%. additionally, the achievement 3 obtained by 17 students with a percentage of 61%. there were 3 students with a percentage of 11% got 4 respectively. in the fourth position, the element of speaking was vocabulary. there were 7 students with a percentage of 25% got 2. and then, there were 18 students with a percentage of 64% got 3. moreover, there were 3 students with a percentage of 11% got 4 respectively. the highest achievement of the five elements of speaking obtained by the students in pretest was pronunciation. there were 7 students with a percentage of 25% got 2. in addition, there were 11 students with a percentage of 39% got 3. the higher achievement of pronunciation was 4 obtained by 10 students with a percentage of 36% respectively. to conclude this, the result of posttest which is calculated by the result of spss application calculation, pronunciation was the highest achievement with the mean achievement 3.11 with a standard of deviation .786. the second was vocabulary with the mean achievement was 2.86 with a standard of deviation .591. the third was comprehension with the mean achievement was 2.82 with a standard of deviation ..612. the fourth was fluency with the mean achievement was 2.75 with a standard of deviation .701. and the lowest achievement was grammar with the mean achievement was 2.71 with a standard of deviation .535. the gradation of speaking aspects after treatment after the treatment ( sgd ) given, the test was conducted to examine students‟ speaking skill. the test covered five elements of speaking: (1) grammar, (2) vocabulary, (3) comprehension, (4) fluency, and (5) pronunciation as well. the result of students‟ achievement after the implementation of sgd was called post-test. table 3.6.1.3 (achievement of post-test) showed that the five elements of speaking had the improvement compared with the students' achievement of pre-test (before treatment) in table 3.6.1.2. the result of post-test calculated with spss 16.0 calculated that lowest achievement of students‟ speaking skill in post-test was in grammar with the mean achievement 3.32, followed by pronunciation with the mean achievement journal of languages and language teaching, vol. 7 no.1, mei 2019 77 3.68, fluency with the mean achievement 3.71, vocabulary with the mean achievement was 3.75, and the highest achievement was comprehension with the mean achievement 3.96 respectively. to know more in detail about the students' achievement after treatment by using sgd in pre-test is presented below based on the students lowest achievement each of the elements of speaking. the lowest achievement of students‟ speaking skill in post-test was in grammar with the mean achievement 3.32. there was a student with a percentage of 36% got 2. meanwhile, there were 18 students with a percentage of 64% got 3. there were 8 students obtained 4 with a percentage of 29%. the highest achievement was 5 which was obtained by one student with the percentage 36%. it was obvious that grammar was the most complicated element of speaking. it was in line with the students' achievement of it. the second lowest element of speaking obtained by the students in posttest was pronunciation. the mean achievement of pronunciation was 3.68. in this element of speaking, there were 2 students with a percentage of 71% got 2. in addition, there were 8 students with a percentage of 29% got 3. then there were 15 students got 4 with a percentage of 54%. likewise, the higher achievement of pronunciation was 5 obtained by 3 students with a percentage of 11% respectively. higher than pronunciation, the element of speaking obtained by the students in post-test was fluency. appendix 10 showed that the lowest achievement was 2 obtained by 1 student with a percentage of 36%. additionally, the achievement 3 obtained by 11 students with a percentage of 39 %. there were 11 students with a percentage of 11% got 4. the highest achievement was 5obtained by 5 students with a percentage of 18% respectively. in the fourth position, the element of speaking was vocabulary. there were 7 students with a percentage of 25% got 2. and then, there were 21 students with a percentage of 75% got 4. the highest achievement of the five elements of speaking obtained by the students in posttest was comprehension. there were 7 students with a percentage of 25% got 3. in addition, there were 15 students with a percentage of 54% got 4. the higher achievement of comprehension was 5 obtained by 6 students with a percentage of 21% % respectively. to conclude this, the result of posttest which is calculated by spss application calculation, comprehension was the highest achievement with the mean achievement 3.96 with a standard of deviation .693. the second was vocabulary with the mean achievement was 3.75 with a standard of deviation .441. the third was fluency with the mean achievement was 3.71 with a standard of deviation .810. the fourth was pronunciation with the mean achievement was 3.68 with a standard of deviation .772. and the lowest achievement was grammar with the mean achievement was 3.32 with a standard of deviation. discussion after pre-test and post-test analyzed by using spss application, it was obtained that sgd can improve students' speaking skill. it implies that the use of sgd has a significant effect on teaching speaking in the classroom. it is in line with hoover (1964: 250) states that " sgd increases students' interaction and socialization". in addition, ur (1981: 7) believes sgd brings some advantages in a group discussion: (1) increasing participation. if we have five or six groups then there will be five or six times the amount of talking. (2) being useful in terms of the ratio of teacher or student-effort and time to actual language practice. (3) being relatively efficient. the research aimed at examining whether small group discussion can improve the students‟ speaking skill and also to examine whether there is any journal of languages and language teaching, vol. 7 no.1, mei 2019 78 improvement between the students‟ speaking skill before they are taught speaking by using small group discussion and after they are taught by using small group discussion. after getting the result of the data collection, the researcher discussed the implication of the research. based on the result above, the use of small group discussion in teaching speaking was effective. it was the same with previous research done by ningtyas original argawati (2014) that the use of small group discussion in teaching speaking was a success. in the other hand, the use of small group discussion can be used in a different area of teaching. the gradation of speaking aspects before and after the implementation of sgd in order to obtain the answer of second research question in this research, the gradation of speaking aspects: (1) grammar, (2) vocabulary, (3) comprehension, (4) fluency, and (5) pronunciation analyzed as well. hence, the students' achievement of pre-test and posttest of the five speaking aspects compared in order to obtain the graduation. the pre-test was conducted without giving treatment to the students. in other words, sgd was not taught. the purpose of pre-test was to obtain the students' preliminary speaking skill. some topics presented by the students in front of the classroom. the title of the topics was chosen by the students independently. first activities in the experiment group were doing pre-test was conducted on march 10 th , 2019. the pre-test was conducted before treatment. as an experiment group, the treatment was taught speaking using small group discussion. from the result of pre-test; it showed that students faced many difficulties in oral test in presenting idea or argumentation. they couldn't speak clearly and they also afraid if they made mistakes in their pronunciation when they presented their idea. then the researcher did the first treatment of quasi-experiment group in class xi ipa 1 and it was conducted on march 13 th , 2019. the first, the researcher chose the teaching material and composed the lesson plan for teaching-learning activity. in this case, the researcher chose to speak to teach. like the first meeting, the researcher divided the class in to some groups consist of 5 to 6 students, then the researcher gave and explained about some topics to be discussed then ask them to chose one of the topic which was decided best on the group decision, then gave them chance to discuss about their own topic, every group had to chose a leader and the members all at once they had to divide their part to be presented. as the 2 nd treatment was conducted on march 16 th , 2019. the students were accustomed to sharing their feelings, ideas, and opinions in their own group. they learned to share the information about the idea, discussed the topic given, and they also helped each other when they had difficulties in understanding the topic making some ideas thus, the students felt easier in doing with a group because they could help each other. as like stewart (2004: p.8) state that small group discussion can help the student to motivate others and also solve the problem in teams work. after the students finished the treatment. they were motivated to do their best presentation. then, they did the posttest. post-test was conducted on march 20 th , 2019. the researcher asked every group to present a discussion in front of the class while other groups gave them some questions. it showed that the students felt easier to present than pre-test. although, there were some students still face difficulty. the result of post-test was higher than pre-test although there were some students got an unsatisfactory achievement or the same achievement. it was caused that taught by using small group discussion helped the students' speaking skill. stewart (2004: p.8) states that small group discussion helps students to improve their journal of languages and language teaching, vol. 7 no.1, mei 2019 79 academic achievement, such as: developing self-awareness, managing personal stress and solving problems analytically and creatively. it is clear that small group discussion is an effective technique that a teacher can apply in the classroom. in every activity in the treatments, they learned together and if they had some difficulties to understand a topic, the other students helped and gave information about it in detail so that they did not feel difficult to learn and practice it in front of their friend. as like stewart (2004: 8) states that small group discussion can build effective teams and teams work. besides, the students did not feel bored and they were interested in the classroom atmosphere that was made by the researcher. they also can share their ideas, opinion and express their feeling to their friend. thus, they were not ashamed to give their ideas. it helped them before they performed it in front of the class. as like daniel muijs and david reynold (2005: p.8) state that the use of small group discussion can use as sharing experience that makes enjoyment in playing and learning together. after the treatment ( sgd ) given, the test was conducted to examine students' speaking skill. the test covered five elements of speaking: (1) grammar, (2) vocabulary, (3) comprehension, (4) fluency, and (5) pronunciation as well. the result of students', achievement after the implementation of sgd was called post-test. table 3.2 (achievement of post-test) showed that the five elements of speaking had the improvement compared with the students' achievement of pre-test (before treatment). the most improvement of the five elements of speaking in post-test was comprehension with the mean achievement 111 after comprehension element, the four elements of speaking were: (1) vocabulary with the mean achievement 105 (2) fluency with mean the achievement 104 (3) pronunciation with the mean achievement 103 and (4) grammar with the mean achievement 93 respectively. to conclude this, comprehension is the highest gradation of the five speaking aspects. on the other hand, grammar is the lowest graduation. based on the achievement of the student namely lalu muhammad jaera almawan, before conducting the treatment he got the achievement of pre-test was 16 and after he was taught by using sgd he got achievement 22 in the post-test and he was the highest achievement among others.and also it happened with other students that their speaking was improved by conducting the sgd. based on the discussion above, it can be concluded that the use of small group discussion in teaching speaking was quite success/effective. therefore, the students' speaking skill after they were taught by using small group discussion was better than students' speaking skill before they were taught using small group discussion. in other words, the use of small group in teaching speaking had a significant effect on the students speaking skill on the seventh semester of the eleventh grade of sma plus munirul arifin nw praya. conclusion the researcher can conclude the result of the study showed that the use of sgd was effective. it was proved by the obtained achievement of t-test.the sig (2 tailed) > 0.05, it means that the null hypothesis (h0) is rejected and the alternative hypothesis (ha) is accepted. so that the use of small group discussion in teaching speaking is effective. the students of sma plus munirul arifin nw praya who were taught before using small group discussion got the mean achievement of pre-test was 14.25. on the other hand, the mean achievement of posttest was 18.45. it means that the students of the experiment after taught by using small group discussion had an improvement of 4.18. it can be calculated from 18.43 – 14.25 = 4.18. journal 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(2005). how to teach speaking. essex: stenton associates. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7598 july 2023. vol.11, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 515-525 jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 515 language contact, contamination, containment and shift: lessons from multilingual gwanda south, zimbabwe 1omphile marupi, 2erasmos charamba 1school of education, great zimbabwe university, zimbabwe 2school of education, university of the witwatersrand, south africa corresponding author email: erasmuscharamba@live.com article info abstract article history received: may 2023 revised: june 2023 published: july 2023 this article seeks to evaluate the level and type of changes in sesotho as a result of language contact in multilingual gwanda south, zimbabwe. it will indicate choices that speech communities have and reasons for specific language preferences. it looks at the multilingual situation in gwanda south and the language choices that the community is free or forced to make. it seeks to indicate how language contact could result in language shifts in supposed multilingual communities that could be affected by other languages appearing and being used for essential social, political, religious, and administrative purposes. survey data reveals that gwanda south has the following languages: sesotho, ndebele, chi-jahunda, venda, and english. sesotho is the home language while ndebele has come through administrators and its being the original national language for matabeleland south. chi-jahunda is a primary/ indigenous variety for gwanda south. attention is centered on the apparent move from the home language to other varieties that have moved into the district over time. the main worry is the apparent demise of the home language due to both internal and external forces. while there might be a high level of retention of the language in the home domain, the use of languages that are spoken by the few combined with english as the official language tends to interfere with the retention and continued use of sesotho. this suggests that language contact leads to a shift influenced by a speaker’s inability to preserve their mother language by switching to dominant languages as mediums at home and school once such languages have been learned and mastered. keywords language contact; language shift; language change; language maintenance; language policy; language attitude; bilingualism; multilingualism how to cite: marupi, o., & charamba, e. (2023). language contact, contamination, containment and shift: lessons from multilingual gwanda south, zimbabwe, jollt journal of languages and language teaching, 11(3). pp. 515-525. doi: https://doi.org/ 10.33394/jollt.v%vi%i.7598 introduction although zimbabwe is a multilingual country and acknowledges the linguistic diversity of its citizens through statutes such as its constitution, monolingual-oriented pedagogies in education remain the default educational policy. a regularly fronted position by some local educational policymakers is that permitting the use of students’ home language alongside english risks negatively affecting the development of the english language (marupi & charamba, 2022). in zimbabwe, the default language of instruction is english language, which happens to be the home language of less than 1% of the country’s populace (united nations, department of economic and social affairs, population division, 2019). analysts, researchers, and some educationists suggest this difference in students’ home language and the language of instruction to be the major contributing factor toward students’ underachievement in local and international assessments (see for example charamba, 2022). for example, the examination results released by the zimbabwe examinations council (zimsec) for the years 20152019 for the seventh-grade examination showed national pass https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:erasmuscharamba@live.com marupi & charamba language contact, contamination, containment … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 516 rates of 41,6%; 42,9%; 44, 73%; 52,08%, and 46,9% respectively (zimbabwe school examinations council, 2019). this study is centered on gwanda south to establish whether there is any language shift to ndebele or not with attendant social and political considerations as well as linguistic power dimensions over sesotho. linguistic science has proved that when speakers of different languages come into contact it is common for their languages to influence each other. the consequence of the contact of languages can result in the replacement of the ‘weak’ language. the replacement is common in situations where the other language has a higher social influence and power. in such a scenario language shift takes place usually resulting in language endangerment, extinction, or death. but of course it depends on the extent and degree of shift. at a time when after the april 2013 new constitution for zimbabwe amendment no 20 which officially recognizes 16 languages – sesotho included – it is prudent to analyze and evaluate ndebele influences on sesotho vis-à-vis charting new courses for the local language. the primary focal points of this investigation revolve around language shift and change. the central inquiry of this study, therefore, revolves around the factors that exert influence or establish the trajectory of a language's response to contact-induced forces driving language change in the region of gwanda south. to delve deeper, the study aims to explore the sociopolitical determinants that shape the evolution of sesotho, the factors that serve as catalysts for both stability and instability in sesotho, and finally, the linguistic ramifications stemming from the adverse impact of english-ndebele usage on the preservation of sesotho. theoretical perspectives the home language of students in zimbabwe is frequently disregarded in monolingual classrooms, making it challenging for them to fully comprehend the curriculum and explicitly engage in learning. for students to do well academically, reading and writing academic materials is essential. the deliberate and intentional teaching of academic language by teachers necessitates their familiarity with academic language and all its components. for students to succeed in class they have have the requisite calp. cognitive academic language proficiency (calp) focuses on proficiency in academic language or language used in the classroom in the various content areas. for most efal students will not possess the necessary proficiency in the medium of instruction. languages are important for the accomplishment of several developmental goals and maintenance of identity among individuals and different societal groups. to understand the implications of language contact, contamination, containment and shift in gwanda south, this research applied the unesco (2003) language maintenance framework. the framework is embedded on endangered languages that are marginalized and requiring revitalization. scholars such as brenzinger et al (1991) and dequenne’s (2007) unanimously concur that most threats to the existence of indigenous languages in africa should not be attributed to colonization only, but to some other factors as alluded to by unesco (2003) framework. the frameworks identifies nine factors which are: intergenerational language transmission; absolute number of speakers; proportion of speakers within the total population; trends in existing language domains; response to new domains and media; materials for language education and literacy; government and industrial language attitude and policies; community members attitudes towards their own language; and amount and quality of documentation. the unesco framework has proved to be a useful guide to language researchers, government and non-governmental organization, communities, research institutions in assessing language endangerment or vitality. the framework is supported by fishman (1991:81-109)’s graded intergenerational disruption scale which looks at the intergenerational transmission of language as the key to maintaining a language. it argues marupi & charamba language contact, contamination, containment … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 517 that, if parents do not transmit their language to their children, and children do no learn the language from parents, there will be a break in intergenerational transmission. the (gids) and unesco frameworks attempts to pave the way forward towards minority language revitalization by highlighting stages for language reversal due to language contact and shift. without citing the gids, the unesco frameworks evidently feature the socio-economic and contact factors that contribute towards language shift. the importance of the unesco framework as an analytical tool for this study is seen from its emphasis on the importance of usage and promotion of minority languages as mediums. research method this qualitative study employed a grounded theory approach, which entailed the systematic acquisition and analysis of data to construct theories. the primary objective was to investigate the communicative processes and interactions among individuals proficient in multiple languages in the gwanda south region. by focusing on multilingual students subjected to monolingual pedagogy, our aim was to develop theories pertaining to substantial communication challenges encountered in educational settings. the adoption of this research design holds significant promise in generating more extensive and varied data compared to conventional research methods, thus justifying our selection of this approach. population and sample gwanda district is situated in the matabeleland south province of zimbabwe, approximately 120 kilometers south of bulawayo, serving as the largest city within the province. within this district, there exist a total of 512 primary schools, 161 secondary schools, and two universities. the overall population of the district stands at approximately 30,000 individuals, predominantly consisting of native speakers of sesotho. for the purpose of this study, the sample selection process employed purposive sampling, specifically targeting students who were proficient in sesotho. this approach allowed for the collection of relevant data from individuals who possessed the necessary language skills and cultural background pertinent to the research objectives. instruments the study involved the conduction of in-depth interviews lasting approximately thirty minutes with selected participants from the gwanda south region. these interviews took place at the participants' respective schools, specifically during designated lunch breaks. to ensure accuracy and facilitate thorough analysis, the interviews were digitally recorded using appropriate recording devices. subsequently, professional transcription services were employed to transcribe the interview recordings into written text. this meticulous process of transcription aimed to capture the nuanced details and essence of the participants' responses, ensuring reliable and comprehensive data for subsequent analysis. data analysis the qualitative data derived from the interviews underwent analysis using a qualitative data analysis approach. this approach was based on glᾰser and laudel's (2010) model, which aims to construct a structured information base organized into categories. these categories then serve as a foundation for identifying patterns within the data and integrating these patterns into a systematic, theoretically embedded explanation (mcmillan & schumacher, 2010). the data analysis process in this study encompassed two distinct approaches. firstly, an inductive approach was employed, where themes and patterns emerged directly from the data itself. this approach involved a meticulous examination of the interview transcripts to identify recurring concepts, ideas, and perspectives that were expressed by the participants. these emergent themes were derived solely from the data, allowing for a comprehensive marupi & charamba language contact, contamination, containment … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 518 exploration of the phenomenon under investigation. secondly, the analysis also incorporated an a priori or deductive approach, drawing upon the researchers' pre-existing theoretical understanding of the subject matter. this involved utilizing prior knowledge, existing theories, and relevant literature to guide the identification and interpretation of patterns within the data. by incorporating this deductive approach, the analysis aimed to bridge the gap between the empirical findings and established theoretical frameworks, thereby contributing to a more nuanced and comprehensive understanding of the phenomenon. overall, the analysis of the qualitative data in this study entailed a thoughtful and rigorous process that encompassed both inductive and deductive approaches. this approach allowed for the exploration of emerging themes directly from the data while also integrating theoretical insights to provide a robust and theoretically embedded explanation of the phenomenon under investigation. research findings and discussion research findings language diversity and complexity in gwanda south gwanda south is found in matabeleland south which is a province characterized by diverse languages hence the nickname ‘’the rainbow province’’ of zimbabwe which describes the rich linguistic and cultural diversity of the province. in it are sesotho, chi-jahunda, ndebele, english, possibly kalanga, venda, remba and tswana. the contact situation is fascinating in the area especially perceived influences of ndebele and emerging shona influences now strongly pervading the district. while this is the case, many are not aware of the riches of the province in terms of its linguistic diversity. language is part of society and so, as society changes, so will language change. approximately 90% of the people in the district of gwanda belong to the sotho language group (marupi & charamba, 2022a). an influential small percentage are government and non-governmental organization workers who have an immense linguistic influence in the district and are likely to be speakers of ndebele, shona, english etc. because they are in government offices or in powerful decision position they let their languages filter down to the community. language will be looked at as an integral part of change in society. another peculiarity of language is its ability to adapt itself to changes and variation within time in society. some of these changes are driven by socio-political forces as well as policies that are in place. language diversity in africa and zimbabwe in particular can only be maintained and achieved with a suitable or inclusive language policy. it is crucial to note that an alteration of any major feature in a language is likely to influence some form of language change. language change and contact language change can be viewed as loss, degeneration, gain or creation of new language altogether. hock and joseph (1996) cited in aitchison (2002) proclaim that language change reduces not only the purity of language but also the ability to speak and think in that language. due to the linguistic diversity and experienced language change, decline and death policy makers have crafted pieces of legislation that mark how to use these languages as a response to their multiplicity. there is an apparent shortage of comparative studies that take an objective look at the existence of sesotho and this is probably due to policies that have somehow ignored the existence of indigenous languages such as sesotho in zimbabwe. pennycook (2002:91) points out that: language policy involves more than choosing which language to use in education as it also involves the use of languages for the purposes of cultural governance which reflect and produce construction of the other. marupi & charamba language contact, contamination, containment … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 519 based on the above, language restrictions take place affecting how languages are used. due to language restrictions among the sotho people, a language shift has taken place as a result of language contact with ndebele. in other words social contact will result in language contact. according to thomson (2001: 62) language contact is: any linguistic change that would have been less likely to occur outside a particular contact situation due at least in part to language contact. in the process of contact, a language can either be altered and change or can be swallowed and disappear completely causing what is referred to as language death. batibo (2005) indicates that a language shift happens when speakers abandon their language and move to the dominant language. in relation to the case under study, the sotho apparently have abandoned their language for ndebele due to political, social and economic reasons. from the above context, here is an encouragement that could motivate the sotho to continuously engage on issues to do with the developments of their indigenous language. while sesotho has continued to be retained by elders in the home domain, the schools in the district of gwanda south use ndebele as a medium in the process making the children adopt ndebele. wherever learners attend public schools they are unlikely to have a teacher who speaks sesotho. due expansion can be made courtesy of meinhof (1915) who argues that the state of languages at the present moment is not as important as it is to find out how things came to be what they are. it is this response that has generated the primary interest in the researchers. language contact results in any of the following possibilities: one language being preferred over another; one language being rejected; all languages being used together but for different purposes and at different levels; a home language borrowing or adopting terms from language(s) considered more influential or powerful and sometimes through an attitude choosing which language to borrow from; two or more varieties developing a pidgin or creole; one language being used as a lingua franca; status being assigned to languages as official, national, minority, local, indigenous, primary etc.; one language being marginalized; one language especially after independence exercising imperial control over others;one language getting extinct. teacher-learner linguistic mismatch a lot has been written about the linguistic mismatch between teacher and learner. the task is then to train teachers who are linguistically competent in sesotho to meet academic and social needs of all students. the training of teachers who are conversant in sesotho will make sure teachers know about sesotho’s unique history, culture and of course its essence as a language. language is an important tool used for expression. it is used as a form of identity by people, families, communities and nations. language is a vehicle for cultural transmission. the wealth of african languages is illustrated with the figurative speech as noted with how languages such as the yoruba, igbo, sotho, zulu, xhosa, venda and other african languages use proverbs and idioms to express themselves. it can be argued that restriction in language use results in imperfect learning. it is therefore fundamental that people preserve and protect it to avoid language shift and death. part of that will be possible when teacher-learner linguistic mismatch is avoided by both learning and using the same language. language contact outcomes winfrord (2003) identifies three types of outcomes that are a result of language contact, these are language maintenance, language shift and language creation. language shift is at the centre of this study. as aforementioned, language shift takes place when a dominant language or strong language group is in contact with a minority language or weak language. some scholars posit that speakers can abandon their language due to pressure and prestigious value associated with the adopted language. once the new language is adopted, it spreads marupi & charamba language contact, contamination, containment … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 520 quickly and with much power in the process dominating all other languages around it, and obscuring the home language. the new language is seen as the language of power. in reversing the above scenario, the pieces of legislation and policies crafted should ensure that languages are protected at all levels. policies on languages have always focused on imposing homogeneity as a way of avoiding promoting all languages on an equal basis. endangered languages according to grenoble and whaley (1998) africa has the highest number of endangered languages. the school curriculum should therefore embrace indigenous languages and enhance their learning as a way of instilling a sense of belonging and identity. teaching sesotho definitely will reverse language shift in gwanda south. by embracing a linguistically and culturally responsive pedagogy, it will lead to revitalization and maintenance of sesotho and reverse language shift. when scholars study language contact, they are concerned with the possible outcomes of language contact. these outcomes are inclusive of cultural, sociolinguistic and linguistic death (charamba, 2017). one can ask what language death is. it is a process through which a language stops its functional purpose by a speech community as noted with the sotho community of gwanda south, while other languages takes over and expand in all domains and are passed on to the next generation as is the case with ndebele which has eclipsed sesotho. the remaining sesotho speakers are elders and some families who use the language in the home domain. the prestige of sesotho has been associated with religion and education which has generated arguments for its use as medium. the prestige is still evident today with the elderly using it for socialization purposes while churches such as zcc, lutheran and the zionists using it as a liturgical language making it necessary for sociocultural and religious activities. it is clear mother language is central in day to day lives since it transmits culture. loss of mother tongue is loss of culture (trudgill, 1991:67). it is clear that language maintenance creates vitality and as such language shift deprives minority languages the leverage to live and grow. it is an argument further advanced by crystal (2000: 34-35) by stating that: … the vocabulary of a language provides us with clues about the earlier states of mind of speakers and about kinds of cultural contacts they had… all these arguments are based on supporting the benefits of language maintenance visà-vis language shift which can be precipitated by the desire to be associated with a language of influence due to the status associated with it. therefore, the high retention of sesotho in the home domain could be used to deter language shift. the suggestion is that in a situation of unstable bilingualism speakers may use a subordinate language for economic and political reasons but still maintain their home language for socialization purposes as noted with the case under study. from the above perspective, there are three major issues addressed, how a new language can come on the scene, how the new generation can come to learn it and the outcome of its relation with the existing language (e.g. ndebele vs sotho). the study used the fishman theory of reversing language shift (rls). the findings of the study reveal that the home domain of sesotho language has been overrun by ndebele. from the above establishment, language shift is inevitable. children born of sesotho parents no longer acquire sesotho as a mother language and hence are socialized into ndebele causing language shift. fishman (1991:35) indicates that: psychologically any ethnic mother (tongue) transmission is a cultural right and societal resource. mother language espouses the right and ability of small cultures to live and inform life for their own members as well as to contribute thereby to the enrichment of humankind as a whole. marupi & charamba language contact, contamination, containment … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 521 maintenance of mother tongue entails complementary use of the indigenous languages against the colonial or official language which is used as a language of trade and commerce. the side by side use of these languages allows them to exercise their functional capacity. in zimbabwe chewa, chibarwe, kalanga, khoisan, nambya, ndau, shangani, sign language, sotho, tonga, tswana, venda, and xhosa might be officially recognized but if no preparations are made to raise them to the level of english, ndebele and shona they might later be classified as endangered (marupi & charamba, 2022a). discussion ndebele has from about 1894 or so been used as a national language in gwanda south. colonial administrators used it as a heritage for matabeleland north and south and imposed it for political and administrative purposes. while missionary schools made an effort to introduce sesotho, venda, kalanga, tonga, and nambya as subjects and mediums of instruction in schools, the effort was abandoned and ndebele was used as a subject and a medium of instruction in the first 3 grades with english taking over from grade 4 onwards. many sotho parents inevitably learned ndebele and spoke it. vetoka a pressure group consisting of venda, tonga and kalanga advocates argued in 1986 for the introduction of venda, tonga and kalanga as subjects and mediums of instruction for grades 1 to 3. ndebele and english would take over from grade 4. orthography was designed for the three in 1986. sotho and shangani communities joined the advocacy in 1987 and orthography was designed in 1987 for shangani and sesotho. venda, tonga, kalanga, shangani, sesotho were supposed to be taught in all schools that had dominant speakers of the local languages around schools. two to three years after the introduction of the scheme parents instructed schools to teach their children instead in ndebele. in 2012 tonga announced divorce from ndebele. use and teaching of tonga in both primary and secondary education would from then be effected. ndebele had and is still being used in schools, law courts, markets, home affairs offices etc. despite official recognition of 16 languages in the 2013 new constitution the zimbabwean government has not shown how they would be raised so that the influence and use of ndebele can be reduced in gwanda south and in other districts where other local languages are dominant, but use ndebele. many people throughout the world speak more than one language due to various reasons which might be socio-political, religious or economic. these variety of factors have influenced communities to shift to languages with ‘’benefit’’. by so doing speakers have been enabled to get along with other groups in the areas of trade, education, politics and socialization. however, it should be noted or pointed out that during the process, second languages that are learnt and adopted replace the mother language and in the long-run lead to mother tongue language death. this is true with the case under study (sesotho), fears being that it might go the way of khoisan and chi-jahunda which linguists suspect have died. sesotho has been dominated just as khoisan and chi-jahunda by ndebele which has been interpreted as the language of power and the black elite (marupi & charamba, 2022b). as more people speak ndebele and use it as a medium, it becomes the dominant language of choice. it can be argued that among sotho youths, a small number of young generation use the language as a medium. survey data revelations are necessary in this area. fluency in the language is only among the older generation. on this basis, the adoption of ndebele as a first language may well be the result of difficulties encountered by youths in learning and speaking sesotho – probably with limited resources – while learning ndebele has been easier. ndebele then emerges as the language of choice. the above move is in line with appel and muysken (1990:23) who contend that ‘the identity imposed on language by one’s group membership is a crucial fact for language choice.’ marupi & charamba language contact, contamination, containment … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 522 the adoption of ndebele as a ‘first language’ may well be the result of challenges encountered in using sesotho language as a medium among the different age groups in matabeleland south which make ndebele to be the language of choice due to its historic and political influence as well as literature available in that language for teaching and reference. it can also be argued that, zimbabwe’s population diversity pushed by historical factors has engineered the shift to languages which are socially, politically and economically influential. as a language, sesotho speakers in zimbabwe have ‘shifted’. minority language tag on sesotho between about the 1950’s and 2012 has not made things any better. according to joseph (2006:39): we read the identity of people with whom we come into contact with based on very subtle features of behavior, among those languages which are perceived as particularly central. despite the shift to ndebele, some families in gwanda south still continue to use sesotho in the home domain. historically, the colonialists clustered languages into one group and picked one language to use as lingua franca to solve lack of intelligibility between languages. because sesotho, venda, kalanga, nambya, tonga happened to be in matabeleland ndebele was used in education, trade, commerce, industry in place of any of the local languages. that simple political decision has had far reaching consequences and advocacy in 2019 is proving so. sesotho and others have been confined to home use. the colonial policies on language in rhodesia (now zimbabwe) emphasized the imposition of ndebele and shona over other local languages. it thrived on the legacy of sameness where languages would be grouped under one major language as a means of controlling diversity. the degree of imposition is evident in the education act of 1987 which states languages to be taught in schools: (i) subject to this section, the three main languages of zimbabwe, namely shona, ndebele and english shall be taught in all primary schools from first grade as follows—; (ii) shona and english in all areas where mother tongue of the majority of the residents is shona or; (iii) ndebele and english in all areas where the mother tongue of the majority of the residents is ndebele. the quote indicates the act recognizes ndebele as the only mother tongue spoken in matabeleland south. for speakers of languages such as sesotho, the act forbids the use of that language. despite the amendment of the constitution in 2013, the education act still recognizes ndebele and shona as the only indigenous languages which should be used as mediums. the government’s treatment of sesotho as a minority language has resulted in language shift though sesotho is dominant in gwanda south. due to colonial remnants, a person using ndebele enjoys some privileges against a person who uses sesotho. the current social structure is a replica of the social structure that was introduced by the british that hierarchized languages. the organized portrayal of perceiving sesotho language and culture as inferior has left a permanent impact that has led to language shift. it can be argued that as a way of cultural and probably social shelter, the sotho community has linguistically hibernated under ndebele to avoid being alienated. based on the studies by crystal (2000:21): … languages which have a very big potency to be death languages…, are socially and economically ‘’left behind’’. it can be argued that sesotho is socially and economically not empowered and as such the language are economically and socially behind compared to ndebele, hence the shift to ndebele. the shift is influenced by the appetite to identify and participate in economic activities as well socializing. the above argument can be amplified using fishman (1972) who contends that linguistic minorities are often socially and economically disadvantaged. marupi & charamba language contact, contamination, containment … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 523 the sotho community is ever faced with a dilemma of either keeping true to their cultural and linguistic roots and be disadvantaged or abandon their traditions and adopt the life style of the ‘elite’ through the influential and powerful language (ndebele). crystal (1992) defines language attitude as the feelings people have about their own language or language of others. attitudes are constraints about other languages. scholars such as baker (1988) argue that attitudes are scholarly predilection and are not inherited. from the above perspective, attitude is important when studying language shift. fasold (1984) suggests that attitudes towards a language are often a reflection of the attitude towards members of that speech community. the reaction of the ndebele and shona community reveal their perception regarding speakers of sesotho. the attitude towards sesotho exert some pressures which cause language shift since it is perceived to be carrying no economic, social and political prestige. incidentally political meetings, church gatherings and any public discussions are conducted in ndebele where sesotho would have been used. fasold (1984: 147-148) states that “the status accorded to languages by government is responsible for language shift.” his argument is that certain languages are accorded official status enabling them the opportunity to be used as mediums at school and in all government business. in such instances, people whose languages are not used as official languages will be forced to become bilingual so that they participate in social, economic and political life of the country. the above is the case with the sotho of gwanda south. level of prestige can also push other people to abandon their language in favour of a prestigious language. dorian (1986), huffiness (1980) and batibo (2005) argue that speakers of a smaller population, or inferior population or grouping are likely to shift to the language which is of a numerically bigger or prestigious group. the question of course will be what measures to take to counter shift – pride, patriotism, nationalism, effort to arm local language with resources and requirements to withstand pressures of supposedly stronger and forceful varieties. conclusion the article has looked at how language contact leads to changes in the local language. people react to languages that have been placed side by side. they look at a variety that will assist them or one that has the force of office. ndebele has been such a language imposed on the sotho and used in schools and different levels of local and central administration. what worries researchers is when attitude in people changes and they start to view their own mother tongue as an inferior variety that needs to be replaced. in the article is the contention that both teacher and learner should share common varieties which would promote classroom activities instead of reliance on attitudes to language. linguistic match is productive while a mismatch disrupts learning. ndebele is placed curiously in gwanda south and the younger generation gravitates towards it. the older generation is keen to give its children sesotho, but a researcher worries that a preference for ndebele might just run counter to the wishes and hopes of elders. linguistic diversity in the area might lead to further complexity if political and administrative requirements are fully followed – gwanda south might be administered by a large variety of languages and when each one gains official space like ndebele has done people might feel forced to consider gains they have through the new language and shift would then occur. a counter is necessary and pride in sesotho might have to be cultured in the people of gwanda south. this section, the author(s) should give his/her comprise statement regarding the major findings and implications of the study, but not the whole study. it is not suggested to bring any new information in the conclusion. marupi & charamba language contact, contamination, containment … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 524 acknowledgement the authors express their sincere gratitude and appreciation for the invaluable input provided by the reviewers. their insightful feedback, constructive criticism, and expert evaluation played a pivotal role in shaping the quality and rigor of this research. the authors acknowledge the reviewers' expertise and commitment to scholarly excellence, as their meticulous review process contributed significantly to the refinement and enhancement of the manuscript. their expertise and valuable suggestions have undoubtedly enriched the scholarly contribution of this research. the authors extend their heartfelt thanks to the reviewers for their time, dedication, and valuable contributions, which have been instrumental in improving the overall quality of this study. references aitchison, (2002) language change: progress or decay? 2nd edition. cambridge university press. baker, c. 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(2019). grade 7 results, 2019. results council. harare. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i1.2221 january 2020. vol.8 , no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 48-59 artificial intelligence to master english listening skills for non-english major students 1 irfan suryana, 1 asrianto, 1 didik murwantono 1 english language education, ahmad dahlan university, indonesia corresponding email: hi.irfansuryana@gmail.com article info abstract article history received: november 2019 revised: december 2019 published: january 2020 technology plays an important role in people’s day-to-day life and various aspects of life including education also use technology. artificial intelligence is regarded as an example of the advancement of technology. the purpose of this study is to investigate students’ perceptions of using artificial intelligence mobile applications to improve english listening skills. it was under phenomenological qualitative research characterized by an interdisciplinary approach, mainly education and technology. the online interview was used to gain information from students’ on the specific theme of artificial intelligence mobile applications in improving english listening skills. the survey consists of seven questions which become category such as 1. the knowledge of artificial intelligence; 2. the knowledge of tune in, joox music, voa learning english listening every day, and netflix; 3. the use of the applications; 4. the reason to use the applications; 5. the use of applications in improving english listening skills; 6. the influence of the applications toward the users; 7. the most effective and efficient applications to improve english listening skills. this survey was conducted at the faculty of psychology in universitas sarjanawiyata took part in this study. participants were three females and two males. the results showed that the most effective and efficient artificial intelligence mobile application to improve english listening skills is netflix. keywords designing; strategies; english; writing; how to cite: suryana, i., asrianto., & murwantono, d. (2020). artificial intelligence to master english listening skills for non-english major students. jollt journal of languages and language teaching, 8(1) pp. 48-59. doi: https://doi.org/10.33394/jollt.v8i1.2221 introduction language is foremost a way of communication. communication itself nearly always takes place inside some varieties of social context. language is integrally tangled with the notions of who we are on both the personal and also the border which means social levels. when people use language, they impart their individual thoughts as well as the cultural beliefs and practices of the communities of which they are the vicinity of their families, social teams, and alternative associations (kuiper, allan, kuiper, & allan, 2017). additionally, language is the divine gift of god that distinguishes man from animals. the language will mean a set of words that set in the sentences in which every word has a separate meaning (haerazi et. al., 2018). english is additionally a language that offers expression to thoughts and feelings of a group (haerazi & irawan, 2019). language is actually a talent and not a content-based subject like science, social studies, commerce, mathematics, and so on that aims to impart the information and fill the human mind with information too. also, language could be an advanced talent involving four subskills that are listening, writing, speaking, and reading skills (husain, 2015). listening is critical in the teaching and learning process and can assist students to enlarge the other language skills (dwi mailto:hi.irfansuryana@gmail.com https://doi.org/10.33394/jollt.v8i1.2221 suryana, asrianto, & murwantono artificial intelligence to master english… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 49 savitri nuryadi, 2013). listening is an activity of recognizing the element of sounds and sounds consequences (asemota, 2015). the utilization of technology has become a very important part of the training process and out of the category. technology has been utilized to facilitate and improve learning. one in every of the foremost technology that is utilized to improve english skills is understood as artificial intelligence (ahmadi, 2018). consistent with the new international webster’s comprehensive dictionary of the english language, encyclopedic edition, artificial intelligence deals with the event of computers which can have interaction in human-like thought processes like learning, reasoning, and self-correction. the idea of that machine is often improved to assume some capabilities usually thought to be like human intelligence like learning, adapting, self-correction, and so on. before artificial intelligence becomes far-famed, the students typically use the other media so as to enhance their listening skills. for instance, youtube is often utilized to teach listening skills to language learners. youtube videos give audio-visual inputs to learners (karkera, 2018). there are some impacts of using a podcast in raising listening and even speaking performance (yoestara & putri, 2019). the utilization of radio in promoting scrutinized talent will improve the listening comprehension of language learners (budyana et al., 2018). in this study, we examine artificial intelligence mobile applications to give the students or english learners opportunities to enhance their english listening skills. this aims to clarify concerning some artificial intelligence mobile applications which will be used for non-english major students to master english listening skills. the term artificial intelligence or it can be shortened as ai was coined by john mccarthy in a very known dartmouth college workshop, held in the summer of 1956 (benko & sik lányi, 2011). artificial intelligence is an aspect of computer science that deals with the modeling of intelligent machines that work and behave like humans (habeeb, 2017). in philosophy, artificial intelligence includes the branch of mathematics which is presented by media as a substitute for the human intellect. it is considered as a branch of mathematics which would help to unravel intellectual problems as many branches helping (abu-mostafa, 2018). artificial intelligence (ai) is a wide-ranging branch of computing involved with building sensible machines which are capable of acting tasks that usually need human intelligence. artificial intelligence is an interdisciplinary science with multiple approaches. it is machine learning and deep learning which are creating a paradigm shift virtually in every sector of the tech industry, in other words, artificial intelligence (ai) is a machine that will think and act humanely and rationally (builtin.com, n.d.). artificial intelligence becomes a vital part of people’s lives. people who live in this generation are very lucky because it is filled with technological advancement. artificial intelligence includes a special place altogether the advancement which is created these days. ai is the science of computers and machines developing intelligence like humans. during this technology, the machines will do a number of simples to advanced tasks that people do often. the ai systems are capable enough to cut back human efforts in varied areas. to conduct completely different operations within the business, several businessmen use artificial intelligence to create machines that perform numerous activities. the artificial intelligence applications facilitate to induce the work done quicker than before with the correct results. there are some benefits for using artificial intelligence in people’s lives such as in the daily operations, repetitive tasks, digital assistances, healthcare, agriculture, automotive, aviation, education, arts, finance, and political economy, government, military, gaming, news, and commercial enterprise, and advertising (churcher, 1991). as an example, in daily operations, smartphone os is an apt and everyday example of how people have a tendency to use ai. people too have a tendency to hit the road for long suryana, asrianto, & murwantono artificial intelligence to master english… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 50 drives and travels with the assistance of gps. in utilities, people can predict what they have to type and correct the spellings. in the finance and economy area, ai can be used in the following use cases such as algorithmic trading, market analysis, personal finance, and underwriting. in government areas, these style of government issues is acceptable for using artificial intelligence applications such as resource allocation, large public and employee datasets, expert shortage, predictable scenarios, procedural tasks, and diverse data. in the education area, one in every of the less dimmed innovations is that the plan of a private artificial intelligence tutor or assistant for every individual student because one teacher cannot work with each student directly, artificial intelligence tutors would provide students to get extra, one-on-one helping areas of required growth. these advantages are incredibly amazing. these show that people cannot be separated from artificial intelligence’s existence in every aspect of life. literature of review there are some writers who have explained artificial intelligence in dealing with english language courses. firstly, kose and arslan investigate about artificial intelligence that can support e-learning scenarios in order to ensure better teaching and learning experiences along with educational activities. their purpose is to report the advantages of artificial intelligence in especially the education field (köse & arslan, 2015). secondly, yang investigates about artificial intelligence for integrating english oral practice and writing skills. his research focuses on the use of artificial intelligence in language teaching and learning, especially the lucy program (yang, 2007). thirdly, artificial intelligence application that can be used to improve english speaking skills. her article emphasizes the benefits of using ai applications which names elsa to improve english speaking skills (casey hynes, 2016). fourthly, artificial intelligence such as google and grammarly can help people to improve writing. he describes that google and grammarly save millions of embarrassing errors which are caused by carelessness (bernard marr, 2018). there are some ways to improve learners’ english listening skills done by teachers. students are asked to recruit in a web course however they are going to use mobile apps for learning a language. learning language through mobile apps can build their learning fun, accessible, and intuitive(saigal, 2018). some artificial intelligence mobile applications which are able to improve english skills, notably in raising english listening skills such as tunein– nfl radio, free music, sports & podcasts, netflix, joox music, and voa learning english listening every day. tunein–nfl radio, free music, sports & podcasts is the application that consists of live sports, music, news, podcasts, and am & fm radio from all around the world. this application has lots of music channels, fast-breaking news, and has more than 5.7 million podcasts and also 100,000 am & fm radio stations that come from various zones. the users of this application can upgrade to the premium in order to be premium to get the full experience in tunein – nfl radio, free music, sports & podcasts. netflix is considered as the application which becomes the most talked about tv shows and movies globally. the users can use this application everywhere, such as while they travel, commute, or just take a break from daily work. users can use netflix easily. they can browse new titles of the movies or they can search their favorites and stream the videos on their mobile phones because netflix adds tv shows and movies all the time. netflix provides lots of movies, such as documentaries up to stand-up specials. moreover, the users can save the data by downloading the titles to their mobile phones so that they can watch them wherever they are. suryana, asrianto, & murwantono artificial intelligence to master english… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 51 joox music is one of the streaming music application which is a free music player and provides lyrics. through the application, the users can stream or download the latest songs with million tracks whether they are local songs or international songs. the users can also obtain the music playlists from the editor of the application so that they can listen to the recommended songs which fit with their taste and mood. the application has music videos as well so that the users can watch music videos, even many interviews, and documentaries. this application is indeed designed for music lovers. the last application is voa learning english listening every day. this application is considered as the best and the simplest application to improve english for the users. actually, voa learning english is one of the programs run by voice of america which aims to assist english learners to develop their english skills every day. this application consists of stories, lessons, up-to-date news reports, and so on. the users can read, listen, and watch the lessons whenever they want to. the content of this application is always updated every day so that the users can obtain new things or new lessons every day. there are the most popular contents in this application, such as world news, education, business, science, technology, american history, culture, nature, stories, grammar, vocabulary, and so on. the application provides transcribed audios and videos as well. the most helpful thing is the users can save the lessons for offline learning. research method to gather the data we used the qualitative method by using an online interview. in the first place, we thought deeply regarding what kind of questions which we were going to ask the subjects related to the topic. after that, we wrote on a certain note about the seven questions. then, we summarized their answers depending on the questions. research design this study is designed under qualitative research. it deals with nonstatistical methods of inquiry and analysis of social phenomena (shakouri, 2014). qualitative research is often utilized as an argument to show the low validity od qualitative research (crescentini & mainardi, 2009). qualitative research is a shape of social action that deals with the way people interpret and make sense of their experiences in order to comprehend the individual social reality. the aim of qualitative research is to explain and interpret issues or phenomena systematically from the purpose of view of the individual population being studies and to gain new concepts and theories (mohajan, 2018). to conduct the research, the researchers used phenomenological qualitative research. phenomenological research is an examination that tries to comprehend people’s perceptual experiences, perspectives, and comprehension of a certain phenomenon. moreover, phenomenological research is originated in an inflection of individual insight and subjectiveness and delivers more importance to individual experience and representation (pathak, 2017). the purpose of phenomenological research is to light up certain experiences in order to observe the phenomena that are gained by people in a specific condition (qutoshi, 2018). subject the subjects of the study were five students who consist of 2 males and 3 females as examples of psychology students. all of the subjects were, of course, no english programs because their major is psychology and they learn it at faculty of psychology in universitas sarjanawiyata tamansiswa (ust), yogyakarta. the address of the university is jalan kusumanegara no. 157, muja muju, umbulharjo, yogyakarta city, special region of yogyakarta. we chose them as the subjects because they were not english students and they suryana, asrianto, & murwantono artificial intelligence to master english… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 52 were all at their pre-intermediate level of proficiency in the english language. in addition, we collected the groups through the whatsapp application. instruments we used an online interview by using the whatsapp application to gather the data. the interview method is applied as a pilot study to collect the preliminary data before the survey is conducted (qu & dumay, 2011). the interview is a method in qualitative research where the researcher gathers the data from the participants(showkat & parveen, 2017). interviews set qualitative data with rich and detailed data in order to clarify the perspectives of the participants, how they interpret such experiences and their significance (castillo-montoya, 2016). while an online interview is a kind of interview that is done online, not face-to-face. in this study, we used whatsapp as media to interview. we used whatsapp because it is easy to use and the subjects have the application. whatsapp is an instant messaging which includes the most popular smartphone application in indonesia. whatsapp is utilized by people as an important aspect of their life to communicate with others. there are seven questions that we ask the students(o’hara, massimi, harper, rubens, & morris, 2014). these questions include (1) do you know what is artificial intelligence; (2) do you know tunein – nfl radio, free music, sports &podcasts, netflix, joox music, and voa learning english listening every day?; (3) what is the application that you have ever used?; (4) why do you use it?; (5) what is the application that assists you to improve english listening skills?; (6) what does the application influence your english listening skills?; and (7) based on your opinion, what is the most effective and efficient application that can help you to improve your english listening skills? data analysis after collecting the data, we moved the data from whatsapp application to microsoft word. then, we grouped each question from different subjects in microsoft excel. we created the lists in order to make it easy to identify the answers to each question. next, we summarized the data and entered it into the category which was the depict of the questions themselves. research findings and discussion research findings the study sample consisted of 5 subjects. the administration of the survey was done through an online interview. the data obtained in this study were analyzed using a qualitative methodology. specifically, we examined participants’ perceptions of some artificial intelligence mobile applications that can be used to improve listening skills such as tunein– nfl radio, free music, sports & podcasts, netflix, joox music, and voa learning english listening every day. category 1. the knowledge of artificial intelligence when the subjects were asked about artificial intelligence. only one of five students who did not know about artificial intelligence, while the four students have known about artificial intelligence. the purpose of this category is to know whether the students have already known about the topic that we conducted or they have not. “yes, i know. artificial intelligence is the intelligence that is made by human” (ms1) “no, i do not know” (fs1) “yes, i do know” (fs3) suryana, asrianto, & murwantono artificial intelligence to master english… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 53 it showed that most of the students know about the term artificial intelligence. most of them answered that artificial intelligence is made by humans for humans. category 2. the knowledge of tune in, joox music, voa learning english listening every day, and netflix in category 2, we asked the students about the knowledge of artificial intelligence mobile applications such as tunein – nfl radio, free music, sports & podcasts, netflix, joox music, voa learning english, and netflix. the aim of this category is to know whether they have already known about some artificial intelligence mobile applications or not and to know whether all of the applications which we mention have been known or not. the students expressed what they know about these applications as follow: “i just know about joox music, the other applications i have not known yet” (fs2) “joox music, tune in, and netflix are the applications that i know so far” (fs3) “i only know joox music and netflix” (ms4) the students’ answers showed that they have already known some artificial intelligence applications but they have not known yet all the applications. moreover, most of the students know about the joox music and netflix application. they really seem more familiar with both applications than the rest. category 3. the use of the applications in this section, the researchers tried to dig in more about the use of those applications whether they also use it or only know about the applications. the purpose of the category is to know the application that they used in their daily life. they conveyed their answers about the question as follow: “i am using joox music” (ms1) “i am using joox music and netflix application” (fs3) “i am using joox music as well and i do not use the other applications that you mention before” (fs5) from their answers, we can know that they also use artificial intelligence mobile applications in their daily life. most students use only two applications on their mobile phones which are joox music and netflix. category 4. the reason to use the applications this section tried to obtain the students’ reasons for using the chosen applications. the purpose of this category is to understand the reason why they choose and use artificial intelligence mobile application. their answers were very unique. these answers can be seen as follows: “i think the application is very simple to use to listen to the songs so that i do not need to download them” (fs2) “i use joox music and netflix because their features are complete so that i can find anything through them” (fs3) suryana, asrianto, & murwantono artificial intelligence to master english… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 54 “i use joox music because i can listen to the songs freely and it provides the lyrics as well” (fs5) from their answers, we can know that there is the reason why they use the application. the researchers can conclude that they use joox music because they can listen to the songs and it has a complete feature such as lyrics. category 5. the use of applications in improving english listening skills this category emphasizes the use of applications in improving listening skills so it is like a question whether the applications really help them to improve english listening skills or not. the aim of this category is to know the use of applications in order to improve their english listening skills. the students told their answers as follow: “i prefer using joox music than tune in, voa learning english, or netflix because it helps me to improve my english listening skills. one of the reason is this application comprises not only indonesian songs but also english songs in which if the listeners do not know the meanings they will search it in indonesia meanings to understand what the songs are about” (ms1) “i choose to use joox music because it assists me to improve my english listening skills. i think if we always use it to listen to the songs, our hearings will be automatically habitual with the english words” (fs2) “the reason why i choose to use joox music because i believe that it will help me to improve my english listening skills. if we often listen to the english songs, of course, we want to know the meanings and what the songs are talking about so that we will find the indonesia meanings and this can be a self-learner. in other words, the application teaches how to be a self-learner (ms4) the researchers can know that the students really gain advantages from the artificial intelligence mobile application, notably joox music. for example, joox music encourages the students to search the meanings of the english songs and to train their english listening skills as well. category 6. the influence of the applications toward the users in this category, the researchers wanted to emphasize deeply about the influence of the applications on them. the purpose of this category is to know exactly the impacts of the applications. their statements can be seen as follows: “in my opinion, joox music is good to use because it can improve my english listening skills (ms1) “for me, joox music gives a good impact on my english listening skills and i enjoy english listening to music because it makes my mood better than before (fs2) “i think tune in, joox music, and netflix can help me to improve my english listening skills because i can learn the english vocabulary (fs3) after asking the students about the influence of the applications. then we can catch the conclusion that the applications give a positive impact on their english listening skills. suryana, asrianto, & murwantono artificial intelligence to master english… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 55 category 7. the most effective and efficient applications to improve english listening skills we asked the students about the most effective and efficient applications to improve english listening skills so that they consider which one of the artificial intelligence application is the most effective and efficient one in improving english listening skills. the aim of the study is to know one application from four applications that are considered as the most effective and efficient mobile application. their answers can be seen as follow: “i choose netflix as the most effective and efficient application in improving my english listening skills” (fs3) “i also choose netflix but of course it is without any subtitles” (ms4) “i think the most effective and efficient application in improving english listening skills is netflix” (fs 5) category 7 is the last category and becomes the core of the study because it shows the most effective and efficient artificial intelligence mobile application in order to improve english listening skills. three participants chose netflix as the most effective and efficient application and the two ones chose joox music. discussion after collecting the data and identifying the research finding, we can find that many students chose netflix as the most effective and efficient artificial intelligence mobile application that can help them to improve their english listening skills. it proves that artificial intelligence applications can indeed assist human activities, including in education, notably language learning. digital technologies have already become an important part in people’s lives today. they modify the way people are trying to find information, how people communicate with one another, even how people behave. this transformation applies to several areas, including education (chassignol, khoroshavin, klimova, & bilyatdinova, 2018). artificial intelligence in education is quite a fantasy. educational artificial intelligence includes educational technology or edutech and this goes well beyond language learning (broadhead, 2018). artificial intelligence becomes an increasing part of people's daily lives, including in education, whether it is educational institutions or the education industry (lane, grover, & roschelle, 2008). the form of artificial intelligence and machine learning is that starting to change education tools and institutions and altering what the longer terms might appear as if in education. in line with the artificial intelligence market in the us education sector report, artificial intelligence in united states education will grow by 47.5% from 2017 up to 2021.there are many usages of artificial intelligence in eduaction, especially to aid developing skills and testing systems. artificial intelligence can help learning and teaching process and it can drive effeciency, personalization, and streamline admin tasks (benard marr, 2018). researchers surprise that netflix becomes an application which is considered as the most effective and efficient artificial intelligence mobile application to improve their english listening skills rather than the other applications such as tunein – nfl radio, free music, sports & podcasts joox music, joox music, and voa learning english listening every day. when we started to ask the students about the artificial intelligence and mentioned the four applications, we think that they would choose joox music as the most effective efficient artificial intelligence mobile application to improve their english listening skills but in the end, three of five students chose and suggested netflix as the most effective and efficient one. suryana, asrianto, & murwantono artificial intelligence to master english… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 56 the reasons why they finally chose netflix because they can watch movies, especially without any subtitles and it helps them to improve their english listening skills. once people have chosen a show on netflix, it is time to start to watch the movie. it is truly normal if they only understand 70-80% of what they hear when watching the movies and tv series with no subtitles at all. this exercise will help them improve their ability to utilize context to fill in the blanks. however, if it is still too difficult, they can turn on the subtitles, of course, english subtitles, for the first few episodes if it is a tv series (abbe, n.d.). moreover, it is the best way to listen to the movies because they provide english conversation and most of the english words in the movies are taken on a daily basis. therefore, netflix will make the hearings become habitual to the english words effectively. beginning to watch netflix shows with the english audio is often overwhelming, but if people get used to it, they will never return to watch the dubbed versions again. also, it is a normal thing if people do not know or understand everything that they hear in the movies and perhaps when they start to watch it, they will find it very difficult and frustrating. however, if they watch only one short episode of a tv series a day, they will get used to the speed, pronunciation, and customary expressions used. this may really assist them when they are having conversations with native speakers and provide their confidence to speak longer (brenda, 2019). in addition, netflix is easy and simple to use. unlike the normal mode of watching tv or movies, netflix is very easy for every individual to use. they just need an internet connection in order to be able to watch movies. they can directly visit the website which is www.netflix.com if they use the computer and register to have an account to log in. if they use their smartphone or tablet, they can download the netflix application for android and ios. then, they can log in to their account and start to stream the movies(anderson, 2019). this result can be a suggestion for future study in order to observe only one artificial intelligence mobile application which is netflix to improve english listening skills in a broad population. conclusion listening skills are harder skills than the other skills that exist in english skills. this study explains how non-english students can master listening skills. as we know, global connectivity, smart machines, and new media are just some of the drivers reshaping how people think about work, and how they learn and develop the skills to work in the future. the persistent speed of innovation will constantly demand new skills and knowledge to keep pace. the development of technology gives good impacts on education as well. one of the impacts is the born of artificial intelligence in educational aspects. artificial intelligence or ai refers to software technologies that make a robot or computer act and think like a human. there are some artificial intelligence mobile applications that can help the users to improve their english listening skills, such as tunein, netflix, joox, and voa learning english listening every day. as a result, non-english major students who are psychology students from universitas sarjanawiyata can master listening skills through artificial intelligence mobile applications. many of them choose and use only two applications. these applications are joox music and netflix. however, the most effective and efficient artificial intelligence mobile application that can be used to improve english listening skills is netflix. suryana, asrianto, & murwantono artificial intelligence to master 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(2018). journal of education and educational developement discussion phenomenology: a philosophy and method of inquiry. journal of education and educational developement, 5(1), 215–222. saigal, r. (2018). the best apps for learning english. shakouri, n. (2014). qualitative research: incredulity toward metanarrativeness. journal of education and human development, 3(2), 2334–2978. showkat, n., & parveen, h. (2017). in-depth interview quadrant-i ( e-text ). (august). yang, s. (2007). artificial intelligence for integrating english oral practice and writing skills. 4(4), 1–7. http://dx.doi.org/10.17507/jltr.0903.13 http://dx.doi.org/10.21093/ijeltal.v4i1.246 suryana, asrianto, & murwantono artificial intelligence to master english… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 59 yoestara, m., & putri, z. (2019). podcast: an alternative way to improve efl students’ listening and speaking performance. englisia journal, 6(1), 15. https://doi.org/10.22373/ej.v6i1.3805 journal of languages and language teaching, vol. 6 no.2, mei 2018 96 language employment in children of two years old in mataram, west nusa tenggara barat hilda hastuti 1 , wiya suktiningsih 1 1 stiba bunigora mataram hildahastuti7@gmail.com 1 , wiya.suktiningsih@stibabumigora.ac.id 1 abstract this research aims to describe language acquisition in children age 2 years especially in the realm of sintax at paud santa maria mataram city. this research is synchronic research used the qualitative method which was descriptive method. the subject of this research was the children age 2 yeras at paud santa maria and the object of this research was language acquisition which was the acquisition of declarative, introgative, and imperative. the data was collected by simak libat baca technique and simak libat catat. after the data was analyzed, the data was classified into the acquisition of declarative, introgative, and imperative. based on the data analysis that has done, found language acquisition of children age two years from april to may were 54 declaratives, 18 imperatives, and 13 introgatives. the result of this study also shows that the children age 2 years are more likely used declarative sentences than interogative and imperative in the daily conversation. keywords: language acquisition of children, declarative, interogative, imperative abstrak tujuan penelitian ini adalah untuk mendeskripsikan pemerolehan bahasa anak usia 2 tahun khususnya dalam ranah sintaksis di paud santa maria kota mataram. penelitian ini adalah penelitian sinkronis menggunakan pendekatan kualitatif, yaitu penelitian deskriptif kualitatif. subjek dari penelitan ini adalah anak usia 2 tahun di paud santa maria dan objek dari penelitian ini adalah pemerolehan bahasa, yakni pemerolehan kalimat deklaratif, imperatif, dan interogatif. data penelitian ini dikumpulkan dengan teknik simak libat cakap dan simak libat catat. setelah data dianalisis kemudian data diklasifikasikan menjadi pemerolehan kalimat deklaratif, imperatif dan interogatif. berdasarkan analisis data yang telah dilakukan, ditemukan bahwa pemerolehan bahasa pada anak usia 2 tahun dari bulan april sampai dengan bulan mei 2018 adalah kalimat deklaratif sebanyak 54 kalimat , kalimat imperatif 18 kalimat, dan kalimat interogatif 13 kalimat. data hasil penelitian ini juga menunjukkan bahwa anak-anak usia 2 tahun lebih cenderung menggunakan kalimat deklaratif daripada imperatif dan interogatif dalam percakapan sehari-hari. kata kunci: pemerolehan bahasa anak, kalimat deklaratif, imperatif, interogatif introduction the use of language seems very usual to everyone, though using language is very complicated. it looks like that because without being taught, since in the mothers’ wombs, humans already have abilities that are not possessed by other creatures. a baby will grow along with the development of the language. language development in children is obvious between 1 to 1,5 years old, in which they begin to produce sounds that can be identified as words. along with their age, the children’s language development will also continue to develop from one-word utterances to two-word utterances until eventually forming complex sentences. brown (2008: 26) states that the remarkable ability of a person to master language skills in a native language in his/her first years has been discussed for centuries. brown also added about one and a half millennia ago, in “the confessions”, saint augustine revealed the acquisition of his own first language, with the phrase "and by continuously hearing the words, which appear in various sentences, i gradually understand what they are saying, i will say my will." humans listen to what is heard from the surroundings and try to make sense of the capacity they have, then start saying words on a simple level to convey their intentions. language acquisition occurs naturally and instinctive, which happens in childhood. the first language a child receives is the mother tongue. the mother tongue is a complex language that affects the development of the language in the future. brown (2008: 6) explains language as a mailto:hildahastuti7@gmail.com mailto:wiya.suktiningsih@stibabumigora.ac.id journal of languages and language teaching, vol. 6 no.2, mei 2018 97 special skill that is complex, which develops in children spontaneously without conscious effort or formal instruction. it is used without understanding the underlying logic and is qualitatively the same in everyone that differs from skill other things that are more general in terms of processing information or behaving intelligently. basically, language skills are already possessed by every human being. this is consistent with the nativism's view that during the process of obtaining the first language, the children (humans) gradually open their linguistic abilities that are genetically programmed (chaer, 2009: 222). this opinion is further explained that chomsky (in dardjowidjojo, 2012: 232) views humans having faculties of the mind, i.e. a kind of "intellectual lots" in their minds / brains. one of the lots is for a language called the language acquisition device (lad), which has been translated into a language ability tool. furthermore, language is one of the symbols of sound used in communication. basically every human being uses language in communicating or in expressing thoughts and feelings, including persuasive ones – persuading for good or bad things. generally, the language used by humans is distinguished into three categories, i.e. verbal language, written language, and sign language. language development in children includes three components of language, i.e. syntax, phonology, and semantics, which develop simultanously. syntactical development occurs when a child is able to produce one or two words or more. a child begins to combine two words in the second year of his/her age. this study was designed to determine the language acquisition of two-years old children, by focusing on the acquisition of declarative sentences, command sentences, and interrogative sentences. the research was carried out at paud (pre-school service) of santa maria mataram, west nusa tenggara. this study was expected to supply information as the readers’ benefit. this research elaborated all data collected during the study. research methods this research was conducted with a qualitative descriptive method because it aims to describe the acquisition of language, especially declarative sentences, imperative sentences, and interrogative sentences in children aged 2 years. research design this type of research is a type of synchronous research which is a language study conducted by observing the phenomenon of a language at a certain period of time. this research was conducted in santa maria paud in the city of mataram and this research was conducted from april to may 2018. subjects in this study were 2-year-old children in santa maria paud mataram city and the object of this study was language acquisition, which was the acquisition of declarative sentences. imperative, and interrogative. the data collection in this study was carried out by using a skillful listening and recorded learning technique. the technique of referring to competent involvement means that the researcher is involved in the conversation while listening to information from informants or research subjects. data, instruments, and collection technique in collecting data in this study, researchers engaged in conversations with research subjects and listened to the acquisition of vocabulary and sentences, which were spoken by the research subjects. furthermore, as a continuation of the skill of listening involved, the technique is recorded taking notes, the researcher records all data that is listened to or spoken by the subject, in the form of vocabulary, declarative sentences, imperatives, and interrogatives. to find out the acquisition at the syntactic level of the subject or children aged 2 years. all data obtained are presented in a table. each table indicates the journal of languages and language teaching, vol. 6 no.2, mei 2018 96 acquisition of vocabulary and sentences that are mastered by the subject during the research process. the instrument in the study was the researcher himself and the recording device used by the researcher to record data after the communication. data analysis technique overall data were analyzed using qualitative descriptive analysis techniques. the steps taken are the data generated by listening and engaging in dialogue transcribed into written form. research finding and dicussion 1. deklarative sentences children aged 2 years are able to produce simple sentences that contain complete meaning. to find out more clearly the sentences produced by children aged 2 years in paud santa maria, there are 54 declarative sentences. the example is as follows. (a) / aya want to aem / (the intention is let's eat) ". (b) ayin doesn't want to be bani (the point is arin does not dare) (c) then one of the children sees his friend carrying a strawberry toy then says / cini poton / (the intention is to cut the fruit). from the example sentences above it can be seen that what is said is still incomplete and still unclear. but grammatically, these sentences can already be classified in complete sentence form. this is marked by subject (s) + predicate (p). in general, the s + p form for initial language acquisition can already be classified in complete sentences because the meaning is almost perfect. likewise, in the sentence "aya want aem" aya want to eat grammatically can be understood. from this sentence it can also be seen that the child does not only want to provide information that the child wants to eat, but there is a message to be conveyed that the child wants to get food. furthermore children also tend to use demonstrative sentences such as the word "this and that". 2. imperative sentences it was obtaining the imperative sentence of 2-year-old children in paud santa maria by 18 sentences. the examples are (a) / see in / (b) not allowed. (c) / come on, let's do jaji / (let's make more!). paying attention to the sentence, the sentence that is expressed already has a complete meaning. the logic of the sentences that are expressed is still not sequential in accordance with the imperative sentence. however, it can be said that the sentence produced by the child has been classified in a conversation that is common in a variety of informal or in everyday conversation and can be understood by adults. it can be further examined in this study that children tend to use demonstrative sentences in imperative sentences such as in the example above, / see this /. 3. interrogative sentences interrogative sentences are often used by 2-year-old children in santa maria paud in the city of mataram. obtaining interrogative sentences of children aged 2 years obtained as many as 13 sentences. this was found based on the results of research conducted for 1 (month). an example of an interrogative sentence for a 2year-old child in paud santa maria in the city of mataram is (a) / what is this / (b) / this / and (c) aditya is not stranded / (does this mean that aditya did not go home?). from these examples it can be seen that the sentence production of 2 year olds in paud santa maria is done without thinking. as if these sentences were already commonplace, it can be concluded that a 2-year-old child is able to express a complete interrogative sentence even though the phoneme is incomplete, besides that children are more likely to use demosntrative sentences in interrogating interrogative sentences. conclusion from the previous explanation it can be concluded that the acquisition of children's language develops along with the development of his age. children aged 2 years in paud santa maria use demosntrative sentences in expressing declarative, interrogative and imperative sentences. in addition, the subjects in this study tended to use declarative sentences journal of languages and language teaching, vol. 6 no.2, mei 2018 99 rather than interrogative and imperative sentences in everyday conversations. furthermore, what made this study unique was that 2-year-old children in paud santa maria in mataram city used declarative sentences as implicit representations of imperative sentences. references brown, h. d. (2008). prinsip pembelajaran dan pengajaran bahasa.(terjemahan noor cholis dan yusi avianto parenon). (buku asli diterbitkan tahun 2007). burn, a. collaborative action research for english language teachers. cambridge: cambrige univ. press. chaer, a. ( 2009). psikolinguistik : kajian teoritik. jakarta: pt. rineka cipta. dardjowidjojo, s. (2012). psikolinguistik: pengantar pemahaman bahasa manusia. jakarta: yayasan pustaka obor indonesia. kamus bahasa indonesia. 2008. jakarta: pusat bahasa departemen pendidikan nasional. kamus besar bahasa indonesia. departemen pendidikan dan kebudayaan: balai pustaka. khari, m. (2011). analisis teks bukan pasar malam karya pramoedya ananta toer dan terjemahannya mensch fürmench dalam bahasa jerman perpustakaan pascasarjan universitas negeri yogyaka. kridalaksana, h.( 1993). kamus linguistik. jakarta: pt gramedia pustaka utama. tarigan, h.g. (1984). psikolinguistik. bandung : angkasa bandung. verhaar, j.w.m. (1996). asas-asas linguistik umum. (terjemahan alip, fr. b dkk). yayasan sanata dharma yogyakarta. yogyakarta: gadjah mada university press. . jollt journal of languages and language teaching, vol. 7 no.2, november 2019 132 the effect of storytelling towards students' speaking skill at x grade students of ma nurul haramain boarding school yunita hidayati english teacher, ma nurul haramain, west lombok email : yunitahidayati91@gmail.com abstract this study was aimed to investigate whether or not the use of storytelling has positive effect towards the students' speaking skills at the tenth-grade students of ma nurul haramain. the form of this research was pre-experimental study with comparing the scores in pre-test and post-test. the population of this research is the tenth-grade students of ma nurul haramain narmada, with the sample is class x b that consists of 21 students. the research findings show that the mean score of the pre-test is 59.05 and the mean score of post-test is 78.48. it shows that storytelling has a significant impact towards the students' speaking skill. the result of sig. 2-tailed (0.00) is lower than sig. level (0.05), also the result of the t-test is higher than t-table, the value is 4.1 >1.6 it means that the alternative hypothesis (ha) is accepted. it can be concluded that there is a highly significant effect of storytelling technique towards students' speaking skill on the tenth-grade students of ma nurul haramain. keywords: storytelling, speaking skills abstrak penelitian ini bertujuan untuk menginvestigasi apakah ada pengaruh penggunaan storytelling terhadap keterampilan berbicara dan pada aspek keterampilan berbicara apa yang paling dominan ditingkatkan di kelas sepuluh ma nurul haramain. penelitian ini adalah preexperimental. populasi penelitian ini adalah semua kelas sepuluh ma nurul haramain. sampel penelitian adalah klas xb dengan jumlah siswa 21 orang. berdasarkan hasil penelitian, rata-rata nilai pre-test adalah 59.05 dan post-test adalah 78.48. hal ini dapat disimpulkan bahwa metode storytelling memiliki pengaruh yang significan terhadapat keterampilan berbicara siswa di kelas sepuluh ma nurul haramain. hasil ini dperkuat dengan pemerolehan nilai sig. 2-tailed lebih kecil dari nilai sig. level 0.05. atau dengan kata lain nilai t-test lebih besar daripada nilai t-table. dengan demikian, hipotesis alternative dapat di terima. penelitian ini dapat disimpulkan bahwa metode storytelling memiliki pengaruh yang significan terhadapat keterampilan berbicara siswa di kelas sepuluh ma nurul haramain. kata kunci: storytelling, keterampilan berbicara introduction in learning english language, speaking is necessary for students to master. speaking is not a one-click success (apprianoto, maurisa, & haerazi, 2018). students need to be patients and struggle because english has different forms, pronunciation, vocabulary, sentence structure, context, and culture. speaking is considered as one of the most wanted language skills to acquire. this is why teaching speaking skills is challenging for teachers. teachers should determine the appropriate learning method, teaching materials, and instructional tools. in learning speaking skills, students still face some problems such as difficulty speaking because of lack of vocabularies, they feel afraid to make mistakes when talking, there is not enough time to practice english, not understand the material provided by the teacher and sometimes students also feel insecure about speaking mailto:yunitahidayati91@gmail.com jollt journal of languages and language teaching, vol. 7 no.2, november 2019 133 because they don't memorize grammar, because they think that grammar is one of the mandatory requirements for speaking english and also their pronunciation does not match how the word is spoken. to help students in learning speaking skills, the storytelling strategy is applied. to ascertain this research, the researcher looked for several similar studies to support this research. the researcher found many studies about storytelling technique, as observed by munawaroh (2012), akhyak and indramawan (2013), samantaray (2014), kalantari and hashmeian (2015), julia (2015), fikriah (2016), nada (2013), pratama (2018), and santos (2018), all stated that not only storytelling was able to improve students' speaking skill but also the storytelling has an impact on students' speaking skill. in the field, researchers found problems, it was revealed that student had difficulty to improve their speaking skill due to limited time or a chance for them to explore their english in oral language production. therefore, this study came with an idea to solve the problem by implementing a particular teaching technique. thus, the idea was designed into research entitled "the effect of storytelling towards students’ speaking skill. literature review teaching speaking skill according to hornby (1995), teaching means giving the instruction to (a person): give a person (knowledge skill, etc), while speaking means to make use of words in an ordinary voice. so, teaching speaking is giving instruction to a person in order to communicate. in another source like chaney (1998) says that speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts‖, it is a crucial part of second language learning and teaching. however, the goal of teaching english speaking skill is to improve the students' communicative skills because by improving their skill, they can express themselves and learn how to use a language. nowadays, many teachers agree that students should learn to speak the foreign language by interacting with each other. in this case, syakur, (1987), concluded that students should master several speaking components', such as pronunciation, grammar, vocabulary, and fluency. in brief, english teacher should be creative in developing their teachinglearning process to create a good atmosphere, improve the students speaking skill, give attention to the speaking components and make the english lesson more exciting. harris (1969) stated that speaking skill has five components which are generally recognized in analyzing speaking. they are as follows: pronunciation includes the segmental features of vowels, consonants, stress, and intonation patterns. grammar correct use of language with respect to word form and word order at the sentence level. vocabulary is one of the words included in the language, have many words that must mastery to make the acquisition of an adequate vocabulary is essential for successful second language use fluency is probably best achieved by allowing the air stream of speech to flow then as some of this speech spill over beyond comprehensibility. comprehension in brief speaking requires that not only knowing how to produce it well but also understanding when what, and why to produce the language. english speaking skill is very essential for the student in order to enhance them in global interaction. aye and phyu (2015) convince the need for effective english speaking skill in the whole aspects of life in the globalization era. moreover, sepahvand (2014) argues some reasons placing speaking skills as the initial goal of english jollt journal of languages and language teaching, vol. 7 no.2, november 2019 134 learning, such as personal satisfaction from being able to speak and reaching other interests or career goals. additionally, tahir (2015) says that somebody is considered successful in learning a foreign language when he or she has the ability to speak. to be more concrete, nugraha’s research (2010) also found that some students were not able to communicate orally well because they were lack of vocabulary, grammar, pronunciation, fluency, and comprehension and it is not sufficient with the students speaking in english, and also they needed more practice. the goal of teaching speaking skills is communicative efficiency. relating to the problems faced by the students above, teachers have to find a good way of teaching the english language in order to overcome the problems. macro and micro skills of speaking according to brown (2004:142-143), the micro-skills refer to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal units. the macro skills imply the speaker's focus on the larger elements: fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options. micro skills deal with simpler units of speaking. in our communication we use words, the simplest units that all people know, under the words there are phonemes and morphemes and more complex than words there are collocation and phrase. while macro skills are more complex than the micro-skills, macro skills more focus on the speaker's influence on the language. one speaker and another have different fluency, style, discourse, and also strategic options. below is the more specific explanation of micro and macro skills of speaking adopted from brown (2004:142-143). micro skills include; (a) produce differences among english phonemes and allophonic variants; (b) produce chunks of language of different lengths; (c) produce english stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonation contours; (d) produce reduced forms of words and phrases; (e) use an adequate number of lexical units (words) to accomplish pragmatic purposes; (f) produce fluent speech at different rates of delivery; (g) monitor one’s own oral production and use various strategic devices–pauses, fillers, self-corrections, backtracking – to enhance the clarity of the message; (h) use grammatical word classes (nouns, verbs, etc.) systems (tense, agreement, pluralization), word order, patterns, rules, and elliptical forms; (i) produce speech in natural constituents: inappropriate phrases, pause groups, breathe groups, and sentence constituents; (j) express a particular meaning in different grammatical forms; (k) use cohesive devices in spoken discourse. macro skills: a. appropriately accomplish communicative functions according to situations, participants, and goals. b. use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules, floor keeping, and yielding, interrupting, and other sociolinguistic features in face-toface conversations. c. convey links and connections between events and communicate such relations as focal and peripheral ideas, events and feel, new information and given information, generalization, and exemplification. d. convey facial features, kinesics, body language, and other nonverbal cues along with verbal language. e. develop and use a battery of speaking strategies, such as emphasizing keywords, rephrasing, providing a context for interpreting the meaning of jollt journal of languages and language teaching, vol. 7 no.2, november 2019 135 words, appealing for help, and accurately assessing how well your interlocutor is understanding you. story telling technique stanley and dillingham (2009), stated that storytelling is an oral activity to grab audience’s attention by using multisensory stirring emotion of an event in a story, it involves improvisation in telling the story, facial gestures, and body movement. in another theory, champion, as cited in irawati (2003), says that storytelling is an oral activity where language and gestures are used in a colorful way to create scenes in a sequence, however, storytelling consists of more than just storytelling. as a part of speaking activities in the class, storytelling also an effective teaching tool that enables students to focus on story structure. according to gibson (2003) telling a story is an active process that encourages children to reconstruct the text, it also allows for interaction between tutor and child. when necessary, the teacher can help the child reconstruct the meaning of the text by using open-ended questions and lead-in to facilitate. for example, if a child pauses and seems confused, ask, what happened next. if a child needs help detailing the main character, say, tell him more about this character. teaching speaking skill using storytelling techniques storytelling is the oldest form of educational activity in speaking skill that can stimulate the learners to enjoy the speaking learning process. it has many benefits, such as entertainment, education, cultural preservation, and instilling moral values. it also has elements that have to be noticed, they are the plot, characters, and narrative point of view. moreover, brown (pp. 271— 277) listed several types of classroom speaking activity in this following form: 1. imitative: students practice an intonation or try to identify a certain vowel sound. the elements of language form are the focus of this activity. 2. intensive: this is speaking performance that is designed to practice some phonological or grammatical aspects of language. it is usually done in individual or even in pairs. 3. responsive: it means that students practice their language by answering some questions. this activity uses simple utterances which can be meaningful and authentic. 4. transactional (dialogue): transactional dialogue seeks for the purpose of getting or exchanging specific information. it is an extended form of responsive language. 5. interpersonal (dialogue): interpersonal dialogue seeks for the purpose of maintaining social relationships than for the transmission of facts and information. students are usually asked to have a dialogue about their feeling. 6. extensive (monologue): students are asked to give extended monologues in the form of oral reports, summaries, or speeches. 7. other interactive techniques: these include interviews, games, jigsaw, problem-solving activities, role-play and discussion. it is clear that storytelling is one activity that relates to many types of speaking activity. storytelling is an activity that needs a storyteller and audiences, so, the learners will be a speaker and audience, they have to perform their story and response to another story. storytelling will stimulate the learners to do imitate speaking, intensive speaking as the preparation before they perform the storytelling. then, the learners will be motivated to respond to the story as the audience. also, storytelling will give many good impacts for the learners' speaking jollt journal of languages and language teaching, vol. 7 no.2, november 2019 136 skills, because storytelling makes the learners comprehend how to speak with the good gesture and intonation. it is useful for the learners to continue to the extensive speaking. from this explanation, storytelling can be implemented not only in speaking class but also in various kind of work. the teacher can take this as a creative way in the class to take a job as its topic. assessment of speaking skill harmer (2007) says that assessing is used to measure the students ‟abilities and how they getting on". so, it could be said through assessment the student may demonstrate her/his ability to the teacher, and in this case, teachers give a grade for each student according to the proficiency of students. according to luoma, (2004) assessment on speaking can be a very judgmental issue, in which people tend to relate on native/nonnative speakers on the basis of pronunciation. additionally, nunan (1999) viewed that speaking requires someone to be linguistically competence in term of well articulating the sound, having sufficient vocabulary, and mastering structural or grammatical components. to speak also needs functional competence which means answering questions completely and logically. another competency is strategic competence in which the speaker is able to use repairing strategies when conversation breaks down. and the last one is sociolinguistic/cultural competence. it demands the speakers to use the language appropriate to the context. this theory then developed as the criteria of speaking test assessment. however, nunan (1999) once again said the design of speaking assessment may vary; depend on the types of speaking assessed. there are some techniques of assessing speaking, johnson (2001) says one of them is oral interview. this is where the examiner asks the learner questions about himself, and perhaps also about a passage or picture sequence given in advance. this is a traditional technique. also, ur (1996) agreed that an interview is the most common oral test where the teacher asks the students to respond to some questions, usually the questions are planned by the teacher. this is in line with what is stated by payne (2003): "sitting and listening to students [sic] critique assessments can be the best source of information about how good evaluations really are." to know what to be tested, harris (1994) proposed that the teacher needs to assign several scores for each response, and each score representing one of several traits like pronunciation, grammar, vocabulary use, fluency, and comprehensibility. not only harris, but the researcher also adopted the rubric by auda (2013) in her journal entitled "the impact of using scoring rubric in peer assessment on promoting iraqi efl learners' speaking skill in the university level‖ in assessing oral interview for students ranking. the primary components of speech available in the majority of those rubrics that harris offered were fluency, grammar, pronunciation, vocabulary, and comprehension, it is the same thing that auda proposed it is only different in assessing the rankings. assessing speaking requires taking an oral interview technique in which learners have to speak and to be understood by the teacher. furthermore, ur (1996) refers that oral tests assessments are usually based on a sample of ten minutes, which implies that students at that time have to do their best to demonstrate their ability. thus, the researcher using both scoring rubrics proposed by harris to assess students' speaking performances, it is cited in anggryadi, (2014) and the rubric proposed by auda (2013). jollt journal of languages and language teaching, vol. 7 no.2, november 2019 137 research method research design this research was conducted as quasiexperiment using a quantitative and qualitative approach. quasi-experiment research is a scientific investigation in which an investigator manipulated and controlled one or more independent variables and observed the dependent variable or variables for variation concomitant to the manipulation of the independent variables (ary, 1985: p.26). first question answered using quantitative approach that’s included statistical answer, to gain the data the researcher conducted quasi-experiment study to a large sample, an experiment usually involves two groups of subjects, an experiment group and a comparison group, although it is possible to conduct an experiment with one group (by providing all treatments to the same subjects) or with three or more groups (frankle and wallen, 1996: p.264). there are two classes that researcher used to this research, there are experimental class and control class, actually, there is five class in total for first grade, but the researcher used these two classes because both have the same teacher and the teacher agreed to cooperate with the researcher. the experimental group receives english lesson using storytelling technique, while the control group receives a discussion technique. the researcher also used pre-test before the treatment and post-test after the treatment for two groups of the sample. the interview used to gain the qualitative data from a small group (only two-person taken to be interviewed) the first one is likely to be the highest-scoring student and the other is the lowest scoring student. the interviews were conducted based on questions prepared by the researcher herself. to analyze the data, five aspects of speaking skill proposed by brown (1994). sheman and webb (1988) assume that qualitative research is concerned with meaning as they appear to, or are achieved by persons in lived social situations. meanwhile, bogdan and biklen (1982) state that qualitative research is descriptive which the data is collected in the form of words or pictures rather than numbers. data in the form of quotes from documents, field notes, and interviews or excerpts from videotapes, audiotapes, or electronic communications are used to present the findings of the study. in this research, the researcher used the design of descriptive method which is a method of research that attempt to describe and interpret the objects in accordance with reality. the descriptive method is implemented because the data analysis is presented descriptively. in gathering the data, the researcher conducted all procedures of collecting the data, starting with pre-test, treatments, the last was post-test and interview. the design of the study was shown by the table below: table 1. the pre-experimental design. sample p re te st treatment p o st te st experimental class treatment with storytelling technique jollt journal of languages and language teaching, vol. 7 no.2, november 2019 2 control class treatment without storytelling technique (group discussion) from the table above, it showed that the researcher gave the pre-test in speaking skill to the experimental group and control group. it was intended to know the beginning capability of students speaking skill prior to treatments. after conducting the pre-test to experimental group and control group, students in experimental group were given the treatments by using storytelling technique in learning the speaking skill. on the other hand, students of control group were not given the treatments in speaking skill. instrument creswell (2011) states that an instrument is a tool for measuring, observing, or documenting quantitative data. in this research, the instruments of quantitative and qualitative will be described as follows: quantitative as stated by hughes (1989, p. 22), "a test is said to be valid if it measures accurately what is intended to measure". it is also one of the requirements of quantitative research. the researcher used an oral test as an instrument to get the data. to collect the data, the researcher gave students two tests i.e pre-test and post-test. the pre-test was aimed at measuring the students’ preliminary their speaking knowledge and achievement before they entered the experiment circle. the post-test was aimed at finding out the data needed to evaluate after they got the experiment. in the pre-test, the researcher asked the students to retell the story given, in the posttest, the researcher was asked the students to retell and tell their own story include the plan of their holiday. the form of the speaking test was to express students' performance. the student discussed in the group and presented their idea. then, the researcher got the achievement from grammar, vocabulary, comprehension, fluency, and pronunciation. the researcher gave 4-8 minutes to the student to present the story in front of the class. in giving the achievement, the researcher used oral proficiency scoring categories from brown (2004: 172-173). the scoring consists of five items: grammar, vocabulary, comprehension, fluency, and pronunciation. achievement is reported in the range from 1-5. to conduct the oral test, the researcher gave instruction to the students about the step of being test such as: give the students a topic to be presented from the stories, give them chance for about 5-10 minutes to prepare their selves of the topic, ask the student to present their story for about 4-8 minutes, give every presenter achievement. the scoring rubric which is used to measure the students speaking test consists of five aspects/elements (1) grammar, (2) vocabulary, (3) comprehension, (4) fluency and (5) pronunciation. qualitative researcher as an instrument in identifying whether the storytelling technique has the effect or not by using note-taking of the students' interview. the researcher used the steps which were done by the researcher in analyzing the result of students’ speaking skill. the researcher used criteria of assessment, the scoring consists of journal of languages and language teaching, vol. 7 no.2, november 2019 137 five items: grammar, vocabulary, comprehension, fluency, and pronunciation. although there is a set of guiding question, the response of the subject gives the researcher the flexibility to pose more enhanced questions than the initially drafted ones. this notion is also upheld by other scholars who assert that semi-structured indepth interviews are the sole source of information for qualitative researchers (dicicco-bloom & crabtree, 2006). the participant answers to the questions posed during an interview, it can be recorded by writing them down (either during the interview itself or immediately after the interview) or by tape-recording the responses, or by a combination of both. interviews also can be conducted with varying degrees of flexibility. in this research, the researcher wrote down and recorded the sample. the steps and the data gained by the researcher can be seen below: the researcher called students to conduct the interview, the research gives the narrative text to the students and gives about 10 minutes to read and comprehend the material. after 10 minutes, the researcher asks the student if they have any difficulties in understanding the text. the next step is the researcher asks one by one to retell the story and tell about their own and their plan for a holiday. the teacher noted the data that she obtained, and give score using five aspects of speaking skills, namely grammar, vocabulary, fluency, pronunciation, and comprehension. finding and discussion findings the researcher presents the result of the test showing the students‟ ability in terms of components of speaking. the students were assessed in five components, namely: pronunciation, grammar, vocabulary, fluency, and comprehension. each component has 1-5 categories using harris' rubric. the researcher presents the result based on the data obtained from the pre-test and post-test. after the data obtained by the researcher, it can be concluded that the storytelling technique has a significant impact toward students’ speaking skill. the result of sig.2-tailed is lower than 0.05 and ttest is higher than t-table, that’s indicated once again the hypothesis that the researcher said is now accepted. the pre-test result shows that the minimum score of the experimental class is 50 and for control, the class is similar at 49. the maximum score of the experimental and control class is equal, while the mean score for experimental is 59.05 and control class is 57.71, this is shows that experimental and control class did not have any big difference in pre-test result. the minimum score for experimental in this post-test is 70 and the control class is 62 while the maximum score is 90 and 83 for control class. mean of the experimental class is 78.48 but the control class is 71.81. the result shows that the experimental class is higher than the control class. it is mean that there is a significant result in using storytelling and without using the storytelling method. independent sample t-test was calculated to analyze the effect of storytelling toward student's speaking skill, the result showed that the sig.2-tailed <0.05 and t-table is lower than t-test (4.100>2.018) as a result, it can be interpreted that the storytelling was significantly affecting the student's speaking skill. in this part of the thesis, the researcher collected the data from the sample of the research. the data that were collected from two samples of students in the experimental class. the result of this analysis is that the aspect that increases is pronunciation and vocabulary, because of the student repeatedly the story every time the treatment is done. it makes students inevitably will journal of languages and language teaching, vol. 7 no.2, november 2019 138 learn because they should retell their own story with their own words. discussion the first-year students‟ speaking ability of ma nw nurul haramain has a significant effect after applying the storytelling technique. after applying the treatment, there was an improvement in students‟ speaking post-test. the result of the t-test table and the students‟ average score in each component of speaking shows that the mean score of the posttest was higher than pre-test. then, the difference between before and after treatment reached a significant level after being examined by ttest. the data analysis showed that t-test was higher than t-table (4.100 > 2.018). it increases because of the implementation of storytelling technique. when the students read a text that was given to them, they will learn new vocabularies. moreover, they will use the new vocabulary in their performance and it makes their vocabulary increases. because of the students‟ vocabulary increases, their grammar is also increased because vocabulary and grammar have a correlation between one to another. the correlation, however, grammar is needed for students to arrange a correct sentence in speaking, while vocabularies needed to convey the meaning and communicate with each other. and so, when the students had enough vocabulary, they will be easy to understand grammar. since vocabulary and grammar increase, fluency also increases. in perform a story, only a small number of student pause and "ums" or "aaa". this indicated that the students do not have to spend a lot of time searching for the vocabulary. and for pronunciation, however, because of the limited time, the students did not practice the text, the students only speak based on what they read and it makes them mispronounce the word. in the learning process, students were unable to understand grammar because some students still memorizing the text and not understanding the text. based on harmer (2007), speaking concerned with the component of grammar, vocabulary, pronunciation, fluency, and comprehension. if the students have the ability in the five components, we can make sure that storytelling takes an effect on the student and make the students become a good speaker. this result was in line with the previous study conducted by ratih inayah (2015), syahbandi (2018), hendrawati (2018), and inten mujizat (2016) indicated that using storytelling technique has an effect on students‟ speaking ability. furthermore, the answer to the formulation of the problem is there is a significant effect of storytelling technique on the speaking ability of the x grade students of ma nw nurul haramain. the finding supports the alternative hypothesis. the result of the finding did help improve students'‟ speaking ability. after doing all the steps in the treatment, the research found some strength and weakness during the treatment. besides, story-telling develop student's skill through listening to another storyteller, speaking as a storyteller, raising students‟ self-confidence and engages learners in learning more. this progress showed that storytelling technique in teaching speaking was successful in improving the students’ achievement of speaking skill. the improvement of the achievement was considered an effect of the treatment. the treatment in this research is storytelling to improve students' speaking skill. as a result, the treatments that were done by the researcher in this research showed a significant positive effect to the students' skill in speaking on the tenth-grade students of ma nurul haramain in academic year 2018/2019. the research was conducted within a month. each week consisted of two meetings. at the first meeting, the researcher journal of languages and language teaching, vol. 7 no.2, november 2019 139 introduced herself as a temporary teacher. the researcher told the students that they were going to practice speaking. the students were asked to perform speaking in front of the class in order to take their speaking score. in telling the story, there are five components to be scored. those five components are pronunciation, grammar, vocabulary, fluency, and comprehension as mentioned by harris (modified from anggryadi, 2014). the researcher asked the students to make groups and it is based on ellis and brewster (1991) in the objective of storytelling technique that the teacher divides students to work in a group in telling the story. each group consisted of 4 students but because of the number of students that were not possible to make it five students in each group, so there were some groups formed as six students and it did not matter. the researcher gave the students pre-test by sharing short stories to each group members. the students then were given 15 to 20 minutes to learn and understand the story. they said that they could not do that and did not want to go in front of the class for telling the story that given. it took some times to force them to do retelling and finally, they wanted to do it. in the second meeting, before applying storytelling technique, the teacher first asked the students’ opinions on the way how they learned the story before using the storytelling technique. most of the students answered by saying they learned it by memorizing the text of the story. then the researcher responded to their answers by giving feedback, that was, retelling story was not about memorizing but it was recounting and comprehend the same story into the students’ own words as stated by karen (2013). so, it was not the students memorized the whole text to be retold as exactly the same as the sentences written in the story, but it was how the students comprehended or understood the content of the story then retold it using their own words. the researcher gave a brief example by retelling one paragraph of a story. the students were allowed to ask the meaning of the vocabularies they did not know or about how to pronounce the words and it was no problem for them to use their dictionary for bits of help. the teacher helped the students to absorb the information and encourage them to tell the story. after the students were done learning and understanding the story, they were asked to do telling the story and each member of the groups went to the front of the class for telling the story even though some of them did it by memorizing. the first treatment was done in one meeting. in the third meeting, where it was the second treatment, the activity was the same as in the first treatment. the students were asked to do telling the story in front of the class. some of the students seemed to be bored because always did the retelling for many times. by seeing such condition, the researcher gave them support and said that telling story was not as difficult as they thought. the researcher tried to give them the translation of the story in order to make it easier to understand the story. because, based on the study of brown and cambourne (2010), in telling the story, the function of a teacher is as a tutor. sometimes the students face difficulty in understanding the meaning of the story so the teacher has to help the students by giving some clues related to the story. the researcher reminded the students that they should not learn the story by memorizing but asked them to try to understand the content of the story. then the students went again to the front of the class to perform the storytelling. here, they started being trained to retell using their own words. even though it still seemed a little bit difficult for them, the researcher appreciated them because they had shown their courage journal of languages and language teaching, vol. 7 no.2, november 2019 140 and efforts to go in front of the class to do retelling. it is in line with the statement of ellis and brewster (1991) in the third objective of storytelling that storytelling can help build up students’ confidence and encourage them to speak up. it was different as when they did it in the pre-test. in the fourth and the last meeting, the researcher gave the students post-test. the post-test was also in form of storytelling through the same group members from the beginning and done in front of the class but the stories given were different from the ones given in the pre-test. all the groups came in front of the class and performed the retelling. they showed some progress when they were doing the retelling. it had been a bit easier for them in storytelling using their own words. most of them could do the retelling with relaxed and started to enjoy it as it could be seen from their own willingness to go in front of the class to do storytelling. it was shown that their speaking improved and kept on progress meeting to meeting. not only on five aspects of speaking skill such as fluently, vocabulary, grammar, pronunciation, and comprehension, but storytelling also improved their other skills in some aspects, such as listening and concentration as it was stated in the fifth objective of storytelling by ellis and brewster (1991). the post-test was done in one meeting. finally, based on the data analysis, the researcher found that there was an improvement in the students' achievement in speaking skill. it could be proven by comparing the mean score of the pre-test and post-test. based on the score it can be indicated that students' performances in post-test were better than in pre-test. this finding showed that there was a difference score of pre-test and post-test after receiving the treatments, on the other mean that the result indicated once again is that storytelling effective to increase students' speaking skill. conclusion in this research, the researcher used storytelling as a technique to make students familiar to use english for communication with other students and improve their speaking ability. thus, it has been stated in chapter i that the objective of this study is to find out whether there is any significant effect of storytelling technique on students‟ the speaking ability of the x grade students of ma nw nurul haramain. this research was conducted using pretest-posttest. 21 students in the experimental class were selected as the population and taught speaking by using storytelling. based on the data, the result of sig.2-tailed is lower than 0.05 and t-test is higher than t-table, that’s indicated the hypothesis that the researcher said is now accepted. the result of pre-test and post-test showed that the students’ ability in speaking was increased. it can be seen in the pre-test, the average score was 52.11 meanwhile in post-test, the average score was 69.59. moreover, the average level was in the good level. it means that there was a significant difference between the results of pre-test and post-test. therefore, the hypothesis that the researcher proposed was accepted. references abu 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(2014). use of storytelling method to develop spoken english skill. international journal of language & linguistics, 1(1), 40-44. sepahvand, h. (2014). the effect of oral reproduction of short stories on speaking skill in iranian high school students (case study: khorram abad, iran). international journal of science and research (ijsr), 3(7), 1847-1851. syahbandi, l. (2018). the effect of brainbased learning toward students’ speaking skills. jollt journal of languages and language teaching, 5(2), 52-56. https://doi.org/10.33394/jollt.v5i2.349 thornburry, s. 2005. how to teach speaking. essex: stenton associates. ur. p. 1996. a course in language teaching: practic. tway, eileen. writing is reading: 26 ways to connect. urbana, illinois: eric clearinghouse on readingand communication skills; national council of teachers of english, 1985. 56pp. wyatt, helen et al. ―writing for the media,‖ pen (primary english notes) 57, rozelle, australia: primary english teaching association, 1986. 7pp. https://doi.org/10.33394/jollt.v5i2.357 https://doi.org/10.33394/jollt.v5i2.349 introduction teaching speaking skill macro and micro skills of speaking story telling technique teaching speaking skill using storytelling techniques assessment of speaking skill research method research design qualitative findings the researcher presents the result of the test showing the students‟ ability in terms of components of speaking. the students were assessed in five components, namely: pronunciation, grammar, vocabulary, fluency, and comprehension. each component has ... after the data obtained by the researcher, it can be concluded that the storytelling technique has a significant impact toward students’ speaking skill. the result of sig.2-tailed is lower than 0.05 and t-test is higher than t-table, that’s indicated ... the pre-test result shows that the minimum score of the experimental class is 50 and for control, the class is similar at 49. the maximum score of the experimental and control class is equal, while the mean score for experimental is 59.05 and control ... the minimum score for experimental in this post-test is 70 and the control class is 62 while the maximum score is 90 and 83 for control class. mean of the experimental class is 78.48 but the control class is 71.81. the result shows that the experiment... independent sample t-test was calculated to analyze the effect of storytelling toward student's speaking skill, the result showed that the sig.2-tailed <0.05 and t-table is lower than t-test (4.100>2.018) as a result, it can be interpreted that the st... in this part of the thesis, the researcher collected the data from the sample of the research. the data that were collected from two samples of students in the experimental class. the result of this analysis is that the aspect that increases is pronun... conclusion references jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3264 january 2021. vol. 9, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 34-43 jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 34 fostering students’ writing skills by the integration of mall application 1retno dwigustini, 2novita sari, 2,3susilawati, & 1baiatun nisa 1faculty of communication and language, universitas bina sarana informatika 2english education study program, stkip kusuma negara 3corresponding author email: susilawatitoro@stkipkusumanegara.ac.id article info abstract article history received: july 2020 revised: october 2020 published: january 2021 writing has been one of the most significant skills to acquire by high school students. in fact, students still find it difficult due to weak mastery of writing components and limited practice as well as exposure and facility. on these grounds, utilizing mall in a hybrid learning setting is assumed to enhance their writing skill. the present study employed a qualitative approach with a classroom action research design conducted in 3 cycles. 20 high school students were involved as the subject in this study. the data were obtained using observation, test, and interview. the findings suggested that online writing applications can help promote students’ writing skills demonstrated by the score increase from cycle 1 to 3 and their participation. the students either perceived the mall application positively. it is recommended that the mall application is integrated into writing class with more modeling genre to build students’ vast knowledge. providing more comprehensive feedback for students’ work is either worthy of notice. keywords mall; hybrid learning; writing skill; how to cite: dwigustini, r., sari, n., susilawati., & nisa, b. (2021). fostering students’ writing skills by the integration of mall application, jollt journal of languages and language teaching, 9(1), 34-43. doi: https://doi.org/10.33394/jollt.v%vi%i.3264 introduction writing is an essential skill to master by language learners for a number of functions. borrowing urbanova and oakland’s idea, klimova (2013) lists that writing has a key social and educational role. walsh (2010) adds that writing also plays a pivotal function in a career for professional communication. in the indonesian curriculum context, writing skills place a critical position as students must write for communicating with others (kemendikbud, 2015). many students find that writing is a challenging skill to acquire. from the preobservation conducted by the researchers at one of the private senior high schools in bogor regency, it was discovered that students did not frequently write as they are lack of writing element mastery. additionally, the learning time allocated by the school is considered limited. another fact is that exposure to the facility to develop students' writing skills is still far from being sufficient. these problems are also listed by toba et al. (2019) as the main obstacles that most indonesians face in their writing class. mall (mobile assisted language learning) as a part of e-learning has been on-trend in the current pedagogy. dudeney & hockly (2007) acknowledge the term as m-learning. they claim that this model works smoothly in this digital era due to life style and the demand for fast and effective learning solutions. further, miangah & nezarat (2012) see mall as an ideal solution for learners to study a language. from the students’ side, mall can be an encouraging model to learn and offer a variety of activities (hashim et al., 2017). in respect of writing, many researchers have investigated how this mall contributes to students’ writing development. a significant impact of mall on students’ writing performance was detected (estarki & bazyar, 2016). likewise, malekzadeh & najmi (2015) http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:susilawatitoro@stkipkusumanegara.ac.id dwigustini, sari, susilawati, and nisa fostering students’ writing skills ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 35 found out that students who learn a language using mobile devices show much better results on writing tests than those who utilize paper and pen. al-hamad et al. (2019) confirmed the positive effect of mall on students' mastery of generating and developing ideas, vocabulary, structure, and punctuation. besides a positive effect on students’ writing competency, dewi et al. (2020) found out that mall also improves students’ motivation to write. the above-listed studies have proven how mall influence students’ writing skill. nevertheless, they did not comprehensively concern about students’ participation during the use of mall and the students’ perception of mall integration into their classroom. on that ground, the present study aims to integrate mall to promote students’ writing skills, seek their participation during a learning session, or investigate how they perceive mall in their classroom. research method research design the present study adapted action research model suggested by kemmis et al. (2014). the model was chosen as it portrays practicality aspect of classroom learnings. to be more detail, this research enables teachers to act what they want to enhance their students’ learning. the research was conducted in 3 cycles. each cycle was implemented in four phases: planning, acting, observing and reflecting. in planning stage, the researchers generally designed the scenarios for learning based on the syllabus provided by the school. in this phase, the researchers sharpened what objectives to achieve by the students, determined what activities to do during the learning sessions, and created posttest to evaluate learning. in acting and observing stage, one of the researchers enacted out the lesson plan designed in advance. she was assisted by a collaborator to make sure that learning activities were well monitored. the results of acting and observing stage would be mirrored in reflecting stage as a basis for planning the next cycle learning. as the present study adapted hybrid learning, each cycle was delivered in two modes: face-to-face and online sessions. the practice of writing was delivered in wpa (writing process approach) proposed by brown (2001) and implemented in four phases: prewriting, drafting, revising, and publishing. subject the subjects involved in this research were one class of 11th grade at a private senior high school in bogor consisting of 20 students. the students are basically technology enthusiasts. they are also eager to learn writing in english. however, their writing performance is considered insufficient due to the restriction of writing element mastery, practice time, exposure, and facilities. instruments to collect the data, the researchers used three instruments: observation, test and interview. observation was applied during all 3 cycles to see the students’ learning process and their participation. pre-observation was initiated to check students’ initial writing skill. test was administered in form of posttest at the end of each cycle. it was aimed at checking the students’ writing performance after being taught using mall. interview was done once the learning cycles finished. the purpose was to find out how the students responded to the use of mall application in their writing class. the students were interviewed in groups to represent low, middle, and high achievers. data analysis the obtained data were then analyzed using data analysis procedure suggested by miles et al (2014) which consisted of data reduction, data description, and data verification. in data dwigustini, sari, susilawati, and nisa fostering students’ writing skills ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 36 65% 35% on-task off-task reduction, the researchers sorted the completeness of all data collected from observation, test and interview. in the next step, data were classified based on the present study foci. in data verification, the researchers interpreted the findings and compared the result to the existing theory and previous relevant studies. the validity of data was confirmed using triangulation as suggested by cresswell (2012). research findings and discussion research findings pre-action observation pre-action observation was firstly made by the researchers to identify what problems that the students encountered in their writing class. it was found out that they were lack of exercise due to limited time allocated by the school. by way of addition, they need more facilities and exposure to develop their writing skill. action description cycle i planning before cycle i started, the researchers prepared a lesson plan based on the syllabus provided by the school. the material to be taught was interpersonal text focusing on cause and effect which was delivered in face-to-face mode, while the writing exercise was done in offline and online session. the first posttest was either administered in mall application. the text given to students talked about bullying. acting the researcher began the class by informing the students the material to learn and what mall application to use. having delivered apperception, the researcher asked the students to take their mobile phones to download mall application and created their own account on the application. then, the researcher delivered learning material. afterwards, the students were asked to start creating their own text. the students drafted their text in in offline class. in online session, the students post their text on story title and story description menu, then they published it in publish menu. then, the researcher gave feedback on comment column. after revision, the students then re-published their text on publish menu. observing during the process of observation on two modes of learning, the researcher, with the help from the collaborator, collected the data using on-off task observation. this type of observation was used as it offers easiness for the researcher and collaborator to check the students’ participation comprehensively. during the hybrid sessions, it was observed that only 65% students participated actively, while the rest tent to be silent although they paid attention. the percentage of students’ participation is presented in figure 1. figure 1. on-off task observation in cycle 1 after uploading the task, the students were then given posttest. the result indicated that 11 students (55%) could pass the passing grade, while 9 students (45%) could not. the percentage is displayed below. dwigustini, sari, susilawati, and nisa fostering students’ writing skills ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 37 figure 2. posttest result in cycle i reflecting based on the result of their assignment and posttest, the researcher found out that the students were still lack of arranging and developing ideas to create cohesive and coherent descriptive text. it was concluded that the students’ writing still needed improvement. cycle ii planning based on the reflection of cycle i, cycle ii lesson would be focusing on developing ideas to create cohesive and coherent text. still using the same the same material “cause and effect”, the topic given to students was about “harassment”. the learning steps was designed similar to cycle i, delivered in face-to-face and online session. acting the researcher began the class by apperception and review of the last session learning material and activity. after the material was delivered, a short discussion about the topic was guided by the researcher. next, the students then open their mall application to start drafting their text. similar to steps in cycle i, editing, revising and publishing process were done online. having posted their work on publish menu, feedback was given on comment menu by the researcher. afterwards, the text was re-published and posttest was administered. observing from the on-off task observation data, it was revealed that 95% students showed their engagement, while the rest (35%) were not. the participation percentage is visualized in figure 3. figure 3. on-off task observation in cycle ii from the posttest, it was identified that the writing score increased compared to the result of cycle i posttest. the result signified that 16 students (80%) passed the test, while the rest (20%) still could not reach the minimum score. the score comparison is exhibited in figure 4. 55%45% passed failed 95% 5% on-task off-task dwigustini, sari, susilawati, and nisa fostering students’ writing skills ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 38 80% 20% passed failed 100% 0% on-task off-task figure 4. posttest result in cycle ii reflecting the students’ writing skill and participation score in cycle ii showed significant improvement compared to the cycle i’s result. however, a number of students still should be assisted to pass the passing grade and promote their participation. on that ground, the researcher continued the learning to cycle iii. cycle iii planning in the last cycle, the researchers used song lyrics as the material focusing on teenagers or friendship. the students were planned to analyze the song lyric as well as to interpret it. acting the last cycle of learning activity was organized a bit differently. the researcher asked the students to make a group and searched the song lyric they liked. the researcher also asked them some questions related to the song such as the singer feeling when he/she sang the song and the meaning of the deepest lyric that made the song meaningful. they also had to interpret the song lyrics based on the reason why the composer composed the song. the interpretation was then presented in writing. similar to cycle i and ii, drafting was finished in offline class, while revising and publishing was applied in mall. this step was completed by the last posttest. observing the data gained from on-off task observation pointed out that 100% were actively engaged and participated during all classroom activities, both offline and online. the students’ participation is presented in figure 5. figure 5. on-off task observation in cycle iii dwigustini, sari, susilawati, and nisa fostering students’ writing skills ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 39 100% 0% passed failed the writing test result either showed 100% success that all students could pass the minimum criteria. figure 6 displays the test result percentage. figure 6. posttest result in cycle iii reflecting the score of posttest and participation in cycle iii exhibits a satisfactory increase. these results reflected that all students have successfully made betterment on their writing performance and active participation in face-to-face class and online class. interview result having finished the learning and test in each cycle, a group interview was administered. the result revealed that the students showed enthusiasm on the use of mall in their writing class. the detail is presented below. practicality all group representatives admitted that the mall application used in their class have helped them with paperless learning. they claimed that this kind of learning is practical for them. flexibility the students interviewed mentioned that learning with mall application allows them to learn anytime and anywhere. they just needed to open their phone and worked with the mobile application to finish their task whether at school or home. novelty as a youth, the students view that mall matches their learning style. they also claim that learning with mall is considered bringing a new thing to their classroom learning activity. security all interviewees are keen on using mall to write as they see that the application has the ability to save and secure their text. discussion the finding from the test precisely reveals that mall application can promote students’ writing skills. the students’ writing score increased from cycle i to cycle iii. this further means that all students’ writing mastery of writing elements has developed and enhanced. the score increase is presented in figure 7. dwigustini, sari, susilawati, and nisa fostering students’ writing skills ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 40 0 20 40 60 80 100 cycle i cycle ii cycle iii passed failed 0 20 40 60 80 100 cycle i cycle ii cycle iii on-task off-task figure 7. summary of test result from cycle i-iii the finding of the present study is in harmony with a number of research findings. alhamad et al. (2019) found out that mall could improve students writing ability as mall application assists students with consequential enhancement in organizing ideas, mechanic, diction and structure. the study conducted by al-wasy & mahdi (2016) noticed similar result, that mall facilitated learners writing elements fixation specifically with punctuation and grammar correction. the present study findings also support the analysis of mall presented by çakmak (2019), amplifying that language classroom has been enlightened by device eventuality these days. the result of observation demonstrates that students’ participation is also promoted once mall is used in writing class. the score from cycle i to iii is reported increasing. the increase is observed to be significant. the score is visualized in figure 8. figure 8. summary of on-off task observation from cycle i-iii the present research finding is in assent with the existing theory and previous research result. as a part of e-learning, mall theoretically is promising for learning participation (clark & mayer, 2011; rank et al., 2011). further talk in e-learning, wilson & smilanich (2005) argued that technology in learning may improve responsiveness. recently, it was also found out that the use of mobile application in class improve students’ engagement or participation (rajabalee et al., 2020). confirming the significant result of test and observation, the interview result denotes the students’ positive responses to the use of the mall application in their class. such responses was also detected in the research of gharehblagh & nasri (2020). previously, yudhiantara & dwigustini, sari, susilawati, and nisa fostering students’ writing skills ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 41 nasir (2017) acknowledged students’ positive perception and attitude after using mobile phone applications in supporting their language classroom activity. to be more detailed, the students specify their responses to the use of mall. first, they see practicality when learning with mall. soleimani et al. (2014) also highlights that mall offers practicality and easiness to assist students with learning enhancement. second, the students agree that learning to write with the mall application allows them to study everywhere and every time. such flexibility has also been surveyed by nurmayawati (2019). third, the students mention that mall brings technology newness to their classroom which fits their learning style as they live in the modern era. this is not surprising as bates (2005) claims novelty as auspicious matters of technology development. fourth, the students agree that using the mall application is a secure way to save their writing text. this corresponds to what costinela-luminita (2011) has underlined, that security is one of the pivotal issues in e-learning technology. as proposed by wagner et al. (2016), using mobile phone applications in the classroom brings substitute quality and new-fashioned learning. conclusion the present study aims to utilize the mall application to advance students’ writing skill and participation and find out the students’ responses to the use of the mall application in writing class. the findings and analysis signify that mall integration into writing class has helped students improve writing skill improvement. the score increase of the writing test from cycle i to iii signals the improvement. in cycle, i, only 55% of students can achieve the passing grade. in cycle ii, 80% of students are able to attain a passing grade. in the last cycle, 100% of students successfully reach the passing grade. besides, the advancement of students’ participation is also detected. in cycle i, only 65% of students show active participation. the participation rate improves to be 95% in cycle ii. and in cycle iii, all students (100%) actively participate in hybrid learning sessions. additionally, the students perceive the use of the mall application positively. the positive opinions are due to mall application practicality, flexibility, novelty, and text security. to that end, it is recommended to apply mall application in language learning classrooms due to its enhancement on students’ performance, participation, and responses. references al-hamad, r. f., al-jamal, d. a. h., & bataineh, r. f. 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(2017). toward mobile-assisted language learning (mall): reaping mobile phone benefits in classroom activities. register journal, language & language teaching journals, 10(1), 12–28. https://doi.org/http://dx.doi.org/10.18326/rgt.v10i1.12-28 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3880 july 2021. vol. 9, no,3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 316-325 jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 316 the communication strategies on tourist guide professionalism in lombok west nusa tenggara 1ahmad hanan & 1sugianto 1english lecturer, fbmb, mandalika university of education, indonesia corresponding author email: ahmadhanan@undikma.ac.id article info abstract article history received: june 2021 revised: july 2021 published: july 2021 this study was aimed at finding out the communication strategies on tourist guide professionalism in lombok west nusa tenggara. the main research question raised in the study was “how the communication strategies were used by the tour guides in terms of being professional tourists guides ”. the research was categorized into a descriptive qualitative study where the researcher used purposive sampling with a specific subset of people to find out the exact criteria of respondents. the researcher adopted snowball techniques in describing and interpreting the role of self-presentation on tourist guide professionalism. there were five tourist guides on the bus tour in their videos recorder and questionnaires towards communication strategies of english speech manner regarding tourist guides’ professionalism. the sample was purposively taken by involving the guided cruise ship passenger tour at lembar harbor. the result of the study found that the tourist guide’s professionalism with the role of selfpresentation was positively related with the categories of self-promotion, ingratiation, supplication, exemplification, and intimidation. further, it was found as well that the tourist guides professionalism performances were positively related to the role of communication strategies under five main categories. the study concluded that five communication strategies were used by the tourist guide those are (1) paraphrase with various subcategories approximation, word coinage, and circumlocution (2). transfer with two elements: (a) literal translation (b) language switch (3). appeal for assistance. (4). mime (5). avoidance strategy consists of two subcategories (a) topic avoidance and (b) message abandonment. keywords communication strategy; tourist guides; professionalism; how to site: hanan, a. & sugianto. (2021). the communication strategies on tourist guide professionalism in lombok, west nusa tenggara. jollt journal of languages and language teaching, 9(3) doi: https://doi.org/10.33394/jollt.v%vi%i.3880 introduction this study was conducted mainly for the sake of investigating the communication strategies used by the professional tourist guides in lombok. these communication strategies are vital in relation to the visitors, the area, and its people. through the study, the researcher attempted to find out some research questions aimed at clarifying the role of self-presentation strategy observation, referring to the tourist guides’ self-presentation in lombok, it deals with the type of selves tourist guides presentation. one of the communication strategies, well known as self-presentation, is conveying information about oneself or an image of oneself to others. there are two types and motivations of self-presentation: (1) presentation meant to match one's own self-image, and (2) presentation meant to match audience expectations and preferences. through various selfpresentation activities, tourists may have a chance to reflect on their travels, share their own experiences, and form their sense of self through social support. as well, the theoretical accounts of self-presentation which is said as presented ingratiation as a form of impression management by which actors can elicit positive responses from others (huang. 2009: 27) http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:ahmadhanan@undikma.ac.id hanan and sugianto the communication strategies on tourist ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 317 by and large, the tour guiding is understood as a profession where a tour guiding (interpretation) is trying to produce mindful visitors; visitors who are active, questioning, and capable of reassessing the way they view the world”. moreover, dealing with the profession of a tour guide, it is identified that there are three primary ways in which tourist guides can help tourist enhance the quality of their experience. firstly, providing information on available options. secondly, providing information to encourage safety and comfort and the third is by creating the actual experience. because of the tourist guides with their professionals performing a communicative function, which involves transferring information where to look, what to look for, and when to look, towards an encouragement to look with interest at an enormous diversity of cultures. here in this research, the researcher focused on the role of tourist guides to using the criteria for communication strategies in terms of being professional tourists guides. there are three criteria that must be present in a communication strategy: firstly, a speaker desires to communicate meaning to a listener. secondly, the speaker believes the linguistic or sociolinguistic structure desired to communicate meaning is unavailable or is not shared with the listener. the speaker chooses to avoid/ abandon his attempt to communicate meaning, to attempt alternative means to communicate meaning. and the third is that the speaker stops trying alternatives when it seems clear to him that there is shared meaning. likewise, the guides should have their communication strategies criteria as rabotić (2009) proposed five criteria to identify communication strategies: the first is noticeable deviance from native speaker norm in the first language syntax or word choice or discourse pattern. the second is apparent, obvious desire on the part of the speaker to communicate "meaning" to listeners as indicated by overt and covert discourse clues. the third is evident and sometimes repetitive attempts to seek alternative ways, including repairs and appeals, to communicate and negotiate meaning. the fourth is overt tautological, hesitation and other temporal features in the speaker’s communicative behavior. the fifth is presence of paralinguistic and kinesthetic features in support of linguistic inadequacy. the role of the tourist guide as rabotić (2009:67) implies that tourist guides are primarily information providers being particularly important at the beginning of tourists’ stay at a destination. further, it is said as well that the role of the tourists' guide are complex and diverse, consisting of numerous sub-roles. they had been: information provider, social facilitator, cultural host, motivator of conservation values, interpreter of the natural and cultural environment, people mover”. what guides should be expected to do in terms of facing real challenges stakeholders’ expectations by tourist guides is to become a professional one. ham (2002) claims professionals are similar to mentors. still, while the original role of the mentor was spiritual and intellectual guidance, the communicative function of the professional/ mentor tour guide has four components: the first is a selection of the itinerary ( what to see and experiencealso what not to see); the second is dissemination of correct and precise information; the thirth is interpretation of what is seen and experienced and the fourth fabrication, that is, presenting fake information as though it were genuine/ true. a tourist guide plays an important role in tourism. pond (2009) suggests that a tourist guide is one who is a leader capable of assuming responsibility (leader). while, weiler and ham, (2002) maintain tourist guides have a number of responsibilities as providers of tourism experiences, with sometimes competing roles in order to meet the needs of visitors, employers and host communities. so that, being tourist guides are required special skills that include language skills, guiding techniques and insights extensive knowledge. tourist could have a good experience of all elements of destination performing as desired and tourist guide providing the necessary connect. tourist guides are responsible for tourist satisfaction with services provided in destinations. hanan and sugianto the communication strategies on tourist ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 318 dealing with how a tourist guide’ roles moscardo (2008) identifies three primary ways in which tourist guides can help tourists enhance the quality of their experience the first is by providing information on available options the second is by providing information to encourage safety and comfort and the thith is by creating the actual experience. selfpresentation is the process by which individuals represent themselves to the social world. this process occurs at both conscious and unconscious (automatic) levels and is usually motivated by a desire to please others and/or meet the needs of the self. barkers, alan (2010:12) define communication is the act of transmitting and receiving information. and the term communication strategy may occur in either pseudo communication or real-life communication both inside and outside language. for this present study refers to knowledge or ability used by tourist guide professionalism in lombok. research method the qualitative research method was used in this study to define the anwer of the research question that questioning how is the communication strategies used by the tour guides as part of their professionalism in helping and satisfying the visitors of a particular destination area. the qualitative data was collected and analyzed to draw some conclusions of the study conducted. dealing with qualitative research, kaplan and maxwell (2010) point out, the goal of qualitative research is to understand a phenomenon from the point of view of the participants and its particular social and institutional collected text, which might be lost when textual data is quantified. qualitative researchers view reality as socially constructed and seek to describe and interpret the meanings people attribute to situations. the qualitative research approach is active and dynamic and continually evolving as research questions are embryonic in the light of respondents’ conceptualizations of reality and based on emerging insights in the data collection process. research design the researcher applied a descriptive qualitative research design in this study since the researcher wanted to describe how the language used in the role of self presentation and communication strategies on tourist guides professionalism of tourist guide in lombok in the real situation. the researcher assumes that by using this method it could get the authentic and objective data. the rich natural data that were collected gave incredible insight to answer the research questions of the study. the researcher gets involve in social life of the tour guiding in lombok. moreover location of this study is familiar to the researcher, thus it was easier for the researcher to make an approach with the tour guides that in charge for the guided tour cruise ship passenger at lembar harbor, especially with subjects (the tourist guides). when the subjects have a good relation with the researcher, then they are not aware that they are being observed. it is really important because most of the data will be found from the communication. thus, when they communicate with passengers on tour packages being offered by the cruise director, they talk as natural without any feeling of worrying. subject this study involved lombok tourist guides that in charge for the guided cruise ship passenger tour at lembar harbor. it was carried out from september to october 2015. it revealed that the taxonomy of self presentation and communication strategy that they are considered as the most recently established ones, included the ability to cope with oral communication due to inadequate linguistic knowledge and socio-cultural knowledge and the ability of individuals to express concerns regarding access to guide’s professionalism. hanan and sugianto the communication strategies on tourist ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 319 the sampling technique that the researcher used “purposive sampling”, as it is stated by mack. n and woodsong c, (2005:5): “one of the most common sampling strategies, group’s participants according to preselected criteria relevant to a particular research question. sample sizes, which may or may not be fixed prior to data collection, depend on the resources and time available, as well as the study’s objectives. purposive sample sizes are often determined on the basis of theoretical saturation (the point in data collection when new data no longer bring additional insights to the research questions). purposive sampling is, therefore most successful when data review and analysis are done in conjunction with data collection. purposive sampling is when a researcher targeted a specific subset of people who meet the exact criteria of respondents or target group. snowball techniques were used; that is, respondents recommended their video and tape recorder to the researcher and assisted the researcher in describing and interpret the type of self-presentation and pre-coding reflections (noting down the researcher thoughts in memos shape) for communication strategies on tourist guides professionalism. instrument video recording was the first research instrument used in this study. it was used to record the whole self-presentation on five tourist guide’s professionalism at leading others to believe one possess various characteristics. the second research instrument used in this study is field note. the field note was used to document the communication strategies of tourist guides' professionalism. collecting data is one of the important steps in conducting research because the data had been needed. therefore the data should be collected accurately by using an appropriate technique. record video shooting for the role of self-presentation on five tourist guide’s professionalism at leading others to believe ones possess various characteristics note down the researcher thoughts in memos shape for communication strategies on tourist guides professionalism in term of reflecting five tourist guides, at leading others to believe ones possess various characteristics. data analysis analyzing the data in this study, the researcher investigated the subjects of this study who get in charge of that particular guided tour. the researcher was not only watching them but also recorded every situation of their self-presentation and pre-coding reflection communication strategies in terms of the tourist guides deliver the information to the tour passengers. therefore researcher also used to record some information that was supposed to be relevant data. since the data of this study is qualitative data, the researcher applied four phases of analytical process based on dörnyei’s theory (2007: 246) such as (a) transcribing the data, (b) pre-coding and coding, (c) interpreting the data and drawing conclusion. transcribing the data as dörnyei (2007: 246) states that the first step in data analysis is to transform the recordings into textual form. according to dörnyei the only good thing to say about the transcription process is that it allows us to get to know our data thoroughly, otherwise it is usually a far-to-long and less-than-enjoyable process in this study, the transcription was conducted in two ways. transcription was prepared in couple hours after audio records data were collected. it was applied to alleviate error of listening the records and to avoid the damage of audio records. this is what so called precoding reflection. pre-coding reflections that may involve reading and reading transcription, reflecting on them, and noting down our thoughts in journal entries and memos shape our thinking about the data and influence the way we will go about coding (dörnyei, 2007: 250). hanan and sugianto the communication strategies on tourist ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 320 the final phase of the data analytical process in this study is interpreting the data and drawing conclusion. actually, the researcher accomplished the process of data interpretation not only near the end of the study, but also tentatively interpreting as early as the initial coding stage when the researcher prepared the memo. through this study, the researcher analyzed the identification of self-presentation, communication strategies and professionalism data analysis. the aim is to identify how far the tourist guides that in charge of the guided tour cruise ship passenger at lembar harbor are representatives in terms of interfacing between a tourism destination and its visitors, and tourist guides are very much responsible for the overall impression and satisfaction offered by a destination, and to prove whether they become tourist guides professionalism or not and how do they go about creating impressions of themselves. research findings and discussion research findings the results data about about communication strategies used by the tour guide shows the five categories taxonomy of impression management techniques on tourist guides professionalism in lombok, especially for five tourist guides based on five tour packages being offered by the cruise director as the subjects of the study. leary, (1993) and schlenker, (2000) affirmed: “self-presentations presumably require people to increase their claims of social desirability. self-presentation is also known as impression management which indicates that an individual would act intentionally to regulate the impression of themselves according to different situations, in order to shape an appropriate image to gain approval from others. there is a variety of taxonomy for selfpresentation, jones and pittman (1982) classified selfpresentation strategies into five categories, including (1). selfpromotion (2). ingratiation (3). “exemplification” (4). “intimidation” and (5) “supplication”, the result data transcription self presentation strategies of the first category “selfpromotion”: as tourist guide 1 affirmed: “and our religion in lombok is sound like aa like eighty five percents with muslim religion and than the rest is christian, hindus...”, tourist guide 2 expressed: “it’s a big event in lombok for princess cruises ya aa totally this year i was saying twenty seven cruise ships visit lombok ya and last year would be the same about twenty seven cruise ships lombok is getting popular ya ahmm...we have new international airport right now and new flight from perth to lombok by jet star...” tourist guide 3 expressed: “because as we know that lombok island divided into four a regional ya district and one administrative.. so the regional is west lombok with the capital of gerung and then central lombok with the capital of se aa praya east lombok with the capital of selong and then north lombok with the capital of tanjung so the administrative is mataram..so mataram also as the capital town of west nusa tenggara province..” tourist guide 4 expressed: “and lombok itself means chili ladies and gentleman. lombok means chili.. if you see that here aa lombok’s size is quite similar as bali size with regard from east to the west is ninety kilometers and aa from south to the north one hundred and ten kilometers length so it’s quite similar like bali and the population on lombok is three millions five hundred thousand which is quite lot actually...” tourist guide 5 expressed “in lombok we don’t have industry, no textile no factory the process of everything done by hand with traditional system for example like farming system. in lombok when we grow plantation we grow rice and everything mostly we are not much use chemical fertilizer mostly use hanan and sugianto the communication strategies on tourist ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 321 organic fertilizer we make compost compost is organic to keep the land fertilize we use traditional system...” based on the result data transcription of self presentation strategies for ingratiation category such as tourist guide 1 expressed: “so ladies and gentleman we,ll be visiting some of interesting places in lombok so before we are going to visit one of the place, i would like to refreshing of your mind, and to give you information little bit of lombok, little bit of lombok..(may be not little bit but more that little bit..ha ha ha... make a lot”. tourist guide 2 expressed: “so like our tour handicraft or craft village so you’ll shop ya, (i will tell you a word that might help you to shop, do you know tajmahal..yes.. just remember one word mahal..mahal..that’s mean .. expensive..ha ha ha..mahal.. ya..” tourist guide 3 expressed: “and then around fifty years ago ya fifty years ago in lombok island famous with the big of families...ya because in one family ya at that time also in lombok island we find a lot of football team ha ha yes many football team in lombok island because in one family they have children until twelve...twelve children so one family can make one football team in lombok island..ha ha ha ha..” tourist guide 4 expressed: “as you see on the road the cidomo the horse cart the horses are small the horses are small yes they look like pony but they are very strong you see and then they take it as the transportation from market normally to the house so that’s why we called it lombok taxi...(for short distance ya ladies and gentleman not more than five kilometers otherwise your horse will go to hospital ha ha ha ha ....”tourist guide 5 expressed “so we have small in lombok only ninety by ninety kilometers we have total population about three point two million inhabitant…. quite busy ya...three point two... million many people here ha ha ha ya so many making baby ya ha ha..” the result data transcription of self presentation strategies for exemplification category such as: tourist guide 1 expressed: “this temple is full of steps, so you must be careful when you walk down or you walk up to the step... and the thing you have to know in here because is like so many hawkers who selling the staff in here and then if you interesting with something if you wanna buy so you can buy but don’t touch ok don’t asking about the price because in here is different like when you say when is aa when when you asking the normal price that mean you have to buy...ya ..if interesting you can ask the price and you have to bargain...” tourist guide 4 expressed: “the place that i highlighted where you are going to...for aa stops ..for places to visit..here you are sir map...’ tourist guide 5 expressed “art market that many many shop you looking around na if you interesting and got signal to buy you must bargaining...” based on the result data transcription of self presentation strategies for intimidation category such as: tourist guide 1 expressed: “so welcome to the art market ... so we are here around... is like we are here around half an hour...half an hour ya.....its lombok time now is like nine thirty seven, so we are here like half an hour…” tourist guide 2 expressed: “so remember that our bus is purple number one..ya..purple number one we suppose to be here back from the tour at twelve thirty ...so about four hours” tourist guide 4 expressed: “we have here thirty minutes ladies and gentleman ... thirty minutes...thirty minutes yes thirty minutes...” as final point, the result data transcription of self presentation strategies for supplication category such as: tourist guide 3 expressed: “and then i’m so sorry when i make mistake may be in my language and my joke ya.. so very sorry ya...” discussion hanan and sugianto the communication strategies on tourist ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 322 the research question inquired: “what are the communication strategies used by types of the tourist guides? the results confirm taxonomy for communication strategies strategies, there were five categories, including self-promotion, ingratiation, supplication, exemplification and intimidation. self-presentation strategies which are employed by individuals to manage impressions formed of them by audiences and are used as a coding strategy within this study. table.1 communication strategies tour guide communication strategy used 1th “and our religion in lombok is sound like a..a like eighty five percents with moslem religion and than the rest is christian, hindus...” 2nd “ya ahmm...we have new international airport right now and new flight from perth to lombok by jet star...” 3th “we know that lombok island divided into four a regional ya distric and one administrative..” 4th “lombok itself means chili ladies and gentleman..lombok means chili.. 5th “in lombok we don’t have industry, no textile no factory the proces of everything done by hand with traditional system” there are two types of communication performed by the tourist guides in lombok namely: (1). “self-promotion” is designed to impress an audience with one’s competence. it includes self-enhancement and specific self-praise (2). “self ingratiation” is designed to draw liking from the audience; it has been differentiated into a variety of specific behaviors such as humor and smiling. and based on research result in chapter four, tourist guide 1 performed selfpromotion (he expresses : “and our religion in lombok is sound like aa like eighty-five percents with muslim religion and than the rest is christian, hindus...”) selfingratiation (he expresses : “may be not little bit but more that little bit..ha ha ha... make a lot”) self intimidation...( he expresses : so we are here around... is like we are here around half an hour...half an hour ya.....its lombok time now is like nine thirty seven, so we are here like half an hour...) selfexemplification (this temple is full of steps, so you must be careful when you walk down or you walk up to the step) (and the thing you have to know in here because is like so many hawkers who selling the staff in here and then if you interesting with something if you wanna buy so you can buy but don’t touch ok don’t asking about the price because in here is different like when you say when is aa when when you asking the normal price that mean you have to buy...ya ..if interesting you can ask the price and you have to bargain...) tourist guide 2 performed selfpromotion (he expresses : (it’s a big event in lombok for princess cruisess ya aa totally this year i was saying twenty seven cruise ships visit lombok ya and last year would be the same about twenty seven cruise ships lombok is getting popular ya ahmm...we have new international airport right now and new flight from perth to lombok by jet star...) selfingratiation (he expresses : so like our tour handycraft or craft village so you’ll shop ya, (i will tell you a word that maight help you to shop, do you know tajmahal..yes.. just remeber one word mahal..mahal..that’s mean .. expensive..ha ha ha..mahal.. ya..) self-intimidation (so remember that our bus is purple number one..ya..purple number one we supose to be here back from the tour at twelve thirty ...so about four hours) tourist guide 3 rana widi performed selfpromotion (he expresses : (because as we know that lombok island divided into four a regional ya distric and one administrative.. so the regional is west lombok with the capital of gerung and then central lombok with the capital of se aa praya east lombok with the capital of selong and then north lombok with the capital of tanjung so the administrative is mataram..so mataram also hanan and sugianto the communication strategies on tourist ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 323 as the capital town of west nusa tenggara province..) self ingratiation (and then around fifty years ago ya fifty years ago in lombok island famous with the big of families...ya because in one family ya at that time also in lombok island we find a lot of football team ha ha yes many footbal team in lombok island because in one family they have children until twelve...twelve children so one family can make one football team in lombok island..ha ha ha ha..) self-supplication (and then i,m so sorry when i make mistake may be in my languange and my joke ya.. so very sorry ya...) tourist guide 4 performed self-promotion (he expresses : and lombok itself” means chili ladies and gentleman..lombok means chili.. if you see that here aa lombok’s size is quite similar as bali size with regard from east to the west is ninty kilometers and a from to the north one hundred and ten kilometers length so it’s quite similarlike bali and the populationon lombok is three millions five hundred thousand which is quite lot actually...) self-ingratiation guide 4 as you see on the road the cidomo the horse cart the horses are small the horses are small yes they look like pony but they are very strong you see and then they take it as the transportation from market normally to the house so that’s why we called it lombok taxi...(for short distance ya ladies and gentleman not more than five kilomenters otherwise your horse will go to hospital ha ha ha ha ....) self-intimidation (we have here thirty minutes ladies and gentleman ... thirty minutes...thirty minutes yes thirty minutes...) self-exemplification (the place that i highlighted where you are going to...for aa stops ..for places to visit..here you are sir map...) tourist guide 5 performed self-promotion (he expresses in lombok we don’t have industry, no textile no factory the proces of everything done by hand with traditional system for example like farming system in lombok when we grow plantation we grow rice and everything mostly we are not much use chemical fertilizer mostly use organic fertilizer we make compost compost is organic to keep the land fertilize we use traditional system...) selfingratiation so we have small in lombok only ninety by ninety kilometers we have total population about three point two million inhabitant..(quite busy ya...three point two... million many people here ha ha ha ya so many making baby ya ha ha.) self-exemplification (artmarket that many many shop you looking around na if you intersting and got signal to buy you must bargaining...) by applying those communication strategies, the tourist guides were trying to gain some goals. the first goal is for self-promotion which surely affected comfortable feeling of the visitors. the broader goal is to get destination promotion which surely affected the sustainablility of the tourism objects being visited. conclusion to sum up, the communication strategies used by the tourist guides affected many dimentions of tourism. however, those communication strategies were shortly can be concluded into the following conclusions: a. the tourist guide 1 emphasized his expression such as “and our religion in lombok is sound like a..a like eighty five percents with moslem religion and than the rest is christian, hindus...” b. the selfpromotion was performed by tourist guide 2 made clear his expression: “it’s a big event in lombok for princess cruisess ya aa totally this year i was saying twenty seven cruise ship visit lombok ya and last year would be the same about twenty seven cruise ship lombok is getting popular ... ya ahmm...we have new international airport right now and new flight from perth to lombok by jet star...” c. the self­ promotion was performed by the tourist guide 3 made an impression: “because as we know that lombok island divided into four a regional ya distric and one administrative.. so the regional is west lombok with the capital of gerung and then hanan and sugianto the communication strategies on tourist ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 324 central lombok with the capital of praya, east lombok with the capital of selong and then north lombok with the capital of tanjung so the administrative is mataram..so mataram also as the capital town of west nusa tenggara province ...” d. and tourist guide 4 performed self promotion of his expression such as: “and lombok itself means chili ladies and gentleman..lombok means chili.. if you see that here aa lombok’s size is quite similar as bali size with regard from east to the west is ninty kilometers and aa from south to the north one hundred and ten kilometers length so it’s quite similarlike bali and the populationon lombok is three millions five hundred thousand which is quite lot actually...” e. then, tourist guide 5 presented self promotion on his expression: “in lombok we don’t have industry, no textile no factory the proces of everything done by hand with traditional system for example like farming system in lombok when we grow plantation we grow rice and everything mostly we are not much use chemical fertilizer mostly use organic fertilizerwe make compost compost is organic to keep the land fertilize we use traditional system...” references baker, w.e. and sinkula, j.m. (2010): the synergistic effect of market orientation and learning orientation on organizational performance, journal of the academy of marketing science. 27 (4), 411-427. baker, w.e. and sinkula, j.m. (2005): market orientation and the new product paradox, journal of product innovation management, 22 (6), 483-502. baker & sinkula (2007). market orientation and the new product paradox, journal of product innovation management, 27 (4), 411-427. barker, a. (2010) improve your communication skills rev. 2nd ed. london. replika press pvt ltd dörnyei, zoltán. (2007) research methods in applied linguistics. oxford: oxford university press. felson, r. b. (2008): an interactionist approach to aggression, in: tedeschi, james t. (ed.), impression management theory and social psychological research academic press, new york. goffman, e., (2005) the presentation of self in everyday life . doubleday anchor books by doubleday and company garden city new york. hamilton, n. w. (2001). academic tradition and the principles of professional conduct. journal of college and university law, 27(3): 609-67. jones, e. e., and pittman, t. s. (2002). toward a general theory of strategic self presentation. in j. suls (ed.), psychological perspectives on the self (vol. 1, pp. 231-262). hillsdale, nj: lawrence erlbaum associates pond, k. (1993) the professional guide: dynamics of tour guiding, new york. newyork press. van nostrand reinhold. reisinger,and steiner,(2006)“reconceptualising interpretation: the role of tour guides in authentic tourism”, current issues in tourism, vol.9, no.6, pp. 481-498. quiroga. rabotić, b.; (2009). the creative role of tourist guiding;proceedings of the international tourism conference”cities as creative spaces for cultural tourism” (cd format); istanbul. press schlenker, b. r. (2000). impression management. in encyclopedia of psychology (vol. 4, pp. 236-237). new york, ny: oxford university press. schlenker, b. r. (2008). impression management: the selfconcept, social identity, and interpersonal relationships. monterey, ca: brooks/cole. hanan and sugianto the communication strategies on tourist ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 325 schlenker. (2008) audiences’ reactions to self-enhancing, selfdenigrating, and accurate selfpresentations. journal of experimental social psychology schlenker, b. r., & pontari, b. a. (2000). the strategic control of information: impression management and self-presentation in daily life. in a. tesser, r. felson, & j. suls (eds.), perspectives on self and identity (pp.199-232). washington, dc: american psychological association. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i1.2211 january 2020. vol.8 , no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp.1-7 jollt journal of languages and language teaching, january 2020. vol. 8, no.1 | 1 gallery walk+peer talk in language testing and assessment: students’ perspectives sri sarwanti english language education, tidar university, magelang, indonesia corresponding email: srisarwanti@untidar.ac.id article info abstract article history received: november 2019 revised: december 2019 published: january 2020 a useful conceptual understanding of zpd can benefit the students from having talks with others in increasing their capability of knowing something. this idea of social constructivism underpins the need for opportunities for collaboration and support, and for learning. individuals are required to construct self-knowledge and develop new perspectives, by engaging in hands-on activities rather than using structured information. if peer talk is combined with a gallery walk where the students have the opportunity to share ideas, the combination bears such an active class activity. this study reveals the students’ achievements in how they negotiate their problems through conversing with each other. the problem-based conversation plays among students themselves in their initial academic development. this study supports theory highlighting the importance of talk in social interaction as a prerequisite for increasing students’ achievement. the results of this study show that the combination of gallery walk-peer talk is able to improve the students’ achievements and also the students’ participation in class. the results also uncover why they enjoy learning by doing gallery walk-peer talk. keywords efl students; gallery walk+peer talk; language testing; assessment; how to cite: sarwanti, s. (2020). gallery walk+peer talk in language testing and assessment: students’ perspectives. jollt journal of languages and language teaching, 8(1), 1-7. doi: https://doi.org/10.33394/jollt.v8i1.2211 introduction the 21st-century learning skills require students to conduct interaction and communication (aprianoto et al. 2019). it is in line with cinganotto (2019) who states every teacher should be aware of the importance of learning interaction in a foreign language as a crucial skill, together with listening, writing, reading, and speaking skills. also, vygotsky (1978) states that the majority of learning is not obtained in isolation, but rather through interaction with others in socially-embedded contexts. however, such interaction needs to occur within the zone of proximal development (zpd). it is defined as “the distance between the present everyday actions of the individuals and the historically new form of social activity that can be collectively generated” (engeström, 1987, p. 74). according to vygotsky, the zpd pivots around three key aspects (nguyen, 2017). first, it can be seen that learning involves more than an individual person trying to construct it individually, highlighting the dialogic nature of the interaction. this emphasizes the value of providing learners with opportunities to work with other capable peers, teachers, and /or adults. second, it emphasizes the roles of an individual in sharing and constructing knowledge. and third, the active interaction between participants is viewed as being dynamic and dialectical (dimitriadis & kamberelis, 2006). zpd provides a useful conceptual understanding of how students can benefit from cooperative learning for those who are considered to be adult learners in the process of learning how to teach. this idea of social constructivism underpins the need for opportunities for collaboration and support, and for learning. individuals are required to construct selfhttp://ojs.ikipmataram.ac.id/index.php/jollt/index https://doi.org/10.33394/jollt.v8i1.2211 http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:srisarwanti@untidar.ac.id https://doi.org/10.33394/jollt.v8i1.2211 sarwanti gallery walk+peer talk in language ……….. jollt journal of languages and language teaching, january 2020. vol. 8, no.1 | 2 knowledge and develop new perspectives, by engaging in hands-on activities rather than using structured information (lubic, 2000). although vygotsky’s notion of the zpd posits the role of capable peers/teachers in adult guidance and collaboration, this would not exclude gallery walk+peer talk involving peers of equal status because when two people are working together, one may well be more advanced in his or her thinking and can be considered a more competent peer. having peer talk in the process of learning enables students to share information without any boundaries. kram and isabella (1985) state “information sharing gives both individuals technical knowledge and perspectives on the organization that better enables them to get their work done” (p. 117). otherwise, mcdougall and beattie (1997) argue that information sharing may be considered a learning behavior because, by being engaged as utilitarian and holistic peer, individuals can learn from each other through a free exchange of information and ideas, sharing their work issues as a result of mutual work interests while adopting different professional perspectives. other expertise, mumford (1993) shares that peer relationship also emphasizes that information sharing about organizational changes and difficulties is one type of peer relationship evidenced. it is apparent that within organizational settings, peers can learn from each other through information exchange. this study reveals the students’ perspective on how they negotiate their problems through conversing with each other. the problem-based conversation plays among students themselves in their initial academic development. review of literature materials and method students’ perspectives the definitions of achievement have been proposed by many experts. one of it states that perspective is the state of one's ideas, the facts are known to one, etc., in having a meaningful interrelationship. cambridge advanced dictionary (2015) states that perspective is a particular way of considering something. webster (2010) notes that the definition of the perspective is a mental view or prospect. from those definitions, it can be inferred that perspective is a way or mental view of considering something. students’ perspective, then, is referred to as the students’ way of considering something. gallery walk+peer talk in learning tudge (1992) emphasizes that “social interaction between peers who bring different perspectives to bear upon a problem is a highly effective means of inducing cognitive development” (tudge, 1992, p. 159 in nguyen, 2017). furthermore, nguyen (2017) also states that some researches have found that peers offer support that leads to cognitive development. and, that even low levels of support from a peer can assist an individual’s growth. goos, gailbraith, and renshaw (2002) state that when this view is applied to educational settings, “there is learning potential in peer groups where partners have incomplete but relatively equal expertise of each partner possessing some knowledge and skill but requiring the others’ contribution in order to make progress”. students tend to negotiate their problems through conversing with each other. miller (2008) emphasized the role that problem-based conversation played among students themselves in their initial professional development. his study supports vygotsky’s (1978) theory by highlighting the importance of talk in social interaction as a prerequisite for increasing students’ competence. miller (2008) claims that conversations among peers created contexts and opportunities to explore overlapping zpds that exist in any peer group. the role of each participant is to guide the other to move through their zpd. thus, in gallery walk+peer talk, collaborative learning through interaction with others actively engages https://www.merriam-webster.com/dictionary/perspective sarwanti gallery walk+peer talk in language ……….. jollt journal of languages and language teaching, january 2020. vol. 8, no.1 | 3 students as adult learners in the exchange of ideas and experiences and negotiates meaning from multiple perspectives. nguyen (2017) states that peers provide the psychosocial function of emotional support by listening to and counseling each other during periods of transition and stress. as a result of confronting similar problems or based on their own immediate experiences, the peer may more readily offer empathetic emotional support rather than just sympathetic support”. mumford (1993), who supports kram and isabella’s (1985) descriptions of psychosocial peer functions, adds that peers or colleagues can go to each other for information or work-related discussions as well as for emotional support (mumford, 1993 ). nguyen (2017) also shares that a number of other studies (bullough et al., 2003; cosh, 1999; forbes, 2004; e.g., goodnough et al., 2009; kurtts & levin, 2000; le cornu, 2007; nokes, bullough, egan, birrell, & merrell hansen, 2008; slater & simmons, 2001; walsh et al., 2002 ) has confirmed the role of peers in lessening stress, burnouts, intimidation, and isolation. working in pairs or groups of peers makes them feel supported and committed to shared responsibility for their situation (campbell-evans & maloney, 1997; maloney & campbell-evans, 1998; walsh et al., 2002 in nguyen, 2017). kram and isabella (1985) also found that peers can provide friendship, enabling individuals to become confidants. psychosocial functions are more personal: they rely on an emotional bond between individuals. other experts, angelique et al. (2002) emphasize that “because of the relative equality, participants may more readily offer confirmation, emotional support, personal feedback, and friendship than participants in traditional mentoring relationships”. such evidence indicates that peer relationships at work can reach the level of friendship. rymer (2002) posits that non-traditional mentoring needs to engage individuals in open-ended dialogue about a wide range of issues, including personal matters. the peer talk relationship tends to be relatively stress-free and enjoyable because peer collaboration occurs in a non-threatening and non-evaluative environment. participants in a peer talk process can gain confidence in each other through sharing their beliefs and points of view without fear of losing face or risking exposure to others. this gallery walk+peer talk can be more effective then if it is combined with a gallery walk. gallery walk forces kinesthetic learning opportunities. the students can classify, illustrate, synthesize, defend, and more on particularly given topics. technology can also be applied easily in the gallery walk. the combination of these two strategies can bear good results. students can make a mind map on a particular topic using peer talk. the mind map is reflected in plano paper. then, the plano paper is used for a gallery walk. the procedure of using a gallery walk can be seen in the following diagram (figure 1). figure 1. the procedure of using a gallery walk sarwanti gallery walk+peer talk in language ……….. jollt journal of languages and language teaching, january 2020. vol. 8, no.1 | 4 research method this study is a descriptive exploratory. exploratory research is the researcher’s tool to understand an issue more thoroughly, before attempting to quantify mass responses into statistically inferable data (denzin and lincoln, 2000). it refers to only one variable that is peer talks seen from the students’ perspective. this study also explores the students' real responses and feelings when they are learning by conversing with others. the subject of this study is the class of introduction to language testing and assessment. they cover 30 students. the data were collected through questionnaires. research findings and discussion research findings based on the questionnaires given to these students, the results can be seen as such. in terms of whether the students have ever experienced gallery walk+peer talk before, there are 29 who have ever experienced gallery walk+peer talk and 1 hasn’t. it can be seen in table 1 below. table 1. students’ prior experience yes no have you experienced gallery walk+peer talk? 29 1 from the table, it is clear that most students (97%) have prior experience in gallery walk+peer talk. it shows that in conducting lectures, the lecturers have let students have a discussion with their friends. they are also asked to have a nice conversation with the peer in elaborating topics and solving problems. it is in line with chien, hwang, and jong (2019) who inform that peer talk is essential to lead learners to think critically. besides, rydland and grover (2018) state that peer-talk is able to improve students’ post-discussion comprehension, vocabulary, and decoding skills. the only students who haven’t got prior experience in having gallery walk+peer talk before might have been absent for days so that he does not have any experience in havin g gallery walk+peer talk in-class activities. the chart of this data can be seen in figure 2 below. figure 2. prior experience on gallery walk+peer talk the second question of the questionnaire is whether the students enjoy learning with their peers or with the lecturer. the result can be seen in the following table 2. prior experience yes no sarwanti gallery walk+peer talk in language ……….. jollt journal of languages and language teaching, january 2020. vol. 8, no.1 | 5 table 2. students’ preference in learning peer lecturer both do you enjoy learning with your friends or lecturer? 20 9 1 the data illustrate that 20 students or 66% prefer learning with their peers in various activities inside or outside of the class. 9 students or 30% enjoy learning with the lecturer only. learning with both lecturer and peer seems to be the preference of only 1 student. when they are asked why they enjoy having gallery walk+peer talk in having classes, they answer that when they are conversing with their peer they feel less threatening. when compared to when they are having lectures with the lecturers, they still own such feeling of threatened. the situation of having lectures with the lecturers is not like in the evaluation environment. on the other hand, when the students are having talks with other students, the situation is not that terrible. this finding is in accordance with buhari (2019) who finds that the interaction between students with a classmate is seen interactively rather than with their teachers. besides, bohari (2019) argues that peer-talk provides learners more open-minded in learning rather than teacher-students conversation. therefore they don’t have fear of losing face. the diagram expressing students’ preference in learning can be seen from figure 3 below. figure 3. students preference in learning the next question is why the students enjoy learning with their peers. the answer can be seen from table 3 as follows. table 3. students’ reasons for preferring gallery walk+peer talk fun easy-going communicative easily understood why do you prefer learning with your peers? 30 27 25 25 the data depict the reasons for enjoying learning with their peers. 29 students or 97% like having peer talk because it is fun. when having peer talk students seem to feel relaxed and free to share more ideas without worrying about having wrong responses. they also feel free to make jokes while having peer talk on a topic. they don't have a fear of losing face or risking exposure of others. students' preference in learning peer lecturer both sarwanti gallery walk+peer talk in language ……….. jollt journal of languages and language teaching, january 2020. vol. 8, no.1 | 6 the next reason for being fond of peer talk is that the activity is easy-going. there are 28 students state that it is easy to conduct and easy to maintain nice talk to the peer. they also state that they often need more time to have peer talk. when they start their talk, they seem to be completely engaged with the talk. such engagement lets the students be important parts in the process of the talk and keep on maintaining the talk without having fear of insulting others. the other reason for enjoying having peer talk is that it is communicative. 20 students share that it is easy to transfer ideas in a peer talk since they have their own codes to make it easy to convey ideas. the last reason for liking gallery walk + peer talk is that in it the material is easily understood. it has been stated previously that the students feel free to have their own codes to transfer ideas. this allows others to get the information transferred easily with no disturbance of diction. the reasons for enjoying having peer talk can be illustrated in the following figure 4. figure 4. reasons for preferring peer talk conclusion from the data presented in the previous part, it can be concluded that; (1) actually the students have prior experience in gallery walk + peer talk, (2) most students enjoy learning by having gallery walk+peer talk, and (3) the students enjoy having gallery walk +peer talk in learning because the activity is fun, easy-going, and communicative. besides, the material is also easily understood. indeed, when the students enjoy doing peer talk, the lecturer can control the talk to be always on the track. references aprianoto, & haerazi (2019). development and assessment of an interculture-based instrument model in the teaching of speaking skills. universal journal of educational research 7(12) pp. 2796-2805. https://doi.org/10.13189/ujer.2019.071230 angelique, h., kyle, k., & taylor, e. (2002). mentors and muses: new strategies for academic success. innovative higher education, 26 (3), 195–209. buhari, b. (2019). practicing discussion in the form of pyramid to improve students’ speaking performance and classroom interaction. jollt journal of languages and language teaching, 7(2), 108-116. https://doi.org/10.33394/jollt.v7i2.1958 bohari, l. (2019). improving speaking skills through small group discussion at eleventh grade students of sma plus munirul arifin nw praya. jollt journal of languages and language teaching, 7(1), 68-81. https://doi.org/10.33394/jollt.v7i1.1441 22 24 26 28 30 series 1 https://doi.org/10.13189/ujer.2019.071230 https://doi.org/10.33394/jollt.v7i2.1958 https://doi.org/10.33394/jollt.v7i1.1441 sarwanti gallery walk+peer talk in language ……….. jollt journal of languages and language teaching, january 2020. vol. 8, no.1 | 7 chien, s.y., hwang, g.j., & siu-yung jong m. (2019). effects of peer assessment within the context of spherical video-based virtual reality on efl students’ english-speaking performance and learning perceptions, computers & education https://doi.org/10.1016/j.comp cinganotto, l. (2019). online interaction in teaching and learning a foreign language: an italian pilot project on the companion volume to the cefr, journal of e-learning and knowledge society, 15(1), pp. 135-151. https://doi.org/10.20368/1971-829/1618 denzin nk, lincoln ys (eds.) (2000). handbook of qualitative research. london: sage publications. engeström, y. (1987). learning by expanding: an activity-theoretical approach to developmental research . helsinki, finland: orienta-konsultit. goos, m., gailbraith, p., & renshaw, p. (2002). socially mediated metacognition: creating collaborativezones of proximal development in small group problem solving. educational studies in mathematics, 49 , 193–223. kram, k. e., & isabella, l. a. (1985). mentoring alternatives: the role of peer relationships in career development. academy of management journal, 28 (1), 110–132. https://doi.org/10.2307/256064 lubic, b.l. (2000). student perceptions of effective teaching practices: are we meeting the needs of our students? (ed.d.), university of cincinnati, ohio, usa. retrieved from http://proquest.umi.com.ezproxy.lib.rmit.edu.au/pqdweb?did=1051275771&fmt=7&cli entid=16532&rqt= 309&vname=pqd miller, m. (2008). problem-based conversations: using preservice teachers’ problems as a mechanism for their professional development. teacher education quarterly, 35 (4), 77–98. mumford, a. (1993). how managers can develop managers . hampshire, uk: gower publishing. rydland, v., & grover, v. (2018): argumentative peer discussions following individual reading increase comprehension, language and education, https://doi.org/10.1080/09500782.2018.1545786 rymer, j. (2002). “only connect”: transforming ourselves and our discipline through comentoring. journal of business communication, 39 (3), 342–363. nguyen, hoa thi mai, (2017), models of mentoring in language teacher education, volume 7, springer international publishing, switzerland. vygotsky, l. s. (1978). mind in society: the development of higher psychological processes. cambridge, ma: harvard university press. webster, m. (2010). webster advanced dictionary. https://www.merriamwebster.com/dictionary/perspective https://doi.org/10.1016/j.comp https://doi.org/10.20368/1971-829/1618 https://doi.org/10.2307/256064 http://proquest/ https://doi.org/10.1080/09500782.2018.1545786 https://www.merriam-webster.com/dictionary/perspective https://www.merriam-webster.com/dictionary/perspective jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.8172 july 2023. vol.11, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 461-474 jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 461 students’ perceptions towards the use of podcasts in efl classroom: a case study at a university of uzbekistan 1*rimajon sotlikova, 2haerazi 1foreign language and literature department, foreign philology faculty, national 2university of uzbekistan. tashkent city, university street, tashkent 100174, uzbekistan english language education, faculty of culture, management, & business, universitas pendidikan mandalika, indonesia *corresponding author e-mail: rima.sotlikova@gmail.com article info abstract article history received: june 2023 revised: july 2023 published: july 2023 integration of information and communication technology (ict) has emerged as a significant factor in the realm of language education, yielding notable impacts. to shed light on this phenomenon, a case study was conducted to delve into the perceptions of students and attitudes of teachers regarding the utilization of podcasts in the teaching-learning process. the research problem addressed in this study aimed to explore students' perceptions toward the incorporation of podcasts in the english as a foreign language (efl) classroom, as well as their understanding of the limitations and impact of podcasts on their language skill development. the study recruited 40 students and 2 teachers from the national university of uzbekistan as participants. data collection involved the distribution of questionnaires to students and conducting interviews with teachers. the questionnaires comprised 17 statements to gauge the participants' viewpoints. the findings revealed that a majority of respondents expressed their fondness for podcasts (80.2%), strongly agreeing that the use of podcasts is enjoyable (69.9%). moreover, the researcher observed positive attitudes from both students and teachers toward the integration of podcasts in the efl classroom. students believed that podcasts had the potential to enhance their listening and speaking skills. teachers, on the other hand, perceived podcasts as an effective tool for fostering students' collaborative and cooperative work skills, as well as their creative thinking strategies. however, challenges associated with the effective utilization of podcasts in the classroom also surfaced, prompting further exploration into optimal implementation strategies. keywords ict; efl; english podcasts; students’ perceptions; teachers’ attitudes; how to cite: sotlikova, r. & haerazi, h. (2023). students’ perceptions towards the use of podcasts in efl classroom: a case study at a university of uzbekistan. jollt journal of languages and language teaching, 11(3), pp. 461-474. doi: https://doi.org/10.33394/jollt.v%vi%i.8172 introduction in the rapidly evolving landscape of education, where technology plays a pivotal role, educators and researchers are continuously seeking innovative teaching methodologies to foster student engagement and enhance language proficiency (aqqal et al., 2017; aşık et al., 2020). amidst this pursuit, the integration of podcasts into english language classrooms has emerged as a compelling approach (che, 2023; sutton-brady et al., 2009). podcasts, audiobased digital content typically consisting of spoken episodes, have garnered increasing popularity as a pedagogical tool. this method capitalizes on the affordances of technology to create an immersive and dynamic learning environment. by incorporating podcasts into the english language classroom, educators aim to harness the inherent strengths of this medium, such as its accessibility, flexibility, and potential for authentic language input (alm, 2013; https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& sotlikova & haerazi students’ perceptions towards the ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 462 liu, 2023). moreover, podcasts offer students the opportunity to actively engage with real-life language use, promoting the development of various linguistic skills, including listening comprehension, vocabulary acquisition, and pronunciation. as a result, the integration of podcasts stands as a promising avenue for nurturing language proficiency and fostering an interactive and engaging learning experience for students in the modern educational landscape. listening comprehension holds a pivotal position within the realm of language learning, and podcasts have emerged as a captivating medium that immerses learners in an engaging auditory experience (kavaliauskienė & anusienė, 2009; saeedakhtar et al., 2021). the broad appeal of podcasts is evidenced by a survey, which revealed that approximately 55%, equivalent to around 155 million individuals, have engaged with this form of audio content (copley, 2007; drew, 2017). when integrated into the classroom, podcasts offer notable advantages, notably in terms of flexibility concerning time and location. the podcast consumer report highlights that 58% of podcast listeners prefer to enjoy podcasts in the comfort of their homes, while 23% choose to engage with them during their daily commutes. this accessibility allows students to access podcasts at their convenience, facilitating the practice of listening skills and reinforcing learning beyond traditional classroom hours (chou et al., 2022). in addition to their convenience, podcasts often delve into real-world issues, provide cultural insights, and facilitate thought-provoking discussions (azizi et al., 2022; drew, 2017). consequently, they foster critical thinking skills and promote cultural awareness among students. learners who engage with podcasts exhibited higher levels of intercultural competence and a greater willingness to engage with diverse perspectives compared to nonlisteners (guillén-gámez et al., 2019; hubackova & golkova, 2014). this finding emphasizes the potential of podcasts as a tool for educators to promote cross-cultural understanding and establish a platform for meaningful classroom discussions that transcend linguistic boundaries (de los ríos, 2022). by incorporating podcasts into language instruction, educators can harness the power of this versatile medium to cultivate listening skills, encourage critical thinking, and foster intercultural competence among their students (brooks & pitts, 2016; porto, 2014). the increasing popularity of podcasts in recent years has positioned them as a valuable tool for language learning, primarily due to their accessibility and convenience. as a result, podcasts have emerged as a promising avenue for teachers to facilitate language acquisition and challenge conventional teaching approaches (özdener & güngör, 2010; rosell-aguilar, 2007). in traditional english language classrooms, listening activities often receive relatively less emphasis compared to other language skills (kenza tacarraoucht et al., 2022). however, the integration of podcasts offers a unique opportunity for students to enhance their english proficiency. by incorporating podcasts into the classroom, teachers can expose students to a wide array of language sources, enabling them to explore authentic english listening experiences within an educational context (alm, 2013; kavaliauskienė & anusienė, 2009). this exposure to authentic content not only enriches the learning experience but also fosters language development. additionally, podcasts provide practical benefits, such as the availability of pauses and replay options, allowing students to self-monitor their comprehension while engaging with the audio material. this feature empowers students to actively engage with the content, ensuring that they can grasp and reinforce their understanding of the language presented in the podcasts. evans (2008) assert that the vast array of online podcasts specifically designed for native english speakers presents english language learners with abundant opportunities to engage with authentic english in diverse contexts. these specialized podcasts cater to the sotlikova & haerazi students’ perceptions towards the ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 463 needs of learners by exposing them to genuine language usage, enabling them to immerse themselves in the nuances and intricacies of the english language (kim, 2011; sharbaf shoar et al., 2011). by incorporating such podcasts into english language learning, educators can cultivate positive attitudes towards learning, foster desirable behavior, and enhance students' self-efficacy. the immersive nature of podcasts, with their real-life language examples and engaging content, contributes to a more meaningful and enjoyable learning experience (sam, 2016; şendağ et al., 2018). exposure to authentic language use through podcasts not only bolsters students' listening skills but also expands their linguistic competence, enabling them to navigate various communicative situations with confidence. moreover, the positive impact of podcasts on learners' attitudes and self-perception cannot be overlooked. engaging with podcasts tailored for native speakers instills a sense of achievement and motivation among learners, as they witness their ability to comprehend and engage with authentic english materials. the integration of podcasts in english language teaching presents a unique opportunity for learners to engage with homework assignments at their own pace and in an environment that fosters comfort and reduced anxiety. by incorporating podcasts into instructional practices, learners gain access to a wide range of audio content featuring native speakers in diverse communicative settings, including conversations, interviews, and speeches. the benefits inherent in using podcasts prompted the inquiry in this study, which aimed to explore two central questions: (1) what are the students' perceptions regarding the use of podcasts in the teaching-learning processes? and (2) what are the teachers' attitudes towards the use of podcasts in the teaching-learning processes? literature review the nature of listening and speaking skills in contemporary language courses worldwide, there exists a notable emphasis on fostering the listening and speaking proficiencies of students. this emphasis is driven by the recognition that english has established itself as the global lingua franca, demanding increased competence in the language (yao & du-babcock, 2023). given the critical nature of these language skills, it becomes imperative to critically examine the prevailing beliefs and instructional methods employed in their development. the understanding of the distinct characteristics of both speaking and listening has undergone significant evolution in recent decades. while speaking has witnessed substantial influences from popular movements within the english as a foreign language (efl) domain, listening has received comparatively less attention (kenza tacarraoucht et al., 2022; terzioğlu & kurt, 2022). traditional approaches to speaking instruction often centered around rote repetition, dialogue memorization, and response patterns (anabel & simanjuntak, 2022; assauri et al., 2022). however, these conventional methods gradually yielded ground to the communicative language teaching paradigm, which aimed to foster learners' communicative competencies, strategic abilities, and negotiation skills. consequently, the focus shifted from passive reproduction to active engagement in meaningful communication. in order to fully grasp the nature of listening skills, it is essential to consider the input derived from speaking discourse. abdulla et al. (2021) eloquently suggest, when individuals engage in conversation and actively listen to one another, they are involved in the discovery of novel ideas, the comprehension of different aspects of the world, or simply sharing a connection. this perspective highlights the intrinsic link between speaking and listening, underscoring the interplay and symbiotic nature of these language skills. by recognizing and harnessing this dynamic relationship, language educators can adopt instructional approaches that promote sotlikova & haerazi students’ perceptions towards the ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 464 holistic language development, embracing both speaking and listening as integral components of effective communication (terzioğlu & kurt, 2022). ict integration and the selection of appropriate podcasts in the english classroom the development and integration of information and communication technology (ict) in the english classroom have the potential to revolutionize pedagogical practices by leveraging the benefits of emerging technologies (aşık et al., 2020; guillén-gámez et al., 2019). this shift opens up new avenues for teachers to harness the advantages offered by innovative tools and approaches. the integration of ict empowers instructors with a diverse range of teaching techniques and methodologies, enabling them to cater to the individual needs and preferences of learners (guillén-gámez et al., 2019). by incorporating ict into the english classroom, educators can enhance students' motivation and interest in language learning. the utilization of ict tools provides learners with engaging and interactive learning experiences, thereby fostering a positive learning environment. in particular, ict integration facilitates collaborative and cooperative activities, leveraging internet technologies to enable students to practice and apply their english language skills (akayoğlu, 2021; chapelle, 2012). through collaborative online platforms, learners can engage in group discussions, exchange ideas, and collaborate on language-related projects, fostering the development of not only their language skills but also their teamwork and digital literacy. by capitalizing on the capabilities of ict, teachers can create dynamic and interactive learning environments that promote active participation and meaningful engagement. in the realm of internet technologies for teaching purposes, an array of options exists, among which podcasts stand out as innovative tools. sendag et al. (2018) extensively categorize instructional podcasts into various types, including teaching-driven, service-driven, marketing-driven, and technology-driven, each catering to distinct instructional objectives. saeedakhtar et al. (2021) emphasize the significance of podcasts in enhancing speaking and listening skills, as these audio-based resources provide authentic language input and opportunities for learners to engage with real-life language use. building upon this, guillengamez et al. (2019) posits that learners' motivation to engage in language learning can be significantly heightened when podcasts align with their personal interests and preferences. this notion emphasizes the importance of tailoring podcasts to learners' specific areas of interest, thereby fostering a sense of relevance and increased motivation. by incorporating podcasts into language instruction, educators can tap into the potential of this technology to deliver engaging and authentic language content, which in turn promotes the development of crucial language skills and boosts learners' motivation. research method research design the present study employed a case study design to address the research problem at hand. to gain a comprehensive understanding of the topic, a mixed-methods approach was adopted, incorporating both quantitative and qualitative data collection methods (cohen et al., 2018). surveys were utilized to gather quantitative data, specifically targeting students' perceptions and attitudes towards the use of podcasts in language learning. this approach allowed for the collection of numerical data that could be analyzed statistically, providing valuable insights into the overall trends and patterns of students' perspectives. furthermore, qualitative methods, such as interviews, were employed to delve deeper into teachers' experiences, allowing for a more nuanced exploration of their students' motivations, challenges, and overall experiences with podcast-based language learning. the initial data collection instrument consisted of a questionnaire distributed to the students, followed by interviews conducted with the teachers. this mixed-methods approach enabled researchers to sotlikova & haerazi students’ perceptions towards the ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 465 triangulate the data (cohen et al., 2018), comparing and contrasting the quantitative survey responses with the qualitative insights gathered from the interviews. by employing this comprehensive approach, researchers aimed to obtain a holistic understanding of students' perceptions and attitudes towards podcast-based language learning, while also uncovering valuable insights from teachers' perspectives. collecting data and instruments the questionnaire utilized in this study was derived from previous research conducted by li (2009), serving as the initial foundation for the survey instrument. initially, the questionnaire consisted of 13 questions; however, the author of this case study made modifications to adapt the questionnaire, resulting in a revised version comprising a total of 17 questions. the aim of these modifications was to align the questionnaire more closely with the specific objectives and context of the current study. furthermore, interview questions were carefully designed to gain insights into the teachers' interpretations of the significance of podcasts in the english as a foreign language (efl) classroom. the interview session involved two teachers, and they were presented with three different types of questions to explore their perspectives comprehensively. to ensure a structured and quantifiable approach to assessing attitudes, perceptions, and opinions, the likert scale was employed as a commonly used measurement tool. the likert scale provides a framework for individuals to express their level of agreement or disagreement with given statements or attitudes, thus facilitating a structured and quantitative assessment of respondents' preferences and beliefs. in order to capture students' attitudes towards the utilization of podcasts, a likert scale questionnaire was meticulously designed. this questionnaire encompassed a comprehensive set of 17 statements, specifically tailored to evaluate various facets of podcast usage, including enjoyment, usefulness, and perceived impact on language learning. participants were requested to rate each statement on a predetermined scale, indicating their level of agreement or disagreement, ranging from "strongly agree" to "strongly disagree." data collection was conducted through a combination of paper-based questionnaires and interviewstyle formats, ensuring multiple avenues for participants to express their perspectives. descriptive statistics served as the primary analytical tool to summarize and present the collected data effectively. this statistical approach involved calculating percentages for each response category and organizing the results into a table format for concise presentation. the research aimed to examine and discuss the overarching attitudes of the participating students towards the incorporation of podcasts in their language learning journey. by systematically analyzing the gathered data and shedding light on students' perceptions, the study sought to provide valuable insights into the overall reception and impact of podcasts in the context of language education. data analysis the data analysis process in the case study adhered to a systematic and transparent approach, meticulously aligned with the research objectives. it was of utmost importance to maintain comprehensive documentation of the entire analytical process, ensuring the study's rigor and replicability (beins, 2018). the technique employed for data analysis encompassed several distinct steps, each contributing to the overall comprehension and interpretation of the collected data. firstly, the data was organized meticulously, ensuring the categorization and systematic arrangement of the information in a manner that facilitated subsequent analysis. this step involved establishing a clear coding system or categorization scheme that allowed for the identification and retrieval of relevant data segments. subsequently, the data were examined to identify emerging themes and patterns that surfaced from within the dataset. this sotlikova & haerazi students’ perceptions towards the ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 466 involved a meticulous examination of the collected information to uncover recurrent elements, relationships, or trends. through this inductive process, key insights were derived directly from the data, enhancing the understanding of the research phenomenon under investigation. the interpreted data were then subjected to a thorough analysis, wherein the researcher sought to explore and explain the underlying meanings, connections, or explanations behind the identified themes and patterns. this involved employing analytical reasoning, drawing on relevant theoretical frameworks or literature, and substantiating interpretations with evidence from the dataset. finally, the analyzed findings were effectively presented and summarized in a coherent manner, aligning with the research objectives. this entailed organizing the results into a cohesive narrative structure, utilizing appropriate visuals, such as tables or charts, to aid comprehension, and providing clear explanations of the key findings. overall, the data analysis process in the case study adhered to established analytical techniques, ensuring a rigorous and systematic exploration of the research objectives, and producing meaningful insights that contribute to the existing body of knowledge in the field. research findings and discussion research findings two research questions guided the researcher to gain the research findings. these questions were posited to unravel the perspectives and attitudes of both students and teachers, shedding light on the efficacy and reception of podcasts as an instructional tool. investigating students' perceptions provides insights into their experiences, opinions, and level of engagement when utilizing podcasts as a medium for language learning. on the other hand, exploring teachers' attitudes towards the use of podcasts elucidates their beliefs, preferences, and perceived effectiveness of this instructional approach. the close-ended questionnaire was analyzed and presented through likert scale. the researcher reduced the categories to reach the clarity of the result. instead of 5 categories, the researcher decided to make them 4. those were: (sa) strongly agree, (a) agree, (d) disagree, and (sd) strongly disagree. it was analyzed by using a percentage formula, and the result was presented by using descriptive interpretation. table 1 data of students’ perception on podcast classrooms no questions sa a d sd 1 i like podcast 10.1 % 80.2 % 9.7 % 0.0 % 2 i enjoy listening to podcast 20.7 % 75.1 % 4,2 0.0 % 3 i enjoy recording my voice on my own created podcast (through “podcastle” app) 21.9 % 79.1 % 0.0 % 0.0 % 4 podcast is easy to use 0.0 % 0.0 % 80.5 % 19.5 % 5 the content of podcast is suitable for me 0.0 % 86.3 % 13.7 % 0.0 % 6 i can improve my listening skills 88.3 % 11.7 % 0.0 % 0.0 % 7 i can improve my speaking skills 40.5 % 45.5 % 14 % 0.0 % 8 i can improve my vocabulary 8.1 % 40.2 % 47.2 % 4.5 % 9 i want podcasts to be implemented in the classroom 83.2 % 10.2 % 6.6 % 0.0 % 10 it is easy to get podcasts from the internet 0.0 % 0.0 % 76.5 % 23.5 % 11 i know how to use podcast 0.0 % 12.3 % 80.1 % 7.6 % 12 using podcasts in language classrooms is too new for me. 0.0 % 30.7 % 45.7 % 23.6 % 13 i will continue listening to podcasts for learning english 100 % 0.0 % 0.0 % 0.0 % 14 i can learn through podcasts 50.4 % 49.6 % 0.0 % 0.0 % 15 the length of the podcast is appropriate 67.8 % 23.4 % 8.2 % 0.0 % 16 using podcasts is fun 69.9 % 25.1 % 5 % 0.0 % 17 i can investigate my skills by using podcasts 77.1 % 22.9 % 0.0 % 0.0 % sotlikova & haerazi students’ perceptions towards the ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 467 the present investigation examines students' attitudes towards podcasts, focusing on their preferences and perceptions of a specific podcast-related tool called "podcastle". in order to assess students' overall affinity for podcasts, the first question administered in the study pertained to their general liking of this audio medium. an analysis of the responses revealed a majority agreement among the participants, with 80.2% indicating a positive inclination towards podcasts. among these respondents, 10.1% expressed a strong level of agreement, whereas only 9.7% held a dissenting opinion. these findings demonstrate a clear preference for podcasts among the student population. to further explore students' engagement with podcasts, a subsequent inquiry was posed to gauge their enjoyment of listening to this form of audio content. the tabulated data illustrates that a significant proportion, comprising 75.1% of the participants, expressed agreement with the statement, indicating their fondness for listening to podcasts. notably, 20.7% of the learners exhibited a strong agreement, while a minor portion of 4.2% held a contrary view. these results provide additional support for the assertion that students possess a favorable disposition towards podcasts. lastly, participants were presented with a statement concerning the novel tool "podcastle" and were asked to assess their agreement with its utilization. analysis of the responses indicated a high level of agreement, with 79.1% of participants expressing their endorsement of the tool. furthermore, a notable 21.9% demonstrated a strong level of agreement, suggesting a favorable perception of "podcastle" among the student population. remarkably, none of the participants expressed disagreement or strong disagreement, further underscoring the generally positive reception of the new podcasting tool. the analysis presented in table 1 offers insights into students' perspectives regarding the accessibility and novelty of podcasts. examining the results, it becomes evident that a majority of students (76.5%) expressed disagreement with the ease of downloading podcasts from the internet. moreover, a significant subset of participants (23.5%) strongly disagreed with this notion. strikingly, none of the respondents indicated agreement or strong agreement, indicating the difficulties they encountered in accessing podcasts online. turning to the eleventh statement, which addressed the ease of using podcasts, the findings reveal a similar trend. a considerable majority of participants (80.1%) disagreed with the statement, suggesting that they encountered challenges when it came to utilizing podcasts. notably, a subset of 7.6% expressed a strong disagreement, while no respondents indicated strong agreement. these outcomes underline the difficulties experienced by students in effectively employing podcasts as a learning tool. the twelfth statement explored the perceived novelty of using podcasts among the respondents. notably, none of the students strongly agreed, indicating a lack of unanimous consensus regarding the novelty factor. however, a significant proportion of participants (30.7%) expressed agreement, signifying that the use of podcasts was not perceived as entirely new to them. conversely, 45.7% of respondents disagreed, suggesting a level of familiarity with podcasts, while 23.6% of learners strongly disagreed with the notion of podcasts being too new. these results reinforce the notion that podcasts were not considered excessively novel by the student cohort. dealing with teachers’ attitudes, table 2 provides a comprehensive overview of the attitudes exhibited by teachers in relation to the utilization of podcasts as an instructional tool. this table serves as a valuable resource for understanding the perspectives and beliefs of teachers regarding the integration of podcasts into their teaching practices. the data presented in table 2 encapsulates a range of dimensions related to teachers' attitudes, shedding light on their perceptions, preferences, and overall receptiveness toward incorporating podcasts in the classroom. by examining the findings presented in this table, researchers and educators gain insights into the various factors that shape teachers' attitudes, such as their perceptions of the benefits and challenges associated with podcast usage, their level of confidence in sotlikova & haerazi students’ perceptions towards the ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 468 incorporating podcasts effectively, and their overall enthusiasm towards embracing this innovative instructional approach. the insights gleaned from table 2 contribute to the broader understanding of how teachers perceive and approach the integration of podcasts, informing the development of effective strategies and practices that promote the optimal use of this technology in educational settings. table 2 data of teachers’ attitudes on podcast classrooms no questions sa a d sd 1 i apply podcasts in my class 10.1 % 80.2 % 9.7 % 0.0 % 2 i enjoy teaching using the podcast 20.7 % 75.1 % 4,2 0.0 % 3 i provide students with my voice on my own created podcast (through “podcastle” app) 21.9 % 79.1 % 0.0 % 0.0 % 4 the podcast is easy to use 0.0 % 0.0 % 80.5 % 19.5 % 5 the content of the podcast is suitable for my students 0.0 % 86.3 % 13.7 % 0.0 % 6 podcasts can facilitate my students of listening skills 88.3 % 11.7 % 0.0 % 0.0 % 7 podcasts can facilitate my students of speaking skills 40.5 % 45.5 % 14 % 0.0 % 8 podcasts can improve vocabulary 8.1 % 40.2 % 47.2 % 4.5 % 9 i want podcasts to be implemented in the classroom 83.2 % 10.2 % 6.6 % 0.0 % 10 it is easy to get podcasts from the internet 0.0 % 0.0 % 76.5 % 23.5 % 11 i know how to use podcast 0.0 % 12.3 % 80.1 % 7.6 % 12 using podcasts in language classrooms is too new for me. 0.0 % 30.7 % 45.7 % 23.6 % 13 my students continue listening to podcasts for learning english 100 % 0.0 % 0.0 % 0.0 % 14 my students can learn through podcasts 50.4 % 49.6 % 0.0 % 0.0 % 15 the length of the podcast is appropriate 67.8 % 23.4 % 8.2 % 0.0 % 16 using podcasts is fun 69.9 % 25.1 % 5 % 0.0 % 17 i can investigate my students’ language skills by using podcasts 77.1 % 22.9 % 0.0 % 0.0 % the findings presented in table 2 indicate that teachers hold positive attitudes toward the integration of podcasts in their classrooms. the data suggest that teachers perceive podcasts as a valuable resource that can effectively enhance their students' speaking and listening skills. by incorporating podcasts into language instruction, teachers can provide their students with opportunities to actively engage in speaking activities and emulate the language patterns and intonations of native speakers. this immersive experience facilitated by podcasts enables learners to refine their pronunciation, intonation, and overall oral proficiency. furthermore, podcasts offer a platform for students to practice speaking in a context that mirrors authentic language use, thereby bridging the gap between classroom learning and real-life communication. the positive attitudes expressed by teachers towards the use of podcasts underscore the potential of this medium as an effective tool for promoting language acquisition and fostering communicative competence among students. discussion when educators endeavor to integrate english podcasts into their instructional practices, it is paramount to give careful consideration to the practical implications that arise from their utilization. one key practical implication centers on the process of selecting and adapting podcast content (kim, 2011; sharbaf shoar et al., 2011). to optimize the effectiveness of english podcasts, teachers must thoughtfully consider factors such as their students' language proficiency levels, individual interests, and learning goals. by aligning the selection of english podcasts with these crucial parameters, educators can ensure that the content is appropriately challenging and engaging, thereby fostering enhanced language development sotlikova & haerazi students’ perceptions towards the ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 469 among their students. selecting podcasts that are suitable for the students' proficiency level ensures that the content is comprehensible and accessible, promoting meaningful learning experiences (özdener & güngör, 2010). additionally, taking into account the individual interests of the students serves to enhance motivation and engagement, as the chosen podcasts are more likely to resonate with their personal preferences. furthermore, aligning podcast selection with the students' learning goals allows for targeted language practice and skill development. by selecting english podcasts that align with specific learning objectives, educators create a purposeful and focused learning experience (rosell-aguilar, 2007). considering these practical implications in the selection and adaptation of podcast content empowers educators to leverage the potential of english podcasts as a valuable tool for language instruction, ultimately enhancing the effectiveness and relevance of their teaching practices. in addition to careful content selection, another significant practical implication that arises from the use of english podcasts in educational settings pertains to the establishment of active listening strategies. listening to podcasts necessitates active engagement on the part of the learners, and it is crucial for educators to equip students with effective listening strategies that can optimize their learning experiences (alm, 2013; rahimi & katal, 2012). by providing explicit instruction on active listening strategies, teachers empower students to actively process the podcast content and enhance their listening comprehension skills. strategies such as note-taking, predicting, summarizing, and inferring are introduced and reinforced to facilitate active engagement and a deeper understanding of the podcast materials (saeedakhtar et al., 2021; şendağ et al., 2018). teaching students how to take effective notes while listening enables them to capture key ideas, important details, and supporting examples. predicting encourages students to make informed guesses about upcoming content, promoting anticipation and engagement. summarizing aids in consolidating understanding by requiring students to distill the main points or themes of the podcast. inferring prompts students to draw conclusions or make connections based on the information provided, fostering critical thinking skills. the integration of podcasts into language teaching practices in real-life settings necessitates careful consideration of technology integration and accessibility. in this study, instructors ensure that their students have the necessary devices, internet connectivity, and suitable platforms for accessing and listening to podcasts. this ensures that all learners have equal opportunities to engage with the podcast materials and benefit from the language learning experience (evans, 2008; özdener & güngör, 2010). to gather additional insights and support the findings obtained from the questionnaire, the researcher conducted interviews with two english teachers from the national university of uzbekistan. the purpose of these interviews was to gain a deeper understanding of the teachers' perspectives on the use of podcasts in english as a foreign language (efl) teaching. the first interview question focused on student engagement while using podcasts. the teachers reported that podcasts had a motivating effect on students due to their careful selection based on students' needs and interests. this aligns with the findings of saeedakhtar et al. (2021) who emphasized the importance of podcast-based resources aligning with learners' desires to enhance engagement and motivation. furthermore, another research study highlighted that teachers can effectively utilize podcasts as engaging and productive revision tools (o’bannon et al., 2011; rahimi & asadollahi, 2011). this underscores the potential of podcasts not only as a source of authentic language input but also as a versatile resource for revision and consolidation of language skills. by conducting interviews with experienced english teachers and drawing on existing research, the researcher enriched the study's data with valuable insights from practitioners. these additional perspectives contribute to a more sotlikova & haerazi students’ perceptions towards the ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 470 comprehensive understanding of the benefits and implications of incorporating podcasts in efl teaching, emphasizing their motivational impact and their potential for effective revision activities. teachers affirmed that the integration of podcasts in english as a foreign language (efl) instruction holds the potential to enhance both listening and speaking skills among learners (rosell-aguilar, 2007; şendağ et al., 2018; sharbaf shoar et al., 2011). as part of the instructional approach, students engaged in interactive activities where they interviewed each other and recorded their conversations using the "podcastle" application as a tool. the author of the study observed that students exhibited a strong inclination to improve their pronunciation and intonation, as evidenced by their persistent efforts to re-record their voices until they were satisfied with their performance (bilki et al., 2022; xu & zhou, 2020). this iterative process compelled learners to focus on key aspects of language production, including phonology, grammar, and presentation skills. through repeated practice, learners gradually honed their language production abilities, attaining a higher level of proficiency. this pedagogical approach fostered a sense of personal accountability among the learners, as they assumed greater responsibility for their own education. this heightened sense of ownership manifested through various avenues, such as the setting of self-created challenges and actively engaging in cooperative and collaborative activities with peers (al-rawahi & al-mekhlafi, 2015; özdener & güngör, 2010). learners actively took charge of their learning journey, embracing opportunities for growth and development through self-directed efforts and collaborative endeavors. by highlighting the benefits of podcast integration in the efl classroom, specifically in terms of improving listening and speaking skills, the study sheds light on the transformative impact this instructional approach can have on learners' language proficiency. moreover, the observed increase in personal accountability among learners underscores the value of empowering students to take ownership of their education and actively engage in self-directed and collaborative learning processes. in the implementation of podcasts in the english teaching context, english teachers encounter various challenges related to the process of downloading, registering, and effectively utilizing podcasts. these challenges present significant demands on teachers' time and efforts, particularly when it comes to providing detailed instructions on the technical aspects of using podcasts (sharon & john, 2019; sutton-brady et al., 2009). the interview data collected in this study further corroborated the findings obtained from the questionnaire, underscoring the prevalence of these challenges and their impact on the instructional process. the challenges faced by english teachers in relation to podcasts encompass multiple dimensions. firstly, downloading podcasts may require navigating through various platforms, websites, or applications, each with its own set of procedures and requirements (kidd et al., 2020; şendağ et al., 2018). this process can be time-consuming and complex, demanding additional guidance and support from teachers to ensure that students can access the intended podcast materials effectively. secondly, registering on podcast platforms or applications may pose difficulties for both teachers and students. the registration process often involves creating accounts, providing personal information, and adhering to specific guidelines (hubackova & golkova, 2014; hurst, 2016). such procedures can be cumbersome and may require additional explanations and assistance from teachers, further adding to their workload. additionally, using podcasts in the classroom effectively necessitates familiarity with the technical functionalities of the chosen platform or application. teachers need to be proficient in navigating through the podcast interface, managing playlists, accessing specific episodes, and utilizing additional features or tools provided. this proficiency requires time and effort for teachers to acquire and develop, impacting their sotlikova & haerazi students’ perceptions towards the ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 471 instructional planning and delivery. the interview data provided valuable insights into the challenges faced by english teachers, supporting the findings obtained from the questionnaire responses. by triangulating these multiple data sources, the study strengthens the credibility and reliability of the identified challenges, providing a comprehensive understanding of the practical obstacles encountered when integrating podcasts in english teaching contexts. these findings emphasize the need for ongoing teacher support, training, and professional development to effectively address the technical challenges and ensure the successful integration of podcasts into language instruction. conclusion the author of the article investigated the utilization of technology as a pedagogical tool in the provision of appropriate instruction through the use of podcasts in efl teaching. it aids educators in understanding the value of computer-assisted language learning for efficient instruction. the aim of the case study was to know students’ and teachers’ perceptions of using podcasts as a tool for learning. there were 40 students and two teachers who participated in this study. the findings of the research are positive. the teachers and students stated their positive insights about using the podcasts in the efl classroom. they considered that it could enhance speaking and listening skills because the contents of the podcasts were chosen based on the learners’ interests and needs. students stated that it was fun to use podcasts since they could not only improve their skills but also learn about topics of their interest through listening to podcasts. while using the "podcastle" application, they could develop not only their pronunciation but also their presentation skills. podcasts give them more opportunities to learn. therefore, they wanted to continue listening to podcasts and investigate their learning process. some challenges also identified in this case study relate to using podcasts as a tool. the author took them into consideration for further studies. in conclusion, podcasts offer a unique and efficient way for english language learners to improve their listening and speaking comprehension skills. acknowledgement we would like to express our gratitude to both the students and teachers of the national university of uzbekistan who consented to take part in this case study and the faculty members who did so as well to answer the interview questions for the case study. we would like to extend my sincere gratitude to all who reviewed this paper for jolls (journal of languages and literature studies, indonesia) for providing insightful comments and valuable contributions. without your help and support, this is not something that could be done. references abdullah, m. y., hussin, s., hammad, z. m., & ismail, k. 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(2023). english as a lingua franca in mainland china: an analysis of intercultural business communicative competence. international journal of business communication, 60(1), 3–23. https://doi.org/10.1177/2329488419898221 journal of languages and language teaching, vol. 6 no.2, mei 2018 67 synthesis interference of indonesian language in the right of german agus syahid 1 & muhammad zaki pahrul hadi 2 stiba bumigora mataram deragus@gmail.com 1 / zakipahrulhadi@gmail.com 2 abstract interference is a symptom of irregularities in language rules. it’s can be happend to someone who is learning a foreign language such as students of stiba bumigora grade 2015 who learn german as the second foreign language. language interference consists of phonological, lexical, morphological, and syntactic interference. in this study, the authors limit his research only to syntactic interference. syntactic interference consists of two things, they are inter-language interference and intra-language interference. the method of this study is descriptive analysis. the results of the study show us there are several factors that cause errors in syntactic interference on students german essays stiba bumigora mataram. they are; (1) errors caused by inter-language interference, it's because of the influence of indonesian language into the german sentence structure. such as; misplaced words and omission of auxilary verb (to be). (2) errors caused by intra-language interference, it’s because lack of understanding german grammar rules to german essays. such as; case errors (nominativ, akkusativ, dativ) and verb conjugation errors. keywords: syntactic interference, german language abstrak interferensi adalah suatu gejala penyimpangan kaidah bahasa. interferensi bahasa bisa terjadi pada seseorang yang sedang mempelajari bahasa asing seperti yang terjadi pada para mahasiswa/i stiba bumigora angkatan 2015 yang mempelajari bahasa jerman sebagai bahasa asing kedua dalam penelitian ini. interferensi meliputi interferensi fonologi, leksikal, morfologis, dan interferensi sintaksis. dalam penelitian ini, penulis membatasi penelitian pada interferensi sintaksis. interferensi sintaksis mencakup dua hal, yaitu interferensi antarbahasa dan interferensi intrabahasa. metode yang digunakan dalam penelitian ini adalah deskriptif analisis. hasil penelitian ini menunjukkan bahwa terdapat beberapa faktor penyebab kesalahan yang mengakibatkan terjadinya interferensi sintaksis dalam karangan berbahasa jerman mahasiswa/i stiba bumigora mataram. diantaranya adalah; (1) kesalahan yang disebabkan adanya interferensi antarbahasa, yaitu kesalahan yang terjadi karena adanya pengaruh bahasa indonesia dalam struktur kalimat bahasa jerman. diantaranya adalah kesalahan penempatan kata, dan penghilangan kata kerja bantu. (2) kesalahan yang disebabkan adanya interferensi intrabahasa, yaitu kesalahan yang terjadi karena kurangnya pemahaman responden terhadap kaidah bahasa jerman dalam mengaplikasikannya dalam bentuk karangan berbahasa jerman. diantaranya adalah kesalahan kasus (nominativ, akkusativ, dativ) dan kesalahan konjugasi kata kerja. kata kunci: interferensi sintaksis, bahasa jerman introduction german is the second foreign language studied at stiba bumigora mataram. in learning a foreign language the students must know the rules contained in that language. for example, the use of verbs in german news sentences must occupy the second position either starting with the subject, description, or prepositional phrases, whereas in indonesian this rule does not apply. if the rule is not applied in the german sentence, what appears is an unacceptable german sentence. consider the following sentence: ich krank 'i'm sick'. based on the description that has been mentioned the sentence structure should be written in german as follows: ich bin krank. such structural shape will cause foreign language users to experience interference in terms of sentence structure. verbs in german also recognize a mailto:deragus@gmail.com mailto:zakipahrulhadi@gmail.com journal of languages and language teaching, vol. 6 no.2, mei 2018 68 conjugation system that is not available in indonesian. therefore the german verb is able to describe the form of the time in the sentence. for example: ich mache die hausaufgabe: 'i am doing homework', ich machte die haus-aufgabe 'i have done homework', ich will die hausaufgabe machen 'i will do homework'. from the german sentences above we can see that the verbs in german can indicate the time of continuity of an event, namely the present (präsens), already (präteritum), and will take place (futur). but, in indonesian verbs there is no such thing. but we can see the continuity of an event from adverb in a sentence, such as; is, now, already, has been, tomorrow, yesterday, the day after tomorrow and will be. some of these are factors that cause the author to do research on interference. in general, interference can occur in all components of language, namely phonology, morphology, syntax, semantics, lexical (vocabulary). however, to focus this research more, the writer will only discuss the study of indonesian language syntax interference with german essays by the students of stiba bumigora mataram class of 2015. the purpose of this study is to show and classify the forms of syntactic errors that often appear in language essays. germany stiba bumigora mataram class of 2015 students and know the factors causing syntactic interference in german essays stiba bumigora mataram class of 2015 students. literature review interference poerwadarminto in pramudya (2006: 27) which states that interference comes from english interference which means mixing, violation, obstacles. weinreich (1968: 1) also said that interference is a form of deviation in the use of language from existing norms as a result of language contact because speakers know more than one language. interference is in the form of the use of one language in another language when speaking or writing. in the interference process, the rules of language use experience deviations due to the influence of other languages. taking even the smallest element from the first language into the second language can cause interference. chaer and agustina (1995: 120) state that interference is caused by the ability of the speaker to use a particular language, so he is influenced by other languages. interference itself is an additional difficulty in the process of mastering sounds, words or second language construction as a result of differences between the first language and second language, so that the habits of the first language (mother tongue) carry over into the second language. bußmann (2002: 216) says that interference is an event and effect arising from each form of contact between different languages, namely at the individual level of the language user, in the form of the influence of the mother tongue system which hinders the mastery of foreign languages and at the system level language in general. furthermore, setyawati (2010: 10) also explained that the cause of language errors was influenced by the language she had mastered earlier. this can mean that language errors are caused by interference in the mother tongue or first language (b1) against the second language (b2) that is being studied by the learner (learners). in other words, the source of language errors lies in the difference between the b1 linguistic system and the b2 linguistic system. in this case, learners apply the rules of the first language to the second language that is being learned. from some of the above meanings, it can be concluded that interference is the influence of one language into another language when learning a new language. the effect was caused by the contact between different languages. this deviation of language rules is the influence of the composition of the mother tongue into the composition of the foreign language that is being studied. suwito journal of languages and language teaching, vol. 6 no.2, mei 2018 69 (1983: 55) suggests that interference can occur in all components of language, namely phonology, morphology, syntax, semantics, lexical (vocabulary). however, to focus more on this research the writer will only discuss the study of syntactic interference to get the optimal results from the objectives of this study. error analysis pateda (1989: 32) says that error analysis is a technique to identify, classify, and interpret systematically the mistakes made by students who are learning a second language or a foreign language by using theories and procedures based on linguistics. while tarigan (1990: 68) says that language error analysis is a work process used by language teachers and researchers with the steps of data collection, identifying errors contained in the data, explaining these errors, classifying those errors based on their causes, and evaluating the seriousness of the error. based on the two opinions above it can be concluded that error analysis is a working procedure used by language researchers which includes the activities of identifying, explaining, and evaluating errors. errors and mistakes to avoid misunderstanding, in addition to explaining the notion of errors, mistakes will be discussed as well, because these two words are similar but differ in understanding. parera (1987: 50) explains the meaning of mistakes and errors, namely, mistakes are deviations caused by performance factors such as memory limitations, spelling in pronunciation, sprains, fatigue, and emotional distress, while errors are systematic and consistent deviations. and characterizes the language system of students who study at a certain language level. james (1998: 70) distinguishes the definition of "errors as being an instance of language that is unintentionally deviant and is not self-correlated by its author, and mistake is either intentionally deviant or unintentionally deviant and selfcorrigible. this definition means that, an error occurs when an error occurs outside of knowledge or because it does not have acknowledge of the author, while the mistake is a mistake because it deviates from the utterance and can be corrected by the author himself. parera (1987: 49) says that there are errors caused by performance factors, for example errors caused by factors of fatigue, fatigue, lack of attention and a less conducive atmosphere and there are also errors caused by factors of competence or ability of students, where students lack mastery of the rules or rules of a language. in line with that opinion tarigan (1988: 143) states that errors caused by factors of fatigue, fatigue and lack of attention are called performance factors, where these performance errors are appearance errors. in addition, errors caused by lack of knowledge of the rules of language are referred to as competency factors. from some of the definitions above it can be concluded that errors (errors) are parts / deviant attitudes committed by someone because of ignorance of something that cannot be repaired by themselves. while, mistakes (mistakes) are deviant attitudes made by someone because of the accidental or inaccurate factors, those are done temporary and can be fixed. this can be caused by several factors such as fatigue, forgetfulness and inattention. factors of mistakes tarigan (1988: 273) said that the emergence of errors in writing or errors in language can be caused by several factors, first, in the form of performance errors, namely appearance errors, where these errors are caused by fatigue, fatigue, emotions, stress, interference from friends, not concentrating, and unsupportive classroom atmosphere. performance errors are also called "mistakes". so this can mean, even though there is an error in a journal of languages and language teaching, vol. 6 no.2, mei 2018 70 writing or essay, learners can immediately correct the wrong forms themselves and without help from others. second is the competency factor. the competency error is caused by the lack of students' knowledge about the language rules that exist in learning the foreign language. this competency error is a systematic deviation caused by the developing learner's knowledge of the second language system which is often called "errors". this can mean, when there is an error in an article or essay, the learner cannot immediately correct the wrong forms of error itself, in this case students need help from others to correct their mistakes, both the teacher and his own friend. syntax analysis volmert (1999) says that syntax comes from greek, namely syntaxis which means arrangement. syntax is the science of the structure or structure of sentences that are part of grammatical or grammatical. while in the linguistic dictionary kridalaksana (2001) says that syntax is a branch of linguistics that studies the knowledge and relationships between words and words or larger units. gross (1988: 67) says that the discussion of syntax is closely related to the sentence itself. sentences are a series of words consisting of a minimum of subject and predicate. based on some of the meanings that have been described above, it can be concluded that syntax is linguistics that discusses the relationship between grammatical words in sentences. in addition, the study of syntax has a relationship with the role of verbs (verbs) in german sentences, because verbs in german sentences are the center or core of german sentences. verba of german language badudu (1986: 116) says that german verbs have the main characteristic of being an infinitive form ending in -en or -n, for example telefonieren 'calling' besuchen 'visiting', studieren 'study' sehen 'seeing', lesen 'reading', schreiben 'writing' and so on. in german verbs are a class of words that are conjugated based on persona, number, time, verb genus, and mode. based on persona, verbs will be closely related to the subject, whether in the form of first, second, or third persona, while based on the number will be related to singular and plural. verbs for the first single persona are conjugated by placing the suffix -e in the form of stamm ‘root word’, second persona single with suffix st, third persona singular with –t. for the third person plural plural suffix -en, and for the second persona plural plural suffixt. to be more clear can be seen in the following table. table 1 verba connjunction of german language numerus persona verba gloss tunggal i ich denke ‘saya berfikir’ ii du denkst ‘kamu berfikir’ iii er denkt ‘dia (lk) berfikir’ iii sie denkt ‘dia (pr) berfikir’ jamak i wir denken ‘kami berfikir’ ii ihr denkt ‘kalian berfikir’ iii sie denken ‘mereka berfikir’ tunggal/ jamak hormat ii sie denken ‘anda berfikir’ verb conjugations based on time will relate to präsens kini now, präteritum, perfekt, plusquam-perfekt ekt in the past ’, futur i‘ in the future ’, and futur ii‘ in the future but past ’. conjugation based on the verb genus is related to the formation of active verbs and passive verbs, while based on the mode will relate to indicative, conjunctive, and imperative (helbig / buscha, 2001: 29). journal of languages and language teaching, vol. 6 no.2, mei 2018 71 verb placement of german language predicates in german are represented by verbs which are the core of a sentence and are the axis for other parts of a sentence in a news sentence (heidolph, 1976: 500). in line with this helbig & buscha (2001: 536) said that the predicate is the part of the sentence that has a fixed position in the sentence and is the axis for other parts of the sentence in the main sentence (news sentence). in german rules, verbs can be recognized from their position in sentences, namely verbs placed in second place, verbs placed at the beginning of a sentence, and verbs placed at the end of a sentence. 1) verba yang diletakkan di tempat kedua. verbs placed in second place are normal sentences used for news sentences or statement sentences. example: fridrich schreibt gedichte. 'fridrich writes poetry' the sentence is a news sentence marked with a period. the verb in the news sentence is the 'write' schreibt which is placed in second place after the subject of friedrich. 2) verba yang diletakkan di awal kalimat. the verb placed at the beginning of a sentence can be a question sentence (a) or a command sentence (b), as in the example: (a) scheibt friedrich gedichte oder roman? ‘apakah friedrich menulis puisi atau roman?’ the schribt verb 'write' on the sentence is placed at the beginning of the sentence which functions as the question sentence (b) schreibe ein gedicht! ‘tulislah sebuah puisi!’ the „write’ schribe verb contained in the sentence at the beginning of the sentence functions as a command form for the third single persona with an exclamation mark marked at the end of the sentence. 3) verba yang diletakkan di akhir kalimat. verbs placed at the end of a sentence are in clauses preceded by conjunctions or conjunctions such as weil ‘because’, wenn ‘when’, dass ‘that’, and obwohl ‘even though’. german has a rule that in verb clauses must be placed at the end of a sentence. or the verb placed at the end of a sentence marks the structure of the clause which is usually preceded by a comma. example: ..., weil friedrich gedichte schreibt. '... because friedrich wrote poetry.' the verb schreibt 'write' is placed at the end of the sentence because the sentence is in the form of a clause which is indicated by the presence of the conjunction weil 'because' prefixes of german verbs according to engel in the syahid (2011: 23) that the formation of prefixes in german can be divided into two, namely; präfixe feste and präfixe abtrennbare. feste präfixe is a prefix that is always attached to the verb base and the pronunciation does not experience sound pressure between the prefix and the verb base. as for those included in the präfixe feste are; ab-, be-, ver-, zer-, ent-, er-. the beschreiben example 'illustrates', and verstehen 'understands'. abtrennbare präfix is a prefix that can be separated from the verb base, subject to word pressure, and in the form of a perfection (partizip ii) separated by ‘ge’ (perfected time marker), for example aufessen ‘eat to the end’ becomes aufgegessen. as for the included präfix abtrennbare are; ab-, an-, auf-, aus-, bei-, um-, vor-. for clarity, consider the following sentence example; wir essen den frühstück auf. 'we finished the breakfast.' the sentence is a news sentence in german. in this sentence the essen verb basis is written separately from the infinitive verb aufessen. essen verbs are journal of languages and language teaching, vol. 6 no.2, mei 2018 72 placed in the second position and auf prefix is placed at the end of the sentence. discussion 1. wrong placement of verbs it has been explained in the theoretical basis chapter that the sentence structure between german and indonesian is different. the structure of the german language requires the verb to always be in second place in the news sentence. the following are included in the incorrect placement of verbs due to the influence of indonesian into german essays: (1) *normalerweise ich wache um 05.00 uhr auf und stehe auf um 05.30 ‘biasanya saya terjaga pada pukul 05.00 dan beranjak pada pukul 05.30’. sentence (1) is a german news sentence. the sentence consists of two clauses. the first clause is * normalerweise ich wache um 05.00 uhr auf. and the second clause is * ....und stehe auf um 05.30. judging from the type of error, the sentence has two errors, firstly the placement of the 'awake' wache verb and the placement of the aufstehen verb 'moving'. from the first mistake, it can be seen that the sentence is interfering with the structure of the indonesian language, because if interpreted word for word it is in accordance with the structure of the indonesian language ‘usually i am awake at 05.00’. if viewed from the structure of the indonesian language, the verb 'awake' is located in third place after the subject 'i', but this does not apply in german language rules. however, the verb wache 'awake' in german must be placed second in the news sentence, even though the sentence begins with a description. in that sentence, the wache verb should be placed after the keterangan usually ’normalerweise statement. so the right order for the first clause is normalerweise wache ich um 05.00 uhr auf. then, the second mistake, namely regarding the placement of the aufstehen verb 'go' in the clause * ....und stehe auf um 05.30. in the german sentence the verb aufstehen is a verb that can be separated from its prefix as only the aufwachen verb in the first clause is placed in the second position for the word wache and placed at the end of the sentence for the prefix auf-. so, the proper sentence order for the second clause is ....und stehe um 05.30 auf. (2) *jeden tag ich gehe um 5 uhr. ‘setiap hari saya pergi pada pukul 5’. sentence (2) is a german news sentence. gehe verb placement 'go' in the sentence above is not acceptable, because it does not fit the structure of the german sentence. the sentence structure above is structured in indonesian. in german the verb gehen ‘go’ should be placed second, after the word jeden tag ‘every day’. the error contained in the sentence is due to an element of indonesian influence in making german sentences. this error is called syntactic interference between languages. the occurrence of syntactic interference can be caused by factors that do not understand the structure of german sentences. the sentence above should be written like this: jeden tag gehe ich um 5 uhr. (3) *normalerweise ich komme um 8 uhr an. ‘biasanya saya tiba pada pukul 8’. sentence (3) is a german news sentence using the infinite verb ankommen ‘arrive / come’. the ankommen verb is a verb that can be separated from its prefix or also called abtrennbare präfixe so that the prefix is placed at the end of a german news sentence. in addition, an error also found in the sentence above is the placement of the verb komme 'come' placed third. in german the verb komme must be placed in the second position after the normal 'normal' description. the incorrect placement of verbs in the sentence above occurs because of the syntactic interference factor in the journal of languages and language teaching, vol. 6 no.2, mei 2018 73 indonesian language in german essays. because when interpreted literally the sentence is in accordance with the structure of the indonesian language. the sentence (3) should be written as follows: normalerweise komme ich um 8 uhr an. (4) *in campus ich lese mein subject. ‘saya membaca pelajaranku di kampus’. sentence (4) is a german news sentence. placement of the verb lese 'read' in the sentence above is not acceptable because it does not fit the structure of the german sentence which requires the verb to take second place in the news sentence. if taken literally, the german sentence has an indonesian structure. the incorrect placement of verbs in the sentence above is due to the syntactic interference factor in the indonesian essay in german. the sentence (4) should be written as follows: im campus lese ich mein subject. (5) *er immer geht allein. ‘dia selalu pergi sendiri’. placement of the verb geht 'go' in sentence (5) above is not acceptable, because it does not fit the structure of the german sentence. the sentence structure above is structured in indonesian. if translated literally or word for word, the verb 'go' is placed in the third place after the description 'always'. the error contained in the sentence is due to an element of indonesian influence in making german sentences. the sentence above should be written like this: er geht immer allein. 2. missing auxiliaries german recognizes the existence of auxiliary verbs or sein as well as english which is to be. in the study found the removal of auxiliary verbs, as seen in the following data; (6) *mein name windy. ‘namaku windy’. syntactically the german sentence above cannot be accepted, because the sentence is not equipped with an auxiliary verb (sein). when translated literally it is in accordance with the structure of the indonesian language. the absence of auxiliary verbs in the sentence above is due to interference in the structure of the mother tongue, namely the structure of the indonesian language which does not recognize the existence of sein (to be). the sentence above should be written as follows: mein name ist windy. (7) *meine adresse in gebang baru. ‘alamatku di gebang baru’. the sentence above is a german news sentence. syntactically the sentence is not appropriate, because it is not equipped with auxiliary verbs. the absence of auxiliary verbs in the sentence above is due to the interference factor of the indonesian language in the sentence structure of the target language. the sentence above should be; meine adresse ist in gebang baru. 3. case mistakes the case error in the application of the german sentence is one of the causes of intrabahasa interference. this is due to the inability of respondents to apply german. cases in german include nominative, akusativ, dativ, and genitiv cases. the following will be discussed regarding the case errors that emerged in this study. kasus nominativ (8) *seinem vater ist sehr böse. ‘ayahnya sangat marah’ the error contained in the sentence above is in the formation of a subject whose position in the sentence should be nominative sein vater 'father' instead of dativ seinem vater. this error is the cause of intrabetic syntax interference, which is caused by the inability of respondents to journal of languages and language teaching, vol. 6 no.2, mei 2018 74 conjugate subjects in german language. the sentence above should have been written: sein vater ist sehr böse. kasus akkusativ (9) *ich warte dein freund. ‘saya menunggu temanmu’ the above sentence is not appropriate according to german language rules. this is due to an error in the use of cases in the sentence. mistakes that occur in these sentences are the cause of intrabahasa interference. the verb warten 'waiting' according to german rules has a fixed preposition auf which must be included in the sentence and must be followed by an academic case. in the sentence above the use of an accusative case following the verb warten 'waiting' should be frein deinen not dein, because dein refers to the nominative case. the sentence above should have been written; ich warte auf deinen freund. kasus dativ (10) *die schule liegt neben mein haus. ‘sekolah itu terletak di samping rumahku’. the sentence above is a german news sentence. according to german rules, the sentence is not right. the mistake that occurred in that sentence was the incorrect use of the word mein haus 'my house', because the preposition neben 'on the side' must be followed by the dativ case. in the above sentence the use of the dativ case that follows the prepebisi neben should meinem haus, because mein refers to the nominative case. the sentence above should have been written: die schule liegt neben meinem haus. 4. verb conjunction errors in german verbs are a class of words that are conjugated based on persona, number, time, verb genus, and mode. verbs in german also recognize a conjugation system that is not available in indonesian. therefore the german verb is able to describe the form of the time in the sentence. the following are included in the conjugation errors of german verbs in the research data (11) *ich arbeit als ansager bei ncl radio. ‘saya bekerja sebagai penyiar di ncl radio’ the error contained in the sentence above is the conjugate error in the ‘working’ verb. according to the rules of the german verb must be conjugated with the persona (subject) sentence. the subject in the sentence above is ich ‘me’ which is the first persona single. verbs for the first single persona are conjugated by putting the suffix -e at the root of the word arbeit so that the verb becomes arbeite. the sentence above should have been written: ich arbeite als ansager bei ncl radio. conclusion the ability of respondents to understand and apply german can be known through mistakes in making essays in german. the analysis that the author has done is one way to find out the forms of errors that often arise and the factors that cause errors made by respondents. by knowing the form of errors and the causes of errors, it is expected to be anticipated to be minimized. from the results of the discussion it can be concluded that there are several factors that cause errors that result in syntactic interference in german essays. students of stiba bumigora mataram. factors causing syntax interference include; (1) errors caused by inter-language interference, namely errors that occur due to the influence of indonesian in the sentence structure of the german language. among them are word placement errors, and removal of auxiliary verbs. (2) errors caused by intruderasa interference, namely mistakes that occur due to the lack of respondents' understanding of the rules of the german language in applying them in the form of german-language essays. among them are journal of languages and language teaching, vol. 6 no.2, mei 2018 75 case errors (nominativ, akususativ, dativ) and verb conjugate errors. references badudu, j. s. 1986. inilah bahasa indonesia yang benar. jakarta: gramedia pustaka utama. bußmann, hadumod. 2002. lexikon der sprachwissenschaft. stuttgart: alfred kröner verlag. chaer, a. dan agustina, l. 1995. sosiolinguistik suatu pengantar. jakarta: rineka cipta. gross, harro. 1988. einführung in die germanistik linguistik. münchen: judicium verlag. heidolph, karl erich. 1976. grundzüge einer deutschen. berlin: akademie verlag. helbig & buscha. 2001. deutsche grammatik. ein handbuch für den ausländerunterricht. leipzig, berlin, münchen: verlag james, carl. 1998. error in language learning and use exploring erorr analysis. new york: logman kridalaksana, harimurti. 2001. kamus linguistik. ed. 3. jakarta: pt. gramedia parera, jos daniel. 1987. linguistik edukasional: pendekatan, konsep dan teori pengajaran bahasa. jakarta: penerbit erlangga. pateda, m. 1989. analisis kesalahan. ntt: nusa indah setyawati, nanik. 2010. analisis kesalahan berbahasa indonesia.teori dan praktik. surakarta: yuma pustaka. suwito. 1983. pengantar awal sosiolinguistik teori dan praktik. surakarta: henary offset. syahid, agus. 2011. perilaku morfem auf bahasa jerman dan pengungkapan maknanya dalam bahasa indonesia. kajian struktur dan semantik. thesis s2. bandung: program studi pascasarjana ilmu linguistik universitas padjadjaran. tarigan, guntur. 1988. pengajaran analisis kesalahan berbahasa. bandung: angkasa volmert, johannes. 1999. grundkurs sprachwissenschaft. münchen: wilhelm fink verlag. weinreich, uriel.1968. languages in contact: findings and problems. new york: the hague,mouton jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3998 october 2021. vol. 9, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 411-421 jollt journal of languages and language teaching, october 2021. vol. 9, no.4 |411 emphasizing text structure strategy instruction to scaffold 11th grade students’ reading comprehension 1ni made andreiya eliata & 1fauzi miftakh 1english language department, universitas singaperbangsa karawang, indonesia corresponding author email: madeandreiya@gmail.com article info abstract article history received: august 2021 revised: september 2021 published: october 2021 reading and comprehending an english informational text always becomes a burdensome activity for indonesian students. this problem arises because of students’ low english language competency and insufficient application of traditional reading instruction that teachers teach in regular school. therefore, this present study has the aim to investigate the implementation of text structure strategy as reading instruction to scaffold students’ informational text reading. due to the covid-19 outbreak, the learning process of text structure instruction in this study was conducted in the online learning situation. researchers employed a qualitative case study design with observation as a data collection technique. this study involved 33 participants of 11th-grade students in a class in sma negeri 1 cibitung, west java, indonesia. based on braun and clarke’s thematic analysis, the result describes that text structure strategy instruction can scaffold learners informational text reading in two main activities, namely introducing the concept of text structure strategy and teaching explicit instruction activity, precisely in modeling and guiding practice. keywords reading comprehension; reading instruction; text structure strategy; how to cite: eliata, n. m. a., & miftakh, f. (2021). emphasizing text structure strategy instruction to scaffold 11th-grade students’ reading comprehension, jollt journal of languages and language teaching, 9(4) pp. 411-421. doi: https://doi.org/10.33394/jollt.v%vi%i.3998 introduction reading is one of the most staple and crucial capabilities that efl learners should have since it can assist them in many fields in real life, not only on an educational level but also on their life afterward. however, abundant efl learners still face some difficulties to read and comprehending english text. researchers have witnessed these reading comprehension problems mainly emerge in a non-fiction or informational text reading (denton et al., 2015; tortorelli, 2019). informational texts have unfamiliar topics and forms, commonly use specific terms and some linguistic features that are different from the narrative text (tortorelli, 2019). denton, enos, and york (2015) state that unfamiliar characteristics of informational texts can affect students’ engagement when reading and comprehending the text. therefore, informational texts such as argumentative and expository may decrease learners’ interest in reading due to their limited vocabulary and relevant schemata. thus learners often face some difficulties in comprehending and decoding meaning from informational texts (denton et al., 2015). furthermore, the lack of learners’ reading comprehension also relies on the reading instruction that teachers teach. unfortunately, efl teachers in regular schools, especially in indonesia, often draw little attention in teaching reading comprehension to learners. teachers do not try to teach learners how to read and comprehend the text by themselves, but instead, teachers prefer to teach traditional reading, such as paying attention to vocabulary and answering questions after reading the text (ghorbani shemshadsara et al., 2019). moreover, williams (2018) states that teachers also focus more on responding and reading the text aloud to their students. besides making reading activity uninteresting, this conventional reading https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:madeandreiya@gmail.com eliata & moftakh emphasizing text structure strategy …….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 |412 instruction certainly does not let learners to have in-depth interaction with the text and give them an opportunity to gain various reading strategies that can assist them in comprehending the text. therefore, learners can gain various strategies from reading instructions that teachers have implemented in the classroom. empirical studies have proven that instruction in comprehension strategies is effective in assisting learners in learning reading comprehension (grabe & stoller, 2020; williams, 2005). according to cervetti and hiebert (2020), appropriate reading instruction may lead learners to be successful readers since it can develop six vital components: students' knowledge, vocabulary, fluency, phonics, and phoneme awareness and comprehension. thus, it is important for the teacher to teach appropriate reading instruction that can give learners various reading strategies that they can re-apply when comprehending assigned-reading task independently. for several years, empirical studies have suggested teachers implement various reading instructions that can scaffold learners to comprehend an english text, and one of them is the text structure strategy (andre, 1987; fisher & frey, 2015; grabe & stoller, 2020). text structure strategy will teach students to acknowledge the generic structure that writers use in the text. the text basically consists of a set of coherent rhetorical structure that forms a meaning. besides representing the connection among the ideas, writers used text structure to organize their ideas, so they could convey some information which is the main purpose of the writing. text structure strategy (tss) will teach learners to identify the main structural component (e.g., text structure, paragraph structure, signaling words) in a text and remember a set of generic questions that signal those main components (williams, 2005). moreover, wijekumar, meyer, and lei (2020) inform that in-text structure strategy, learners will be learned to choose main ideas in a text and then create logical connections between those ideas and adjust them with their background knowledge. in addition, text structure strategy is a reading strategy that teaches learners to figure out and associate the important ideas in a text by seeing some text organization, pattern, and features, then integrating those ideas with their existing schemata to grasp the text meaning. acquainting learners to the hierarchical structure may reduce difficulties when comprehending informational text because learners will be more focused on exploring important aspects such as content and structure of the text instead of doing a boring activity such as finding the meaning of unfamiliar words (ghorbani shemshadsara et al., 2019). moreover, learners do not always require reading informational text from beginning to end, but they can apply a reading strategy that can help them find the important fact or information which they need to know (harner, 2014) hence. by using the text structure strategy, learners will learn to focus on the main information in several paragraphs which can be a foundation to achieve the purpose of the text (roehling et al., 2017). teaching informational text structure to learners may simplify learners to recognize the most important points in a text and give effect to their ability to encode and recall the text meaning. practical studies have investigated the process of teaching text structure strategy instruction mostly focusing on recognizing text structural components, such as signal words, paragraph structure, summarization, and text visualization (bogaerds-hazenberg et al., 2020). this instruction may direct learners’ attention and knowledge to the “fish-bone” structure of the informational text and help them to construct the same structural pattern of the text on their cognition. furthermore, text structure strategy instruction is also known as explicit instruction, which provides needed support for learners through think-aloud or modeling practice, assisted practice, corrective feedback, and purposeful, independent practice (hughes et al., 2017; zimmermann & reed, 2020). likewise, bogaerds-hazenberg, evers-vermeul, and van den bergh (2020) conveyed the process of text structure strategy instruction also refers as responsibility model, which the first two activities are depended on teachers (giving eliata & moftakh emphasizing text structure strategy …….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 |413 direct instruction, modeling), and the rest two activities are more students-focused (guided practice, independent practice). on students-focused activities, teacher will continually lessen comprehension scaffolding and let students take a lead from group practice, pair-practice, and individual practice. besides, can train students comprehension skill, this activity can also give opportunity for students to become independent and active learners. text structure strategy has been proven as effective instruction to scaffolds as well as develops reading comprehension for students in various educational levels. although, text structure strategy is used majorly as an effective strategy to scaffold struggling reader with learning disabilities (e.g., dyslexia) for comprehending and recalling information from the informational text (bogaerds-hazenberg et al., 2020; strong, 2020; zimmermann & reed, 2020), the utilization of text structure strategy also can be seen in formal educational, such in primary and middle-grade level (ray & meyer, 2011; wijekumar et al., 2018; williams, 2005, 2018). meanwhile, in the efl context, the utilization of text structure strategy for informational text mostly occurred at the university level (aghasafari, p.; malayeri, 2015; ghorbani shemshadsara et al., 2019; rohman, 2017; wu & alrabah, 2020). however, the implication of text structure strategy on efl secondary high school level in online learning situation especially at indonesia has rarely been studied directly. besides that, there is also little empirical study that explores the implementation of this instruction in online learning situations. addressing this issue, this qualitative case study will focus to explore the implementation of text structure strategy in online learning situations to scaffold 11th-grade students’ at sman 1 cibitung reading comprehension precisely in reading informational text. research method research design this current study used a qualitative case study design. creswell (2013) declares that a case study is a research design that investigates a single case (bounded system) or multiple cases (multiple bounded systems) in the period of time through explicit and rigorous data collection, and then report the finding in description and case-based theme. therefore, researchers used a case study because this study wants to focus on a single case: the implementation of text structure strategy (tss) instruction in online learning situations to scaffold learners’ informational text reading. subjects of the study the subjects in this study were 11th-grade students from ipa 3 class on sma negeri 1 cibitung, west java, indonesia. this class consists of 33 students, which divide into ten male and 23 female students. researchers chose this class because researchers had observed the teaching and learning process in this class before. moreover, this class was also the place where students’ comprehension problems had emerged. data collection techniques researchers analyzed the data collected from group observation. all data were collected through an online situation due to the covid-19 pandemic outbreak. researchers conducted online observation through google meeting to look closely at students’ interaction and behavior when learning this tss strategy. the observation data had been collected through documentation (e.g., video recorder), observation checklist, and field notes. however, during this online observation, the researcher positioned herself as a participant outsider and a participant insider (creswell, 2013). as a participant outsider, the researcher only observed the teaching and learning process in the classroom without giving an intervention. meanwhile, as a participant insider, the researcher would move to the setting and teach an intervention of text structure strategy to participants. eliata & moftakh emphasizing text structure strategy …….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 |414 data analysis technique the collected data were analyzed by using braun and clarke’s (2006) thematic analysis. the analysis process took four main stages. first, researchers organized all the raw data that had already been gotten from observation. after that, researchers transcribed the data from the observation checklist, field notes, and documentation (video recorder). researchers will then read the transcription carefully. the reduction process also happened in the first stages. since researchers use various sources of observation data, it is necessary to reduce some unimportant data, so the data will be more relevant and easier to code. in the next second stage, researchers coded all the transcription data. researchers highlighted some sentences or phrases in transcription that were fascinating and relevant to the research question. those highlights would be turned into several codes or brief descriptions. the third stage is identifying the codes into some similar patterns or themes. moreover, researchers used a deductive approach when identifying the themes. these deductive themes are based on existing theoretical data in the literature review regarding the practice of text structure strategy. finally, in the last step, researchers described each theme and interpreted their overall relationship with the research purpose. in this last process, researchers would also give the final result and conclusion of the study. research findings and discussion research findings the process of teaching text structure strategy instruction was conducted for three meetings. all meetings were conducted in an online learning situation which used the google classroom application as the main learning media. at the beginning of the study, the teacher asked students to activate their web camera, but unfortunately, only a few students who activated their web camera. furthermore, in the teaching and learning process, the teacher decided to use both the indonesian language and the english language. the indonesian language was used to explain and deliver the material. meanwhile, the english language was used to read the definition and ask students some guided questions that related to the text. therefore, based on thematic data analysis from observation data, it was found that text structure strategy may scaffold learners in reading and comprehending informational text in two main activities. those two activities are (1) introducing the basic concept of text structure strategy and (2) teaching explicit instruction of text structure strategy. table 1. list of themes and codes from observation data main codes sub-themes themes asking students’ about their understanding about text structure activating students’ background knowledge introducing the concept of text structure strategy instruction asking students’ to mention various kinds of english text teaching about structure in a text teaching direct instruction of text structure strategy teaching definition, function, and how to use text structure strategy teaching about 5 informational text structures teaching about paragraph structure teaching about signal words teacher demonstrated to identify signal words in the text modeling practice teaching explicit instruction of text structure strategy teacher demonstrated to analyze paragraph structure in the text teacher empowered students to analyze topic sentence teacher asked students some simple comprehension question that related with the text examples eliata & moftakh emphasizing text structure strategy …….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 |415 teacher and students jointly searched the signal words in the text guided practice teacher and students jointly translated some unfamiliar words in the text students helped other students to translate some signal words teacher guided students to analyze each paragraph structures in the text students discussed and analyzed the text jointly with other students teacher asked comprehension question related to the text students searched all signal words in the text independent practice students analyzed paragraph structures in the text teacher gave feedback and re-explained some incorrect analysis discussion introducing the basic concept of text structure strategy since text structure strategy is a brand-new concept for students, it was really necessary to introduce students to basic concepts of this strategy. the introduction activity was held on the first meeting. the basic concept of text structure strategy that the teacher taught in this current study mainly focus on conventional components in the text as conveyed by bogaerdshazenberg, evers-vermeul, and van den berg (2020). furthermore, the teaching of conventional components of text structure strategy is also known as direct instruction. in this instruction, students will learn about five informational text structures, paragraph structure, as well as transition signals that the writer used in a text. learners will be trained to sort out some main ideas in a text through perceiving and focusing on a set of discourse signaling systems (e.g., signal words), create logical associations between those ideas, and incorporate them with background knowledge in this direct instruction (ghorbani shemshadsara et al., 2019; wijekumar et al., 2020). introducing text structure strategy to students began with presenting powerpoint presentation about the concept of text structure. the teacher told students about the importance of structure in a text for the writer to assemble their ideas. by knowing the importance of text structure for writers, students could understand the relation of each important idea in the text to convey a meaning, as well as to create the same mental structures of the text in their schemata, so they could successfully comprehend the text (grabe & stoller, 2020). moreover, the teacher also gave an example of how the writer uses text structure. afterward, the teacher began to give the overview of text structure strategy instruction as zimmerman and reed’s (2020) practical theory recommended. in this activity, teacher explained about definition of text structure strategy and its function to help readers find writer’s main idea, summarize long text, and understand the text. the teacher also explained the differences between text structure strategy instruction and other traditional reading instruction that students have ever learned before. the teacher also gave students a brief explanation of how to use this text structure strategy to analyze the text. this finding is also in line with hughes, morris, and therrien’s (2017) study regarding text structure instruction. teachers are required to provide a clear explanation of current material, the importance of current material for students, relating students’ past experiences with current learning, as well as explaining what students will achieve after learning the material, so they can be academically successful (hughes et al., 2017). after giving the overview of text structure strategy, teacher began introduced students with informational text structures and its characteristics. teacher also explained about the differences between informational and narrative english text. afterwards, teacher continued eliata & moftakh emphasizing text structure strategy …….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 |416 the lesson by introducing students to five structures of informational text that have been implied by meyer and ray (2011), which are description, sequential, comparison, problem and solution, and causation. furthermore, the teacher explained the structural pattern of each structure that often appeared in informational texts in the form of short paragraphs. the next activity is teaching paragraph structure. students were introduced to three parts of paragraph structure, which are topic sentence, supporting sentence, and concluding sentence. the teacher explained to students that paragraph structure could help them to focus more on the main idea of every paragraph in a text. the last activity is teaching about signal words. the teacher explained the function of signal words for showing the connection between ideas in a text and making readers aware of what kind of structure that writers used. furthermore, the teacher showed and explained some examples of signal words that commonly appear in each informational text structure. all of those activities were used to inject students’ cognition toward the simple explanation of text structure before move to explicit instruction. it is also in line with previous research from wu and alrabah (2020) that claimed introduction activity could help students to approximate the concept of text structure strategy. in addition, through this activity, teacher need to make sure that students are aware of the lesson’s purpose, as well as can create a connection between current text structure instruction and previous reading strategy that they had learned before (zimmermann & reed, 2020). besides introducing students to basic concept of tss instruction, the teacher also activated students’ schemata through this activity. students’ schemata play a pivotal role in reading comprehension since they use their current thinking to relate them with the selected text they face. the finding on observation data is directly agreed with previous studies (hughes et al., 2017; roehling et al., 2017) that suggest introducing activity can be an effective way to activate students’ schemata before moving to explicit instruction. at the beginning of the lesson, the teacher observed that students had no idea and had never heard about text structure strategy, five informational text structures, paragraph structure, and signal words. however, as the teacher’s explanation proceeded, students realized that they had known a little about some concepts. among five informational text structures, students showed a lot of understanding about description structure because they had learned it before in middle school. on the other hand, sequential structure sounded quite unfamiliar for them, but after looking at the example, they realized that sequential structure is similar to procedure text. they also thought that signal words are similar with the conjunction in a text. this situation shows that students’ schemata were successfully activated, and they could relate it with the current lesson, so they can easily understand the concept. existing background knowledge may influence students’ necessities to assist themselves in using text structure (ray & meyer, 2011) which can affect their reading comprehension. teaching explicit instruction of text structure strategy explicit instruction is of the essence in scaffolding learners when comprehending an informational text. explicit instruction consists of several activities, such as modeling activity, guided practice, and independent practice. explicit instruction also led students to recognize in-depth how structural elements in text are related to each other in constructing writer’s ideas. thus, this explicit instruction may have positive effects on students’ reading comprehension and recall (aghasafari, p.; malayeri, 2015). in explicit instruction practice, the teacher decided to select the texts from state university entrance test (utbk) question as assigned instructional tasks based on zimmerman & reed’s (2020) recommendation that said the text should be intricate enough but still accessible for students to analyze it with text structure strategy. this utbk text is complex enough with some specific terminology but still accessible for students since it has eliata & moftakh emphasizing text structure strategy …….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 |417 short and simple sentences in every paragraph. the teacher also determined meyer and ray’s (2011) suggestion regarding the enhancement of text complexity in the next practice. as a result, the first text that teacher used in modeling practice is a simple paragraph that use a single structure. next in guided practice and independent practice, the complexity of the text has increased into combination of two structures, which are description and causation with five paragraphs. the first instruction in text structure strategy is modeling activity. this activity was held on the first meeting. this activity is used to guide students in learning how to implement tss in reading-task. moreover, teacher will lead students’ cognitive process to identify and analyze structural components in a text that can help authors to achieve their purpose (zimmermann & reed, 2020). at first, the teacher demonstrated how to figure out text structure the writer uses by looking at signal words in the text. then, the teacher demonstrated how to analyze paragraph structure to determine the topic sentence, supporting sentence, and concluding sentence in a text. the teacher would highlight every signal word in the text by using a yellow highlighter in microsoft word. meanwhile, when analyzing paragraph structure, the teacher used blue to signify the topic sentence, green to signify the supporting sentence, orange to signify the example or further elaboration of supporting sentence, and red to signify the concluding sentence. the current finding is also taking a similar pattern that fisher and frey (2015) had recommended in reading instruction modeling practice. they suggest students not meant to be passive learners in modeling practice, instead, they should also be thinking simultaneously and teacher should encourage them to express their thinking (fisher & frey, 2015). as a result, the teacher decided to empower students to discuss and define topic sentences, supporting sentences, and concluding sentences in some paragraphs. this activity was proven could trigger students’ activeness during modeling practice. students were actively discussing paragraph structure with their friends, and conveying their analysis. at the end of the modeling practice activity, it was observed that students already grasp the main purpose of modeling and had ability to imitate teacher demonstration. furthermore, this modeling practice absolutely can train students’ cognitive skill before facing more complicated text in independent practice. the scaffolding process also happened in guided practice. guided practice is known as a collaborative practice between teacher and students as well as students and students. the teacher gave students guidance by helping them to analyze structural elements in a text (e.g. paragraph structure, and signal words), as well in translating some unfamiliar terms. observation findings are in accordance with a discussion reported by zimmerman and reed (2020) that claimed re-teaching processes such as additional modeling, along with specific skills or concepts which students have difficulty, are also conducted throughout guided practice. the teacher moreover did re-modeling again since students still had difficulties in defining paragraph structure, especially supporting sentences. moreover, the teacher also assisted students who were still unfamiliar with some new vocabulary in the text. these two kinds of scaffolding that teacher gave absolutely could help learners in reading and comprehending the text, as well as an addition in their schemata that can help them in the future reading. furthermore, students also got some guidance from their friends during this collaborative practice. they actively discussed their analysis and helped each others to translate some unfamiliar words. the teacher also guided students by asking them some guided questions during the practice. students are assisted in paying attention to the function of the structural pattern of the text (roehling et al., 2017) and shape their cognition toward related information in a text (zimmermann & reed, 2020) through these guided questions. in this study, the teacher asked students some simple comprehension questions that can guide students when doing the eliata & moftakh emphasizing text structure strategy …….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 |418 practice. these comprehension questions are based on some simple text example in modeling practice, and also selected text-tasks in guided practice. teacher also used these guided questions to seek out students’ understanding toward text content. students moreover could answer all of these questions correctly by only looking at the main ideas in the texts. table 2. list of guided questions meeting guided questions 1st meeting (modeling practice) • what does the description text example talk about? • what kind of sequence that the illustration shows? • what does the sequential text example talk about? • what does comparison text example talk about? • what kind of comparison that the sentences talks about? • what are the similarities that author conveyed in the last sentence? • what are the differences that author conveyed in the text? • what does problem and solution text talk about? • what does cause and effect text talk about? 2nd meeting (guided practice) • what are the effects of drugs and narcotics based on the text? besides guidance from human scaffolders, students were also gotten some assistance from text structure guide sheet. this guide sheet is used as the reference that students utilize while reading and analyzing structural components in selected text (zimmermann & reed, 2020). the teacher had prepared a text structure guide sheet document by adapting zimmerman and reed’s (2020) version. moreover, the teacher version is in contrast in several parts with zimmerman & reed’s version. the teacher decided to remove guided questions columns and change them with structural hierarchical patterns or organization that writers used in the text. this change was used to remind students how the author arranged all ideas in a text. the teacher also adds an explanation of each structure in indonesian language, so students can easily understand it. figure 1 text structure strategy guide sheet eliata & moftakh emphasizing text structure strategy …….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 |419 last activity in explicit instruction is an independent practice that occurred on the last meeting. in independent practice, students analyzed and read a new selected text without assistance from teacher. this current study let students participate in a group to analyze the text. teacher divided students into some groups that consist of five students. at first, teacher presented the new assigned text in the screen. the teacher asked all students to search some signal words. teacher then would highlight those signal words by using a yellow highlighter in microsoft word. as a result, it was found that the text used causation structure. in this activity, it was observed that students are success in determining text structure by looking at signal words that writers used. in the next step, the teacher asked the first group to determine the topic sentence and supporting sentence in the first paragraph. students could easily determine the topic sentence but had difficulties and were uncertain when determining supporting sentences. regarding that problem, the teacher asked another group to help them. some students on another group helped them to translate some unfamiliar words and define supporting sentences. when implementing the independent practice, the teacher faced some difficulties. those difficulties have mainly emerged because of students’ low participation and technical problems. the teacher observed that some students were still not actively engaged when analyzing the text independently. students were uncertain and unconfident when doing this practice; hence, the teacher continually needed to trigger their activeness by calling each student in the group. this independent activity also had limitations because of technical problems. some students have abruptly left the meeting since they have a poor internet connection and phonetrouble. furthermore, in order to solve those problems, the teacher decided not grouping students in some groups when analyzing the second paragraph. the teacher let all students to discuss their own opinions and analysis of each paragraph. after discussing their analysis, the teacher evaluated their performances. it was found that students were still struggling when defining supporting sentences since most of them were incorrect. therefore, at the end of study, teachers gave them some feedback and guided them to re-analyze some paragraphs briefly. however, this finding does not seem to take the same pattern with previous studies about independent practice (hughes et al., 2017; zimmermann & reed, 2020). while previous studies mostly recommend students individually analyze main important ideas in assigned reading tasks by making a summarization or graphic organizer, this current study preferred letting students express their analysis directly. furthermore, this independent practice also could not be said as independent practice since students still get scaffolding from other students when defining supporting sentences. even though students still can understand the main ideas of each paragraph, students still have difficulties when defining supporting sentences independently. researchers predict this problem because somehow, senior high school students, especially in indonesia, still get no lesson about paragraph structure. this paragraph structure lesson is mostly taught at the university level. thus, text structure strategy intervention is often used for english-speaking students and non-english-speaking students in higher levels, such as universities (aghasafari, p.; malayeri, 2015; ghorbani shemshadsara et al., 2019; rohman, 2017; wu & alrabah, 2020). consequently, it is really necessary to give additional practice about paragraph structures to students to learn more in-depth about supporting sentences. therefore, it can be concluded that independent practice in this current study was unsuccessfully occurred compared with other practices in previous meetings. eliata & moftakh emphasizing text structure strategy …….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 |420 conclusion this current study has the aim to describe the implementation of text structure strategy instruction to scaffold 11th-grade students’ at sman 1 cibitung reading comprehension precisely in reading informational text. it can be concluded that text structure strategy instruction can scaffold students’ reading comprehension through two main activities, namely introducing the basic concept of text structure strategy and teaching explicit instruction of text structure strategy activity. furthermore, students got most scaffolding to comprehend an informational text through explicit instruction, specifically on modeling and guiding practices. on the other hand, they still have difficulties when doing independent practice in this tss instruction. therefore, this recent study suggests teachers to consider the amount of guiding practices when implementing this instruction. it is better to implement guiding practices in two or more meetings. this will make students experience a lot of practices as well as help them to understand about tss more deeply. a teacher also should consider providing sufficient learning media to support students’ independent practices, for instance, by using a learning management system. regardless, future research could continue to explore the implementation of the graphic organizer and summarization tasks of text structure strategy instruction in online learning situations. in addition, students’ perceptions and experiences of doing each explicit instruction in an online learning situation also might prove 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(2020). improving reading comprehension of informational text: text structure instruction for students with or at risk for learning disabilities. teaching exceptional children, 52(4), 232–241. https://doi.org/10.1177/0040059919889358 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3745 july 2021. vol. 9, no,3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 279-292 jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 279 enhancing efl learners’ quality of interaction through ground rules incorporated in collaborative strategic reading 1marjan sangari, 2fatemeh khonamri, & 2baqer yaqubi 1department of english language and literature, university of mazandaran, iran 2department of english language and literature, university of mazandaran, iran corresponding author email: fkhonamri@umz.ac.ir article info abstract article history received: april 2021 revised: may 2021 published: july 2021 the present research tries to investigate the impact of teaching ground rules (grs) on efl learners’ quality of interaction while they are implementing collaborative strategic reading (csr). to this purpose, five iranian efl intermediate learners who were learning english language in an institute in iran were selected. in this study, after three sessions of implementing csr, 5 grs were explicitly taught to the learners, and learners’ interaction was analyzed for three subsequent sessions to investigate whether teaching grs has influenced learners’ quality of interaction during the implementation of csr. the study was done on the platform of adobe-connect. the researcher recorded learners’ interactions during six sessions for further analysis. a qualitative research design was applied in this study to examine the changes in the quality of learners’ interaction. the result of the study indicated that teaching grs promoted the quality of learners’ interaction during the implementation of csr. keywords ground rules; collaborative strategic reading; quality of interaction; how to cite: sangari, m., khonamri, f., & yaqubi, b. (2021). enhancing efl learners’ quality of interaction through ground rules incorporated in collaborative strategic reading, jollt journal of languages and language teaching, 9(3), doi: https://doi.org/10.33394/jollt.v%vi%i.3745 introduction reading has been considered as the most important skill for second and foreign english learners in an academic setting (azizi et al., 2020; khonamri et al., 2020; khonamri & salimi, 2010; khonamri & kazemian, 2014, khonamri & kazemian, 2016, & kazemian et al., 2019). hampton (2009) defines reading as a process of message-getting, and comprehension occurs as the reader strives to construct meaning ( jafri & jufri, 2014). thus, readers need to be active in finding meaning, ideas, or information in the passage they are reading and get the information from printed materials (khonamri, 2009). as ferris (2009) declared, reading is a complex interaction of cognitive processes and strategies use and various types of information which exist in the text (khonamri &mahmoudi, 2011; jafri & jufri, 2014). this means that in reading activity, not only readers get some information from the text, but also they use some strategies to find the information. strategies are flexible actions readers use to construct meaning from the text (duffy & roehler, 1983 as cited in fan, 2009). almasi (2003) defined strategies as actions an individual chooses to achieve a specific goal. nowadays, reading comprehension instruction gives special attention to strategic reading for learners’ reading comprehension (karimabadi et al., 2015). according to aarnoutse and schellings (2003), strategic reading refers to applying reading strategies as a guidance that can promote reading comprehension and overwhelm comprehension breakdowns. strategic readers http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:fkhonamri@umz.ac.ir author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 280 are believed to use different strategies to accomplish a purpose in reading (zoghi, mustapha, & maasum, 2010), and they know how to use these strategies in a proper time (afflerbach, pearson, & paris, 2008). among various reading strategy approaches, collaborative strategic reading proposed by klingner and vaughn (1998) which is one type of comprehension strategy instruction, has been used in a large number of research studies. collaborative strategic reading (csr), presented by klingner and vaughn (1998), is a research-based study that includes comprehension strategies created to promote learners’ reading comprehension cooperatively. as klingner and vaughn (1999) stated, during the implementation of csr, learners work in cooperative groups to guide one another using reading strategies to facilitate their comprehension of the text they are reading. csr is a wonderful strategy for building vocabulary, promoting learners’ reading comprehension, and helping them to work together cooperatively (klingner & vaughn, 1998). during the implementation of csr, learners have different roles in the group, which are called: leader, gist expert, clunk expert, question expert, and encourager (klingner et al., 2012), and each of these roles has their responsibilities in the group work. the leader of the csr group helps other members by telling them the actions and strategies that need to be done. the gist expert helps the group through giving the most important information of the text. the clunk expert helps the group members in finding the meaning of difficult words. the question expert guides the group in discussing critical questions to improve their comprehension and memory. and the encourager looks at the group and searches for behaviors to encourage the group members to participate in the discussion. results of some studies have shown that csr improves learners’ reading comprehension (buckley & boardman, 2014; fan, 2010; klingner, vaughn, & schumm, 1998). furthermore, csr has positive outcomes in the improvement of learners’ content learning and language acquisition (klingner et al., 2012), and it has positive effects on learners’ engagement and motivation (klingner & vaughn, 2000; klingner et al., 2012). also, collaboration and strategies which exist in csr help learners in overcoming the vocabulary problems which they face with during reading in efl classes and increase their vocabulary knowledge (karabuga & kaya, 2013; klingner & vaughn, 2000; klingner et al., 2015). results of many studies showed the efficacy of csr compared with the traditional way of teaching reading; however, it also has some problems as it is implemented in the group. in fact, iranian learners’ attitude regarding group work causes some problems for implementing csr. group activities are not so acceptable for iranian language learners because they are unfamiliar with these kinds of activities, and they prefer individual work rather than group work (khonamri & karimabadi, 2015). in fact, the traditional educational system, which is teacher-centeredness, is dominant in schools with little or no opportunity for learners’ collaboration (khonamri & karimabadi, 2015). as long (1996) declared, learners can gain more target-like language when they have the opportunity of interacting with a more knowledgeable partner, and when they have to correct their language during the negotiation of meaning while trying to solve their communication problems. the instructional purpose of language classroom interaction is to involve the learners in conversations that enhance their language learning and language use, and also shape their language in the classroom (yesid & alméciga, 2016). allwright (1984) called interaction an essential aspect of classroom pedagogy because everything happens through a process of personto-person interaction in the class. during this kind of interaction, learners try to produce author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 281 comprehensible output, which will be sources of input for other interlocutors. thus, according to these studies, interaction has an important role in learners’ learning. the researchers’ observations and also the results of csr studies showed that during the implementation of csr, learners do not have much interaction in their groups and they just do their part of the activity without collaborating with other members despite teachers’ insistence to do so (khonamri & karimabadi, 2015, soleymani, 2019). in fact, csr does not lead to collaboration as it is expected. the reason might lie in two issues. one might be that learners are not aware of teachers’ expectations or how they can meet those expectations. the other reason might be related to their lack of knowledge regarding effective engagement in csr activity which is a group activity. in fact, simply providing an opportunity for group activity and collaboration is not sufficient as learners are different from each other, and some learners may dominate the task and limit or eliminate the participation of other members of a group. in order to solve interactional problems and increase collaboration in csr, this study attempted to integrate the instruction of grs into csr activity. grs include some rules which indicate learners what they should do, why, and how they can do that, and teaching grs guides the learners to have effective collaboration (mercer & littleton, 2007). edwards and mercer (1987) described grs as implicit rules for operating in specific situations that participants normally suppose them as ‘ground rules of conversation’(as cited in mercer & littleton, 2007). as edwards and mercer (2013) stated, grs are required for a good dialogue to take place as it helps learners to have shared understanding. ground rules make the expectations clear and organize norms of behavior that act as references for process diagnosis when problems arise (peterson, 1997). the results of some studies showed that when teachers bring grs for discussion of their classes, the learners’ performance and motivation improve (prentice, 1991; steel, 1991; dawes, fisher & mercer, 1992, mercer, 1996). due to the fact that csr provides a good opportunity for learners to use language to comprehend the text (boardman, et al., 2015; vaughn et al., 2011), it is important to create a good condition for learners to have more learning opportunity through their interaction. however, as mentioned above, csr has not been successful in creating much collaboration in the groups and learners seem to just focus on their part of activity without having real collaboration with other members of the group (khonamri & karimabadi, 2015; soleymani, 2019). as some studies showed the effectiveness of grs on learners’ engagement (fung 2014; mercer et al., 2003; rojas-drummond & mercer, 2003), this study attempts to find whether teaching grs affects learners’ quality of interaction during implementing csr. to this end, the research question was posed and investigated: does the teaching ground rules improve efl learners’ quality of interaction? research method research design a qualitative research design is employed to explore the role of teaching grs on the quality of interaction in a group of learners who are using csr. the participants of the present study were five 23-28-year-old intermediate learners of a language institute in iran. learners met two times a week for 90 minutes in an online platform. however, the time spent on each session was slightly different as the learners spent less time on implementing csr before teaching ground rules and spent more time after teaching grs. every session was recorded by the researcher in the adobe-connect for further analysis. the learners formed one group to implement csr and they took different roles, including leader, gist expert, clunk expert, question expert, and encourager. author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 282 instruments the instruments of this study include; first, class observation: the researcher participated in the online classes as a teacher and observer to observe the learners’ interaction and collaboration during the implementation of csr. second, video recording: all the six sessions of the study were video recorded, and they were transcribed by the researchers for further analysis. ground rules (grs) as it is stated earlier, teaching grs helps learners to have a successful collaboration. according to dawes, mercer, and wegerif (2000), the grs that were chosen to be taught to the learners in this study were: asking questions and listening to the answers; letting group members initiate; having contingent and extended talk; sharing ideas about the group member’s talk; and asking group members to justify their answers through providing more explanation for their ideas procedure at the beginning session, the learners took oxford placement test (opt) to determine their language proficiency levels. from the total of 12 efl learners in the class, five intermediate learners were chosen to participate in the study. the learners were informed about the research purposes and consented to the recording of the sessions. learners worked in a csr group for six sessions according to the csr roles they had. prior to every session, the learners were assigned to read a short story and they should have prepared themselves for the specific roles that they had. the roles were not fixed; in fact, the roles circulated among learners. after three sessions of carrying out csr, the researcher taught the grs to the learners explicitly, and she continued her observations for three more sessions after teaching grs to examine whether learners’ quality of interaction was increased after teaching grs to them. the researchers considered some criteria for analyzing the quality of learners’ interaction based on the five grs taught to learners including asking questions, initiation, contingent and extended talk, sharing ideas, and asking group members to justify their answers. every session was video-recorded and transcribed for further analysis. data analysis as this study aimed to investigate the incorporation of teaching grs into csr in order to improve quantity and quality of interaction, the sources of data included the transcribed group talk during these six sessions of research. for analyzing the quality of interaction, the transcriptions of those six sessions were coded based on those five grs of this study which were: asking questions, sharing idea, having initiation, having contingent talk, and asking group members to provide more explanations. research findings and discussion research findings to investigate whether teaching grs affects intermediate iranian efl learners’ quality of interaction during the implementation of csr, five learners’ video-recorded interaction were analyzed according to the five criteria that are explained earlier including asking question, initiation, contingent and extended talk, sharing ideas, and asking group members to justify their answers. analysis of the learners’ interaction showed that after teaching grs learners collaborated actively in their group. in fact, 5 grs encouraged learners to ask questions, take initiative, share their idea, have a contingent talk, and ask learners to provide more explanations. author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 283 analysis of the learners’ interaction showed that before teaching grs when learners worked in a csr group, they rarely had true collaboration and participation during the group work. the following extracts show learners’ interaction before teaching grs. before teaching ground rules asking questions and listening to the answers extract 1 1. l2:→ ok. the first vocabulary is throne. throne means the specially chair used by ruler especially a king or queen; for example umm… a queen come to the throne when her father unfortunately die. and the next vocabulary is knight. the knight is a man give a rank of honor by a queen or king because of his special achievement. and umm if i want to meaning it in farsi because maybe it’s a little hard to explain, it means سلحشور. [and cheering] 7. l1: [ شوالیه [ 8. l2: yeah شوالیهor سلحشور. and march means walk like soldier. companions is a person who is with another person. fetch means go and bring back somebody or something. axe is clear but i added in this list umm maybe we need. and armour is the metal cloth that men wore long ago to cover their body in fight. it’s very heavy, but it make the soldiers safe when their enemies… fighting with them with swords or arrows. and… spear is a long stick with a sharp point at end…at one end. we have a phrase river bank is a land along the edge of a river. and at the end we have their heart sank… it means their heart drop to their feet because of the fearing of something. finished= 17. l3: → =thank you so much. both of them was very perfect 18. l2: [thank you] in extract 1, line 1, l2 started to explain the clunks without asking group members to ask their questions about the clunks or share their ideas if they encountered any clunks. she just told all the clunks that she found and finished the activity. other group members did not tend to participate in the discussion as they did not ask any questions or shared their ideas. moreover, when l2 finished, in line 17, l3 as a leader blocked the possibility of asking questions by thanking as she wanted to jump to the questions that l4 prepared as a question expert. in fact, l3’s thanking or positive feedback were harbingers of sequence closing and no one could initiate after that (waring, 2008). in fact, as nystrand, gamoran, & heck (1993) stated the learners worked in a group but they did not work as a group. letting group members initiate extract 2 1. l5: =yeah thank you. and if you were instead of horatious and his two companions what would you do? 3. l1:→ i… parisa you answer 4. l4:→ $answer$… $you answer$… $continue setare$ 5. l1:→ parisa? (2) 6. l4: ok i think all of us loved their our country and our people, and in the hazardous or dangerous situation… we try to save and survive other person from the enemy and if i was instead of horatius and the companions i think i like them but i’m not a knight and i’m not a soldier maybe i try to encourage the other soldiers or umm army to fighting bravely face of the enemies. extract 3 1. l4: the first question is how two man get into the house? how? 2. l1: can you repeat parisa? 3. l3: [yes] 4. l4:→ [how two men get into the house?] 5. l3:→ sorry setare can i ask you to talk loudly? author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 284 extracts 2 and 3 indicate learners’ lack of knowledge regarding initiation. in extract 2 line 3, l1 asked l4 to take the turn; however, in line 4, l4 rejected and she did not take the turn until l1’s insistence, in line 5, for giving turn to her. in fact, l4 expected l1 to be silent and give her enough time to initiate, and she was waiting for her group members’ invitation to participate in the group. moreover, in extract 3, when the leader who was l4 asked a question, l3 who was the gist expert, in line 5, instead of initiating and answering, gave the turn to l1 by asking her to talk louder, and she did not try to initiate at all. generally, it seems that learners were not aware of the importance of taking initiative during interaction which is considered an important aspect of classroom interaction (garton, 2002). having contingent and extended talk extract 4 1. l5: umm… they did something bad? somethings that can bother other people? 2. l3: no they were good people but our characters were completely different to each other… yeah 4. l5: but i think i have a very interesting experience. umm when i was child especially when i was teenager when each person in our family or our friend passed away... they really connect with me and they send some messages for their family and their friends and… sometimes they warned for example their children or their husbands and i saw them in my dreams. and when two or three times i saw a dream and after that i see that happens for their family or their friends i decided to whenever i see it i tell them maybe something bad or something wrong happens for them but now it doesn’t happen for me. sometimes it happens if i really have a good relationship to someone that unfortunately he or she died but i don’t see a lot of things about people who die… yeah. it was my experience. 14. l3: $yes it was interesting$ 15. l1:→ parisa? me and you have a story like maryam said 16. l4: what maryam said? aha aha… ok ok (laughing) yeah extract 4 indicates that l1’s talk was not contingent with her group members before teaching grs, and it is shown in line 15, as she said somethings which were not related to her group members’ current discussion. in fact, l1 was thinking about their previous discussion, not the current one; thus, her talk led to the lack of contingency as it was not related to her group members’ talk. therefore, it seems that l1 did not know about the contingency of talk which is an important factor in meaningful collaboration (kramsch, 1985). sharing ideas about the group members’ talk extract 5 1. l4:→ =i have an idea and my mother taught it to me that when you fear of something you had to do that. if fear of something for all your life, you never be successful in that part of your life. if you fear of something you have to do them with all your fear. and i try to did it in each part of my life. sometimes i became successful and sometime not but in my mind and in it`s very hurting my confidence that i think i did everything that i can do. 7. l3: yes you`re right 8. l4: what do you think maedeh? 9. l5: yes yes you are right in extract 5 when l4 shared her idea, in line 1, her group members did not share their ideas at all and they just confirmed her without elaboration. confirmation is a feature of cumulative talk, not exploratory talk which is considered as the best kind of talk. exploratory talk is the active engagement of the learners with each other ideas and it improves the quality of author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 285 conversations (littleton et al., 2005). however, in this extract, learners confirmed each other, and their discussion was uncritical. therefore, these extracts show learners’ unwillingness to contribute in discussions. in fact, learners just did the activity and finished it. not only did they not share their ideas and initiated, but also they expected their group members to invite them for participating in the discussion, and sometimes they gave the turn to others instead of initiating. moreover, they did not work on each other's ideas critically. also, in some parts their talks were not contingent with other group members’ talk; thus, true collaboration did not occur in their group discussion. after teaching ground rules asking questions and listening to the answers extract 6 1. l1:→ ok now about the clunks in the story first do you have question about the word? or is… are some parts clunk for you? 3. l2: no i found the difficult words in the dictionary 4. l3: me too 5. l4: but you start and if we have any question we will ask you setare 6 l1: ok i will tell some of the clunks then you can ask your questions or say your clunks 8. l2: ok 9. l1:→ the first word i found is intermix that means to mix or become mixed together… compound means something consisting of two or more different parts. tidal connected with or influenced or powered by the rise and fall of sea. related to tide for example a tidal river. civilization means a society or country at a particular period in time… did you get? 14. l5: yes 15. l1: could you please make an example? 16. l5: for example umm… i read a book that was about civilization of greece. 17. l1: → yes thank you. and others did you get? 18. l3: yes setareh 19. l1: the next word i found is bloom. when a flower blooms it opens and when a plant or tree blooms it umm produces flower. protest is a strong complaint expressing disagreement or… disapproval or opposition and slacken means to cause to because to become slower or less active… the other word i found was staring. it means umm looking at something for a long time with the eyes wide open especially when surprised… frightened or umm thinking. 25. l4: → it`s staring? 26. l1: yes 27. l4: aha yes i thought you are talking about glance in extract 6, line 1, l1 as the clunk expert, before explaining the clunks asked other members to ask their questions or share their ideas about the clunks they found; moreover, in lines 13 and 17 she asked her group members a question in order to assure that they got the meaning of the world she told. furthermore, learners asked their questions regarding the clunks, like line 25, but before teaching grs learners did not ask any questions. as it is shown in extract 1, before teaching grs, l2 told all the clunks without asking others anything and letting them ask their questions. and generally, in comparison with before teaching grs, the sequence of turns increased after teaching grs. author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 286 letting group members initiate extract 7 1. l1:→ aha before parisa start to tell about gist… i have some questions. as you know these days we are suffering from bad situation because of the corona virus and of course we all have some strange decisions these days. i want to know what was the strangest decision which you have heard? 5. l4:→ heard? aha ok. i saw the people that really need to eat restaurants’ food they decided to make different masks that it has it opens… from the middle off the mask and they can eat the food without they put off the mask and it was really funny and i didn’t think so if we can put it in a real situation, they did it just for fun. and they put the food umm they opened their mouth with mask and put the food in their mouth and close their mouth and the mask form came back to the normal form of the mask. it was very funny and strange for me. it’s cheating in extract 7, unlike extract 2 which showed that l4 did not tend to initiate and she waited for other’s invitation to participate in the discussion, after teaching grs she always initiated as it is shown in extract 7, line 5; and sometimes she even tended to manage the discussion. moreover, before teaching grs, learners started the discussion through asking the gist expert to tell the gist of the story, without warm-up. in fact, they just played their roles and finished the activities. however, after teaching grs learners tried to have at least a short warm-up as it is shown in this extract as the leader started the discussion by asking a question. having contingent and extended talk extract 8 1. l2: so… the next word is conscience, conscience is the part of your mind that tell you whether your action are right or wrong and the very clear example of this word is shirfarhad's conscience in… umm 4. l1: shabhaie barare 5. l2: yeah in shabhaie barare series. conscience means وجدان. the next word is despise, despise is to dislike and have no respect for somebody or something for example she despise gossip in any form. 8. l1:→ what is gossip? 9. l5: umm… i know but i don’t know how to tell it… it means telling bad things about somebody yeah? in extract 8, line 8, l1 asked about a clunk that she found in the clunk expert’s talk which shows that she was an active listener as she listened carefully and asked her question at the moment. however, before teaching grs no question was asked during the clunk expert’s explanation, as it is shown in extract1, but sometimes l1’s talks were not contingent with other group members, as it is shown in extract 4. however, that kind of incontingency did not happen after teaching grs. for real collaboration to take place, speakers must learn to listen to the previous speakers’ talk, process it as it is spoken, interpret it, create an answer as they listen, find a natural completion point in the speakers’ talk and take the turn at a suitable moment (kramsch, 1985). in fact, in our study, real collaboration took place after teaching grs. sharing ideas about group members’ talk extract 9 1. l3:→ and another thing i wanted to mention is that in this story writer showed the foolishness of youth. maybe if the lawyer was older he wouldn`t accept this bet. but as he was young he accepted this bet. 4. l2:→ aha yes maybe he impressed about that atmosphere and he accept author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 287 5. l4:→ yes you are right but most of the time a fifty or forty years old woman won`t be impressed by the atmosphere to accept a bet like this 7. l1:→ =yes a forty or fifty year old person don’t have the… the proud of a young person but he was impressed by the atmosphere too as parisa said 9. l3: yes 10. l2:→ =about the family there are some forty or fifty year old people that have family and they have children but they… they gambling all their money all their umm… and all their achievements with other extract 9, in lines 1, 4, 5, 7, and 10, learners shared their ideas regarding each other’s talk. unlike before teaching grs shown in extract 5 that learners did not tend to share their ideas on each other’s talk, and they just wanted to finish the activity, after teaching grs learners collaborated actively and critically in the groups, and as it is shown the sequence of turns generally increased. asking group members to justify their answers through providing more explanation for their ideas extract 10 1. l2: yes correct because they want to set up civilization. i have a question about it what do you think? do you think they came to venus from the other planets? or they came to venus from the earth and umm many years ago? and the margot parents decided to move to this planet after them or their really different from each other? what do you think about it? 6. l3:→ i think they were different with each other and i think margot’s parents lived on a earth… and they just sent their daughter to the venus = 8. l2:→ =aha you think the margot parents are in earth and they sent just their daughter? 9. l3: yes 10. l2:→ why? why did… do you think about they sent? 11. l3: umm… it was a sentence in the story i think it was that it takes many cost i think i can’t remember the number of that exactly? 13. l5: [umm… i think…] 14. l2: → [what?] 15. l5: i think umm 16. l2: hold on please… i asked the maryam do you repeat your sentences? 17. l3: yeah umm… umm the margot parents are decided to take their daughter back to the earth 19. l2:→ no you have a question you said you don’t know about the number? 20. l3: yeah and umm… 21. l2:→ do you think they have to pay thousand dollars to pay? 22. l3: aha yes sorry after teaching grs, learners became more accurate and they noticed each other's talk. they never left anything out unless they fully understood it, and extract 10 is an example of this claim. in line 6, when l3 shared her idea with others, l2 asked her several questions in lines 8, 14, 19, and 21 to know how she found out that idea and she continued up to the part that she understood what l3 tried to convey. in fact, through clarification requests, l2 wanted to make l3’s output comprehensible and it led to more meaningful interaction between learners (garton, 2002). although some interruptions can be seen in the learners’ interaction, they are supportive rather than breaking down the contribution (walsh, 2011). in fact, there was a mutual engagement between the group members as they listened carefully and extended each other’s contributions. this feature of talk did not exist before teaching grs in learners’ talk. thus, after teaching grs, learners collaborated actively. in fact, 5 grs encouraged group members to ask questions, share their idea, take initiative, have contingent talk, and ask group author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 288 members to justify their answers through providing more explanations. therefore, using these five grs leads to learners’ fuller participation. discussion although many studies have been done about csr, few studies have attempted to improve learners’ interaction during the implementation of csr. csr has a theoretical foundation in cognitive psychology and sociocultural theory (vaughn et al., 2011). during the implementation of csr learners work in cooperative groups and help each other to facilitate their comprehension of the text. although the purpose of csr is improving learners’ comprehension through collaboration, research has shown that learners do not have much collaboration and interaction in their csr groups and they just concentrate on their part of activity without real collaboration with other members (khonamri & karimabadi, 2015; soleymani, 2019). thus, this article has tried to investigate whether learners’ interaction can be enhanced during the implementation of csr through teaching grs to them. analysis of the transcriptions of learners’ interaction showed that after teaching grs learners’ interactions got more contingent and extended, they initiated more, asked their questions, shared their ideas, and they asked their group members to justify their answers through providing more explanation for their ideas. also, after teaching grs, learners spent more time on implementing the csr activity. in fact, teaching grs leads to learners’ fuller participation. however, before teaching grs, learners concentrated more on implementing their roles and finishing the activity, so that they would unintentionally neglect the interaction management skills (goh & burns, 2012). furthermore, as learners just attempted to play their roles and complete the activity, they did not focus on the quality of their interaction, and they just completed the activity in a short time. however, learners might have not known about the qualities of an effective interaction; in this case, as galton and williamson (1992) stated, learners must be taught how to collaborate; thus, they will get a clear idea of what exactly is expected of them and what they should do to fulfill these expectations; otherwise, they may become deprived of the opportunity of learning that they could attain through collaboration (mercer & littleton, 2007). analysis of the learners’ interaction has revealed that after teaching grs learners’ talk was mostly exploratory, as the learners of the group worked with each other’s ideas critically and constructively. in fact, grs caused greater exploratory talk which is considered as a useful talk (mercer, 1996). therefore, this study’s findings were in line with previous studies on grs which proved that teaching grs leads to more exploratory talk among learners and has positive effects on learners’ talk (fung, 2014; littleton et al., 2005; rojas-drummond & mercer, 2003). moreover, the results of this study were consistent with some studies that have proved that when teachers teach grs to the learners in their classes, their learners’ motivation and performance enhance (brown & palincsar, 1989; prentice, 1991; steel, 1991; dawes, fisher & mercer, 1992, mercer, 1996; mercer et al., 2003). thus, just asking learners to make a group will not cause learning opportunities automatically (bennett & cass, 1989; leki, 2001); as learners, like the current study, might not know what they should do in the group, and therefore, they may lose the opportunity of learning through collaboration (davis, 1997, mercer & littleton, 2007). in this study, before teaching grs, learners were not aware of having beneficial engagement in the group work, and they considered the outcome of the activity more significant than the process of doing the activity author/s last name 4 words of the title ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 289 (mercer & littleton, 2007); however, after teaching grs, the number of the instances of five grs enhanced in the learners’ talk, and their level of performance generally increased; thus, learners considered the process of doing the activity instead of finishing the activity. the results of the current study were in line with some studies which have indicated that grs enhance learners’ levels of performance and lead to learners’ fuller participation (prentice, 1991; steel, 1991; dawes, fisher & mercer, 1992, as cited in mercer, 1996; littleton et al., 2005; rojas-drummond & mercer, 2003). also, the results of some studies have indicated that learners who are taught grs explicitly perform better and it is consistent with the result of this study as the grs were taught to learners explicitly (mercer, wegerif, & dawes 1999; mercer et al., 2003; rojas-drummond & mercer, 2003). however, the results of this study are inconsistent with lambirth (2006) who claimed that teaching grs forbids useful talk in the class and diminish learners’ talk in a mono-cultural context. today, as there is a growing trend toward using group work among teachers, the findings of this study will be beneficial for efl teachers who use csr activity in their classroom. it provides the teachers with teaching techniques to create more learning opportunities for group members through promoting their collaboration and interaction during the implementation of csr. also, the results are beneficial for efl learners who are working in csr groups or generally are working in a group. it provides them with effective techniques to promote their interaction, and as a result, it provides more learning opportunities for them. furthermore, it will help those who decide about language learning. it provides them with a new pedagogical technique for promoting learners’ interaction in group works. conclusion this study focused on the contribution of teaching ground rules during the implementation of csr to enhance efl learners’ quality of interaction. analyses of the transcriptions indicated that teaching grs during the implementation of csr improves learners’ quality of interaction. in fact, this study indicated that teaching grs could be considered as a useful pedagogical technique to enhance group members’ participation in a way that every member of a group benefits from their interaction. acknowledgement we wish to thank the anonymous reviewers and the vice editor-in-chief of this journal. we would also like to thank the learners who participated in this study. references aarnoutse, c., & schellings, g. 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(2016). discourse analysis applied to english language teaching in colombian contexts: theory and methods. universidad del bosque. zoghi, m., mustapha, r., & maasum, t. n. r. b. t. m. (2010). collaborative strategic reading with university efl learners. journal of college reading and learning, 41(1), 67-94. https://doi.org/10.1080/10790195.2010.10850336 https://doi.org/10.2307/3587859 https://doi.org/10.1080/09575140500128129 https://doi.org/10.1016/s0959-4752(96)00021-7 https://doi.org/10.1080/0141192990250107 https://doi.org/10.1111/1467-9345.3702006 https://doi.org/10.3402/meo.v2i.4289 https://doi.org/10.1016/s0883-0355(03)00075-2 https://doi.org/10.3102/0002831211410305 https://doi.org/10.1111/j.1540-4781.2008.00788.x https://doi.org/10.1080/10790195.2010.10850336 journal of languages and language teaching, vol. 7 no.1, mei 2019 57 applying think-talk-write (ttw) in the teaching of reading comprehension in relation to students’ critical thinking skills fathurrahman imran english language education, fpbs ikip mataram email: fathurrahmanimran@ikipmataram.ac.id edi firman english language education, fpbs ikip mataram email: edifirman@ikipmataram.ac.id sri raudhatunnisa an english learner, fpbs ikip mataram email: rnisa160@gmail.com abstract this research was aimed at finding out the effect of think talk write (ttw) towards students’ critical thinking skills in reading comprehension at the first grade of smkn 2 lingsar. the research was experimental research. the design was quasi-experimental design by with nonequivalent control group design. the two classes were chosen as the samples in this research which consist of 32 students. they were chosen by using purposive sampling technique. the research instruments consist of reading tests and questionnaire. reading test was employed in the form of a multiple choice and essay. meanwhile, the questionnaire was used to attain the students’ critical thinking skills. in analyzing the data, researchers applied statistical analysis. it showed the value of t-test = 2,482 ≥ t-table = 1,697 at the significant level 5% (0.05). based on the results of the analysis, it can be concluded that think talk write has a positive effect on students' critical thinking in reading comprehension at firstgrade student of smkn 2 lingsar. in other words, the alternative hypothesis (ha) is accepted and null hypothesis (ho) is rejected. key words: critical thinking skill, reading comprehension, think talk write (ttw) abstrak penelitian ini bertujuan untuk mengetahui pengaruh dari strategi think talk write terhadap berpikir kritisnya siswa dalam membaca di kelas satu smkn 2 lingsar penelitian ini adalah penelitian experimental. desain yang digunakan adalah quasi experimental desain dengan nonquivalent control grup desain.. dua kelas yang dipilih sebagai sample pada penelitian ini yang terdiri dari 30 siswa. instrumen yang digunakan adalah pertama tes memabaca dalam bentuk pilihan ganda dan esai, kedua angket. mereka dipilih menggunkan teknik purposive sampling. dalam menganalisis data peneliti menggunakan analisis statistik. menunjukan nilai dari t-tes = 2,482 ≥ t-table = 1,697 pada tingkat signifikan 5% (0.05). berdasarkan hasil analisa dapat di simpulkan bahwa think talk write memiliki dampak positif terhadap kemampuan berpikir kritis siswa dalam di kelas satu smkn 2 lingsar. dengan kata lain alternatife hipotesis di terima dan null hipotesis di tolak. kata kunci: berpikir kritis, membaca, think talk write (ttw introduction mastering english requires acquiring the four language skills, namely listening, reading, speaking, and writing. reading is one of the most important skills in learning a language for students in daily life. reading is the process for someone to finding out the meaning of a text, word by word and connected one paragraph into another paragraph. according to johnson (2008: 3-4), reading is the practice of using text to create meaning. the two key words here are creating and meaning. if there is no meaning being created, there is no reading taking place. commonly in reading, students’ difficulties in identifying vocabulary related to the text, identifying the main idea and inference from the text. based on observation at the first-grade students at smkn 2 lingsar, these mailto:fathurrahmanimran@ikipmataram.ac.id mailto:edifirman@ikipmataram.ac.id mailto:rnisa160@gmail.com journal of languages and language teaching, vol. 7 no.1, mei 2019 58 problems were caused by the teaching strategy, where the strategy used is not suitable with the material especially in reading. the students' difficulties to understand the materials during the leaning process and the student cannot express their opinion. the students should have the critical thinking, where critical thinking helps students solve their problem. in critical thinking, students not only read the text but help them know the essence of what they read. it means that critical thinking is one way for students in the learning process to find out the solution from their problem dealing with logical thinking in the reading text. according to bayer (1995: 8) critical thinking, briefly, means making reasoned judgments. “reasoned” means arrived at by logical thinking, and “judging” consists of determining the degree to which a thing meets a standard, rule, or other criteria based on the theories above, the researcher concluded that critical thinking is the process of thinking and assessment to finding solution of the problem with the reasoning used logical thinking. one of the solutions that can be used to solve the problems is by using the strategy one of the strategies is think talk write (ttw). think talk write (ttw) is the strategy with make a group discussion, there are 3 stages in this strategy first is think, after reading process students try to understand the concept of the text and make a note based on their understand note made my own word, then discuss with their group, shares idea and write down the result of discussion. so, it helps students in critical thinking with understanding the problem and finding a solution to the problem in reading the text. this is the reason, the researcher is interested in conducting research with this title the effect of think talk write (ttw) toward student critical thinking in reading at smkn 2 lingsar. this study aims to find the answer of a problem statement stated as follows: “is there any effect of think talk write towards students’ critical thinking skills in reading comprehension for students of smkn 2 lingsar?”. the purpose of the study is to find out the effect of think talk write towards students’ critical thinking in reading in smkn 2 lingsar in academic year 2019/2020. this study is was focus to find out the effect of think talk write toward students critical thinking in reading particularly in narrative text and focus on critical thinking at the first-grade students of smkn 2 lingsar. literature review definition of reading reading was the process of reading the text, to find out the meaning of the text, word by word, connecting the words into another sentence, phrase or paragraph. to get the information, knowledge or to combine the information or knowledge with own background knowledge that the readers have before to get the meaning. based on grellet (1999: 7) reading is a constant process of guessing, and what one brings to the text is often more important, than what one finds in it. based on anderson (2008:2) in yuli and tiarnia (2013: 417), reading was a process of reader combining the information from the text and their own background knowledge to build the meaning. meanwhile moreillon (2007: 1) in imran and sumarni (2015:54), reading was an active process that requires a great deal of practice and skill. in order to be readers, learners must take their ability to pronounce words and to “read” picture and then make the words and images mean something. based on the expert states above the researcher can conclude, that reading is the activity to get some information from the text, that will make them open their brain with the new information what have they got, the process of reading will make a readers know about the attitude, experience, culturally, socially situated and etc. that information make some on or journal of languages and language teaching, vol. 7 no.1, mei 2019 59 person know more about what they never got. according to chesla (2016: 65) there are nine indicators of reading: (a) main idea is gathered all of the ideas in paragraph, readers are required to be able to find the main idea; (b) vocabulary is referred to lexical items appear in the text; (c) specific fact or detail, the detail information is the supporting idea which provides the author’s evidence of the main idea; (d) exception is referring to a question about what is not mentioned in the text; (e) location of information, authors often organize their idea or specific information in a different way in a paragraph; (f) inferences, it is important for readers to make their own perception of the text they read; (g) reference are often causing confusion for reader while referring a word to specific term; (h) paraphrased sentences, readers read the paragraph and think about what it means while reading; and (i) sentence insertion, assessment has to deal with students’ need it is mean that educator has applied appropriate assessment in designing reading text. critical thinking skills according to ennis (1991) in mubruroh & suhandi (2017: 1), critical thinking is reflective thinking that is based on reasoning that is focused on deciding what to believe or do. according to egan (2005: 2), critical thinking is the art of raising what is subconscious in our reasoning to the level of conscious recognition. meanwhile, paul & elder (2007:6), critical thinking was the process of analyzing and assessing thinking with a view to improve it. based on the experts’ opinions above, the researcher can conclude that critical thinking is critical thinking is the thinking process to analyze based on our reasoning to decide what to believe and what to do. critical thinking was needed to make decision with the analyze using logical thinking. according to paul and elder (2006: 9), there are eight indicators of critical thinking skills that are; (a) purposes (b) questions, (c) information, (d) point of view, (e) assumption, (f) concepts, (g) interpretation and inference, and (h) implication and consequence. think talk write (ttw) think talk write that strategy to help students' to think critically, there are 3 steps in think talk write first is think, in this steps students would be understanding about the text, to understand critical thinking are need to take the essential things from the text. and second would discuss the materials with their group, then discuss the questions. and the last step is writing, the students would write down the result of the discussion, this step could help the students more understand about the text. according to yamin and ansari (2008:85) in wiyaka et al. (2013:12), think talk write was a strategy introduced by huinker and laughlin, these strategies basically built through thinking, speaking and writing. the flow advances think-talkwrite start from the involvement of students in thinking or dialogue with itself after the reading process, then talk and share ideas (sharing) with a friend before writing. research method the method that was used in this research was a quasi-experimental method with the nonequivalent control group design. according to sugiyono (2016: 79), nonequivalent is the design that has 2 groups which are experiment and control group but these groups are not used random, where experiment group becomes an object of research observes and control group become a comparison with group research observed. the population of the study the population in this research was at the first-grade students of smkn 2 lingsar consists of three classes x.aphp, x.dpib and x.mm. from the three class of journal of languages and language teaching, vol. 7 no.1, mei 2019 60 first grade at smkn 2 lingsar, the researcher decided to take 2 classes is x.aphp consist of 16 as experimental group and x.mm 16 as a control group. to choose the class used as the experiment group and control group the researcher use a purposive sample as a sampling. according to sugiyono (2017:67) state that purposive sampling is a technique to determine that sample with a certain consideration. research instruments the instrument used in this research was a reading test in the form of a multiple choice and essay, and questionnaire. the function of the reading test was to find out the knowledge of students have, and the function of questionnaire to know the students’ critical thinking with the material. techniques of data collection the techniques of data collection employed the testing and questionnaire technique. the testing technique was classified into two types, pre-test, and posttest. the researcher gave pre-test as the first step. pre-test was given before giving the treatment. the purpose of the pre-test is to know the students’ critical thinking skills in reading comprehension before giving a specific treatment. afterward, the post-test would be given after the researcher gave treatment for the students. the result of this test was students’ score of critical thinking skills and reading achievement after the treatment which was students were taught by using think talk write (ttw). meanwhile, the researcher used the questionnaire to complete the data gained and to supporting the data. techniques of data analysis techniques of data analysis applied descriptive and inferential statistic computation. according to sugiyono (2017: 208), descriptive statistics is a presentation of data through tables, graphs, pie chart, pictogram, calculation of mode, median, mean, calculation of the spread data through the calculation of the average and the standard deviation, the calculation of the percentage. while inferential statistics is the branch of statistics that analyzes sample date to draw a conclusion about a population. this was the function of inferential statistics. research findings and discussion in finding the data, the researcher designed the study base on the test, which was pre-test consist of the reading test, post-test, and questioner of both group. it was conducted to know the students' critical thinking in reading at first-grade students of smkn 2 lingsar in academic year 2019/2020. the researcher gives students' pre-test in experiment and control group, and the researcher treated the students by used think talk write (ttw) in the experimental group and in control group treated by used teacher method. in giving the treatment the researcher gave students material. after that, the researcher conducted the post-test and questionnaire both of group. to get the useful of the data, the researcher conducted research at the first-grade students of smkn 2 lingsar in academic year 2019/2020. data collections were gained from pre-test and post-test in experiment group and control group. table 1 the result of pre-test and post-test for experiment group score mean mode median std pretest 50,06 54,7 47,5 7,438 posttest 72,68 76,5 79,3 7,542 table 2 the result of pre-test and post-test for control group score mean mode median std pretest 49,62 54,74 47 6,701 posttest 62,31 63,13 64,5 6,851 a. journal of languages and language teaching, vol. 7 no.1, mei 2019 61 discussion there was only one statement of the problem proposed in this study what the effect of think talk write strategy towards students’ critical thinking is in reading comprehension at smkn 2 lingsar. this statement of the problems had been answered based on the research result. based on the previous chapter, it was explained about the comparison between t-test and t-table, if t-test is higher than t-table ho is accepted and ha is rejected, but if t-table is smaller than t-test, ho is rejected and ha is accepted. based on this result, think talk write strategy has an effect towards students critical thinking, it can be concluded that used think talk write (ttw) in teaching reading given advantaged for students to develop students critical thinking. then, by using this think talk write strategy help students to solve their problems because they were discuss with their group, sharing their ideas or knowledge with friends, the students could help each other to understand about the materials and free to share their opinion with each other. the aspects of reading are the vocabulary, specific fact or detail information, and inference. the think-talkwrite (ttw) affects the students’ critical thinking skills. first is vocabulary, in thinking process students would make note about what the information they want to know that it was affecting the total of vocabulary that students have, second and after reading process students tried to understand the context of the text, finding the the detail information from reading text used logical thinking to solve the problems and the last inference based on the theory from anderson in yuli and tiarnia reading was a process of reading combing the information from the text and their own background knowledge to build the meaning it can be concluded in the process of thinking, students make a note. then, students combine the new information with their background knowledge and students make a conclusion based on their understanding and knowledge. meanwhile, using contextual learning in the class prefers an explanation from a teacher rather than student activities because just discuss in generally there is no group, not all the students understood the provided teaching materials. it caused students to have low critical thinking in reading because students are less active to convey their ideas. the result of this study shows that think-talk-write is effective towards students’ critical thinking skills in reading. the students’ critical thinking skills improved after the think-talk-write was applied rather than contextual learning. this happens because think talk write is one of the strategies focusing on establishing the students’ critical thinking skills in learning because students are free to share their ideas. according to huinker and laughlin in suminar and putri (2015: 300), teaching-learning by using ttw (thinktalk-write) can help students more active in the classroom and the students can share their problem to other people. they feel relax and will be motivated in teachinglearning activity. think talk write had a positive effect in teaching and learning reading especially as the treatment for critical thinking in reading because with this kind of study, students’ were easier to read something and free to share their opinion each other. it was proved with most of the students had high critical thinking score. based on the result of data analysis, think talk write (ttw) has effect in reading. it was proven that t-test ≥ t-table. when the researcher taught the students in the classroom by using think talk write, the students were active, enjoyed the teachinglearning process to share their ideas, it could help students to solve their problems. thus, the researcher could be concluded that think talk write has positive effects on students in the reading classroom. it was found that the value of t-test = 2,482 > t-table = 1, 697. it means that think talk journal of languages and language teaching, vol. 7 no.1, mei 2019 62 write (ttw) has a great effect on students' critical thinking in reading comprehension at first grade of smkn 2 lingsar. in other words, the alternative hypothesis was accepted. conclusion and suggestion conclusion based on the result of the it was proven, based on the result of the data analysis related to the statement of the problem in chapter one, the researcher finally come to a conclusion. it can be concluded that think talk write has a positive effect towards students’ critical thinking in teaching reading at smkn 2 lingsar. it is clear that t-test is higher than t-table, the value of t-table is 1.746, the finding shows that t-test is = 2.482 ≥ ttable was = 1.746 it can be concluded that there is a positive effect of think talk write towards students' critical thinking in reading where alternative hypothesis (ha) is accepted and null hypothesis (ho) is rejected. suggestion for english teachers the teacher should be more creative to make students critical thinking strategy that students do not feel bored in the class, enjoyed in the learning process. and the teacher is expected to be able to use a suitable strategy in the classroom related to the topics they are teaching. for english learners there are some activities and hopes for english learners who intend to improve their critical thinking skills and reading comprehension. those are; (a) the students are demanded to take part in learning situation that created by the teacher actively to achieve the goal; (b) the students should be active in classroom when learning process; (c) learning reading is a process to produce word orally, finding information to improve the students' knowledge, therefore, the students should practice very much to; and (d) students should be more brave to issue their ideas or opinion. references azis, p. m. (2016). the influence of think talk write (ttw) strategy toward students’ writing skill on recount text at smp muhammadiyah 7 yogyakarta 2015/2016. thesis, published. university islamic semarang. suharsimi, a. (2017). prosedur penelitian suatu pendekatan. jakarta: pt. rineka cipta. bafadal, a. (2018). brainstorm plus toward students’ critical thinking in teaching reading at ma asholihiyah lopan, unpublished. ikip mataram. beyer, b. k. (1995). critical thinking. utah state university. 37-34. brown h.d. 2003. language assessment principle and classroom practice. san fransisco, california: longman. chesla, e. (2002). toefl exam success in only 6 steps. new york: learning express. egan b.d. 2005. the role of critical thinking in effective decision making. american: global knowledge instructor. johnson, p.a. 2008. teaching reading and writing a guide book for tutoring and remediating student. united states: the rowman and littlefield publisher. hhtp://raintaiguru.blogspot.com/2016 /05/04.26/perbedaan-model-metodestrategi-pendekatan-dan-teknikpembelajaran.html?m=1 journal of languages and language teaching, vol. 7 no.1, mei 2019 63 imran, f. & sumarni, b. (2015). handout of elt material development. mataram: ikip mataram. lestari, b. & mustofa. (2019). media pembelajaran mata kuliah perencanaan pembelajaran ekonomi. yogyakarta: uny pressuniversitas negeri yogyakrta. maulina. (2017). penerapan model pembelajaran think talk write terhadap aktifitas belajar siswa pada pembelajaran matematika kelas iv min buncalla aceh besar. universitas islam negeri ar-raniry darussalam banda aceh. published. moore, n. b. & richard, p. (2009). critical thinking. california: mcgraw hill company. mubaroh. f & a. suhandi. 2017. construction of critical thinking skill test instrument related the concept on sound wave. iop conf series journal of physics conf. series, 812 (2017) 012056. paul, r. & lindar, e. (2007). special edition the miniature guide to critical thinking concepts and tools. berkeley: university of california. paul, r. & lindar, e. (2006). critical thinking: learn the tools the best thinkers use. usa: pearson prentice hall. sugiyono. (2017). statistika untuk penelitian. bandung: alfabeta. sugiyono. (2017). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. suminar, r. p. & gista, p. (2015). the effectiveness of ttw (think talk write) strategy in teaching writing descriptive text. journal of english language and learning, vol 2 no 2 mei 20015 university of swadaya gunung jati cirebon. wirda, d. s. & hidayat. (2017). the effect of think talk write (ttw) learning method on the creative thinking ability of the students at primary school no 060856 medan indonesia. master student at university of medan, vol 5 no 11 oct 2017. wiyaka & irpan, s. a. (2013). think-talkwrite (ttw) as a strategy to improve students' ability in teaching reading the descriptive text: a case of the tenth-grade students of man demak. vol 4 no 1 february 2013. yuli r.f & yuli tiarina. 2013. teaching reading comprehension by using carousel brainstorming strategy at senior high school. fpb unp, journal of english language teaching vol 1 no 2 maret 2013 serie e. yulianti, y. (2018). the effect of directed readingthinking activity toward students’ critical thinking in reading comprehension at smpn 1 narmada, unpublished. ikip mataram. zubaidah, core, ad & mistianah.2015. asesmen berpikir kritis terintergrasi tes essay. pasca pendidikan biologi universitas negeri malang. literature review journal of languages and language teaching, vol.6 no.2 november 2018 116 kalembo ade as an instrument of resolving conflict among mbojo community: a study on speech act muhammad sahrain 1 , lalu ari irawan 2 lembaga genius ntb 1 , ikip mataram 2 sahrainmuhammad@gmail.com 1, laluariirawan@ikipmataram.ac.id2 abstract this study aims at describing variation of meaning carried in kalembo ade as an instrument of resolving conflict among individuals and groups in mbojo community by applying speech act analysis. data were collected from speech events in mbojo community and further analyzed descriptively. one type of speech acts was taken by considering its relevancy towards to focus of this study, i.e. expressive. results showed that kalembo ade dealt with one of types of speech acts, i.e. expressive type. the expression was found to reflect some actions, including condolences, apologies, greetings, thanksgivings, refusal, and congratulations. hence, by viewing the context of usage, members of mbojo community used this expression as an instrument in communication to resolve conflict, in which the phrase was used as tool to control verbal interaction during a speech event. key words: kalembo ade, resolving conflict, mbojo, speech act abstract kajian ini bertujuan untuk mendeskripsikan variasi pemaknaan kalembo ade sebagai instrumen pemecahan konflik di mbojo dalam tinjauan tindak tutur. data dikumpulkan dari peristiwa tutur antara individu dalam masyarakat bahasa mbojo yang kemudian dianalisis dengan analisis deskriptif. dalam proses menganalisis data, kajian ini menerapkan teori tindak tutur, yaitu tipe tindak tutur ekspresif. tipe ini terbagi menjadi ungkapan belasungkawa, permintaan maaf, ucapan salam, ungkapan penerimaan, ungkapan penolakan, dan ungkapan selamat. ekspresi ungkapan kalembo ade menunjukkan ragam makna yang direpresentasikan mencakup lima hal, yakni ucapan salam, ungkapan penerimaan, ungkapan penolakan, dan ungkapan selamat. selenjutnya, dengan mengkaji konteks pengunaan ekspresi ini, dapat diambil kesimpulan bahwa masyarakat mbojo menggunakan ungkapan kalembo ade sebagai salah satu instrumen komunikasi dalam hal pemecahan masalah, di mana penggunaannya dilihat sebagai alat control dalam komunikasi verbal pada peristiwa tutur. kata kunci: kalembo ade, pemecahan konflik, mbojo, tindak tutur background of study in a society, people live with various norms, including norms of politeness, morality, religion, laws, and many more. these norms are expected to be obliged by every individual in order to achieve harmonic social life. however, numbers of phenomenon found in society, even in many places across the globe, show how norms are contempt. therefore, monitoring or control system becomes necessary. in sociology, control towards various violations of norms is known as social control. roucek and berger (in soekanto, 2007) define social control as a mechanism to prevent social deviations, as well as to suggest and direct members of society to act and behave in accordance with convinced norms and system of values by the entire members of the society. the act and behaviors are manifested within linguistics concepts, therefore, it requires control. one of concepts for appreciative and persuasive expression can be found in mailto:sahrainmuhammad@gmail.com journal of languages and language teaching, vol.6 no.2 november 2018 117 various verbal expressions of mbojo language. this expression is historically and culturally used by people in bima and dompu (two regencies in west nusa tenggara). recently, mbojo language has been developed into various variations. however, there is an expression in the form of phrase known and used as controlling element in communication among members of mbojo speech community, i.e. kalembo ade. as stated by sahrain (2018), kalembo ade is a component of mbojo linguistic system that he convinces to have several functions, i.e. to convey cultural values and to reflect the mind and customs of its speakers. in this sense, the expression has two functions, i.e. linguistic and cultural. linguistically, it is placed as means of daily communication among mbojo speakers. every member of a speech community can deliver or transmit feelings, thoughts or ideas through language and later create customs. on the other hand, in terms of culture, an expression is functioned when dealing with system of culture and social in routine interaction among members of the society. phrasal expression of kalembo ade is seen as a tool to control, in which its deeper meaning conveys a sense of language that of humanizing people and to stand for peoples‟ dignity and pride. its use can be well depicted in the following example of event. in one situation, an interpersonal conflict occurred when someone (a) tried to collect money she lent to a friend. she used kalembo ade in her statements. on the other hand, interlocutor (b) also used the phrase in her statement, as shown in the following sequence: a: “kalembo ade ya saya menagih utang terlalu cepat.” kalembo ade yes i am here too early to collect the money you owed me. (own translation) b: “kalembo ade juga karena tidak langsung antar ke rumahnya.” kalembo ade too because i did not deliver (the money) to your house. (own translation) the sequence above shows a discourse between two sides (debtor and creditor) talking about debt. both speakers use kalembo ade in their utterances. in this sense, this phrase is used as ice breaker for a not easy context to occur in a conversation. therefore, it is reasonable to take this phrase to be studied further considering its uses as a feature of discourse related to interpersonal communication and a guidance of behaving in using a language in order to achieve better social dynamic (sahrain, 2018). this article aims at analyzing the role of kalembo ade to neutralize potential of conflict or violence represented in speech events. symbolic violence etymologically, the word violence comes from a word in old french “violent” or directly from latin “violentus” (www.etymonline.com). in indonesia, it may be roughly translated as “kekerasan”, which has got a morphological process by addition of prefix (ke-) and suffix (-an) to its root “keras” (severe or hard). according to poerwadarminta (2003: 1025-1026), this word refers an attitude of forcing someone or thing. this derivative word is also used to mention a state behavior (overt or covert) of being offensive or defensive that is shown by the use of power (strength) toward someone (or thing) (santoso, 2002: 11). the term symbolic violence is introduced by bourdieu in some of his works. he defines it as a subtle violence and unnoticeable, which hides behind a force of domination. symbolic violence is not merely an intention of domination through language and communication tool. study reveals how it often uses motive within utterances. therefore, speech community requires journal of languages and language teaching, vol.6 no.2 november 2018 118 natural social control within their communication. greisman (in santoso, 2002: 12) refers how common expressions used to discuss ideas of violence are highly related to basic notion of dominating relationship, which is legitimate and illegitimate. he convinces that a similar action can be interpreted differently based on the actor, whether a revolutionary person or official functionary. greisman points out that this distinction is made by considering that the power of a state is implicitly legitimate and rational. on the other hand, one who conducts the same action without official motive, he can be seen as someone who conducts terrorism against the state and is considered to have no rational understanding about purposes and goals of the action. speech act speech event is an event of linguistic interaction within utterances of two or more parties, which has certain discourse, time, place, and situation (chaer and agustina, 1995: 61). in this sense, conservation between bus conductor and passengers, merchant and buyer, and host and guest in certain time, place, and situation by using language as means of communication are considered as speech events. hymes (in chaer and agustina, 1995: 62) argues that a speech event should fulfill eight components, including setting and scene, participants, ends, purpose and goal, act sequences, key: tone or spirit of act, instrumentalities, norms of interaction and interpretation, and genres. searle (1969) (in wijana, 1996: 17) and austin (in tarigan, 2009: 100) mention that pragmatically, there are at least three types of actions can be carried out by a speaker, including (1) locution, illocution, and (3) perlocution. from the angle of pragmatics, there are some distinctions of speech act. searle (1969) distinguishes speech act into three, as mentioned above. in attempt to examine variation of meaning carried in kalembo ade, this study also uses searle‟s classifications on illocutionary and perlocutinary acts. austin (1965) further classifies illocution into four categories. first, constantive; is a speech act expressing belief supported by certain expression to make an interlocutor to build or hold the same belief. second, directive; is a speech act that expresses speaker‟s attitude towards action that would be conducted to an interlocutor. third, commissive; is a speech act that compels or refuses to compel an interlocutor from doing what would be specified within speaker‟s proposition (may also emerge in the form of exception of condition, place, or content). fourth, acknowledgement; is a speech act to express certain feelings towards interlocutor dealing with routines or pure things. to discuss variation of meaning of kalembo ade, this study took acknowledgement as an angle to further study the phrase. the reason was that this type of speech act contains acts of apology, condolence, bid, greeting, acceptability, rejection, and congratulation. research method this study was designed as descriptive qualitative study, in which the real circumstances is carried out to support data display (sutopo, 2006: 40). within this method, it is potential for researchers to engage with meaning carried out in a speech event from various events. therefore, this study employed pragmatic approach to come with relevant findings. data were collected from various speech events between children and parents, adults, teenagers, and teenager and parents. data, which were in the forms of utterances, were taken in some places and situations, including in a public bus, garden, farm, houses, and neighborhood. the researchers followed, recorded, and transcribed all utterances. later, data were reduced into journal of languages and language teaching, vol.6 no.2 november 2018 119 those were related to kalembo ade. therefore, object of this study was any speech event dealing with the use of kalembo ade with its contexts of discourses. researchers were the key instrument during the study. data were further analyzed using technique suggested by miles and huberman (2014: 15-20). they suggest three-step protocol in data analysis, i.e. reduction, display, and drawing conclusion. since beginning, data were analyzed by considering some aspects, such as speaker, interlocutor, components of utterance, purposes of utterance, and materials being spoken. these components were based on facts within speech events. findings and discussion according to cummings (2007), speech act is a phenomenon of pragmatics – a branch of linguistics that studies about meaning in speech by dealing with context. in the case of kalembo ade, this study makes use austin‟s (1965) theories, who classifies speech act into four, i.e. constantive, directive, commissive, and acknowledgement. based on the aim of this study, to examine variation of meaning might be carried in kalembo ade and its representations of neutralizing violence. in the early stage, the researchers needed to find variation of meaning by using austin‟s breakdown on acknowledgement, i.e. apology , condolence, bid, greeting, acceptability, rejection, and congratulation. findings variation of meanings in kalembo ade various meanings carried out in the phrase kalembo ade became main consideration of studying it, which served social function for people. it was stated to have social value due to how the content of the phrase brought positive impression in a speech event. however, it may seem to be used in negative sense, but in fact, it was used to carry values. next, this article presents the variation of meanings carried out in kalembo ade. 1. kalembo ade as apology affluence in meanings of kalembo ade could be viewed as communication tool in a high culture entity, including mbojo. this phrase was also used as verbal expression of apology, as shown in [1]. [1] a. farmer a: aka sangadina mboto ringa ku mbi’a kuta ta sabae ele na aka. (last night, i heard sounds from the east fence) b. farmer b: eli ma bauna? (why, sounds?) c. farmer a: tio ba nahu, wara edaku lao kai kopa wawi. kayaknya wara lu’u na aka sangadi na re. nahu wati loa kacihi wali. be si di ake di tonggu. kalembo ade re, laina da ne’e sandaka inga wea. (i saw a track of boar. it seemed that it trespassed last night. i could not handle it since i had to guard this side. kalembo ade, not because i did not want to help you) d. farmer b: iyora wati bune-bune na, ampota loa kabune romo ja ni (yes, no problem. true, you could not do anything if from two sides like that) conversation [1] above occurred among two farmers – farmer a and farmer b. farmer a guarded his garden actively, while farmer b in one night did not come to guard his own due to some problems. therefore, farmer b asked help from farmer a who worked that night. their garden was not so far to each other. in the morning, journal of languages and language teaching, vol.6 no.2 november 2018 120 farmer b talked to farmer a that he found track of boar around his garden. farmer a felt guilty to farmer b since he failed to help him to watch farmer b‟s garden last night. from the script, it was revealed that farmer a could not guar two gardens at the same time since his own garden was also being attacked. however, he felt guilty for he had stated his willingness to respond farmer b‟s request the previous night. in order to neutralize the situation, farmer a said an apology using kalembo ade as in [1.c]. by using the phrase, it seems that farmer a tried to reduce disappointment of farmer b, which was responded well by farmer b, as in [1.b]. 2. kalembo ade as condolence in different conversation, it was found that kalembo ade was used to express condolence or expression of sympathy. this use of the phrase emerged in use by someone when he met or with someone in a profound sorrow. the use of this phrase for this situation can be seen in the next conversation [2]. [2] a. person a : lao ja mu ita ee waura wi’i paki mu mada doho. (while crying) (you have left us all) b. person b: kalembo ade ee, ede waupa rawi ruma. kalembo ade, tiloa di ipi iha kai ade ba ndai ma mori. (kalembo ade, it is god‟s will. kalembo ade, we who are still alive cannot take up in this sadness) this speech event emerged between person a and person b. context of conversation was when person a was in profound sorrow after the death of one of his family members. the sadness could be seen from the tears while expressing her sadness verbally. in response to this situation, person b came for soothe person a by expressing condolence. for this purpose, she used kalembo ade two times in the beginning of two sentences. the rest of first sentence coming after kalembo ade talked about religious concept of god as the owner of human rooted from islamic tenet (2.b). meanwhile, in the other sentence, after saying the second kalembo ade, person b also used the phrase to begin her motivation to the person a in order to strengthen her to cope with the situation. in this context, kalembo ade was understood as a feature to communicate people‟s sympathy and motivation at the same time. 3. kalembo ade as acceptability in different context, kalembo ade also showed another function compared to earlier two, apology and condolence. as mentioned earlier, meaning of language in use can be influenced by context of discourse. context of using the phrase kalembo ade immediately gave different meaning in use for both sides. next data [3] shows how the phrase was used to announce a delivery of thing in order to achieve acceptability from an interlocutor. [3] a. person a: kalembo ade sandake pa wara ra sadia ba ina ke. (kalembo ade, please accept this. this is the only thing my mother had prepared) b. person b: iyora tibune na, mboto-mboto kangampu waura karepo ba nahu. (yes. no problem. deeply sorry for making lots of trouble for you) context of speech event in [3] was when person a gave something requested by person b. what person a gave to person b was prepared earlier by his mother, in which journal of languages and language teaching, vol.6 no.2 november 2018 121 he considered the amount of gift was small or not enough. that is why person a decided to say kalembo ade while giving the thing. on the other side, person b took the gift without any objection. by using the phrase, person a expected person b to accept the gift happily; even he thought that the gift did not fulfill the needs of person b. in this sense, person a tried to fill up the gap between expectation and reality by putting a resolving component, i.e. multi-meaning phrase kalembo ade. 4. kalembo ade as rejection rejection is not easy thing to cope with. it may trigger conflict among individuals or groups in certain contexts. however, among mbojo people, rejection can be undertaken while keep a good relationship among interacted people. conflict might be avoided by placing kalembo ade in a speech event, as long as both sides have the same level of acquiring mbojo language in terms of sensitivity and experience in using the language. data [4] shows how this phrase works in a conversation. [4] a. person a: mai talao lampa-lampa ee (let‟s have a walk) b.person b: “kalembo ade nahu tiloaku lao rero” (kalembo ade, i cannot go anywhere) among mbojonese, it is often to see negative response towards rejection, for instance in a verbal expression “ka inggeingge weki, cou si sia ede” (arrogant. who does he think he is). this kind of response may cause a conflict since the rejected person may count it as humiliation. therefore, members of mbojo community use kalembo ade to avoid the conflict with a gentle way. data [3.b] shows us how kalembo ade was used to keep both parties engaged in a conversation in keeping a good mood of interaction. disappointment may be reduced by placing the phrase in the beginning of rejection response towards a request. however, it may function if both sides have the same level of sensitivity and experience in communication using mbojo language. discussion in every social reciprocal action among mbojonese, the use of kalembo ade has become a primary tool of communication. it functions as a tool to regulate interaction within society naturally, which cause collective consciousness to emerge among participants in conversations. whenever individuals in mbojo community hear this phrase, it is not necessarily felt as group identity through linguistic feature, but also contributes significantly in reducing potential violence among individuals that may cause group violence, if it is not being overcome. in many cases, social phenomenon like cence ncihi (debate about right and wrong) may cause group conflict, which is called as perang kampung (kampong war). space of the existence for kalembo ade is living in people‟s soul, thoughts, and behaviors among mbojonese. this phrase is used at least in three regencies, as the origin sites of mbojonese community, including bima city, bima regency, and dompu regency. syntactically, kalembo ade is a phrase. morphologically, this phrase was created trough partial affixation of the first word kalembo, which is derived from the word lembo (broad or wide) and compounded with the word ade (heart). by combining the two words, this phrase actually may be understood as an appeal of being „generous‟ or „cordial‟ in certain situations (see dictionary mbojo-indonesia, 2016). in thesaurus of mbojo language journal of languages and language teaching, vol.6 no.2 november 2018 122 (2017: 73), the other word for kalembo is kapaja (means enlarging). therefore, the use of kalembo ade generally is to suggest hearer to be patient. discussing the phrase using morphology or semantic might give very little perspective, but not in pragmatics. that is why this study also found that native speakers seemed to have rough translation of this phrase into indonesia, which was in fact their second language. whenever they are asked to explain the meaning of kalembo ade in indonesian language, they mostly translated as “banyak maaf” (many sorry) not using its lexical or morphological meaning. therefore, it is better using pragmatic point of view to understand the carried meaning of this phrase. pragmatics allows us to see how a single phrase can bring some meanings. throughout pragmatics, one existence may carry multi senses of meanings. this affluence within kalembo ade may engage some aspects, such as contexts of when, where, to whom, and in what situation. as a multi-meaning phrase in one of indigenous languages of indonesia, by borrowing austin‟s (1965) classifications on speech act, kalembo ade is necessarily studied. based on findings and discussion presented earlier, it is found variation of meaning of this phrase from the perspective of speech act analysis by examining its uses in various settings. as explained earlier, this study collected data directly from the field by participating as observers among speech community in three regencies where the local people spoke mbojonese as their native language, i.e. bima city, bima regency, and dompu regency. by applying this technique of entering the site, the researchers could get valid data, in which one of the researchers was seen as insider considering his origin. results of data analysis procedure show that there were four variations of meaning within the use of phrase „kalembo ade‟, i.e. apology, condolence, acceptability, and rejection. these findings were found by studying the contexts of usage. hence, by viewing bourdieu‟s conception regarding violence, this study found the use of kalembo ade in reducing symbolic violence in society through a linguistic feature that was considered to have attribute as neutralizer of situation leading to conflict among individuals or groups within bimanese speech community. moreover, there were some conditions considered important to be understood to use kalembo ade properly in communication. those conditions were gentle voice, no rough intonation, no loud voice, modesty, and equal level of sensitivity and experience in mbojonese language. the last condition was considered vital in order to allow both sides to have equivalent understanding of contexts in using the phrase. in other words, cultural background is very crucial aspect to see this phrase functions properly in communication. cultural aspect enables both sides to view kalembo ade as neutralizer in communication. in sociology, social system manifested in semiotic is viewed as an instrument that enacts networking within society. by adapting jung‟s (1990) collective unconsciousness, this study came with a view that kalembo ade has been institutionalized within the speech community becoming a collective agreement, as what durkheim (1893) calls as collective consciousness (in allan & allan, 2005). other experts have coined different terms to mention the same notion, such as hive mind, group mind, mass mind, and social mind (greenwood, 2004). conclusion conflict among individuals is one of complex problems to be solved. experts are still trying to study patterns that construct conflicts. in linguistics, pragmatics is used to investigate how a conflict may be triggered journal of languages and language teaching, vol.6 no.2 november 2018 123 and/or resolved through language in use. by applying speech act analysis, this study found variation representation of meaning of kalembo ade, a phrase in mbojo speech community that dealt with resolving conflict among members of the community. this study came with findings regarding four variation of meaning in using kalembo ade based on the contexts of conversations. those variations are kalembo ade as tool dealing with apology, condolence, acceptability, and rejection. all variations were found contributive to reduce potential symbolic violence among mbojonese speakers. furthermore, there were some conditions that enables the phrase to function, i.e. gentle voice, no rough intonation, no loud voice, modesty, and equal level of sensitivity and experience in mbojonese language. other important thing to be highlighted in this study is the importance of seeing this phenomenon as something cultural. in this sense, in studying a conflict, it is important to take culture into discussion, as well as viewing how linguistic analysis may give valuable insights regarding the cause and solution of conflict among individuals or groups in a society. therefore, it is highly recommended to maintain kalembo ade through education, which gives next generation chances to study the wisdom inherited from their ancestors. it seems to be highly relevant with the substances or spirit attached in the 2013 national curriculum, i.e. character building. acknowledgement this study is dedicated to mbojo people for their willingness to maintain kalembo ade in their social life. next, the researchers deliver gratitude to genius ntb foundation for their supports during the study. references allan, kenneth; kenneth d. allan. 2005. explorations in classical sociological theory: seeing the social world. pine forge press. austin, j. l. 1965. how to do things with words. oxford: oxford university press. bourdieu, pierre. 1991. language and symbolic power. terjemahan gino raymond dan matthew adamson. 1994. cambridge: harvar university press. chaer, abdul dan leonie agustina. 1995. sosiolinguistik perkenalan awal. jakarta: pt rineka cipta. cummings, louise. 2007. pragmatik sebuah perspektif multidisipliner. yogyakarta: pustaka pelajar. greenwood, john d. 2004. the disappearance of the social in american social psychology. jung, carl. 1990. the archetypes and the collective unconscious. princeton university press. kantor bahasa nusa tenggara barat. 2016. kamus mbojo indonesia. mataram: kantor bahasa nusa tenggara barat. kantor bahasa nusa tenggara barat. 2017. tesaurus bahasa mbojo. mataram. kantor bahasa nusa tenggara barat. miles, b. matthew., a. michael huberman. 2014. analisis data kualitatif. penerjemah:tjejep rohendi rohidi. jakarta: ui press. poerwadarminta, w. j. s. 2003. kamus umum bahasa indonesia. jakarta: balai pustaka. sahrain, muhammad. 2018. kalembo ade: transformasi nilai masyrakat bimadompu. mataram : penerbit genius. journal of languages and language teaching, vol.6 no.2 november 2018 124 santoso, thomas. 2002. teori-teori kekerasan. jakarta: pt. ghalia indonesia. sutopo, h.b. 2006. metodologi penelitian kualitatif. surakarta: universitas sebelas maret. soekanto, soejono. 2007. sosiologi suatu pengantar. jakarta: p.t. raja. tarigan, h,g. 2009. pengkajian pragmatik. bandung. angkasa bandung. wijana, i. d p. 1996. dasar-dasar pragmatik. yogyakarta: andi yogyakarta. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.8286 july 2023. vol.11, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 390-404 jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 390 classtime.com as an ai-based testing platform: analysing esp students’ performances and feedback fitria ningsih english for specific purposes (esp) lecturer, faculty, of sharia and law, islamic state university (uin) sayyid ali rahmatullah tulungagung, indonesia corresponding author email: ningsih.fitria.id@gmail.com article info abstract article history received: may 2023 revised: june 2023 published: july 2023 the use of artificial intelligence (ai) technology in education has grown in popularity. however, its implementation in english language learning assessments, particularly in terms of performance and feedback, remains limited. therefore, this research aimed to evaluate the effectiveness of an ai-based online testing platform, classtime.com, in teaching tenses in english for specific purposes (esp). the study used a mixed-methods approach, collecting data from 246 economic sharia law students who took the midterm exam during the 20222023 academic year. the data analysis included a quantitative assessment of the exam results and a qualitative analysis of open-ended questions. the results showed that the average score on the exam was 88.21, indicating a high overall performance. female students scored higher and more consistently than male students. the qualitative analysis highlighted the positive feedback regarding classtime.com, emphasizing its advantages such as immediate feedback and personalized learning experiences. however, the study's focus on one language subject limited its generalizability to other subjects. nevertheless, the use of aibased online testing in esp assessment could improve language learning outcomes and contribute to effective teaching practices. future research should explore the use of ai-based online testing platforms in other language subjects, investigate factors influencing student performance, and examine long-term effects on language learning outcomes and attitudes toward language education and assessment. keywords artificial intelligence technology; online testing platform; english for specific purposes (esp); classtime.com; performance and feedback; how to cite: ningsih, f. (2023). classtime.com as an ai-based testing platform: analysing esp students’ performances and feedback, jollt journal of languages and language teaching, 11(3), pp. 390-404. doi: https://doi.org/10.33394/jollt.v%vi%i.8286 introduction in recent years, the utilization of artificial intelligence (ai) technology in the field of education, specifically in the realm of online assessment, has witnessed a notable increase (chen et al., 2020; gonzález-calatayud et al., 2021; huang et al., 2022). scholars have acknowledged the potential benefits associated with the integration of ai in educational settings, with particular attention given to the advantages of automated scoring and immediate feedback, especially in the context of the covid-19 pandemic (hahn et al., 2021). however, despite these advancements, traditional paper-based assessment methods still prevail, presenting challenges for students (nardi & ranieri, 2019). as a potential remedy to this predicament, ai-based online testing has been proposed as a viable solution. ai-based online assessment could evaluate various aspects of language learning, including grammar, vocabulary, reading comprehension, and writing (jin, 2022; nardi & ranieri, 2019). this technology could specifically benefit the teaching of tenses in economic sharia law in english for specific purposes (esp) education. utilizing ai technology in online testing can provide good results in an objective and accurate evaluation (preslavsky, 2020). moreover, esp courses were specialized forms of english language instruction that https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:ningsih.fitria.id@gmail ningsih classtime.com as an ai-based ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 391 focus on the specific requirements of learners (fitria, 2020), and ai-based online testing can provide an effective and efficient method for assessing and enhancing students' command of tenses in economic sharia law. in addition, web-based platforms such as classtime.com could offer significant advantages for online testing (saienko & chugai, 2020). with the use of artificial intelligence, esp educators may create and deliver online assessments using the platform classtime.com. a number of features make it possible for educators to design unique tests and exams, gather and analyze students’ responses in real time, and give students immediate feedback. these qualities are important for improving students' language proficiency, their learning experience, and determining how well-prepared they are learning. moreover, several studies have demonstrated the efficacy of ai-based online testing in enhancing student learning outcomes, especially in english language teaching e.g. tenses. these studies examined various ways of incorporating technology into english language instruction. one study concentrated on formative assessment in a digital learning environment (inozemtseva et al., 2022), while another proposed an artificial intelligence-based online writing evaluation system (jin, 2022). a third study developed an english teaching system that combined ai and knowledge recommendation (sun et al., 2021), and a fourth examined ai-based writing tools for efl students. a study revealed the efficacy of using google classroom, classtime, and quizlet to teach english during quarantine (saienko & chugai, 2020). the current research has extensively examined the potential advantages of ai-based online assessment in various aspects of english language instruction. scholars have explored the implications of incorporating artificial intelligence (ai) technology into the field of language learning and assessment. however, despite the growing body of literature, the practical implementation of ai-based testing platforms, such as classtime.com, for english language learning remains relatively limited, particularly concerning performance evaluation and feedback provision. this research aims to address this gap by investigating students' performances and feedback regarding the benefits and drawbacks of classtime.com, an aibased online testing platform, in the context of teaching tenses in english for specific purposes (esp). by analyzing the outcomes of this study, valuable insights into the potential benefits and challenges associated with the utilization of ai-based online testing, with a particular emphasis on implementing classtime.com in the instruction of tenses in economic sharia law, can be obtained. consequently, these findings contribute to the advancement of effective and efficient language assessment practices in esp education. therefore, the research questions of this study are formulated as follows. 1. how effective is clastime.com as an ai-based online test in assessing students’ mastery of tenses in economic sharia law? 2. what is the impact of clastime.com as an ai-based online testing platform on the students’ academic performances in classes and female and male students’ comparison? 3. what are the perceptions and attitudes of students toward the use of clastime.com as aibased online testing in esp? digital evaluation in education the integration of digital technologies in education has gradually gained popularity lately. tran et al. (2021) defined digital assessment as the measurement, evaluation, and documentation of students learning using information and communication technologies. according to isnaini et al. (2021), digital assessment offered several advantages over traditional paper-and-pencil assessments, including increased efficiency, improved accuracy, and enhanced feedback (kiryakova, 2021). the benefits of digital assessment included the ability to electronically administer and grade exams, provide immediate feedback, and ningsih classtime.com as an ai-based ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 392 increase assessment efficacy, particularly in large classes. furthermore, digital assessment has grown in so fast, particularly in higher education institutions where it is used for both formative and summative assessment (liang et al., 2022; sillat et al., 2021) with the ability to deliver exams remotely, instantly grading them and immediately provide students. thus, the use of digital assessment for both formative and summative in higher education institutions continues to increase digital assessment. despite these benefits, digital assessment still has some drawbacks. for example, sillat et al. (2021) observed that potential technical issues, such as system failures and connectivity issues, could impact the validity and reliability of digital assessments. moreover, the lack of authenticity of digital assessments is a significant concern, especially when it is difficult to verify the test-takers identity (okada et al., 2019). furthermore, ensuring fairness was quite difficult because some students might have greater access to technology than others (langenfeld, 2020). esp is english for specific purposes english for specific purposes (esp) is a specialized subfield of english language teaching that focuses on the academic, professional, and vocational language requirements of learners (fitria, 2020). due to the technical and specialized terminology used in esp, teaching tense can be difficult (alsharif & shukri, 2018; enesi et al., 2021). to overcome these obstacles, various strategies had been proposed, such as the use of authentic materials, and the integration of technology and multimedia resources (kakoulli & papadima, 2020; mahamatismiyilovna, 2022). moreover, economic sharia law is a specialized discipline that necessitates both economics and islamic principles. teaching economic sharia law in english could present several challenges, including the use of specialized vocabulary and complex concepts (hidayati, 2019). therefore, educators needed to apply teaching material that promotes critical thinking and utilize multimedia resources (vieira et al., 2021). innovative and effective teaching techniques are crucial in esp education, especially when teaching specialized subjects like economic sharia law. one possible solution is the use of ai-based online testing, which could potentially resolve some of the difficulties associated with teaching tenses in esp while providing students with an engaging and individualized learning experience. in conclusion, teaching tense in esp required careful consideration of the specific requirements and interests of students as well as the application of innovative and effective teaching methods (alsharif & shukri, 2018). artificial intelligence (ai) in language testing on classtime.com mujtaba & mahapatra, (2020); zhu, (2020) described that artificial intelligence (ai) was a crucial tool in language testing, offering advantages such as increased efficiency, reduced subjectivity, and improved accuracy. artificial intelligence has been used to create a range of language testing tools, including chatbots, intelligent tutoring systems, and automated scoring systems. the possibility of bias and the lack of openness in the evaluation process were two issues with the use of artificial intelligence in language testing (azad et al., 2020; xu et al., 2021). a web-based platform called classtime.com gives teachers a range of tools for carrying out online tests and evaluations. classtime.com is a web-based platform that provides educators with a variety of tools for administering online exams and assessments. this platform enables educators to create customized assessments, provide students with real-time feedback, and track student performance over time (saienko & chugai, 2020). classtime.com's collaborative features are also advantageous, as they permit multiple instructors to collaborate on the creation of a single assessment. educators who use classtime.com to teach tenses in economic sharia law in english for specific purposes can enhance their students' learning experiences by utilizing ai-based ningsih classtime.com as an ai-based ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 393 online testing. w. xu et al. (2023) found that ai-based testing can provide students with personalized feedback, identify areas where they may be struggling, and provide targeted support to help them improve their language abilities. in addition, classtime.com can assist educators in monitoring student development over time and adjusting their instructional strategies accordingly. however, it was important to evaluate any online platforms prior to using it for language testing and to have a plan in place to assist students who may require additional support with online assessments (kester, 2022). overall, classtime.com is a potential resource for language teachers who want to implement ai-based assessments. previous research and the research gap several studies have been conducted to determine the efficacy of ai-based online assessment in english language instruction, particularly esp classes. the first study on formative assessment in the field of english for specific purposes (esp) in a digital learning environment was conducted by inozemtseva et al. (2022). the researchers designed criterionbased evaluation assignments and evaluation schemes for a business english course for bmstu master's degree students majoring in economics. in addition, they chose the domestic service pruff.me for a digital assessment space (das) to implement the formative assessment. the developed evaluation materials were tested remotely by esp students, and the research demonstrated that incorporating a das into a university's digital learning environment could contribute to the effective assessment of esp students' competence-based learning outcomes if the underlying methodology and formative assessment technology are correctly implemented. after that, jin (2022) conducted a study of the use of ai-based online assessment for english writing assessment. the system's hardware configuration had been established and saved in a mysql database.; the user could submit their work by selecting the "i want to submit" button. the instructor then reviewed and graded the submission. the study also employed artificial intelligence technology to generate topic words automatically. the results of the experiments indicated that the system had a good repair effect, a high evaluation efficiency, and a good evaluation effect and that the hardware module design supports a security mode. in addition, sun et al. (2021) created an online english-teaching system with an artificial intelligence module and knowledge recommendation. deep learning and decision tree algorithms were utilized by the system to generate an english instruction assessment implementation model. the study concluded that the system was found effective in enhancing the learning efficacy of students and increasing the relevance of the learning content. it provided teachers with essential data to enhance their instruction and helped students improve their english scores. furthermore, gayed et al. (2022) concentrated on the development of an ai-based web application dubbed "ai kaku" to assist efl learners in overcoming the cognitive barriers they encounter when writing in english. to evaluate the prospective impact of ai kaku on student writing, a counterbalanced experiment was conducted with adult efl students. ai kaku was a potentially useful instrument for efl learners who required more structured assistance than traditional word processors, as demonstrated by the results. the study contributed to the use of ai-based tools as non-assessment learning instruments, which have previously received little attention. concerning the use of classtime in english teaching, saienko & chugai (2020) studied the use of google classroom, classtime, and quizletintegrated distance learning during quarantine. 35 learners were surveyed using a 10-item, 5point likert scale, and a mixed-method research design was employed to collect both quantitative and qualitative data. the findings revealed that students evaluated the completion of assignments in google classroom positively, as well as the teacher's feedback. 77% of students found classtime to be effective, while 55% found quizlet to be effective. the study provided recommendations for home-based english teachers and educators in ukraine and ningsih classtime.com as an ai-based ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 394 abroad. even though several studies have examined the efficacy of ai-based online testing in english language instruction, there is still crucial to study more on the effectiveness of such testing for teaching tenses. this study intended to address this deficiency by investigating the efficacy of ai-based online assessment on classtime.com for teaching tenses in english for specific purposes (esp) classes. research method research design this study employed a comprehensive mixed-method research design, combining both quantitative and qualitative data collection and analysis techniques, in order to thoroughly investigate the effectiveness of ai-based online testing on classtime.com for the purpose of teaching tenses in the field of economic sharia law. the quantitative component of the research involved the collection and analysis of numerical data, enabling a statistical examination of the outcomes (dawadi et al., 2021; strijker et al., 2020). on the other hand, the qualitative component of the study involved the collection of in-depth and descriptive data through various means, including interviews, observations, and open-ended survey questions. by employing this mixed-method approach, the study sought to attain a comprehensive understanding of the subject matter, allowing for a more nuanced and comprehensive analysis of the benefits and drawbacks associated with the utilization of ai-based online testing in this particular educational context. participants the participants in this study were 246 students enrolled in the economic sharia law program at uin sayyid ali rahmatullah tulungagung. the sample consisted of 171 female and 75 male students from six distinct classes (a to f) who took the midterm exam during the 2022-2023 academic year. the sample size of 246 was determined based on the total number of students who took the midterm exam. all students are presently enrolled in the english for specific purposes course and are in their second semester. this sample was representative of the intended student population for the economic sharia law program at uin sayyid ali rahmatullah tulungagung. it is important to observe, however, that the generalizability of the findings may be limited beyond the specific institution and program. data analysis in this study, the analysis of quantitative data obtained from the midterm examination results was conducted using descriptive statistics. descriptive statistics were employed to summarize the data, encompassing measures such as the mean, standard deviation, score frequency, and a gender-based performance comparison between female and male students. by utilizing the ai-based online assessment platform classtime.com, an overview of the students' comprehension of tenses in economic sharia law was obtained. furthermore, the qualitative data collected from the opinion survey underwent thematic analysis, which involved the identification of recurring themes and patterns in the students' feedback regarding the effectiveness of the classtime.com online testing platform powered by artificial intelligence. thematic analysis is a commonly utilized technique in qualitative research for identifying and analyzing patterns within the data. this method facilitated the comprehensive understanding of the students' perceptions and experiences with the ai-based online testing platform. the analysis process involved identifying themes and interpreting the findings to distinguish the benefits and drawbacks associated with the use of classtime.com. this approach played a pivotal role in gaining an in-depth comprehension of the students' perspectives on and experiences with the ai-based online testing provided by classtime.com. ningsih classtime.com as an ai-based ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 395 0 10 20 30 40 50 60 70 80 50 55 60 65 70 75 80 85 90 95 100 score frequency of 6 classes research findings and discussion research findings this study revealed the results of midterm exams taken by esp students enrolled in economic sharia law. the descriptive statistics analysis included the calculation of class mean scores and a comparison of female and male students. in addition, the frequency of scores was analyzed to find out the distribution of scores among students. these analyses assisted in identifying patterns and trends in the performance of the students on the midterm examination, which served as a benchmark for evaluating the efficacy of the ai-based online testing platform using classtime.com. table 1 the score of online testing in tenses from 6 classes n minimum maximum mean std. deviation score test 246 50 100 88.21 10.778 the data from table 1 showed the results of a midterm test taken through classtime.com by 246 students. the minimum and highest scores were 50 and 100, respectively. the students' overall performances on the test were relatively high, as seen by their average score of 88.21 on the mid-test. the scores appeared to be moderately around the mean, as indicated by the standard deviation of 10.778. it could be concluded from the findings that the students successfully completed the online test. figure 1. the score frequency of online testing in tenses from 6 classes additionally, it can be seen from figure 1 that the frequency distribution from most of the students received scores between 85 and 95, with a score of 95 representing the highest frequency (68 students). then from the lower and upper ends of the score arrangement, the frequency dropped to less than 5 students. with a slight skewness towards the higher end of the scoring range, the scores were normally distributed. this indicated that most students performed very well on the online mid-test. furthermore, the score’s frequency between 50 and 70 was quite low which reached below 5 students. another concern was the score of 100 which reached more than 30 students. this indicated that only small students could achieve a perfect score on the mid-term test. overall, the mid-term test run well and received good scores in testing the tenses for esp class students. ningsih classtime.com as an ai-based ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 396 table 2 the score distribution of online testing in tenses from 6 classes total of students minimum maximum mean class a 37 70 100 85.81 class b 41 50 100 88.41 class c 40 50 100 84.75 class d 42 50 100 86.67 class e 41 55 100 90.37 class f 45 55 100 92.56 the data shown in table 2 are the score distribution for all six classes which then found the mean from all classes was 88.21. class f reached the highest mean score of 92.56 then followed by class e with a mean score of 90.3 and then class b with a mean score of 88.41. however, class a, class c, and class d reached mean scores below the overall mean of 88.21, with class c having the lowest mean score of 84.75. it can be concluded that the results indicated that there was a difference in the total number of students which the range between 37 as the lowest and 45 as the biggest number of students. another difference was the classes’ performances which were above average and below average. table 3 the score comparison between female and male students of online testing in tenses from 6 classes. gender mean n st. deviation female 89.01 171 9.846 male 86.40 75 12.535 total 88.21 246 10.778 additionally, the information in table 3 showed the mean score obtained from the mid-test results of economic sharia law students across the two gender groups (246 total students). in comparison, males received a mean core of 86.40, and females received an mean score of 89.01. this showed that on average, females performed much better than males on the mid-test. the standard deviation for women was 9.846, which showed that their scores were generally stable and within a few standard deviations of the mean. the male standard deviation was larger, at 12.535, indicating that male scores were less stable. between the mean scores for males and females, the overall mean score for all groups was 88.21. as there were more female students as well as a higher mean score from the test, then it impacted the total mean score which could reach 89.01. overall, it can be said that female students’ performance was much better than male students in the mid-test despite the total number of each group of students. students’ feedback on online testing before discussing the findings related to classtime.com, it is important to note its appearance and features as shown in figure 2. the image captured from a dashboard with the recap score of the student for each class provided a clear overview of their performance. this feature enabled students to track their progress and identify areas that require improvement. additionally, the image also showed the appearance of the online test on the clsstime.com students' screen. furthermore, classtime.com's ai-based technology enabled it to provide instant feedback to students, giving them the opportunity to reflect on their mistakes and improve their understanding of the topic. ningsih classtime.com as an ai-based ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 397 figure 2. the classtime.com website’s appearance for the online testing furthermore, the quotes provided were from individuals discussing their experiences with online tests and their opinions regarding the benefits and drawbacks of this type of testing using classtime.com. thematic analysis was used to analyze the qualitative data from the opinion survey and identify the themes and patterns in the students’' feedback on the effectiveness of classtime.com. this finding provided a detailed understanding of the students' experiences and perceptions which could be seen in table 4 and table 5. table 4 the benefit of using classtime.com for online testing on students’ feedback category examples of quotes flexibility "easy to work without writing", "can be done anywhere", "more time-efficient", "time is more flexible", "can be done when you have free time so you're not in a hurry to do it", "can be done outside the house." convenience "students can see their exam scores immediately," "more simple and fast," "no need to prepare paper, a pen, etc.," "no strain while working on it," "more concise and faster without reducing time," "more efficient because it utilizes technology," and "no wastage of paper." ease of use "students can see their correct and incorrect answers immediately", "i think it's simpler because it only requires the use of a device", "this exam is easier, as you just have to click on the phone screen", "it's easier and more enjoyable to select answers", "selecting exam answers is easier", "it's easier to understand.” engagement “doing this exam doesn't feel like taking a test, but rather like playing a game”, “it is more exciting and challenging”, “it is more interesting”, “the questions are different but still cover the same material”, “the questions are very exciting”, “the questions are very fun and easy to learn. it is not boring, and it is fun.” immediate feedback “students can see their score", "can see live test scores", "there was an immediate ningsih classtime.com as an ai-based ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 398 answer and it made my heart pound and scared but this system is very interesting", "the value of the answer will immediately appear and if there is a wrong answer, then there is a correct answer below it", "immediately know the value.” accessibility "online tests can be taken from anywhere with an internet connection and will be automatically graded." "this exam uses an online system, making it easier for me to take the exam." "it's more attractive because it's easier to access." "we don't need to enter the class and can easily access it." "it's easily accessible." efficiency "exams using this system are more practical", "more efficient", "practice time management in working on questions". enjoyment “doing it can be done at a relaxed pace without feeling rushed by friends, allowing for more focus”, “this online test is more relaxed and enjoyable”, “very funny”, “personally, there is less risk of grammatical errors and misspellings, making it easier to choose answers." clarity "i can see the points of right and wrong." "the questions cover different topics but are still related, making it easier for me to distinguish between the three tenses." "easier to understand." unique features "no hassle", "a different and unique look" the finding of this study highlighted the students’ feedback on the effectiveness of the ai-based online testing of classtime.com. the feedback was analyzed thematically, and the major categories that emerged were flexibility, convenience, ease of use, engagement, immediate feedback, accessibility, efficiency, enjoyment, clarity, and unique features. in terms of flexibility, students appreciated that the online test could be done anywhere and was time-efficient, allowing them to work without writing. the convenience of the online test was also highlighted, with students appreciating that the test scores were immediately available and there was no need to prepare paper and pen. students noted that the online exam platform was simpler to understand and that they could see their right and wrong responses right away, underscoring the ease of use of the system. the online test was also thought to be interesting and pleasant, with some students remarking that it was like playing a game. additionally, the instant feedback offered by the online test was emphasized, with students noting that they could check their score right away and, if there was a mistake response, the correct answer was displayed underneath it. students praised the online test's usability and noted that they could take it from any location with an internet connection. the efficiency of the online test was emphasized, with students noting that it was more practical and allowed them to practice time management in working on questions. the online test was also seen as enjoyable, with students noting that it could be done at a relaxed pace without feeling rushed by friends, allowing for more focus. finally, students appreciated the clarity of the online test, with some noting that it was easier to distinguish between the different tenses. some students also appreciated the unique features of the online test, such as the different and unique look and the fact that it was hassle-free. table 5 the drawbacks of using classtime.com for online testing on students’ feedback category example of quotes technical issues "my signal is lagging", "there might have been a misclick", "even if there are network problems, the timer is still running”, "the settings must be corrected again." user interface/experience "there should be a repetition of the answer if time is still available", "a discussion should be given when the answer is wrong", "standard vocabulary that is easy to understand should be used", "pictures are needed to explain the questions clearly." exam system functionality "after submitting, directly move to other questions”, "it's best when after submitting, it is shown which answer is correct." content delivery/quality "prepare for the exam beforehand", "it's an easy matter", "seriousness is required when discussing the material", "maybe we just need to add pictures to make taking this exam ningsih classtime.com as an ai-based ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 399 more interesting”, "it's already good, but you can add audio and pictures”, "in my opinion, this online exam system is good, but it has a few shortcomings." time management "maybe the time could be extended a bit so that i don't lose my focus”, "it's better to use e-learning uin instead of switching between websites”, "i think by adding or displaying the remaining time during the process, i can find out the remaining time." other "maybe it can be added with music”, "students should do previous learning so that the exam system runs smoother”, "it may be necessary to make improvements from time to time to adjust to the situation and conditions for the examination”, "because i get bored easily, i hope the exam system uses quizzes with only one submit." according to students’ perceptions, we could see that the online testing system in aibased was generally positively perceived. many students thought the system of classtime.com was effective and did not need any major changes. however, several feebacks given by the students needed to be concerned. one of the most critical issues stated by the students was the technology which was quite difficult for them. the students’ responses showed that most of them found some signal issue which quite often lagged the this made the mid-test could be finished on time as the instructor set already. for example, one student noted, "my signal is lagging," while another student added, "there is a signal problem." thus, they suggested the online test of classtime.com to show the time left while the test is running. some students suggested that the exam system of classtime.com needed to add pictures or animations to make it more engaging. then some students also thought that the test system should be user-friendly and easy to navigate. they suggested that the system should use standard vocabulary and be easy to understand, especially for economic sharia law terms. while another suggested that the system should provide a warning when someone accidentally pressed the back button on their phone or the online test website of classtime.com. lastly, some students suggested that the online test system of classtime.com should be more exciting and engaging. some suggested that the system should include music or cute animations, while others suggested that the system should use quizzes or games to make the questions more engaging as well. for example, one student responded, "with games, i can catch the meaning of the questions more quickly”. in summary, the students' feedback showed that the online test system of classtime.com was generally good, but there were still some areas for improvement. these areas included technical problems, ensuring the system is userfriendly, and making the exam more engaging and exciting. discussion in the field of education, technology has helped the development of innovative instruments that can improve learning and evaluation (albinson et al., 2020). one such instrument is the online assessment platform powered by artificial intelligence (ai) (galhotra & lowe, 2022; reategui & herrera, 2021; sánchez-prieto et al., 2020). this study examined the effectiveness of classtime.com as an online testing platform for students' academic performance in esp education, specifically in the teaching of tenses in economic sharia law. in addition, it revealed intriguing distinctions in gender performance. this study also investigated the potential and educational implications of ai-based online assessment. dealing with education technology, according to mujtaba & mahapatra (2020); zhu (2020), the use of technology in education can provide a more efficient and effective way to assess student learning, as well as improve the quality of instruction. this sentiment is supported by the findings of the current study, which suggest that the ai-based online testing platform was effective in assessing the knowledge of esp students in economic sharia law. additionally, several studies found that there were gender variations in academic achievements, with females frequently performing better than males in several topics and some examinations (reilly et al., 2019). this is in line with this study which found that the ningsih classtime.com as an ai-based ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 400 mean score for female students was higher than the mean score for male students in the midtest for testing the tenses in economic sharia law students. compared to male students’ scores, females' scores were more constant, as evidenced by the fact that their standard deviation was also smaller. these findings emphasized the significance of taking gender variations into account when assessing student performance and developing educational initiatives. overall, the study's findings highlight the need of taking gender differences in academic achievement into consideration and give crucial information on the effectiveness of ai-based online assessment platforms in esp education. the results of this study also imply that ai-based online testing platforms can be useful in language education by offering students flexibility, convenience, ease of use, engagement, immediate feedback, accessibility, efficiency, enjoyment, clarity, and special features (hahn et al., 2021; isnaini et al., 2021; jin, 2022; saienko & chugai, 2020). however, the student feedback also emphasises the necessity of fixing technological issues, offering clear instructions and explanations, making sure the system is user-friendly, and enhancing the exam's intrigue and excitement. furthermore, it is crucial to address the concerns raised by students to ensure the continued success of such platforms in language education. as one student suggested, "there should be a discussion when the answer is wrong," which could be addressed through the inclusion of more detailed explanations for incorrect answers. additionally, providing warnings when someone accidentally presses the back button on their phone could help prevent accidental loss of progress. in summary, the findings of this study suggest that aibased online testing platforms can be a valuable tool in language education. however, addressing technical issues, providing clear instructions and explanations, ensuring the system is user-friendly, and making the exam more engaging and exciting are crucial for the continued success and effectiveness of such platforms. as noted by gayed et al. (2022); inozemtseva et al. (2022); sun et al. (2021) education has the potential to significantly improve the quality of learning, and ai-based online testing platforms can be an important part of this technological revolution. in the context of esp education, this study investigated the effectiveness of the aibased online testing platform called classtime.com for assessing students' command of tenses in economic sharia law. it examined the effect on students' academic performance and highlights gender differences in academic performance. in addition, it discussed the implications of the findings of addressing technical issues and student feedback to improve the platform's efficacy and ensure its successful integration into language education. the implications of the findings the high average scores and comparatively infrequent low scores show how well the online testing platform evaluates students' knowledge. online assessments can give accurate and valid findings, making them a useful tool for educators to evaluate students' learning outcomes, claim feenstra et al. (2018). nevertheless, there is space for improvement in terms of supporting children who performed below average, despite the overall encouraging outcomes. students who scored below average may need additional attention and direction from teachers to assist them improve their performance, according to supendi (2020). this is in line with the difference in performances between classes which emphasized how crucial it was to take create such a class level. admiraal et al. (2020) claimed that class-level data analysis can help teachers in determining the areas in which certain classes require further support and in developing their curriculum to better match the needs of their students. according to the students’ feedback, online testing using classtime.com provide advantages, including easiness, engagement, immediate feedback, accessibility, effectiveness, enjoyment, and special features. online testing could become increasingly appealing because of these advantages for both students and teachers. according to gayed et al. (2022), jin, ningsih classtime.com as an ai-based ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 401 (2022), and sun et al. (2021), online testing can give students a fun, interactive learning experience that can improve their academic performances. however, some students also believed that there needed some improvements. to ensure that students can effectively navigate and finish the assessment, instructors must make sure that online assessments are user-friendly and offer clear instructions, feedback, and help, as stated by kiryakova (2021). overall, the study's results indicate that while online testing platforms are useful for evaluating students' knowledge, there is still space for development in terms of accessibility, clarity, special features, and meeting the needs of students who performed below average. therefore, it is crucial that educators take these aspects into account while creating and delivering online assessments. conclusion in summary, this study analyzed data from an ai-based online testing platform using classtime.com for economic sharia law students and explored the students’ feedback on the effectiveness of the platform. the findings highlighted that the online test using clastime.com reached a mean score of 88.21 which then the data also showed that there was a difference in score mean in the students’ performance according to the classes and gender. the ai-based online assessment platform's flexibility, ease of use, engagement, immediate feedback, accessibility, effectiveness, efficiency, fun, clarity, and special features were praised by students in their feedback. the study's significance lies in its contribution to the growing field of language education and assessment, particularly in the context of using ai-based online testing platforms. the outcomes showed how these platforms have the potential to be useful instruments for evaluating students' knowledge and proficiency in language teaching. however, there are some limitations of the results which could be influenced by other factors, such as the sample size may not be typical of the full population of economic sharia law students. additionally, because the study only examined one aspect of language, it cannot be applied to other aspects of language. these platforms could help teachers classify their students' strengths and weaknesses so they can modify their instruction. the adoption of ai-based online assessment platforms of classtime.com in other language topics and research into the variables that affect students' performance on these platforms are final recommendations for further research. the longterm impact of using these platforms on students' language learning outcomes and general attitudes toward language education and evaluation can also be investigated in further research. references admiraal, w., vermeulen, j., & bulterman-bos, j. 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(2020). application of ai identification technology in foreign language education. 2020 international conference on artificial intelligence and education (icaie), 71– 75. https://doi.org/10.1109/icaie50891.2020.00024 journal of languages and language teaching, vol. 4 no.2, november 2016 74 the influence of the pyramid discussion towards the student writing ability nazhan nullah sma darul hikmah mataram, ntb enoqnizam1@gmail.com abstrak this research was aimed to know whether the " pyramid discussion" can give a significant influence toward the students' writing skill at the second year students’ of sma darul hikmah in the academic year of 2016/2017. the research design of this study was preexperimental design with pre-test and post-test one group only. the population of this research was the second grade student of sma darul hikmah mataram in the academic year of 2016/2017 that consist of 33 students with 18 males and 15 females students. meanwhile, the instrument of this research was pre-writing test. the technique of data analysis were descriptive analysis and inferential analysis. based on the result of the data analysis as the mean score of pre-test was 22.5 and the mean score of post-test was 28.2 whereas the score of t-test was 9.24 the score of t-table was 1.68 with 32 of freedom degree it was the confidence level of 0.05 or 90% the findings indicated that the value of ttest was higher than the value of t-table (9.24 1.684). the conclusion of this research showed that " pyramid discussion" was significantly influenced the students' writing skill at the second year students’ of sma darul hikmah in the academic year of 2016/2017. it can be conferred that the null hypothesis (ho) was rejected and therefore the alternative hypothesis (ha) was accepted. finally the researcher may conclude that the use of pyramid discussion in teaching writing was significantly influenced. key words: pyramid discussion and writing. abstrak penelitian ini bertujuan untuk mengetahui apakah "diskusi piramida" dapat memberikan pengaruh yang signifikan terhadap kemampuan menulis siswa pada siswa kelas ii sma darul hikmah pada tahun akademik 2016/2017. desain penelitian dari penelitian ini adalah desain pra eksperimental dengan pre-test dan post-test satu kelompok saja. populasi penelitian ini adalah siswa kelas ii sma darul hikmah mataram pada tahun akademik 2016/2017 yang terdiri dari 33 siswa dengan 18 laki-laki dan 15 siswa perempuan. sedangkan instrumen penelitian ini adalah pre-writing test. teknik analisis data adalah analisis deskriptif dan analisis inferensial. berdasarkan hasil analisis data sebagai mean skor pre-test adalah 22,5 dan skor rata-rata post-test adalah 28,2 sedangkan skor t-test adalah 9,24 skor t-tabel 1,68 dengan derajat kebebasan 32 tingkat kepercayaan 0,05 atau 90% menunjukkan bahwa nilai t-test lebih tinggi dari nilai t-tabel (9,24 1,684). kesimpulan dari penelitian ini menunjukkan bahwa "diskusi piramida" secara signifikan mempengaruhi kemampuan menulis siswa pada siswa kelas ii sma darul hikmah pada tahun akademik 2016/2017. dapat disimpulkan bahwa hipotesis nol (ho) ditolak dan oleh karena itu hipotesis alternatif (ha) diterima. akhirnya peneliti dapat menyimpulkan bahwa penggunaan diskusi piramida dalam pengajaran menulis sangat dipengaruhi. kata kunci: diskusi dan penulisan piramid. introduction writing ability generally received in the classroom, taught experiences, teacher using some learning methods successively from easy to difficult one with some exercises. even more people thought that journal of languages and language teaching, vol. 4 no.2, november 2016 75 english language is a foreign language, that an english teacher should have a set of enough vocabulary with good grammar. in many countries it is used as a first language and as foreign language of the second language. in principle, to write means to try to produce or reproduce written messages. before we write, we need to determine what to write; we should have something meaningful to convey. when dealing with writing, we make the best to express our messages. our purpose for communication. when we write, we intend to interact with our readers of using wtitten language. as in using spoken language to communicate, our principal purpose is to make our readers understand. one of the common problems is a lack of ability to construct grammatical sentences. some students also often produce sentences that are grammatically correct, but semantically awkward or even wrong. the students have mastered the knowlwdge and skill of writing. they should know how to punctuate, how to arrange and administer the topic sentence and how to develop it, how to organize writing logically and clearly and so on. most of students are still poor in writing. they fail to write good paragraphs. the way of material presentation of the writing is unsystematics; their sentences are faulty. having seen the achievement of the second year students in writing, the writer concludes that the students are still not able to write very well in english because the students have less knowledge in vocabulary and grammatical structure. dealing with such phenomena, the researcher did an observation and thus he concluded that most of students at sma darul hikmah especially at second years grade have same factor that can influence their writing the sentence or story faulty such as, students lack of vocabulary mastery, students don not know how to start their writing, students have less knowledge about steps of writing and also in grammatical structure. based on the explanation above, the researcher interested to apply "pyramid discussion" to help students writing skill and understand the kind of text generally. the researcher hopes that "pyramid discussion" can make the learners active in learning process because every student has to responsible to what they wrote with correct grammar and understand about what they wrote. "pyramid discussion" also can make students feel easily to write because they know how to choose the good topic, students understand how to start their story and can identify the differences between formal and informal language. in the statement of the problems study, the research question was: " is there any significant effect of " pyramid dis cussion" toward the students' writing skill at the second year students’ of sma darul hikmah in the academic year of 2016/2017. the purpose of the study was to find out the significant effect of "pyramid discussion"toward the students' writing skill at the second year students’ of sma daru lhikmah in the academic year of 2016/2017. the result of the research was expected to provide useful input for english teacher about the uses of teaching writing using pyramid discussion strategy, and also intended to inform the english teacher of any problems encountered by the student in learning how to use pyramid discussion strategy for teaching writing. review of related literature definition of writing writing is frequently useful as preparation for some other activity, in particular when students write sentences as a preamble to discussion activities. this gives students time to think up ideas rather than having to come up with instant fluent opinions, something that many, especially at journal of languages and language teaching, vol. 4 no.2, november 2016 76 lower levels, find difficult and awkward (harmer, 2007: 33). style is general characteristics that differentiate one individual from another. learning strategy is those specific attacks that we make on a given problem, they are the moment by moment techniques that we employ to solve problems posed by second language input and output. pyramid discussion is a good interactive way of providing a model composition before asking students to do a similar one for individual homework. where the alternative hypothesis (ha) stated that"“there is a significant effect of using "pyramid discussion” in teaching writing at the second year students of sma darul hikmah in the academic yer of 2016/207". meanwhile the null hypothesis (ho):“there is no significant effect of using "pyramid discussion” in teaching writing at the second year students of sma darul hikmah in the academic year of 2016/207”. research methodology research design this study is an experimental design. it is stated that experimental design is a means of collecting evidence to show the effect of one variable upon another practical compromises between true experimentation and the nature of human language behavior which we wish to investigate. the population of this study is all of the second year of students of sma darul hikmah in the academic year of 2016/207. the students are still actively learning english as the compulsory subject in, the second year students of sma darul hikmah in the academic year of 2016/207 consists of one class with 33 students. 18 students are males and 15 students are females. sample refers to the technique or the procedure that the researcher will adopt in selecting some sampling units from which inferences about the population is drawn (kothari, 2004: 153). the samples of this research are the second year student which is called as xi class. this research used total sampling technique, total population sampling was a type of purposive sampling technique that involves examining the entire population (i.e. the total population) that have a particular set of characteristics (e.g. specific attributes /traits , experience, knowledge, skills, exposure to an even, etc.). research instrument the instrument here is used to collect data. in this study, the researcher used a test for the instrument. the test is writing test which consists in the written test, the researchers will make the instrument in the form of essay with the obvious question, examples of instruments such as: writing short stories two paragraph, describing the images of two paragraphs. research finding and discussion research finding based on the research question in chapter one that was “is there any significant effect of " pyramid dis cussion" toward the students' writing skill at the second year students’ of sma darul hikmah in the academic year of 2016/2017?”. to find out the solution of the problem, the writer analyses the data obtained from pre-test and post-test. then the writer presented the statistical computation of mean score both groups. the discussion continued to analysis and interpret the finding. the statistical computation covers the calculation of both pre-test and post-test experimental group. discussion based on the result of the research finding above it was proved that pyramid discussion has significance effect toward journal of languages and language teaching, vol. 4 no.2, november 2016 77 students writing skill, it proved a theory from the advantage of pyramid discussion itself in chapter ii. this will help students to use the appropriate questions in the appropriate context a learning strategy that guides a student performance before during and after a task performance" by using pyramid discussion, it could gave students a good guide how to be a good writer in teaching and learning proccess it was seen based on the data analysis that included in research finding after the students score was convered with the t-tes, in which the students score higher than the t-test on the ttable. conclusion and suggestion conclusion the conclusions of this study is based on the result of the data analysis as the answer for question formulated in chapter one. the mean score of pre-test was 22.5 and the mean score of post-test was 28.2 whereas the score of t-test was 9.24 the score of t-table was 1.68 with 32 of freedom degree it was the confidence level of 0.05 or 90%. as the degree of freedom 32 on the table at the level of significance. the figure indicates that the value of t-test was higher than the value of t-table (9.24 1.684). suggestion the teacher should be sure that the students have understood and mastered the material when they teach their students. the teacher should be patient, creative, and innovative in guiding their students. the teacher should applied pyramid discussion by combining or accompanying it with appropriate technique creatively. the students should be serious in studying english because english is one of the subject to past the final examination. the students should be active in english learning by using pyramid discussion because it is to make them ease to learn english. the students should be braver in sharing their opinion whether in written or spoken. the present study used relatively small sample, it is hope to the next researcher to use bigger and more representative sample. it is so worthy to pay more attention to the sampling technique when you do the research. it will guide you into a good, valid and representative result at the end of the study. this research is using pyramid discussion, so that is possible for the other researcher to asking some friends to help them in testing their students in collecting their data. references brown, h. douglas. 2000. principles of language learning and teaching.fourth edition. white plains, new york: person education. 2003. language assessment, principles and classroom practice. new york: pearson education. harmer jeremy, 2007.how to teach writing.england and associated throughout the world.www. longman.com hyland ken, 2004. second language writing.published in the united states of america by cambridge university press, new york. journal, greece, costas gabrielatos, 2002. efl writing: product and process. journal, widodo, handoyopuji. 2008. process-based academic essay writing instruction in an efl context. kothari, c. r, 2004. research methodology. method and techniques 2nd revised edition.publishing for one world: new age international (p) limited: ansari road, daryaganj, and new delhi madsen, harold. s, 1978.techniques in testing: teaching techniques in english as second language. new york: oxford university press. manchon m. rosa. 2009 writing in foreign language contexts: learning, teaching, and research. british library: cataloguing in publication journal of languages and language teaching, vol. 4 no.2, november 2016 78 marlin e. thomas, 1978.the development and evaluation of pyramid discussion study technique. university press. mars land, bruce. 2009. lesson from nothing. activities for language teaching with limited time and resource.cambridge university press. miller, steve. 2005. experimental design and statistics 2ne edition. london and new york: routledge. nicholls gill. 2004. an introduction to teaching: a handbook for primary and secondary school teachers. second edition.british library cataloguing in publication data: london and new york. raimes ann, 1938. techniques in teaching writing.(teaching techniques in english as a seconcv ad language).oxford american english. weigle, sara cushing, 2002. assessing writing.cambridge language assessment. new york: cambridge university press. widodo, handoyo puji. 2008. process-based academic essay writing instruction in an efl context. william d.james, 2003. preparing to teach writing: research, theory, and practice.london: publishers10 industrial avenuemahwah, new jersey. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7525 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 251-262 jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 251 efl teachers’ perceptions of kahoot as an online learning platform in increasing learning engagement toward enhancing vocabulary knowledge 1ketlin melisa natalia situmorang 1*debora chaterin simajuntak 1english education study program, universitas advent indonesia *corresponding author email: debora.simanjuntak@unai.edu article info abstract article history received: march 2023 revised: march 2023 published: april 2023 this study aims to investigate teachers’ perceptions of the effectiveness of using the kahoot application in enhancing students' vocabulary knowledge and increasing learning engagement. the research employed a qualitative research design, specifically utilizing a narrative inquiry approach to collect data. the study's participants were teachers with prior experience using the kahoot application. data were gathered through the use of storytelling, where the researchers listened to and transcribed the participants' accounts of their experiences. the findings suggest that the kahoot application is a valuable tool for teaching vocabulary to english language learners. teachers can leverage kahoot to promote dynamic engagement in the learning process, which, in turn, motivates students to participate eagerly. kahoot's enjoyable assessment features provide teachers with a platform to facilitate vocabulary learning in a more effective manner. the participants' experiences indicate that the majority of students respond positively to the use of kahoot to enhance their vocabulary knowledge and express an interest in continuing to learn using this application. keywords teachers’ perception; kahoot media; teaching vocabulary; online learning; how to cite: situmorang, k.m.n., & simajuntak, d. c. (2023). efl teachers’ perceptions of kahoot as an online learning platform in increasing learning engagement toward enhancing vocabulary knowledge, jollt journal of languages and language teaching, 11(2). pp. 251-262. doi: https://doi.org/10.33394/jollt.v%vi%i.7525 introduction vocabulary is one of the facets of english that students struggle to fully comprehend, so it is essential when learning english. the students should put their efforts into learning english vocabulary for their practical, daily needs. given the importance of learning vocabulary, language teachers have a duty to create and maintain a stimulating environment by providing a tool that can increase students' motivation, like technology, as a means of learning english (solikhah, 2020) pronunciation, grammar, and word usage are types of linguistic elements; english vocabulary is a different kind (dickinson et al., 2019). at times english language learners have difficulty with vocabulary acquisition (dakhi & fitria, 2019). the efl students tend to have trouble memorizing the vocabulary, and from time to time when they relied on the lessons, they forgot the meanings of the phrases that had been given. the students found it difficult to retain the vocabulary even though the teacher instructed them to. if the teacher allowed the students to speak while using the vocabulary they had learned, their speaking abilities would increase (ihsan & wahidah, 2019). they frequently struggle with vocabulary when attempting to comprehend the text. when students fail to make progress in their english studies, their urge to grow is not fulfilled. despite the importance of learning efl vocabulary, efl students still have trouble with it. among these difficulties are learning new words' definitions, how to pronounce them effectively, how to apply them appropriately, how to spell them correctly, and gaining new https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& situmorang & simajuntak efl teachers’ perception of ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 252 vocabulary (wang et al., 2020). the word's grammar is also problematic, particularly if it differs from that of its l1 equivalent. it can be difficult to keep track of whether a verb like enjoy, adore, or hope is followed by an infinitive or a -ing form (siddiqua et al., 2010). vocabulary knowledge increases gradually when a second language is learned like studying a first language. vocabulary knowledge is predicted to develop along with proficiency in foreign languages. in other words, as vocabulary knowledge gradually grows, so does the ability to speak a foreign language (yildiz, 2022). speaking a word clearly is different from having good word-building abilities. teachers have referred to their students' motivation in terms of their desire to learn english vocabulary and english teaching tools like mobile phones as an alternative learning medium for vocabulary (studies, 2017). the use of efl teaching and learning methods has been impacted by technological innovations and advances (muthi’ah et al., 2021). technology and its resources are taken into consideration when creating curricula in order to provide students with a more varied education using a variety of teaching tools and resources and to promote innovation, application, and lifelong learning (livingstone, 2019). technological breakthroughs have led to developments in almost all education practices (anabel & simanjuntak, 2022). it may affect how students learn, work, play, and live. technology use has become a necessary component of work, so schools must begin implementing it to enhance teaching-learning activities (adnyani et al., 2020). in addition, the use of digital technology in the world of education is now greatly expanding. technology has significantly enhanced students' educational experiences. technology can be used to teach english in creative ways, such as with software kahoot, which benefits both students and teachers (trinh et al., 2022). the power of using digital technology can be effectively used by teachers and students to raise the standard of instruction and learning in the classroom (lawrence & tar, 2018). according to adnyani et al., (2020), free game-based learning tools like kahoot can be used for any topic, on any device, and by users of any age. kahoot was created to increase learning enjoyment and is appropriate for learning outside of the classroom. every month, millions of users from countless various backgrounds use kahoot! in settings ranging from classrooms to business meetings, charity events, award ceremonies, and other occasions. because of its illustrations, substance, and features that let us design the game on our own, kahoot! is distinctive. there are several kahoot options that can be modified in the public library section if teachers do not have the time to create it from scratch. kahoot! wang and tahir claim that there are three goals in the game. (2020, p. 2), which include boosting students' involvement, motivation, enjoyment, and concentration to improve their learning process in class. kahoot has very interesting features and is in accordance with what students want; it is colorful, has various pictures, and is easy to use. however, there are significant drawbacks to kahoot! teachers' actions are carried over to the following cycle if the established conditions were not met (heni et al., 2019). according to asniza et al., (2021), tracking learners progress is challenging. the teacher would need to break down usernames and link them to student names in order to keep track of their progress. she or he would then need to note how many of each student's kahoot answers were correct. it was challenging for students to maintain motivation and engagement once they received a number of incorrect answers (licorish et al., 2018). one of the obstacles that is inherent in every application that is used is an internet connection, because it can complicate the process of the application. furthermore, rather than being a platform issue, this problem is primarily related to internet accessibility (rajabpour, 2021). the theory of language learning presented by crawshaw, (2015), on which this study is based, explains how teachers can encourage their students to process information about the language they are learning using a combination of intuitive and conscious processes. a logical connection between the krashen theory of communicative language teaching and the natural situmorang & simajuntak efl teachers’ perception of ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 253 approach to the theory of language acquisition would be from a research viewpoint. this theory seeks to understand how teachers perceive students' potential for developing their capacity and ability to comprehend the material (koondhar et al., 2018). henceforth the researchers of this study would like to delve deeper into the perceptions of efl teachers regarding the use of kahoot! in promoting basic english vocabulary. this research was conducted to address three research questions: (1) what aspects does kahoot add value in promoting basic english vocabulary? (2) what are the teachers perception on the use of kahoot in teaching english? and (3) what is teachers engagement with kahoot to promote learning? this questions led the study in exploring teachers’ perceptions in teaching vocabulary to their students. research method this is a qualitative study, with a research design that involves conducting interviews to collect data. this research was conducted to collect data and as much information as possible about efl teachers' perceptions of kahoot as an online learning platform for promoting basic english vocabulary. research design this study is a narrative inquiry study that employs an interpretive description approach. in order to gain a deeper understanding of and comprehensive knowledge about a particular topic, the researchers used a narrative inquiry method to explore participants' experiences and seek their perspectives. according to creswell (2015), narrative research designs are qualitative techniques in which researchers describe persons' lives, gather and narrate their stories, and compose narratives about their experiences. in education, these stories frequently center on classroom experiences or school activities. furthermore, unlike personal interviews, narrative inquiry allows participants to feel free to share their real-life stories. the interviewee tells the story in a narrative inquiry. as subject matter experts from their own lived experiences, the study's participants possess the power of knowledge. participant recruitment purposive sampling was used for this study's sampling strategy because it ensures a variety of viewpoints and focuses on specific traits that help the researchers find the answers to their research questions. (palingkas, et.al. 2016). the study enlisted english teachers who instruct english as a subject and deliver vocabulary-building materials to students using the kahoot! application. through purposeful sampling, all participants were chosen for participation. before verbally agreeing, the participants were asked if they had read the information sheet that had been provided. each participant received a set of coded initials to ensure confidentiality. table 1 demographic features of the participants initial age gender school profession is 23 female private english teacher tn 23 female private english teacher de 21 female private english teacher fb 21 female private english teacher el 29 female private english teacher ha 24 female private english teacher instruments and data collection the study instrument is participants’ stories. the researchers contacted them through whatsapp to ask about their willingness to be the research subjects. the researchers made a whatsapp group to make it easier to give information about the process. to lead participants throughout the entire narrating of the story process, the researcher prepared a guide. for the situmorang & simajuntak efl teachers’ perception of ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 254 data collection, the researcher did several video calls and zoom meetings to collect stories from participants because researcher and participants are separated by distance. data analysis after collecting the data the researchers transcribed the data before analyzing it. the researchers made a transcription of the narratives. the researchers then applied thematic analysis to analyze the data. braun and clarke (2006) suggested that thematic analysis is an effective technique for exploring the viewpoints of various research participants, revealing parallels and differences, and eliciting unexpected findings. the analysis is divided into various steps, beginning with familiarization with the original data and continuing with the assignment of initial codes to statements that summarize the primary point of the interviews (saldaña, 2013). to preserve the participants' privacy, initials were made to report statements. research findings and discussion research findings this study employs a narrative inquiry design. this study was carried out in order to understand how teachers felt about using kahoot to encourage vocabulary learning. the opinions of teachers regarding kahoot as an online learning platform for promoting basic english vocabulary were elicited through interviews with a total of six teachers. the researcher recorded, arranged, and interpreted the data to discover solutions to the research questions. below is a list of each research question's findings and analyses. aspects in promoting english vocabulary kahoot has aspects that can increase a child's vocabulary level. vocabulary is an important aspect of learning a foreign language. learning vocabulary entails not only understanding word definitions but also becoming familiar with every element of a given word (he, 2010). dynamic involvement using technology in the classroom is fun for students and they are more enthusiastic about learning. like the quote below: p1 : “when i use it in class when filling in chapters and students enjoy working on questions”. p6 : “i found some difficulties when using kahoot the first reason when students try to enjoy the games from kahoot”. p2 : “so for us to be able to reach students, we can use the kahoot application because it can interact with children and they enjoy it. for teachers who instruct, this kahoot is very helpful because, in addition to altering the way students learn, it can also amuse students and improve the mood in the classroom. therefore, the quantitative results were supported by the student responses, which demonstrated that kahoot benefits students in a variety of ways, including increasing their level of engagement and participation in class, being easy to use and promising for reviewing units and material, preparing students and enabling them to learn more quickly, being helpful for reviewing vocabulary, and providing fun and enjoyment. the results showed that students were able to participate in the lessons, successfully master the target language, and enjoy learning english with kahoot. the impact of using kahoot on students' focus, involvement, enjoyment, perceived learning, motivation, and satisfaction was examined by (inglés, 2023). learning assessment teachers can create a fun learning atmosphere using technology-based learning systems to help students with different learning activities. kahoot creates an interesting activity for situmorang & simajuntak efl teachers’ perception of ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 255 students; for example, teachers can make quiz questions that are more interesting and varied for students. based on the teachers’ experience: p1 : “my students are more enthusiastic about learning if they are going to take the quizzes because they use kahoot.” p6 : “ of course my students have development, they are more enthusiastic and excited about doing the exercise and are not bored by it because kahoot has music and picture themes, so they enjoy doing it more and get better grades. my students are very happy to use this kahoot so i will ask them to do the game and if there is an opportunity, we will often use it so that students also have the enthusiasm to learn.” p1: “ kahoot it helps in giving interesting quizzes, and the assessment immediately after the quiz makes it easier to record student scores. p2: “and in this application, the highest score is notified, and from there, students can see their highest score, which is very interesting for them. p3: “something i see the kahoot application is yes, of course all the features are interesting. mclaughlin & yan (2017) came to the additional conclusion that formative feedback in the form of online evaluation has the potential to boost student engagement, boost their enthusiasm for learning, and result in better academic success. thus, it can be said that software kahoot is a learning tool that can raise students' academic performance. students who use software kahoot become more motivated, passionate, and capable of competing and cooperating in teams. media software is also provided to students while they are learning to keep them interested, particularly with reading, which is regarded as one of their most absorbing subjects. the use of the kahoot application in english language instruction today is now generally acknowledged by researchers. the kahoot application increases students' motivation and focus when studying english (wang & tahir, 2020). p2: “ the opportunity that i have is that, as a teacher, we can use various media platforms available on the internet today to be able to help us in teaching and learning so that students won’t get bored from the lesson their receive. p5: “students don’t feel bored in class because there are applications that can be used, and it builds their enthusiasm for learning, so i use this application of course for my students. sibatuara (2021) with the help of the kahoot application, they can practice their english with peers, have fun, discover new content, and spice up other tasks. p1:” so the way that i want to do for my students is give them the opportunity to have fun learning by using kahoot. p2: “ so for us to be able to reach students, we can use the kahoot application because it can interact with children, and they enjoy it. it also has other ways to ensure that children don't get bored and students have a lot of fun. p3:” feel quite satisfied with this application because it is the children's interest that makes me happy when they have fun with learning. p2: “ the opportunity that i have is that, as a teacher, we can use various media platforms available on the internet today to be able to help us in teaching and learning so that students won’t get bored from the lesson their receive. situmorang & simajuntak efl teachers’ perception of ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 256 p5: “students don’t feel bored in class because there are applications that can be used, and it builds their enthusiasm for learning, so i use this application of course for my students. (sibatuara, 2021), with the help of the kahoot application, they can practice their english with peers, have fun, discover new content, and spice up other tasks. p1:” so the way that i want to do for my students is give them the opportunity to have fun learning by using kahoot. p2: “ so for us to be able to reach students, we can use the kahoot application because it can interact with children, and they enjoy it. it also has other ways to ensure that children don't get bored and students have a lot of fun. p3:” feel quite satisfied with this application because it is the children's interest that makes me happy when they have fun with learning. p4” students can have fun using the app and it is easier for them to understand without explaining all the material that much. p5:” and also, this application can foster students' interest in learning even more because it is fun for them. p6:” i decide to use kahoot because it helps me a lot, when i made fun activities that related to my topic in class through games. kahoot help me to make fun games that related to my topic in class and also i use kahoot for any exercise in class and it help me a lot because kahoot already calculate all the score that easy to get final score without conic manually. teachers perceptions on the use of kahoot quality of teaching the quality of teacher teaching must be creative; there are many applications that can be used for both online and offline learning. learning while playing is an interesting activity to do in the classroom. kahoot is an application that supports learning in the classroom. the following is the teacher's opinion about the kahoot application as a learning method: p1: “my students are more enthusiastic about learning if they are going to take quizzes because they use kahoot. p2: “i have used kahoot several times to help me in the process of teaching and learning activities because this application can help children become more enthusiastic about learning. p3: “for the kahoot application program, it might be more interesting if the features were updated every year and more new things were included with it so that children felt that this application really supported their learning. p4: “but kahoot provides teachers with a new way to deliver instruction, personalize learning, and increase student engagement. in particular, a joint problem-based learning teaching strategy was developed, and it was compared to another strategy that incorporated technology into the learning process, (limniou & mansfield, 2019). staff members at the university expressed serious concerns about the potential impact on teaching quality and the student learning experience, according to a hastily performed research exercise, (milliken & barnes, 2002). the lack of high-quality technological tools and the teachers' uncertainty about which application best suits the students' abilities are situmorang & simajuntak efl teachers’ perception of ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 257 viewed as challenges by the educators. (muthi’ah et al., 2021). in order to earn points, students must respond to questions quickly and accurately. the highest scorers' scores are displayed on a leaderboard. this outcome is favorable for the students, as evidenced by the rise in posttest scores and the outcomes of observations with improved descriptions, (wang et al., 2022). p1:”kahoot it helps in giving interesting quizzes, and the assessment immediately after the quiz makes it easier to record student scores. my students are more enthusiastic about learning if they are going to take quizzes because they use kahoot. so that students before the time to do their quiz will study harder to get a high score when the quiz later. p2:”and in this application, the highest score is notified, and from there, students can see their highest score, which is very interesting for them. participants voiced similar opinions about the prevalence of a bad internet connection and a lack of adequate facilities, including both students and teachers (anabel & simanjuntak, 2022). in mahbub's (2020) research, which examined the use of kahoot! with undergraduate students enrolled in the english education program, the only obstacle to continuous implementation was a poor internet link, despite the fact that students thought online assessment was practical. p1: “the difficulty i experienced when using this application was an unstable internet with a network that sometimes disappeared. p6: “suddenly there was unstill connection then they can’t rejoin and continue the game again, and the second the students only can see the questions from the one who share the screen they can’t see from the own screen it means there unstable connection with my connection and they can’t continue to answer the questions, it seems like quizizz the questions can appear every students screen if we use quizizz, so when i have unstable connection when i used this app it want disturb them at all to did the exercise. the successful use of applications in learning is a good connection. participants voiced similar opinions about the prevalence of a bad internet connection and lack of adequate facilities, including both students and teachers. for hybrid learning to be successful, there must be a reliable internet connection and all required equipment, (anabel & simanjuntak, 2022) teachers’ engagement to promote learning the teacher promotes his teaching using kahoot by using the method of grouping students. students also feel happy and believe that there is a new method of learning while playing using kahoot, which is very effective and makes it easier for teachers and students in the learning and teaching process. the following are opinions on the promotion of learning: p1: “.a teacher when making a teacher's exam, you don't have to sit in class, or when online, students remain sporty in answering these questions, because students are asked to be honest, they don’t have any time to ask her friend by chat or whatever so they should do the exams with herself, and also in this app, you can't open anything else because it will come out, and this kahoot is full of color, so happy kids. p3: “when using the kahoot application, the things that i have achieved are when i invite people to participate in learning activities i create with kahoot, they show interest and the event becomes more lively despite being online. situmorang & simajuntak efl teachers’ perception of ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 258 p4: “the pandemic has greatly changed the pattern of learning in schools using online platforms so i chose kahoot as one of my platforms. p5: “in using this application, i have never had difficulty or had problems, because my students have cellphones and also use online learning, and i think their parents allow them to use cellphones, so they are already good at using electronics. in particular, a joint problem-based learning teaching strategy was developed, and it was compared to another strategy that incorporated technology into the learning process, (limniou & mansfield, 2019). (limniou & mansfield, 2019), however, once the online polls are closed, both of these methods have the potential to spark discussions and disagreements. they can also encourage student-to-student and student-to-teacher as well as student-to-student encounters. english instructors needed to be able to use and adapt online tools in the classroom because all of the sessions would be conducted online. the applications available to teachers to assist efl instruction are numerous. online tools like zoom, google meet, google classroom, kahoot, quizizz, and other tools can be helpful as e-learning resources when teaching efl. (muthi’ah et al., 2021) conducted study on the most popular learning tools used during the covid-19 pandemic. this outcome is favorable for the students, as evidenced by the rise in posttest scores and the outcomes of observations with improved description (wang & tahir, 2020). to keep pupils from becoming bored, teachers should be able to create engaging materials (muthi’ah et al., 2021), p1: “because of its effectiveness in quizzes, kahoot only works when quizzes can't all be used in every lesson. p5: “because this application can be more effective and efficient in providing exam results assessment. effective and efficient how kahoot works and his attractive appearance make the want to work questions better. according to the explanation given above, software kahoot is a game that is integrated to make it simple for teachers to evaluate their students' learning. it can also be used to explain concepts, distribute content, and serve as a forum for the exchange of ideas, (wang et al., 2022). we also offer comments on kahoot's ease of use, the circumstances in which it works well, and our future plans for using it (from the instructors' point of view), (licorish & lötter, 2022). p1: “the kahoot app is no stranger to me, this application is easy to use, and the features we want to use are very interesting. p2: “i am quite satisfied with this kahoot application because it is simple, easy to learn and there are not many difficult features, but there are several features that can only be accessed if the account is premium. p4: “well this application is easy to use because i don't think this application is difficult, and by me hinting at the method they have to use to enter, it's easy for them to understand. it demonstrates the beneficial impact that using the kahoot application has on students' happiness and motivation. therefore, it is essential to identify any potential underlying causes that may have an impact on students' motivation for learning english, particularly for instructors who wish to increase their students' motivation, (licorish et al., 2018). situmorang & simajuntak efl teachers’ perception of ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 259 p4: “as a teacher i saw increased attendance, student participation, engagement, motivation, and interaction between students and teachers as well as students and peers. the first research question concerns whether kahoot application affects students' capacity for developing their english vocabularies. the second question concerns kahoot application's efficiency in developing students' vocabularies. the third question concerns kahoot application's impact on learning outcomes, (sibatuara, 2021). discussion this study aimed to investigate the perceptions of english language teachers regarding the use of the kahoot! application as a tool for promoting basic english vocabulary learning. the study was guided by three primary research questions, each of which aimed to explore specific aspects of the use of kahoot! in promoting english vocabulary learning. the first research question sought to understand the various aspects of using kahoot! in the teaching and learning of basic english vocabulary. this aspect encompasses the various features and functionalities of the application that teachers utilized in promoting english vocabulary learning. the study sought to gain insights into the different ways that teachers employed the application, such as creating quizzes and games, in facilitating vocabulary learning. the second research question delved into teachers' perceptions of the effectiveness of using kahoot! in teaching english. this aspect aimed to gain a deeper understanding of how teachers viewed the application in the context of teaching english vocabulary. the study explored the teachers' attitudes towards the application, such as their perceived benefits, drawbacks, and challenges when using kahoot! to promote vocabulary learning. finally, the research focused on the teachers' engagement with the kahoot! application to promote english vocabulary learning. this aspect aimed to explore the extent to which teachers utilized kahoot! in the teaching and learning process, the frequency of use, and the strategies they employed to ensure optimal engagement with the application. the study sought to gain insights into the factors that influenced teachers' decisions to use kahoot! as a tool for promoting english vocabulary learning. overall, the study also provides a comprehensive understanding of teachers' perceptions of the kahoot! application in promoting basic english vocabulary learning. the research questions guided the study, and the findings provide valuable insights that could inform the use of the application in the teaching and learning process. through the findings, the researchers discovered that this study is aligned with a research conducted by adnyani et al., (2020) that kahoot! can be used for any topic, on any device, and by users of any age. kahoot! to increase learning enjoyment and is appropriate for learning outside of the classroom. participants considered it as a learning app that sparks interest but does not have strong impact on students' vocabulary development even though it gives little impact to broaden their students’ vocabulary knowledge. wardani (2015) emphasized that in order to expand vocabulary knowledge, learners should be able to relate the new words to their existing knowledge as they increase their vocabulary knowledge. when they encounter words in the text, they should be able to more successfully construct meaning by demonstrating conceptual relationships between words, modifying their preexisting knowledge framework (schema), and modifying their existing schema. with that being said, participants suggested that teachers who use kahoot must know how and why to use kahoot for vocabulary enhancement; it is aligned with a research conducted by kıyançiçek and uzun (2022). educators are increasingly emphasizing the importance of using interactive learning through technology applications in teaching and learning as a means of enhancing classroom quality, promoting interactivity, and enabling flexible learning experiences that can be held wherever and whenever is most convenient for specific students; this study is in line with what situmorang & simajuntak efl teachers’ perception of ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 260 smith et al., (2022) and lawrence & tar (2018) had done. they stated that learner has control over what, when, and where they learn which increases their independence. all the findings indicated that through teachers’ perceptions kahoot! is a good app to promote learning that can help learners enjoy learning the language in a fun way. this study also provides pedagogical implications regarding teaching-learning process. these pedagogical implications are drawn as a result of the present study, in which, to maximize learning interaction through the use of kahoot, teachers should make sure that the course content and materials sent to kahoot! are engaging and useful in order to promote learners basic vocabulary knowledge. conclusion exploring teachers’ perceptions of the use of kahoot! in promoting basic english vocabulary, shed light on what aspects the app adds value to when teaching vocabulary to english learners. these aspects give english teachers recognition of how to use and view kahoot. the findings of teachers’ perceptions suggest that teachers may use kahoot to ignite dynamic learning, and once dynamic involvement is achieved, learners will be willing to participate in the learning process. the teacher can utilize kahoot as a platform to promote vocabulary learning in a much more guaranteed way wherein the fun assessment of learners’ abilities should be performed. the stories of the participants reveal that most students embrace the challenge of expanding their vocabulary through kahoot’s, and they unquestionably ask to play more and more. enhancing the effectiveness of classroom instruction includes using different teaching apps, like kahoot. teachers will gain the respect of their students by being able to provide interactive learning in the classroom. the results show that teachers should be vigilant when using kahoot because premium access is a paid feature on all apps. the app's features may not be fully utilized by teachers who prefer free access, which ultimately led to flaws in the way the lesson plan was delivered. the task of increasing vocabulary falls to english teachers. even though multiple-choice tests have a tendency to favor memorization, having teachers design kahoot’s promotes higher-order thinking skills. there are many strategies for increasing vocabulary and inspiring students to participate in vocabulary development. promoting students' interest in learning is one tactic. the findings of this study indicate that kahoot has the potential to promote learning, but in order to prevent creating confusion during the learning process, the teacher must first understand the needs of the students and how to use the kahoot application before using it. acknowledgement we would like to acknowledge the faculty of teachers training and educational science for opening us the access to connect with the study participants; wherein, we could complete this study. we also wish to thank all the participants for generously shared their experience, perspectives and time to complete this study. situmorang & simajuntak efl teachers’ perception of ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 261 references adnyani, k. e. k., adnyana, i. w., & murniasih, n. n. 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(2001). the importance of teaching. journal of building physics, 24(3), 177– 182. https://doi.org/10.1106/70v2-62vx-7lck-ydpn journal of languages and language teaching, vol. 4 no.2, november 2016 84 the effect of cooperative script method towards students’ interest in reading nurhafani smp muhammadiyah mataram, ntb nurhafani17@gmail.com abstract this thesis intended to find out the effect of cooperative script method toward students’ interest in reading comprehension and correlation between interest and reading comprehension. all of students in eighth grade at smp muhammadiyah mataram were 17 students. all of eighth grade students used as sample. students as samples treated by cooperative script. first, the students were given pre-test, after they were given post-test in form test and questionnaire. the result of students’ interest showed that the mean score prequestionnaire was 63,17 and the mean score of post-questionnaire was 77,73. the standard deviation of pre-questionnaire was 125,59 and the standard deviation of post-questionnaire 173,88. another result obtained through the analysis of the data was the value of t-test was 3,797 and t-table which was 2,120. it indicated that the value of t-test was higher than the value of t-table. moreover r-count showed 0,634 and r-table was 0.482. it meant, r-count was higher than r-table 0,634 (>0.482). it concluded cooperative script had positive effect toward students’ interest in reading comprehension and the data showed there was a correlation between interest and reading comprehension. key words: cooperative script, interest, and reading comprehension abstrak penelitian ini bertujuan untuk menemukan pengaruh metode koperatif skrip terhadap minat baca siswa dalam pemahaman membaca dan hubungan antara minat dan pemahaman membaca. semua siswa kelas viii di smp muhammadiyah mataramadalah 17 siswa. semua siswa adalah sebagai sampel. siswa sebagai sampel diperlakukan dengan koperativ skrip. pertama, siswa diberikan pre-test, setelah itu siswa diberikan post-test dalam bentuk tes dan angket. hasil rata-rata nilai siswa sebelum angket adalah 63,17 dan rata-rata nilai siswa setelah angket adalah 77,73. standar deviasi sebelum angket adalah 125,59 dan standar deviasi setelah angket adalah 173,88. melalui data analisis diproleh hasil lain adalah nilai t-test dannilai nilai ttable. nilai ttest adalah 3,797 dan nilai t-table adalah 2,120. dapat ditunjuka bahwa nilai t-test lebih besar dari nilai t-table. selain itu, dapat dilihat dari r-hitung dan r-tabel. rhitung menunujukan nilai 0,634 dan r-tabel menunujukan nilai 0.482. itu artinya, r-hitung lebih besar dari r-tabel 0,634 (>0.482). dapat disimpulkan bahwa metode koperative skrip mempunyai pengaruh positif terhadap minat siswa dalam pemahaman membaca dan data menunjukkan adanya hubungan antara minat dan pemahaman membaca. kata kunci : koperatif skrip, minat, dan pemahaman membaca. introduction in mastering english language, there are some skills that should be mastered by everyone, one of them is reading. by reading someone can get more knowledge and information from many resources such as books, magazines, newspapers, and others. it means reading skill is very important in learning language. for example the students should read a book because without reading that will be difficult for students to get information or knowledge in their daily life. journal of languages and language teaching, vol. 4 no.2, november 2016 85 according to johnson (2008: 3-4), reading is the practice of using text to create meaning an action of person who read or a way in which something is interpreted or understood. students need to practice a lot in order to have a good reading skill. if we do not practice, we will not be better and our skill may deteriorate. in stone (2009: 39), reading is a fundamental goal that children must master in order to be successful in school and life. as professional educators, we know that parents, principals, district leaders and even our government are constantly pushing us to increase the reading levels of the student in our classrooms. based on the observation in smp muhammadiyah mataram, the researcher found some problems, such as students who were lazy in educational activities; it can be caused by one of factors they had low interest. they looked bored while studying, made noise, disturb their friends, and sleepy. those phenomenons happened in learning english especially in reading text. when the students learn english they felt difficult and some students claim learning english make dizzy because in learning reading the students not only read the english text but they should know the meaning of the text, identify the main idea and topic of the text, answer the question related to the text. so, in teaching and learning process, the teacher should be creative to find some methods that make the students interested in learning reading because when the teacher just asks the students to read, translate, and answer the question it may make the students feel boring and sleep in the classroom. based on the problem above, the researcher tries to investigate the effect of cooperative script method towards students’ interest in reading. cooperative script is a method refers to a form of cooperative learning in pairs, where students work in pairs and orally summarizing section of material studied goldschmid (1976 in suprijono, 2015: 145). thus, the researcher hope that the cooperative script method could be a solution in overcomes some problems of the students in learning english. the researcher sure this method could be an alternative way to make the students more active to follow the teaching learning process. the result of this study is using cooperative learning type cooperative script method hopefully could create students’ interest and give positive contribution of students in learning reading and to inform the english teachers of smp muhammadiyah mataram to adopt the cooperative script as a method to promote students’ ability in reading. review of related literature cooperative script is one of cooperative learning. according to slavin (2006:259) many students find cooperative script is helpful to get together with classmates to discuss material they have read or heard in class. it means that cooperative script is helpful for students than they must study and read by their selves. furthermore, cooperative script is a method refers to a form of cooperative learning in pairs, where the students work in pairs and orally summarizing section of material studied (suprijono, 2015:145). interest is a source of motivation with drive people to do something when they are free chosen. when they see that something will benefit them. they became interest in it. this turn leads the satisfaction. when they satisfaction wanes, so does interest (hurlock, 1979:42). according to johnson (2008: 3) said that reading is the practice of using text to create meaning. the two key words here are creating and meaning. if there is no meaning being created, there is no reading taking place. johnson (2008: 4) reading is the act of linking one idea to another. putting ideas journal of languages and language teaching, vol. 4 no.2, november 2016 86 together to create a sensible whole is the essential part of reading. it is not necessary to know every word in order to read. in stone (2009: 39), argue reading is a fundamental goal that children must master in order to be successful in school and in life. as professional educators, we know that parents, principals, district leaders, and even our government are constantly pushing us to increase the reading levels of the students in our classrooms. furthermore, reading is a complex process that must be modeled, taught, practiced, and evaluated on a daily basis. it includes the ability to decode words as well as appropriate phrasing, tone, expression, and fluency (stone, 2009: 42. based on the explanation above the researcher can conclude that reading is the practice of using text to create meaning. reading is the important things that must be order in our life it is because reading is a set of convention that we use to interpret and make sense of text. research method research design the approach that will uses by the researcher is quantitative approach. quantitative approach is the presentation of data in form of numeric and to analysis the data is using statistic. the method used by the researcher in this research is experimental method with pre experimental design. (sugiyono, 2014:74), said that preexperimental design is used pre-test and post-test without control group. where, in this design there only one group without control group, so the researcher will uses one group pre-test and post-test design. in conducting one group pre-test posttest design, the researcher gave the pre-test to know the ability of students before the students getting the treatment and the treatment that researcher will use is cooperative script method in teaching reading. after the researcher gave the treatment to the students, the researcher gave post-test to know the ability of students after getting treatment by using cooperative script method. table 3.1 scheme of research pre-test treatmen t post-test o1 x o2 population and sample of the study the populations of this research are the whole students of the eight grade students of smp muhammadiyah mataram in academic years 2017/2018 that was 1 class consists of 17 students. all population is used as sample. in selecting the sample of this research, the sampling technique operated at non-probability sampling, in short, it is surfeited sampling. this technique used to determine sample if all member of population is used to be sample (sugiono, 2007:124). such a technique is based on reason that sum of population is relative little or less than 30 persons. instrument of the study according to brown (2003: 3) a test is a method of measuring a person’s ability, knowledge, or performance in a given domain. so, the he instrument is aim to see the student’s achievement in reading before and after given the treatment. for many reason, the questionnaire is the most widely used technique for obtaining information from subject. a questionnaire will relatively economical, had the same questions for all subject, and could ensure anonymity (mcmillan and schumacher, 2006:194), in this study, the researcher was used questionnaire to measure students’ interest as students at smp muhammadiyah mataram. in this research, the researcher will use multiple choices test that consists of 25 items. the test will be delivered to the prejournal of languages and language teaching, vol. 4 no.2, november 2016 87 test and post-test. if the students’ answer with the correct answer they will get 4 score and if they answer with incorrect answer they will get 0 score. it means the total score that will be gotten by the students is 100 point and the lower score is 0. the result of pre-test and post-test will become the result of this study. techniques of data analysis technique of data analysis is the way that used by the researcher in analyzing data that has been collected. miller (2005: 40) is to decide whether the independent variable is having the effect we supposed, or whether, perhaps, there is no real difference between the performances of the two groups. this is the function of inferential statistics. identifying or comparing between the result of t-test and t-table. the researcher will compare the result of t-test and t-table. if the result or t-test< t-table, the null hypothesis is rejected. if the result or t-test > t-table, the alternative hypothesis is accepted. correlation between students’ interest score and reading comprehension the researcher can be seen the result and compare the result of t-test and t-table of correlation between students’ interest and reading comprehension in the table standard of product moment correlation below. table 3.2 standard of product moment correlation standard of ‘r’ interpretation between 0.800 up to 1.00 very high between 0.600 up to 0.800 high between 0.400 up to 0.600 moderate between 0.200 up to 0.400 low between 0.00 up to 0.200 very low research finding and discussion research findings this chapter leads to discuss the findings of the research and the discussion of the findings. in finding the data, the researcher designed the study based on the test and questionnaire, which were pre-test and prequestionnaire and post-test and post questionnaire. it was conducted at eighth grade of smp muhammadiyah mataram in academic year 2017/2018. the research has been conducted since 8th may to 29th january 2017. the researcher did pre-test and pre-questionnaire and the researcher treated the students by using cooperative script in several meetings. in giving the researcher gave the students material about narrative text. after that the researcher conducted post-test and post-questionnaire. the data showed that, the highest score of pre-questionnaire was 72 and the lowest score was 50, after the researcher calculated the score of pre-questionnaire by using descriptive analysis, the researcher found that the result of mean was 62,58, mode was 62, median was 62,4 and the standard deviation was 125,59. the data showed that, the highest score of post-test was 86 and the lowest score was 68, after the researcher calculated the score of post-test by using descriptive analysis, the researcher found that the result of mean was 77,73 mode was 81,62 median was 80.25 and the students deviation was 173,88. analysis of correlation between students’ interest and reading comprehension regarding to the result of students’ interest and reading comprehension, it might be true that the students had significant score after treatment. the result of ttest was 0,634. because r-obtained (0,634) was higher than r-table (0.482), it can be concluded there is correlation between students’ interest and reading comprehension, the result of r-obtained journal of languages and language teaching, vol. 4 no.2, november 2016 88 (0,634) at table of standard of product moment is categorized high. discussion before go on, back to the johnson (2008: 3-4), reading is the practice of using text to create meaning an action of person who read or a way in which something is interpreted or understood. students need to practice a lot in order to have a good reading skill. if we do not practice, we will not be better and our skill may deteriorate. from the definition above, in learning reading the researcher found some problems such as students who were lazy in educational activities; it can be caused by one of factors they had low interest. they looked bored while studying, made noise, disturb their friends, and sleepy. those phenomenons happened in learning english especially in reading text. when the students learn english they felt difficult and some students claim learning english make dizzy because in learning reading the students not only read the english text but they should know the meaning of the text, identify the main idea and topic of the text, answer the question related to the text. so that the researcher applied the cooperative script method toward students’ interest in reading. because according to (suprijono, 2015:145) cooperative script is a method refers to a form of cooperative learning in pairs, where the students work in pairs and orally summarizing section of material studied. in this method the teacher divided the students into pair, in other that the students can attention with teacher said. then, the teacher gave them material/ discourse to them read and made summary. there are some students can attentions and also the students enjoy reading and making summary to the material. then, the teacher and the students determine who act first as speaker and listeners. in this session the students enjoy to chosen as speaker and listener. then, the student who becomes speaker read out the summaries as completely as possible, by entering the main ideas in the summary. while the listener, listens to correct/show the main ideas that are less comprehensive and help to remember memorize the main ideas by connecting the previous material or with other material. in this session the students can find out the function of the study and try to understand the material. the teacher helps them to care with the other. then, exchanging the roles, initially as a speaker exchanged into listeners and vice versa, and does as above. the next students into the pair do the same things until all of them got turn. it is aimed to made researcher to know the students ability in reading. in the last session the teacher and the students made conclusion together about the material. it is intended to make the students understand and interest to the material. this teaching procedure used cooperative script method which can solved students’ problems relating with indicators of interest. the statement of the problems had been answered based on the research result above. based on the previous chapter, there was explained about the comparison between t-test and t-table, where if t-test is lower than t-table or t-test equal with t-table, therefore ho was accepted and ha was rejected, but if t-table lower than t-test, ho was rejected and ha was accepted. the researcher not only sees in score of interest (questionnaire) but also in score of reading (test). so, in this study to find out correlation between students’ interest and reading comprehension which was investigated, the critical value of r-obtained is compared to r-table at the degrees of the freedom (df) of 0.05 (95%). it was found that the r-obtained (0,634) is higher than rtable = 0.482 (95%). it means that r-count value is significant and it shown that there is correlation between students’ interest and reading comprehension. based on the discussion above, the researcher concluded, journal of languages and language teaching, vol. 4 no.2, november 2016 89 the effect of cooperative script method towards students’ interest in reading comprehension at the eighth grade students of smp muhammadiyah mataram was accepted. in other word, the alternative hypothesis (ha) was accepted. conclusion and suggestion conclusion cooperative script method had positive effect at the eighth grade students of smp muhammadiyah mataram in academic year 2016/2017. since t–test had significant different from t-table (3.797>2.120). ha is accepted and ho is rejected. there is correlation between the two variables, students’ interest and reading comprehension for eighth grade students of smp muhammadiyah mataram in academic year 2016/2017. it was found that the robtained (0,634) is higher than r-table = 0.482(95%). suggestion the researcher should give some suggestion related to this research. the researcher expected that the research was useful for english teachers, the students and the next researcher. for the english teacher of smp muhammadiyah mataram are suggested to improve their teaching and learning by cooperative script as well as keep encouraging the students to master reading a basic to master english well. cooperative script method is an interesting way to motivated student in learning english especially in learning reading. this method can help the students to orally summarizing material studied. the students are suggested to become more interest in learning reading. then, their reading will increase and get the positive 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(2006). educational psychology theory and practice. sydney: pearson. journal of languages and language teaching, vol. 5 no.1, may 2017 23 teaching vocabulary using cartoon movie at sdn bunklotok batujai lombok tengah fitria ulfa, agus salim, dira permana sdn bunklotok batujai, lombok tengah, ntb fitriaulfa.fpbs@gmail.com abstract the aim of this research is to know whether or not cartoon movie is effective in teaching vocabulary at the fifth grade students of sdn bunklotok batujai lombok tengah. the research is conducted for one month at the first semester year students of sdn bunklotok batujai lombok tengah. during the period of time, the sample is treated by using cartoon movie. the result of the research reveals that mean score of post-test is (15.93) higher than pre-test is (8.31). on the other hand, the standard deviation of posttest is (3.305) higher than pre-test is (2.523) under the identification of t-test formula, it is found that the value of it is 10.820 higher than t-table is (2.048), with the degree of freedom (df) was 29-1=28 for confidence level of 0.05% or 95%. from this point, it can be concluded that the alternative hypothesis is accepted stating that cartoon movie is effective in teaching english vocabulary for the fifth grade students of sdn bunklotok batujai lombok tengah. key words: teaching, vocabulary, cartoon movie. abstrak penelitian ini bertujuan untuk mengetahui apakah cartoon movie efektif pada pengajaran vocabulary di sdn bunklotok pada siswa kelas lima. penelitian dilakukan selama satu bulan pada semester pertama di sdn bunklotok batujai lombok tengah. hasil dari penelitian ini menyatakan bahwa nilai rata-rata dari post-test adalah (15.93) atau lebih tinggi dari pre-test (8.31). pada sisi lain, standar deviasi dari post-test adalah (3.305) lebih tinggi dari pre-test (2.523) dalam mengidentifikasikan rumus t-test, nilai dari t-test adalah 10.820 lebih tinggi dari nilai t-table (2.048), dengan degree of freedom (df) 29-1=28, dengan tingkat kepercayaan 0.05% atau 95%. hal ini dapat disimpulkan bahwa hipotesis alternatifnya diterima atau cartoon movie efektif dalam pengajaran vocabulary untuk siswa kelas lima dari sdn bunklotok batujai lombok tengah. kata kunci: mengajar, kosa kata,film kartun. introduction english is one of international languages, which is used throughout the world and also english is used in many fields of life such as: in politics, economics, social and education. therefore, english as a language in international communication is clearly needed by many learners to deliver thought and interact in a variety of situation. moreover, today we are in (mea) asian economic society, which the people from asean country would have came to indonesia to establish company and doing business. this phenomenon obligate indonesian young generation to be well prepared to face the era of mea. nowadays, we saw that english is not only taught at the junior high school, senior high school, but also it is taught at elementary school as local content. this was a new step for the national education in indonesia. (depdiknas, 2004: 1). in this study, the researcher focused on teaching vocabulary. because vocabularies were very important aspects in teaching language, as stated by edward in his book: “ vocabulary is one of the important factor in all language teaching, students must journal of languages and language teaching, vol. 5 no.1, may 2017 24 continually be learning words as they learn structure and as they practice sound system”. teaching english to the elementary school students is different with teaching to adults, as we know elementary school students are students of around eleventh years old of age, and we all understand that in that age, they like to play rather than study. for example, when they feel bored with the class, they were slept during the class and ignore the lesson given by the teacher. in teaching english to children, a teacher plays an important role because the teacher has to give the very basic introduction of the first foreign language. the teacher should look for an effective technique to make learning vocabulary easier, more pleasant, and enjoyable. techniques are the tools of a teacher. an effective teacher has a multitude of technique and must be able to select the ones, which would be the most efficient in leading the learners to the desired terminal behavior. to reach the success in teaching and learning process, teacher needs some teaching media such as cartoon movie. based on the background on the study above the researcher has an idea to conducted the research about teaching vocabulary using cartoon movie at elementary school of sdn bunklotok as an alternative technique in teaching vocabulary. review of related literature vocabulary is a challenge for learners, partly because of the size of the task, and partly because of the variety of vocabulary types to be learned including single words, phrases, collocations, and strategic vocabulary as well as grammatical patterning, idioms, and fixed expressions (mccarten, 2007: 18). vocabulary is about words, where they come from, how they change, how they relate to each other and how we use them to view the world (bauer, 2001: viii). furthermore vocabulary could be defined as a dictionary or set of words. this general view is reflected in the lexicographical approach to the traditional way of listing words in a dictionary (takac, 2008: 13). according to thornburry (2002: 1) aword is a microcosm of human consciousness. all language have words, language emerges first as words, both historically, and in term of the way each of us learned our first and any subsequent languages. the coining of new words never stop. nor does the acquisition of words. even in our first language we are continually learning new words, and learning new meanings for old words. based on explanation above, the researcher was concluded that vocabulary is a collection of words that a person knows, it is an important component of speaking ability. without a sufficient vocabulary, students will not be able to understand the reading, listening, speaking, and writing. vocabulary gives the effect of all skills, without have vocabulary the students cannot master a foreign language. if the students have lack of vocabulary, she or he will be confused or lack of confidence in communication because of all the skills in the english language dealing with words. according to thornburry (2002: 27) & brown (2003:229) there are fourth indicator of vocabulary follow as: (1) pronunciation; research shows that words that are difficult to pronounce are more difficult to learn. potentially difficult words will typically be those that contain sounds that are unfamiliar to some groups of learnerssuch as regular and lorry for japanese speakers. many learners find that words with clusters of consonants, such as strength or crisps or breakfast, are also problematic. (2) spelling; sound-spelling mismatches are likely to be the cause of errors, either of pronunciation or of spelling, and can contribute to a words difficulty. while most english spelling is journal of languages and language teaching, vol. 5 no.1, may 2017 25 fairly law-abiding, there are also some glaring irregularities. words that contain silent letters are particularly problematic : foreign, listen, headache, climbing, bored, honest, cupboard, muscle, etc. (3) meaning; when two words overlap in meaning, learners are likely to confuse them. make and do are a case in point: you make breakfast and make an appointment, but you do the housework and do a questionnaire. words with multiple meanings, such as since and still, can also be troublesome for learners. having learned one meaning of the word, they may be reluctant to accept a second, totally different, meaning. unfamiliar concepts may make a word difficult to learn. thus, culture specific items such as word and expressions associated with the game cricket ( a sticky wicket, a hat trick, a good innings) will seem fairly opaque to most learners and are unlikely to be easily learned. (4) using word; the latter is the most authentic, but even that task is constrained by a contrived situation in which the test taker, usually in matter of seconds, has to come up with an appropriate sentence, which may or may not indicate that the test taker “knows” the word. based on the indicators above, the researcher will be focused on some indicators that commonly measure in vocabulary such as form, synonym, antonym, meaning and description. research method research design this research used quantitative approach. the research design used in this research was an experimental design in the form of pre-experimental with one group pre-test post-test design. in this research, the sample that was used only one class that consists of 29 students of the fifth grade which is pre-test experimental group and post-test as experimental group. the researcher gave the pre-test to the students, to know the students ability before getting the treatment, after that the researcher gave the treatment to the students and then they would be post-test to know wether or not there is an effect after the treatment. population and sample the population of this research was taken from the fifth grade students of sdn bunklotokbatujai lombok tengah. the students consist of 29 people in one class. . the researcher was used one class consist of 29 students of the fifth grade which is pre-test experimental group and post-test as experimental group. in this study the researcher was used sampling technique by using total sampling. according to sugiyono (2016: 124), total sampling was determination technique when all members of the population used as a sample. research instrument an instrument is a tool of doing research by using method (arikunto, 2006: 126). in this study, the researcher was employed a test as instrument. test is a set of question use for measuring the ability, knowledge, talent or skill of individual or a group (arikunto, 2006: 30). the test was applied in this study is multiple-choice and it consists of 25 questions. multiple-choice is a test can be used to answer the effect of cartoon movie. the test is aimed to know the student ability in teaching vocabulary. techniques of data collection pre-test is test that the researcher gave for the studetns to know the ability of the students in teaching vocabulary mastery before teaching and learning process conducting by the researcher. the test would be given is multiple-choice, which is to know the ability of students` vocabulary before teaching by using cartoon movie. the test of the study consists of 25 questions with four options. if the correct answer journal of languages and language teaching, vol. 5 no.1, may 2017 26 would be scoring 4 (four) and the wrong answer would be score 0 (zero). post-test is a test that the researcher gave for the studetns to know the ability of students in vocabulary mastery after the researcher giving the treatment (cartoon movie) to the students in teaching and learning process. research finding in in this chapter the researcher presentes the result of this study. the score of pre-test and post-test were taken from the data of the study. in the first meeting the researcher organized pre-test to know the students ability in vocabulary. after that the researcher applied the treatment to the students by using cartoon movie. then the researcher conducted post-test to the students. based on the researcher question in chapter one “is cartoon movie effective in teaching vocabulary at sdn bunklotok batujai lombok tengah in academic year 2016/2017”? to find out the solution of the problem, the researcher analyses the data obtained from pre-test and post-test. then the researcher presented the statistical computation of mean score both of groups. the discussions continue to analyze and interpret the finding. the statistical computation covers the calculation of the both pre-test and post-test experimental group. based on the description analysis of the data above, the researcher continues to discuss the result. the mean score of the pre-test and post-test was obtained by dividing the sum of the students score of pre-test and post-test with the number of the students. based on the result of the calculation of the means score of the pre-test it was obtained the mean score of the test was 8.31 and post-test was 15.93. after finding the mean score, the researcher calculated standard deviation and interpreted standard deviation. the result of the t-test was 10.820 and t-table was 2,048 that was mean that the ttest value was higher than the t-table. these indicated that cartoon movie is effective in teaching vocabulary using cartoon movie at sdn bunklotok batujai lombok tengah in academic year 2016/2017. it means that the null hypothesis was accepted and the alternative hypothesis was rejected. conclussion and suggestion conclusion the conclusion of this research shows that cartoon movie is effective toward studetns’ vocabulary mastery at the fifth grade of sdn bunklotokbatujai lombok tengah in academic year 2016/2017. it can be conferred that the null hypothesis (ho) is rejected and therefore the alternative hypothesis (ha) is accepted. finally, the researcher may conclude that the use cartoon movie in teaching vocabulary is effective. suggestions the teacher should be more creative to make students’ motivation increased in using media or strategy that make students do not feel bored in the class. the researcher hopes that the students would be more active in learning vocabulary by using cartoon movie because it is to make them easy to understand the words in english. the researcher hopes this research is able to used by the next researchers who intend to conduct further research with different field of study. references ali, mohammad. 1984. penelitian kependidikan prosedur dan strategi. bandung: angkasa. allen,virginia french. 1983. techniques in teaching vocabulary. new york: oxford university press. journal of languages and language teaching, vol. 5 no.1, may 2017 27 borg,walter r. and gall, meredith damien. 1979. educational research: an introduction. third edition. longman. new york: london. brown,h douglas. 2003. language assesment principles and classroom practice.california: longman. h.hiebert, elfrida & l.kamil,michael. 2005. teaching & learning vocabulary bringing research to practice. new jersey: lawrence erlbaum associates, publisher. harris d. p. 1969. testing english as a second language. new york; mc. grawhill book company. heaton, j.b. 1989. writing english language testing. new york: longman. hornby, 1995. oxford advanced learner’s dictionary. great britain: oxford mccarten,jeanne. 2007. teaching vocabulary. lessons from the corpus.lessons from the classroom. usa: cambridge university press. pujiasih titi. 2007. teaching names of object using a cartoon movie entitled “dora the explorer. thesis, unpublished. semarang university ratna pratiwi mustika. 2010. improving pronunciation ability using cartoon films. university of surakarta read,john. 2000. assessing vocabulary. uk: cambridge university press. sugiyono. 2016. metode penelitian. alfabeta. bandung sugiyono, 2014. statistika untuk peneliatian. alfabeta. bandung takac,pacific vinsja. 2008. vocabulary learning strategies and foreign language acquisition. england: multilingual matters. thornburry,scott. 2002. how to teach vocabulary. england: pearson education limited. university. journal of languages and language teaching, vol. 6 no.1, mei 2018 17 reading interest of senior high school students: a case study umi rachmawati universitas muhammadiyah magelang rachma15315@gmail.com abstract nowadays, the development of the teaching and learning of english as a foreign language has been transformed. learners do not only focus on the learning of speaking and writing but also reading since they are required to be able to smartly respond to the texts they are reading. the development of the information and technology forces the focus of teaching and learning on the critical reading that might be less interesting for the students. the students may not know their interest in reading before they start reading. a unique condition in magelang regency, a small town close to yogyakarta, the students of senior high schools have achieved their best achievement for their learning that can be seen from the rank of the school that becomes the best school in terms of the final examination in central java. to know the teaching and learning of english in that school can be an alternative for other schools. based on the case study conducted in some schools in magelang regency, it can be found that the teaching and learning are still varied. the findings were discussed under the following terms; students’ reading activities, mastery of reading skills, reading materials, and reading modality. it is a problem for the success of language teaching as the students can have low motivation in reading if the reading materials were not interesting for them. key words: reading, efl, reading interest abstrak perkembangan belajar mengajar bahasa inggris sebagai bahasa asing telah berubah. pembelajar tidak hanya berfokus pada bagaimana belajar berbicara dan menulis tetapi juga membaca karena mereka harus mampu merespon dengan cerdas teks yang mereka baca. perkembangan informasi dan teknologi memaksa perubahan focus belajar dan mengajar oada penguatan kemampuan membaca kritis yang dipandang kurang menarik bagi pembelajar. para pembelajar bias jadi tidak mengetahui minat meraka terhadao membaca sebelum mereka memulai untuk membaca. sebuah kondisi yang unik di kota magelang, sebuah kota kecil yang terletak dekat dengan yogyakarta sebagai kota pelajar, para pembelajar di sekolah negeri di magelang mampu mencapai nilai tertinggi di jawa tengah dalam ujian akhir nasional. salah satu motivasi unik bagi peneliti untuk mengetahui kegiatan yang dilakukan di sekolah di magelang. temuan tersebut dapat dijadikan alternative bagi sekolah lain untuk menerapkan tips dan trik yang sama untuk mengembangkan pembelajarnya. berdasarkan studi kasus yang telah dilakukan pada beberapa sekolah di kota magelang, penelitian ini menemukan bahwa proses pembelajarannya masih beragam dan belum terfokus pada kemampuan membaca kritis. temuan-temuan tersebut akan dibahas lebih lanjut lagi pada aspek-aspek berikut ini: minat baca, kegiatan membaca pemelajar, penguasaan kemampuan membaca, bahan bacaan dan modalitas dalam membaca. kata kunci: membaca, efl, minat baca journal of languages and language teaching, vol. 6 no.1, mei 2018 18 introduction the teaching of reading has been changed from the learning of passive language skills mostly known as reading and listening to the active ones; speaking and writing. the teaching of english had been focused on the implementation of reading class since the main purpose of learning english was to be able to read and write. in the following decade, the teaching of reading has been changed into the teaching active skills, speaking and writing. this change was on the influence of the students’ curiosity of communicating with other people all over the world. people are getting interested in mastering the ability to speak to be able to communicate directly with other language users. the current trend of language teaching in indonesia, especially with the influence of technology, the free mass media forces the students to be ready with any possibility of the free information offered by the technology. therefore, the teaching of english as a foreign language is on reading skills. facing the current demand and the condition as elaborated above, the students should have high reading skills mastery. the students are expected to be able to not only understand the texts but also criticizing the texts they read. it can be seen from the curriculum developed by the government for the senior high school students. the main purpose of english language teaching and learning is the empowerment of the higher order thinking skills. there are various preparation to succeed this goal. the teachers should be trained in critical reading and they have to believe on the critical reading benefits. the teachers are expected to have positive views on the students’ ability to criticize texts. to achieve the learning goals, the teachers make their teaching and learning preparation to accommodate the students in mastering the reading skills. training the students’ critical thinking is not a direct activity that does not pass the lower order thinking skills. the microand macro skills of reading should be mastered first before they can criticize the texts. this requires systematic preparation to make the teaching and learning process more practical and feasible. the selection of the reading materials are also important for the teacher to consider before they teach. the students will have higher motivation in reading if they access sophisticated reading materials. improving the students’ motivation during the teaching is a must and it can be done through providing engaging reading materials. then, the selection of the learning activities is also one of the key success of the teaching of reading. monotonous activities will be boring for the students and it will decrease the students’ motivation in reading. the teaching media to facilitate the students in learning through selected learning activities is highlighted depending on the appropriateness and the feasibility. the facility provided by the schools also plays important role in the success of the learning goals. the teaching of reading is successful if it is supported by the completeness of the facility. many teachers have known well how to teach their students according to the teaching and learning theories they have learned. supporting the students with the facilities that suit to the students’ needs and demands is crucial for the success of teaching and learning. in the modern era, the teaching and learning should not only be done based on paper works but it also from multimodal used, for examples, pictures and videos. the existence of digital journal of languages and language teaching, vol. 6 no.1, mei 2018 19 media such as lcd and computer can help the teacher in achieving the learning goals. students are curious on the use of new media during their class and it can improve the students’ motivation in learning. if the schools do not facilitate the teachers with the learning media needed, it is difficult for them to succeed the teaching and learning. from all of the factors elaborated above, the main factor influencing the success of teaching and learning is the students’ motivation in learning. it is proven that the students’ learning motivation becomes one of the crucial aspects of the success of the teaching and learning. students as human beings have their own interest on something that can influence the teaching and learning. the use of teaching techniques, learning materials, learning media and also the learning activities are the external motivation which can improve the success of the teaching and learning. while the internal motivation can be improved by having heart to heart relationship between the teacher and the students also among the students. by having high learning motivation in reading, the students can improve their reading comprehension and their interest on the reading activities. dealing with the students’ motivation, the reading interest of the students plays important roles. the students’ interest on reading influences the teachers in teaching reading in relation with the learning materials and the media used in delivering the reading materials. the theme and types of texts given to the students should be considered based on the students’ learning characteristics and the needs of the students in learning. types of media used to present the teaching and learning materials directly attract the students if the media are up to date and represent the students’ current interest, for example the use of internet and computer. the students are getting familiar with the use of internet and computer so it will increase the students’ motivation to learn. improving the students’ interest by providing interesting learning materials and activities can be an alternative for the teachers in reading classes. reading reading purpose has been defined as the reasons behind the process of reading any written texts (thomas, 2001). there are four reading purposes defined by thomas; being entertained, understanding life, understanding oneself, and understanding others. being entertained means that the readers read to be entertained which depend on their characteristics of entertainment. through reading, various information can be gathered to not only understand the content which might be someone else’ experiences but also feelings of others. whether the reading purposes can be classified into two types, pragmatic and recreational purposes. pragmatic purpose deals with the reading as a need of gathering information. the recreational purpose pursues the enjoyment and entertainment of the readers in reading the texts. it seems that reading purposes play important roles on the reading comprehension. as mentioned earlier by linderhold, cong, and zhao (2008) on their study, reading purpose influences the success of comprehending texts. through having different purpose of reading, the readers will use different types of reading skills. to read an important task of reading, the readers will have different skills of reading from the reading for pleasure. skimming and scanning will be done during the reading of important task but reading for journal of languages and language teaching, vol. 6 no.1, mei 2018 20 pleasure or entertainment will require more skills of previewing, predicting, and also making inference. thus, reading purposes might have different types of reading skills. rosenshine in hudson (2011: 80-1) defines seven skills of reading. they are (1) recognizing sequence, (2) recognizing words in context, (3) identifying the main ideas, (4) decoding detail, (5) drawing inferences, (6) recognizing cause and effect, and (7) comparing and contrasting. recognizing sequence is the ability of know the sequence of the text read. understanding the meaning of words in context also important skill of reading. finding the main ideas and the supporting details can improve the reading comprehension which finally lead the readers to draw inferences from the texts. finding the pattern of the text, the cause and effect, comparison and contrast becomes the last reading skills needed. those reading skills are still on the reading comprehension skills. teaching of reading the development of the information and technology also influences the teaching of english as a foreign language in indonesia, especially in the teaching of reading. basically, the teaching of reading has been focused on the communicative language teaching since the recent language function is mostly to be able to communicate with others in the target language. the teaching of speaking and writing were highlighted though the teaching of listening and reading were also paid attention. the integration of the four language skills are viewed as important combination in the teaching of language because language skills are unseparatable. but with the explosion of the written texts as the digital texts have been widely spread and there is a great demand for the society to master the skills of reading. anderson (1991) previously has been elaborated the principles of teaching reading. the teacher should exploit the readers’ background knowledge and followed by build a strong vocabulary base. the mastery of the vocabulary in context may help the readers to make the comprehension as the third principle is teaching for reading comprehension. after the students are able to comprehend texts, they are exposed to be able to have high speed in reading or increase reading rate. then, the students are taught the reading strategies and the teacher encourages the students to transform strategies into skills. building assessment and evaluation are the next principle in teaching reading. lastly, the students should have striven for continuous improvement as a reading instructor. to encounter those teaching principles, the teachers should consider other aspects such as reading materials, reading techniques, reading strategies, and reading modes. following anderson, harmer (2007: 201-2) proposed some basic principles of teaching reading in nature. those principles are (1) encouraging the students to read, (2) engaging students in what they are reading, (3) encouraging students to respond to the content of a text and exploring the feelings on it, (4) asking the students to make prediction as major factor in reading, (5) matching the task to the topic in using intensive reading class, and (6) exploiting the text to the full. each of the principles of teaching reading should be considered in making preparation of the reading class, during the teaching of reading, and the evaluation of the teaching. the teaching of reading is growing based on the needs of reading itself. many journal of languages and language teaching, vol. 6 no.1, mei 2018 21 readers are getting realized what the actual skills needed for their self-development. as proposed by trilling and fadel (2009: 49), the 21st century skills, known as 4cs, are critical thinking, collaboration, communication, and creativity. those skills are also embedded in the teaching of reading. the students are required to master those skills to be ready with the real condition of the new era. thus, the teachers should accommodate the skills in their teaching by considering the features of the subject they teach. the teaching of reading has been focused on the critical reading, for some, and this is also for the mastery of the 21st century skills. critical reading skills are the implementation of higher order thinking skills. the mastery of lower order thinking skills is also highlighted to enable the students to master the higher order thinking skills. scanning, skimming, previewing and predicting are the first reading skills should be mastered before they master the critical reading skills. the teachers should consider the portion of teaching each skill and the reading activities for the students to achieve the learning purposes. in the communication language teaching, the implementation of communication and collaboration has made great changes and influences on the students learning process, learning input, and learning outcome. the communicative language teaching emphasizes the teaching of communicative skills which combines collaborative teaching. the teachers philosophically develop the teaching and learning goals, activities, and materials based on the communicative language teaching. the collaboration for the students can be done not only among the students, but also with the teachers and third parties which help to achieve the success of teaching and learning. the creativity facilitates the constructivism in which students should be able to express themselves and the teachers should not limit the students’ creativity. creativity depends on the students’ background knowledge and language mastery. the teachers should pay attention on those differences to make positive understanding on the students’ diversity in their creativity. the teachers’ role in the teaching and learning is to be able to control the students’ activity and their free thinking of creativity due to the guided free thinking, especially for the young learners. this is done to control the students’ in their freedom in thinking so the misconception can be avoided. reading interest reading interest can be viewed a how a person being excited and engaged in reading activities (thomas, 2001). it is about the readers’ behavior during their reading activities. their excitement in reading process which might be high or low influences their engagement in their reading. the readers’ engagement and excitement depend on the reading activities which deal with the reading materials and the reading processes. the initial study measuring the relationship between reading interest and the reading comprehension was done by bernstein (1955) that empirically prove the fact that the reading interest impacts the reading comprehension. the study proves that the teachers and the stakeholders should consider the students’ interest in reading. it supports the theory of human reading interest that may satisfy the needs of the readers (wade et al., 2006: 4). each reader journal of languages and language teaching, vol. 6 no.1, mei 2018 22 might have different reading purpose as acquisition of information or other purposes. reading interest is not only derived from the students as individual or human being since they are growing. to encounter this, types of interest in reading are individual interest and situational interest. the first interest, individual interest is viewed as a relatively stable predisposition that grows in accordance with increased value, knowledge, and positive feelings so it spends much time (krapp, 1999 and renninger, 2000). it is symbolized by time persistence, engagements, and strategic text processing (benton et al, 1998). meanwhile, the situational interests depend on the external stimuli (schiefele, 1998). the external stimuli comes from the students’ surroundings for example, the teacher’s stimuli in the teaching of reading such as in the selection of texts. the students’ reading interest lies in the students’ psychological condition that is not easy for the teacher to recognize the students’ interest. hurlock (1978: 114) presents three types of activities represent the students’ reading interest. student’s observation on his or her interest on reading for example dragging the students’ attention. the second one is questions describe the students’ interest on a preferred activity. the third is topic of the texts which can show the students’ interests. each of the activities above can be done by the teacher to measure the reading interest and help the teacher to find the best reading activities and reading materials before they teach reading. reading interest has positive correlation with the reading motivation. reading interest can improve the students’ reading motivation that surely increase the students’ involvement and achievement on the reading. although the accumulation of the interest and the motivation is not a sudden act. adjah (2012) elaborates that reading interest and motivation are contributed to by a lifelong behavior from previous experience, education, and knowledge. experiences, level of education, and knowledge diversity contribute different point of view and reading interest which suit to their needs. actually there are some positive behaviors that can be viewed from the readers who have high level of reading interest. miranda et al (2011) present some of the reading behavior in terms of the level of text difficulty. readers who have high reading interest and engagement are keen on understanding ambiguous words, ideas, and contexts of the texts. they also share more enjoyment during their reading than the low reading interest. presenting their understanding of texts also a characteristic of having high reading interest. they will have some recommendation to others on reading good books or reading materials. research method this study is a case study conducted in some schools in magelang regency which measure the students’ reading interest during the teaching of english as a foreign language. as noted before that a case study is a study which is done to get the real value of the case arise. case study is done to engage with and report the complexity of any social life aimed at representing meanings of individual actors that bring it into the settings and manufactures all (stark & torrance, 2005: 33). a case study is done not only to present a case which mostly problems but it is done also to create the betterment of the field being studied. mostly, a case study is done to take deeper understanding of the case being studied. journal of languages and language teaching, vol. 6 no.1, mei 2018 23 the process of case study had been conducted in this study was a single case study to measure the reading interest by employing questioners, observation, and also interview both the students and also the english teacher. all of the instruments for the teacher and the students were not same. those were differentiated in terms of the students’ and teacher’s roles. questioners were used to measure the students’ reading interest for at least three schools, two public schools (sman 1 magelang and sman 4 magelang) and one public school (sman 1 muhammadiyah magelang). the number of respondents were three classes, one school one class with 30 students per class. the interview was done in each of the schools but not with all of the students. the researcher only took some students due to the time limitation and the homogeneity of the class as observed before the interview. one school had around 10 students to be interviewed after the english class about their reading interest. the interview was done to get the confirmation of the students’ responses on the questioners. the teachers were also interviewed in terms of what they have given to the students during their teaching of reading. the questions addressed were based on the learning needs and wants of the students. lastly, the observation was done in the three classes of the three schools during the teaching of reading. the researcher observed the learning materials and the process of the teaching and learning of reading. the observation was done based on the observation guideline which was done to keep the researcher on track of the case study. the whole data gathered through the use of observation, interview, and questioners were analyzed to get one coherent findings on the student’ reading interest. the reading interest were in terms of the reading materials, the reading habit, the reading process, and the reading media or modal both at schools and out of schools. all of the data were analyzed though the use of qualitative analysis. research findings after the researcher conducted a case study on some senior high schools in magelang regency. it can be concluded that there are some findings on the students’ reading interest. the findings are elaborated in terms of the students’ reading activities, mastery of reading skills, reading materials, and reading modality. each of the aspects are discussed in details below. the first aspect is the students’ reading activities during the teaching and learning of reading. it was found that the students mostly have the reading activities as prepared by the teacher. since the focus of the english teaching is on the text types, the teacher provides more activities to achieve the main purposes of learning. actually, the main purpose of reading in the formal school is done to enable the students in working on their final examination. therefore, the reading skills mostly train are scanning and skimming. thus, the reading activities were done mostly to master the scanning and skimming skills. secondly, the mastery of reading skills as mentioned before was in terms of scanning and skimming. based on the observation done during the teaching of reading, the students mostly deal with scanning and skimming in order to be able to answer questions on the reading skills. from the interview done, most of the teachers also stated that they implement other reading skills during their teaching though they journal of languages and language teaching, vol. 6 no.1, mei 2018 24 realize that the time allocation is too short. there are only two hours per week for the schools that implement the curriculum, 2013. other skills of reading were difficult to maintain during the class so the teacher mostly gave homework for the students to train the students’ reading comprehension. another skill that is needed in the 21st century is the ability to criticize texts. it was surprising that the students do not know exactly how to criticize texts since their teachers seldom ask them to criticize texts. it is because the teachers assume that their students only have low order thinking skills so they cannot criticize the texts. of course, if the teachers do not believe on what the students’ competence, it is difficult for the students to grow. considering the two aspect explained before, it can be seen that the students still have low reading interest. one of the criteria having high reading interest is the engagement during the reading. low order thinking skills show that the students have low reading interest. they cannot enjoy the reading and they cannot engage with the texts. the level of higher order thinking skill, criticizing text will be done by readers who have high reading interest and motivation in reading. as mentioned earlier, one of the direct reasons of having high reading interest is the text selection. it is very vital for the success of reading classes. based on the data gathered, the students wish to have more texts that train their ability to think critically but still on the tract of their current interest. the teachers are expected to select appropriate texts according to their students’ needs, wants, necessities, and lacks. based on the curriculum implemented in the teaching and learning as proposed by the policy maker, the teachers should also accommodate the students’ wants in terms of the reading materials. the teachers can select texts that will attract the students to read, for example by providing texts close to the students’ daily life. hence, the teacher should have close relationship to know well the students’ current interest. presenting the reading materials is also considered in this mini study. it is the mode of the texts presentation which might improve the students’ motivation and interest in reading. the students explained that they want to have not only printed text but also non-printed ones such as through the use of digital media. the exploration of texts in the internet can be a rich source for the students to have more reading activities, especially to criticize texts. the use of computer and internet will also attract the students to deal with not only printed texts since it might be too traditional as it will costly and limited. the students will have their own priority to search for addition information dealing with their limited knowledge. it will increase the students’ reading comprehension and also their critical reading. thus, text presentation will positively influence the students’ reading interest. from the elaboration of the reading aspects selected in this study, it is clear that the students want to have more engaging reading activities that can improve their reading interest. the students expect to have more variations in reading in terms of students’ reading activities, mastery of reading skills, reading materials, and reading modality. although the students do not have good skills of higher order thinking, they need to have those skills to help them ready to face the rapid grow of information and technology in the 21st century. journal of languages and language teaching, vol. 6 no.1, mei 2018 25 conclusion reading has been the main focus of english as foreign language teaching today in indonesia. the curriculum implemented in the senior high schools forces the teachers to teach the reading comprehension for the students of senior high schools. in relation to the demand of the 21st century skills, the students should be able to not only comprehend the texts but also criticizing the texts. to be able to criticize texts, the students must have high reading interest and motivation in reading. the findings of the data taken in this study derive some conclusion that the students of senior high schools in magelang regency have intermediate reading interest. some of them have high reading interest but some of them also have low reading interest. the main reasons for this are the less interesting texts for the students, the reading activities done during the reading class, the reading approach, and also the reading modes. those factors should be considered by the teachers and the stakeholders in their teaching preparation, process, and evaluation to achieve the main teaching goals. reference adetoro, n. (2010). reading interest and information needs of persons with visual impairment in nigeria. south african journal of libraries and information science, 76(1), 49-56. adjah, o. a. (2012). a study of the reading interests of graduates on national service scheme in ghana. african journal of library, archives & information science, 22, 89-98. linderholm, t., cong, x., & zhao, q. (2008). differences in low and high working memory capacity readers’ cognitive and metacognitive processing patterns as a function of reading for different purposes. reading psychology, 29(1), 69-85. schiefele, u. (1998). individual interest and learning, what we know and what we don’t know. in hoffman, l., krapp, a., renninger, k., and baumert, j. (eds.), interest and learning: proceedings of the see on conference on interest and gender, ipn, kiel, germany, 91–104. harakiewicz, j. m., barron, k. e., tauer, j. m., carter, s. m., and elliot, a. j., (2000). short-term and long-term consequences of achievement goals in college: predicting continued interest and performance over time. journal of educational psychology, 92, 316– 330. harmer, jeremy. (2007). the practice of english language teaching the practice of english language teaching (4th ed.). usa: pearson education limited. krapp, a. (1999). interest, motivation and learning: an educational-psychological perspective. european journal of psychology education, 14, 23–40. miranda, t., williams-ross, d., johnson, k., & mckenzie, n. (2011). reluctant readers in middle school: successful engagement with text using the ereader. international journal of applied science and technology, 1(6), 81-91. renninger, k. a., (2000). individual interest and its implications for understanding intrinsic motivation. in sansone, c., and harackiewicz, j. m. (eds.), intrinsic motivation: controversies and new directions. academic press, new york, 373–404. thomas, m. m. (2001). proficient reader characteristics: relationships among text dependent and higher-order literacy variables with reference to stage theories of intellectual development (order no. 3010626). journal of languages and language teaching, vol. 6 no.1, mei 2018 26 trilling, b. & fadel, c. (2009). 21st century skills: a learning for life in our times. san francisco: jossey-bass. stark, s. & torrance, h. (2005). case study in somekh, b. and lewin, c. research methods in the social. wade, suzanne e.; buxton, william m.; and kelly, michelle. 1999. "using thinkalouds to examine reader-text interest." reading research quarterly 34:194–2 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7481 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 225-237 jollt journal of languages and language teaching, april 2023. vol.11, no.2 |225 evaluating the quality of a teacher’s made test against five principles of language assessment 1*dedi sumarsono, 1moh. arsyad arrafii, 1imansyah 1english language education, mandalika university of education, indonesia *corresponding author email: dedisumarsono@undikma.ac.id article info abstract article history received: march 2023 revised: march 2023 published: april 2023 classroom assessment plays a dual role in both summative and formative functions, aiming to gather evidence, evaluate, and improve student learning. to ensure the accuracy and authenticity of assessment evidence, effective assessment instruments, such as tests, are essential for obtaining valid and reliable evidence of student learning. however, it is important to acknowledge that teachers may lack the necessary theoretical grounding to design and develop assessment instruments that align with sound language assessment principles. consequently, this research study seeks to evaluate classroom-based assessment instruments, specifically language tests, against five fundamental principles of language assessment. using an evaluative research approach, a teacher-developed assessment instrument was evaluated and rated against these principles. data were collected through the analysis of language tests developed by teachers using documentation as a method. the study reveals that the teacher-made test generally meets all aspects of the principles, but some aspects require further attention. accordingly, the study provides valuable insights and suggestions for improvement to address these areas of concern. keywords classroom assessment; test; principles of language assessment; assessment literacy how to cite: sumarsono, d., arrafii, m.a., & imansyah. (2023). evaluating the quality of a teacher’s made test against five principles of language assessment, jollt journal of languages and language teaching, 11(2), pp. 225-237. doi: https://doi.org/10.33394/jollt.v%vi%i.7481 introduction assessment is a crucial process involving the systematic gathering and interpretation of information concerning student performance, through a variety of methods and techniques. its primary purpose is to provide reliable and relevant data that can inform both teachers and students. teachers use assessment to make informed judgments about learners' progress, based on specific task criteria (chapelle et al., 2015; bajuti, 2018), and provide valuable feedback to enhance their teaching methods (follmer & sperling, 2019). additionally, assessment enables teachers to determine appropriate next steps in the teaching and learning process. for students, assessment offers invaluable insights into their areas of strengths and weaknesses and provides guidance for achieving their learning goals through constructive feedback from their teachers (harding et al., 2015; su, 2020). in summary, assessment plays a pivotal role in enhancing the quality of teaching and learning, providing critical feedback to both teachers and students, and facilitating the achievement of educational objectives. the effectiveness of assessment in fulfilling its intended functions hinges on the quality of the assessment instrument employed to collect information about student learning (williams et al., 2022; aprianoto & haerazi, 2019). as such, the use of high-quality instruments is critical. an effective instrument is one that conforms to the standards for quality and the principles of classroom assessment. these principles include practicality, reliability, validity, authenticity, and washback (brown and abeywickrama, 2018). given the unique nature of each classroom context, only classroom teachers possess the knowledge and skills necessary to design assessment tasks that align with the classroom characteristics, thereby grounding the task's development in the classroom context. consequently, teachers' https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& sumarsono, arrafii, & imansyah evaluating the quality of……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |226 assessment literacy and ability are paramount in the development of effective assessment instruments and practices (stiggins, 1995, popham, 2011, & arrafii, 2021). the quality of teachers’ assessment relies heavily on teachers’ understanding of assessment methods and formats, knowledge with regard to the test item construction, and understanding of classroom assessment principles underlying the best practice (giraldo, 2018; fulcher, 2012). however, little is known about teachers’ ability in designing classroom test. in many cases, teachers normally use a test from publisher or textbook to measure their students’ performance (fulcher, 2012). it is rarely the case that they have developed assessment instrument themselves for their pedagogic use. if there is, the quality issue remains in question. this research aims to collect and evaluate teachers’ made tests against five principles of language classroom assessment and indicate the levels of teachers’ assessment literacy. principles of language classroom assessment when designing a language assessment task, there are five fundamental principles that need to be considered by test developers including teachers to ensure that their products are able to achieve its purposes. the principles include practicality, reliability, validity, authenticity, and washback (hughes, 2003; brown & abeywickrama, 2018).each principle is described further below. practicality when asking if a certain assessment is feasible, we want to determine whether it is possible, or practical, to use it in our current teaching situation. this principle is concerned with the “logistical, down-to-earth, administrative issues involved in making, giving, and scoring an assessment” (brown & abeywickrama, 2018, p. 26).money, time, and resources at school can have a significant influence on the kinds of assessment teachers are able to use. understanding the teaching context will therefore both guide and constrain the choices the teachers are able to make about assessment (graves, 2000). reliability reliability refers to the extent to which assessment results are consistent. when using a reliable assessment “you can be confident that someone will get more or less the same score, whether they happen to take it on one particular day or on the next…[but]the score is quite likely to be considerably different, depending on the day on which it was taken” (hughes, 2003, p. 3) if assessment is unreliable. theprincipal idea about reliability is to ensure that students achieve their scores or results because of their abilities, and not due to other factors. the reliability of assessment is dependent upon several factors, including students, graders, the way assessment administered and the nature of assessment itself (brown and abeywickrama, 2018) student related reliability personal characteristics and students background may influence assessment results. a student’s knowledge of particular subjects, cognitive style, gender and ethnic background may play a role in determining their results. there are also several temporary or random factors which may affect the reliability of assessment. students may be ill, tired, anxious or simply having a bad day, and this can cause results to vary every time an assessment is given (brown & abeywickrama, 2018). teachers also need to be aware of students’ knowledge of and strategies for taking tests or other kinds of assessment. students may be very familiar with certain types of assessment or may have had a significant amount of practice or preparation before taking them. some students may also have developed effective strategies for completing assessments, such as predicting the correct answer for multiple choice test questions (brown & abeywickrama, 2018; davies et al., 2002). sumarsono, arrafii, & imansyah evaluating the quality of……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |227 rater reliability the rater is the person who marks, scores or judges an assessment. in many cases this person will be the teacher but in some cases the rater may be a professional language tester. as davies et al. (2002) point out, raters are human and therefore capable of making mistakes which may influence assessment results. there are two aspects of rater reliability: inter-rater reliability and intra-rater reliability. the former refers to the similarity of scores given by two or more different raters to the same assessment. differences in scores may be due to factors such as unfamiliarity with the criteria or scoring system, lack of attention to the criteria or scoring system, inexperience, fatigue or biases (brown & abeywickrama, 2018). the later refers to a single rater’s consistency over a number of assessments (brown & abeywickrama, 2018). once again, there are a number of factors which may lead a rater to either apply a different set of criteria to each assessment or to apply the same criteria differently. these may include fatigue, the sequence assessments are marked in, and bias towards students one may perceive as ‘good’ or ‘bad’. assessment administration reliability the conditions under which assessment occurs can also affect its reliability. factors such as noise, lighting, legibility of test papers and condition of classroom furniture can lead to inconsistencies in assessment scores. brown and abeywickrama (2018) describe a situation in which noise coming from the street outside the classroom can prevent students hearing a tape recording during a listening comprehension test. the score these students received would more likely be a reflection of the interference of street noise rather than their listening comprehension ability. assessment reliability finally, certain characteristics of the assessment itself can contribute to unreliability. time limits, length of assessment, ambiguous questions and unclear instructions are among such factors (brown & abeywickrama, 2018). to take the example of time limits, students will take different amounts of time to complete tasks so if time runs out before a particular student is able to finish the assessment, his/her score will be affected. similarly, time limits may influence the way students respond to the tasks. if for example a writing test requires students to write two essays in one hour, they might write the first very quickly, so they can complete the second essay. validity validity refers the credibility and trustworthiness. in the context of assessment, a valid assessment measures what it aims to measure, “does what it is intended to do” (davies et al. 2002, p. 221). another aspect of validity is the interpretations or uses of assessment results. determining assessment being valid or not is not an easy task (brown, 2004). however, people can look at several sources of evidence to help make the decision about the validity of a test. these sources of evidence can be in the formscontent validity, criterion validity, construct validity, consequential validity, and face validity (brown and abeywickrama, 2018). content validity content validity relates to the content of an assessment. in short, the content of an assessment – questions, tasks and subject matter – should reflect the ability teachers are trying to assess (brown, 2004). hughes (2003) offers an example: it is obvious that a grammar test, for instance, must be made up of items relating to the knowledge or control of grammar. but, this in itself does not ensure content validity. the test would have content validity only if it included a proper sample of the relevant structures. just what are the relevant structures will sumarsono, arrafii, & imansyah evaluating the quality of……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |228 depend, of course, upon the purpose of the test. it is less likely that an achievement test for intermediate learners to contain just the same set of structures as one for advanced learners. if on the other hand a teacher was “trying to assess a person’s ability to speak a second language in a conversational setting, asking the learner to answer paper-andpencil multiple-choice questions requiring grammatical judgements does not achieve content validity” (brown & abeywickrama, 2018). therefore, if the content of an assessment matches the ability it is supposed to assess, then it has content validity (brown, 2004). criterion validity criterion validity refers to the relationship between assessment results and other indicators of language ability. in this case, if the results of the assessment that teachers use coincide with some other criterion, or benchmark, which are believed to provide a good indication of language ability, the task has criterion validity. there are two aspects of criterion validity: concurrent validity and predictive validity. concurrent validity refers to how a student’s performance on a particular assessment compares to his/her performance on other measures of language ability at roughly the same time as the assessment was taken. the achievement of similar results on different assessments can also demonstrate concurrent validity. for example, a student may receive a high score on a classroom listening comprehension test and shortly afterwards receive a high score on the listening component of the ielts exam. predictive validity is the extent to which an assessment can predict how well an individual will be able to perform a particular task in the future. construct validity language ability or proficiency is not a directly accessible tangible trait, and that language assessment is based on one’s view on the nature of language ability. a construct is a concept or definition of language ability and therefore concerned with how well an assessment represents the concept or definition of language ability upon which it is based (bachman, 1990). the test developer must spell out just what that construct is or what it consists of. the test can be valid only if the test construct is a complete and accurate picture of the skill or ability it is supposed to measure. for test to have construct validity, the tasks a student is required to perform must be consistent with our definition of language ability. in other words, an assessment must “tap into” our concept of language ability (brown, 2004, p.25). consequential validity it is important to bear in mind that language assessment does not occur in isolation but it is used within a broader social context and is used on people. this means teachers have to consider the consequences of language assessment (consequential validity). some issues need to be considered regarding consequential validity includes whether the evidence of assessment works well enough to make appropriate decisions regarding students’ learning, the types of language abilities valued or perceived as important in assessment, the extent to which assessment results can be used as a reference to judge the potential performance of students in real life, the potential impacts of assessment on classroom instruction. all of these factors are likely to influence our decision about whether or not to use a certain type of assessment (bachman, 1990). face validity face validity is a critical concept in the realm of assessment, which pertains to the extent to which an assessment appears to measure what it claims to measure based on its physical characteristics. for instance, a reading comprehension assessment that entails reading a short newspaper article and answering questions about it is likely to appear to sumarsono, arrafii, & imansyah evaluating the quality of……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |229 measure reading comprehension (bachman, 1990). face validity is determined by the perceptions of teachers, assessors, and students, and if an assessment item appears to be welldesigned, it is deemed to possess face validity (heaton, 2000). however, it is important to note that face validity alone is inadequate to establish the validity of an assessment. nonetheless, it is still crucial because the perceptions of stakeholders will affect their reactions to the assessment (bachman, 1990). an assessment without face validity may result in numerous challenges, as hughes (2003) elucidates that such a test may not be accepted by candidates, educators, education authorities, or employers, and if it is utilized, the candidates' response to it may not accurately reflect their abilities. authenticity an important factor that requires careful attention is the authenticity of the language and tasks used in language assessments. the degree to which the language and tasks used in an assessment are representative of real-life situations is referred to as "authenticity." in other words, educators must analyze whether the evaluation accurately captures actual language use in natural settings. the definition of authentic language is "oral or written language examples that are not consciously produced for instructional reasons" (nunan, 1999). likewise, genuine activities are those that ask students to act in a way that closely mimics how they behave in actual life situations. for a precise evaluation of language competency, real language and tasks must be included in language assessments. washback when choosing or designing assessment, teachers need to ask whether the assessment will create a positive influence on their teaching and students’ learning experience. as assessment can exert a powerful influence on teachers, learners and society in general,it is not surprising therefore that assessment can affect the nature of english language teaching and learning, including what aspects of the language are taught, the amount of time spent on particular aspects of the language and the teaching methodology used in classrooms. the effect an assessment has on teaching and learning is known as washback or backwash. an assessment can have either a positive or negative effect (mcnamara, 2000). these five principles, when they were considered during the assessment design and development, can ensure effective classroom assessment. as the classroom teacher is a member of classroom community who interacts and engages with the classroom discourse intensively, teachers are considered the most knowledgeable person about the classroom context and thus are likely to become the best assessor of student learning. due to a prolonged engagement in the classroom activities, compared to the outsiders, teachers can gauge more accurate and comprehensive evidence of students’ learning and development. however, until to date, we have a limited understanding about teachers’ performance in designing and developing classroom assessment instrument which helps them make the right decision regarding students’ learning. what we have known is that rather than developing their own instrument, teachers frequently adopt available instrument from the textbook to measure their students’ learning progress and achievement (fulcher, 2012). many of such adoption were proceeded without a proper adaptation and modification. additionally, although some teachers reported that they have developed their own assessment instrument to capture students learning, the quality issue regarding this instrument remained persist (fulcher, 2012; popham, 2011). we still do not get informed about the extent to which these self-made assessment instrument addresses the quality issues and principles of an effective instrument. this research was framed and guided by the following research question: to what extend have the principles of language assessment been incorporated in the teacher’s made tests? sumarsono, arrafii, & imansyah evaluating the quality of……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |230 research method given the purpose to uncover the quality of teachers’ made assessment against five principles of language classroom assessment, this research employed a case study design (yin, 2009) by which one of the assessment tasks from a teacher working at english department at higher education level was selected to be evaluated thoroughly. thus, the unit of analysis however in this study was the teacher’s made test instead of the teacher himself. the test was examined against the principles of language classroom assessment (brown and abeywickrama, 2018). data gathering method the study gathered teachers’ assessment instruments which have been used by the teachersto gather evidence of student learning. in this study, assessment instrument refers to the teachers’ made language test for use in summative formal assessment such as mid or final semester assessment. this criterion excludes daily assessment tasks and exercises that were used to monitor student learning. a set of english tests was gathered from the participating teachersfrom english education department, universitas pendidikan mandalika, lombok. researchers contacted the teachers in person and asked a copy of their assessment tasks. the researchers ensure that the assessment artifacts collected are teacher-made tests to ensure the trustworthiness and accuracy of the research findings. if the artifact is proven to be taken from a publisher, it was excluded for analysis. given this inclusion criteria, a number of teachers’ made tests were brought forward for analysis. however, in this report we present the results of our evaluation on a single assessment task which was an essay writing task for sophomore students at english department (see appendix 1 for the details of the assessment task). this task was selected due to its features that characterise an effective assessment instrument and maybe considered as a model of good assessment task of essay writing. data analysis method to evaluate the quality of teachers’ assessment instruments, data from this research were analysed using qualitative and quantitative methods. qualitative method is a method used to describe data using words but may also using scores (quantitative) to develop a robust analysis to support the qualitative description of the data. the usage of both methods is considered powerful to strengthen the description of the research data. to do this, comparative and contrasting analysis methodswere used (mahsun, 2017). initially, the assessment task was read, annotated and evaluated against the principles of assessment design and development (brown and abeywickrama, 2018). this process requires a description sheet to capture evidence of congruence between teachers’ assessment instruments and the principles. to indicate the quality of assessment instruments, the instrument was rated in a scale from 1 (poor) to 5 (excellent) (see appendix 2for the details of this rating system). the teachers’ made assessments, which have been rated, were tabulated and computed to measure the overall quality of the assessment instrument. from this evidence, a category of the quality of assessment instrument was developed. to ensure trustworthiness of the analysis, intra-rater and interrater strategies wereemployed. initially, the principal investigator analysed the data and then revisited them a few weeks later. then, the same data was evaluated by the co-researcher. then we sit together to discuss the data to arrive at final evaluation. the results of our final, agreed analysis (scoring) can be seen in appendix 2. research findings and discussion to answer the research question regarding the extent to which language assessment principles were incorporated in the teachers’ classroom assessment instrument, teachers’ assessment artifactswere collected and analysed according to five language assessment principles proposed by brown and abeywickrama (2018) that include practicality, reliability, sumarsono, arrafii, & imansyah evaluating the quality of……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |231 validity, authenticity, and washback. the teacher made test in this study is described and connected in relation to each principle of language assessment. the results of analysis were displayed in the appendix 2: practicality when dealing with the issues of educational resources within and outside the classroom, issues regarding practicality principle of this assessment can be considered high(rated 5 out of 5) because teachers do not need to spend a large amount of money to prepare and apply the test in the classroom. neither do they need equipment for designing, collecting, administering, and evaluating ofstudents’ work from this test. the test just requires several pieces of paper.teacher could also administer the task either orally through dictation of the instructions and question or written through providing students with the writing instruction and questions on the board. for this reason, this test can be used in different educational contexts, e.g., remote or urban schools, or school with either high or low socioeconomic status, small or big classroom size. in terms of time spent for designing the test, it requires relatively short time. however, designing assessment rubric that mirrors students’ ability in writing expository essay might be challenging and time consuming for some teachers. in addition, time spending on markingstudents’ work based on this test might be another issue associated to practicality principal. teachers can use holistic scoring rubric which believed to be effective rubric of students’ writing ability (brown & abeywickrama, 2018). however, teachers need more time to grade the task, especially when it is employed in a large classroom size. in this regards, this test is therefore less practical compared to other types of assessment such as multiple choices. in this aspect the practicality of this test is rated 3 out of 5) reliability the overall score for the reliability principle of assessment is 3.6/5.0. in terms of student-related reliability, this test reliability can be considered high(score 4/5) because it contains the topic which is closely related to their life and past experience.it is assumed that students may have had background knowledge of the topic of presented in test items. the test asks students to recall their childhood experience related to the most favourite game they played as a kid. this kind of live experience is unique for each student. this will encourage and motivate them to write because are knowledgeable about the topic. with regards to inter-rater reliability, this reliability issue of this assessment was score 5 out of 5 because it is dependent upon the raters’ quality, experience, perspectives and perhaps qualifications which can influence they students’ work graded(weigle, boldt, and valsecchi,2003). inter-rater reliability could be low if the raters have had different perspectives in assessing students’ work and used different contents of rating scales. on the other hand, inter-rater reliability can be high if two or more raters have had an agreement for assessment criteria to be used (hughes, 2003). regarding assessment administration reliability, assessment reliability relies heavily on several factors such as noise, classroom size, number of students taking the test. when this test is delivered in a non-disrupted atmosphere, its administration reliability can be high, or otherwise. therefore, we score this aspect 5/5. assessment reliability of this test can be high because it has a clear understandable instruction, followed by several scaffolding questions which limit students’ freedom in providing response (hughes, 2003). however, a further instruction telling students about this should be displayed so students know more what to include in their essay.for this reason, assessment reliability was scored 4/5. validity we rated 4 out of 5 for the validity of this assessment overall. all validity aspects were score 4 each. with regard to the content validity,thevalidity of this testcan be high sumarsono, arrafii, & imansyah evaluating the quality of……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |232 because the questions, tasks and subject matter reflect the extensive writing skills to betested, indicated by a number of words required (300 words). in addition, there is a match between the targeted writing genre and instruction as well as questions being presented in this assessment. the task for students is to write long stretch of an expository essay, complemented with a sequence of instructions that guide students to compose an extensive writing. however, with regards to the criterion validity, the validity of these assessment might be considered low due to the absence of other measures of language abilities. nevertheless, the predictive validity might be achieved as the result of this assessment can be a reference to predict students’ ability in writing an extensive textin the future occasion. in terms of construct validity, this test is valid because the taskis consistent with the definition of language ability targeted in some ways: firstly,extensive writing is a long scratch of writing that is well-connected, and this assessment asks students to write a 300word expository essay which meets the criteria of extensive writing. secondly, expository essay asks students to clarify information and provide reasons to the readers. this test asks the test takers to describe and explain why a particular game in their childhood had become a favourite game they played when they were kid. thirdly, the task provided students some assessment rubric and this leads students to know the structure of the essay being assessed. if students know these assessment components, they can focus on them when developing their essays and therefore it improves the construct validity of the assessment. the test analysed here may be considered to meet sequential validity because it can be used to make judgment and decision about students’ performance. with comments and grades from markers or raters, it informs students how well they learn. moreover, the assessment results can be used by teachers as a reference to improve their instruction, serving a formative function of assessment (black and wiliam, 2018). dealing with face validity, this test meets the validity principles. its instruction and question require students to write, not to listen nor reading nor speaking. there is also a clear writing genre to be composed by students. hughes (2003) argues that good test is that the one tests only targeted skills, in this case writing ability. similarly, heaton (2000)asserts that a test can have face validity when teacher, students, and assessors feel alright to assessment items. as evaluator of this task, we agreed that the task preserves face validity. authenticity authenticity principle of language assessment can be evaluated from the extent to which the assessment languages is natural and clearly reflect the authentic real-life situation. for this principle, all aspects of authenticity principle were scored 5. we rated the test 5 overall for some reasons. first, it explicit from the test that the test items are presented in natural and communicative way. this leads to situation where the test instructions are understood well by test-takers and evaluators. second, the test is contextualised as a context is presented in the topic or material of the test (firman et al., 2021). instruction of the test introduces the context of assessment in which the test-takers must relate the topic to their past (childhood) experience. third, the topic is meaningful, interesting, and relevant to students because the topic is well-known by students and is closely related to them. o'malley & pierce (1996) found that that providing students an interesting, relevant and well-known by studentscan help students to improve their writing performance. in addition, writing a topic that is familiar with personal circumstance could increase students’ interest (pajares & schunk, 2005) as there is only one task to be performed by students, one might argue that the task is not presented thematically. however, it is not significant issue affecting the authenticity principle because there is clear sequence of instruction that can help students tocomplete the task. moreover, the topic and the context are introduced early in instruction allowing students to activate their prior knowledge about the topic. this was followed by next instruction that leads to the focus of task. then students are given follow-up instructions that provide students sumarsono, arrafii, & imansyah evaluating the quality of……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |233 an approach to finish the task, and finally are given reasonable amount of time to respond to the task. washback a test can produce meaningful washback if it positively affects students and teachers about how well they do their jobs, determines what and how teachers teach and students learn, provides adequate time for preparation, gives learners constructive feedback that boosts language development, is more formative than summative oriented, equips opportunities for learners to achieve peak performance (brown & abeywickrama, 2018). considering these features of positive washback, we gave 4.5 for the washback aspect of principle for this task. firstly, the task analysed in this study assesses pupils’ capacity in composing an expository essay. this assessment tests students’ ability in describing, explaining, and providing information to the readers. this target is reflected in the tasks instruction and questions that ask students to describe one of the most favourite games they played when they were kid and provides reasons for selection. hence, the instruction and questions of the task meet particular characteristics of expository essay. it does not ask students to write other writing genres. secondly, this assessment promotes opportunities for students to perform selfor peer assessment on their works (dolba et al., 2022). this practice is suggested as it helps students to discover their learning weaknesses and strengths, and this subsequently improves performance (baars et al., 2014; haerazi & kazemian, 2021). research has indicated that training on the use of peer or self-assessment can be effective for improving their writing performance in the future task (kostons et al., 2012). further, this assessment provides written formative feedback for students which can be used by students to enhance their writing development. thirdly, as the test provides guided questions for students to complete the task, teachers and students understand the instruction and task are understood in the same way. in formative assessment practices, similar understanding between the teachers and students of instruction and learning target can increase learning opportunities and outcomes (arrafii, 2021). lastly, the test has provided some opportunities for student to practice and apply skills and knowledge in writing an expository essay. this competence is undoubtedly crucial and useful for their future life, especially for those who want to pursue a career as a journalist or writer. however, some characteristics of positive washback proposed by hughes (2003) are not fully accommodated in this test. for example, this test merely provides single task that is to write expository essay, while lacking in providing multitasks.it is likely that if the task is single, students’ preparation for the test might be reduced to include this type of ability or performance. conclusion the teachers’ made assessment reported in this paper can be considered as a very good example of assessment of writing task because it satisfies all five principles of classroom assessment although some minor issues still appear. however, the finding reported here cannot be applicable to other teachers as they may have developed different level of expertise with regard to assessment design and development. therefore, as popham (2011) has pointed out that only a small number of teachers have had adequate assessment literacy and the respondent of this research being considered belong to this minority, an interventionist research approach through professional development involving a large number of teachers is considered an effective way to improve teachers’ assessment literacy, especially on area of test item design and development. sumarsono, arrafii, & imansyah evaluating the quality of……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |234 references aprianoto, & haerazi. 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(2009) case study research: design and methods (4 ed.). london: sage publications, inc. https://doi.org/10.36312/jolls.v1i1.498 https://doi.org/10.1177/0265532214564505 https://doi.org/10.1111/emip.12369 https://doi.org/10.1177/08295735221089457 sumarsono, arrafii, & imansyah evaluating the quality of……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |236 appendix 1:a sample of teacher-made test designed to measure students’ performance in writing expository essay sumarsono, arrafii, & imansyah evaluating the quality of……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 |237 appendix 2: the result of researchers’ evaluation on teacher-made test (appendix 1) in each principle of language assessment no criteria (assessment principles) rating 1 2 3 4 5 1 practicality a) time for design, administration, marking x b) money x c) resources/equipment x 2 reliability a) student-related reliability x b) rater reliability (intraand inter-rater) x c) assessment administration reliability x d) assessment reliability x 3 validity a) content validity x b) criterion validity x c) construct validity x d) consequential validity x e) face validity x 4 authenticity x a) language is as natural as possible x b) questions/tasks contextualised, not isolated x c) topics meaningful, interesting, relevant to students x d) questions/tasks organised thematically x e) questions/tasks closely reflect real life x 5 positive washback a) assess abilities we want students to develop x b) include wide range of questions/tasks x c) vary questions/tasks over time x d) direct assessment x e) criterion-referenced assessment x f) assessment based on objectives x g) assessment well understood by students and teachers x total note: excellent (5); very good (4); good (3); satisfactory (2); poor (1) principles of language classroom assessment practicality reliability student related reliability rater reliability assessment administration reliability assessment reliability validity content validity criterion validity construct validity consequential validity face validity authenticity washback data gathering method data analysis method practicality reliability validity authenticity washback appendix 1:a sample of teacher-made test designed to measure students’ performance in writing expository essay appendix 2: the result of researchers’ evaluation on teacher-made test (appendix 1) in each principle of language assessment journal of languages and language teaching, vol. 6 no.1, mei 2018 61 abstract this research aimed at analyzing and describing the use of multilingual code mixing as one of communication tool specially conducted in karang buyuk, ampenan. multilingual code mixing used by the people in karang buyuk, ampenan in daily conversation and communication among sasak community and other community, people in karang buyuk, ampenan want to show their solidarity and their prestige in society. the method which was applied in this research was a descriptive qualitative approach) in this case the writer use ethnograpy method. the data being analyzed are descriptive data in form of written words and sentences. the writer used some observation and also interview to collect data and he record the data. based on the recording, he makes the transcrip and analysis the data. he seperated the data based on some criteria such as education level, age, gender, occupation, topic, and situation. this criteria used by the writer to analysis the data resources, and answer the research question. based on the data results of the analysis, some of the important research finding are stated as follows; firts people in karang buyuk, ampenan are varied on some aspects, such as education level, age, occupation, situation and any other aspect that influence the language. second, the poeple use code mixing among the sasak people is to show their prestige in the society, and they are proud in using code mixing, and if they make the conversation with different ethnic group the people in karang buyuk want to show their solidarity and to avoid the interethnic conflict among the society key words: language, multilingual, code mixing. abstrak penelitian ini bertujuan menganalisis dan menjelaskan penggunaan campur-kode multilingual sebagai alat komunikasi yang dilakukan di karang bunyuk, ampenan. campur-kode multilingual yang digunakan oleh masyarakat di karang bunyuk, ampenan dalam percakapan dan komunikasi sehari-hari di antara komunitas penutur bahasa sasak dan komunitas bahasa lainnya yang merupakan cara menunjukkan solidaritas dan kebanggaan dalam masyarakat. metode yang diterapkan dalam studi ini adalah kualitatif dengan pendekatan deskriptif yang dibangun berdasarkan kerangka kerja penelitian etnografis. data yang dianalisis berbentuk data deskriptif yang berupa tulisan kata-kata dan kalimat-kalimat. peneliti melakukan beberapa kali observasi dan juga wawancara dalam mengumpulkan dan merekam data. berdasarkan data rekaman, peneliti membuat transkripsi kemudian menganalisisnya. ia memisahkan data berdasarkan beberapa kriteria, seperti tingkat pendidikan, usia, jenis kelamin, pekerjaan, topik, dan situasi. kriteria tersebut digunakan dalam proses analisis data yang kemudian untuk menjawab pertanyaan penelitian. berdasarkan data dan analisisnya, peneliti menemukan beberapa hal penting, di antaranya: pertama, masyarakat karang buyuk, ampenan menunjukkan keragaman dalam beberapa aspek yang memengaruhi bahasa, seperti tingkat pendidikan, usia, jenis kelamin, pekerjaan, topik, situasi, dan sebagainya; dan kedua, masyarakat karang buyuk, ampenan yang beretnis sasak menggunakan campur-kode untuk menunjukkan kebanggaan mereka dalam masyrakat, dan mereka bangga menggunakannya. ketika terlibat dalam percakapan dengan orang dari etnik lainnya, mereka menggunakan campur-kode untuk menunjukkan solidaritas dan menghindari konflik dalam masyarakat. kata kunci: bahasa, multilingual, campur-kode danul aristiawan stikes yarsi mataram danularisetiawan@gmail.com multilingual code mixing in sasak language inkarang buyuk ampenan journal of languages and language teaching, vol. 6 no.1, mei 2018 62 introduction nowdays the influence of globalization create the culture, life style, fade away and especially can make effect to language used, that can be make the people in sociaty use different mode of languge, such as the use of code mixing in a conversation. additionally the community in basically are bilingual and multilingual. indonesia is one of the bilingual country and as of developing country in the world which has hundred thousand of islands with the milions of population which has multifarious culture and language, indonesia range from sabang to marauke. lombok island is one of a part of indonesia that has different culture and language than the other. therefore, most people in lombok are bilinguals, and speak their own ethnic language (venacular language), which is called sasak language. as well as the national language, bahasa indonesia which are taught in school and used as their formal and official mode of communication (lyon in mahyuni, 2006). lombok is one of the islands in indonesian archipilago, immediately east of bali. it is about 4. 682, 35 square kilometers. administratively, it consist of east, central, and west lombok, including kota madya, mataram “mataram municipality”. mataram is the capital city of the province of west nusa tenggara (ntb). according to the 2000 census, the population of the province is 3. 805. 537 people, 2. 684. 466 of whom reside on the island of lombok, while the other 1. 121. 071 live on sumbawa island (sumbawa, bima, and dompu). the researcher get the history of ampenan by interview because there is no literature which researcher use for guideline. ampenan are consists of two word “ ampan” and “benang”. before the dutch army came to lombok there is a chief minister to a king his name arya banjar getas, he needed a help from karangasem kingdom. he wait karangasem kingdom and their army on the beach, at the same time, he fishing on the beach by pineapple fibrous in sasak called “ampan” he used it as thread “benang”. and until now people said ampenan. ampenan is one of the old city in lombok. at the time ampenan is the center of trade we could see it from the evidences such as: harbour, old bulidings, buddhist monastry, just the harbour disappeared. from the interview reseacher get information if the harbour boomed by the dutch, and now ampenan beach familiar with “pantai bom”. before the harbour destroyed many peoples come from other coutry to selling his product, chiness, arabic, and also dutch the poeple at the time prospered. until now days many offspring from chiness and arabic stayed in ampenan and built the society with origin people. ampenan is one of the urban area, so thats way they use many languages in commnunication and interaction each other. by this reason sereacher take the data in karang buyuk, ampenan to analysis the multilingual code mixing in term of daily communication. apart from those, one of the most important phenomena is influenced in language is the use of code mixing by people who live in karang buyuk, ampenan in their daily interaction such as: a : bro, ndek te main badminton bareh ? b : ndek bro, aku yak lalo touring jok sembalun a : ndekm kadu rent car ? b : ndek bro, aku kadu mobil trevel batur furthermore, the researcher will do this scientific research and to know way people use code mixing especially in karang buyuk, ampenan. review of related literature language in this world, a language plays very important role especially for communication in our daily encounters. if journal of languages and language teaching, vol. 6 no.1, mei 2018 63 there is no language, the world be quite because the human being can not express their felling, emotion, desire, and their idea. there, the existence of it has been making people arround the world to communacate to each other. blair (1990) assert “ this means you have the capacity to produce sounds that signify certain meaning and to understandof interpret the sound produce by others”. every body knows that human being has two roles in life, namely : human being as individual creature and human being as social one. as a social creature, of course needs a tool or a device for communication or even interaction. that’s way human being life creates a language for intercting and communicating with others. language is one of human devices which have an important role. language is when two people or more communicate with each other in speach , language is a communal possession and admittedly an abtract one (wardhaugh 2006). language is as a systematic way of combining smaller units into larger units for the purpose of communication language , society and culture generally, a language is a system which operates with symbolic vocal sounds and which is used by group of people for the purposes of communication. according to anderson, (2005) stated that language is a system of sound, arranged from arbitrary symbols it has unique character. language is built up from our behavior; language is tool for communication, which has interaction with our culture. where, human being without language seems like auto car without steer. how do we control the car if there is no steer? if we cannot control the car, we will never arrive at the destination. it is the illustration how important the language for human being is. by language, we can express our ideas, feeling, desires, and emotion to make the others understand and perhaps they will respond it if we want it. there are several relationships bettwen language and society : social stucture, lingustic stucture, bi-directional, language and society is independent ( wardhaugh, 2006). society and language are so closely related that society cannot be said to stand “ out there” separated from a language whose task it is to reflect it as some linguists put it, “ language is a realitycreating social practice”. this statement is in line with bernstein’s hypothesis (gumperz and hymes, 1972) which says that social relationships act as intervening variables between linguistic structures and their realization in speech. language that people produce is not a random entity, but it must be rule-governed. so far linguists have found out that there are so many sociolinguistic variables involved in realizing a stretch of expression in the form of language. those variables or linguistic features vary in form and have social significance (mckay and hornberger, 1997). the researcher, research about language to understand that language and how it works, and to understand how the people use them. halliday (1992) stated that the functions of language are that language is need for telling (oral) and written, listening and reading, they hoped will get many targets or purposes. and according to wardhaugh ( 2006) language is a set of item. in hudsen (1996) calls “lingustic items” such entities as sounds, words, grammatical structures and so on. anderson and stageberg (1980) divided the basic function of language into three parts such as; informative function, expressive function, and directive functions. 1) informative function is to communicate information which used to affirm or deny prepositions or to present argument. these functions are described important or unimportant things, general or particular, and any other information to be reported informatively. 2) expressive function is used to communicate feeling or emotions. expressive function can be found in poetry journal of languages and language teaching, vol. 6 no.1, mei 2018 64 which showing feeling and expression about something. 3) directive function,“language serves the directive function when used for the purpose of causing (or preventing) overt action. this function can be commands and requests. (anderson and stageberg, 1980) generally, a language is a system which operates with symbolic vocal sounds and which is used by group of people for the purposes of communication. according to anderson, (2005) stated that language is a system of sound, arranged from arbitrary symbols it has unique character. language is built up from our behavior; language is tool for communication, which has interaction with our culture. where, human being without language seems like auto car without steer. how do we control the car if there are no steer? if we cannot control the car, we will never arrive at the destination. it is the illustration how important the language for human being is. by language, we can express our ideas, feeling, desires, and emotion to make the others understand and perhaps they will respond it if we want it. the researcher, researches about language to understand that language and how it works, and to understand how the people use them. halliday (1992,) stated that the functions of language are that language is need for telling (oral) and written, listening and reading, they hoped will get many targets or purposes. many kinds of language uses in the world and every part of language there structures and rules for the language it can be in grammar, and many aspect such as; semantics, syntaxes, psycholinguistic, discourse, sociolinguistic and others. however, every language changes and develop or maybe new term or vocabulary in those language because of the situation and conditions. language is not only instrument for the communication of messages. this becomes especially clear in multilingual communities where various groups have their own language. e.g. english and arabic in sasak . with its language group distinguishes itself. the cultural norms and values of a group are transmitted by its language. the group fellings are emphasized by using the group’s own language, and member of out-group are included from its internal transactions (giles et al., in appel, 1987). therefore it is a common assumption in sociolinguistics an assumption which is validated by many personal observation and research data – that languages carry social meanings or social connotations. if a language has social meaning, people will evaluate it in relation to the social status of its users. their language attitudes will be social attitudes. reserach method the research of this study is descriptive qualitative research, in this research, researcher use ethnography method to collect the data. this research is also a qualitative one since all the data collection is in the form of words. the using of this is appropriate with the purpose of the study that is explaining about multilingual code mixing in sasak language. it will describe the aspects of code mixing in karang buyuk, ampenan. researcher has one research questions dealing with multilingual code mixing in sasak language in ampenan, from this research questions the writer try to analyse why people use code mixing in daily conversation. as we know that karang buyuk is one of the appropriate place to get the accurat data, in this place many ethnic and offspring stayed long time. reseacher interest to analyse way they use multilingual code mixing in daily communication. by using recording technique the writer could colect the data of their multilingul (wei and moyer, 2008). to analyse the data researcher seperete the data resoucer based on age, occupation, education, and gender to get the accurate data to analyse (fishman in holmes, 1992) journal of languages and language teaching, vol. 6 no.1, mei 2018 65 finding and discussion finding there are some reason why paople in karang buyuk use code mixing in commmunication, beside ampenan as the multiculture and multingual it makes lot of influnce of language used in karang buyuk ampenan, some reason are as follows : code mixing as a tool of interethnic solidarity by using code mixing people in karang buyuk ampenan especially sasak people want to show that they are welcome to other enthnic. code mixing usage can avoid interethnic conflict ware occure because of misunderstanding among the society, this misunderstanding can avoid if the people have a tool to delivere the message to the other. so, code mixing as a tool to delivere the message and can make other ethnic essy to interpret the message and can get the point of some information in appropriate interpretation. code mixing as mediator in interpretation of communicative messages this function had shown by gumperz’s in holmes (1992,) he asserts that code mixing could interpret messages in communicative interactions. while it has indeed provided a comprehensive list of macro contextual aspect of communication (e.g role relationship, physical and social setting,attitudes, social velues, messages forms and content, etc), it fails at least to some extent , to show how meaning are actually interpreted, contructed, and negotiated during interaction. discussion based on the results of the data analysis, the study found several aspects of language use that enable the local people to share solidarity among themselves. not only do they share a common identity of being migrants to the area, but they also view themselves as having a common culture and a language through which their status as a collective communal groups is encoded. i have shown also that the features of the various ethnic languages are adopted to make those of the common language. in this way the study suggests that multuculturism in karang buyuk ampenan has been evident not only in demographic and cultural facts but also in linguistic ones. from the finding, sasak people in karang buyuk, ampenen want to show how they were friendly to other ethnic and also they want to show the prestige to others if be able to communicate multilingul. conclusion and suggestion conclusion the writer concludes that the people use code mixing in conversation is to show the sasak solidarity especially the karang buyuk people to other ethnic who lives in this place, because there are some factors influnce of code mixing occur in the society such as karang buyuk is one of the urban area in ampenan, so many people come from other ethnic and stayed as the neighbor and make the relationship as a new society, by using code mixing the people can essy to interpreted the messages in appropriate way. and by using code mixing the people can show their solidarity each other and this can avoid the interethnic conflict and also the pople use code mixing among sasak people is to show their prestige to each other. suggestion based on the conclusion it can be said that code mixing is useful in multicultural and multilingual people, the inter ethnic conflict firstly from the misunderstanding of the people in interpret the meaning of communication. at least after doing the difficulties of being concerned with discourse analysis, the writer would like to contribute suggestion for the readers and the future researchers. we know that discourse is study of language in context or in use that related to many aspects of human life. there is no journal of languages and language teaching, vol. 6 no.1, mei 2018 66 thing that can be separated from language, that is why this study is really crucial to be learn more and more. knowing linguistics or discourse by analyzing them, it essential in order to get a better understanding about the theories of language and how they are applied in either spoken or written language interaction or communication. this can be done both through the linguistics point of view, researcher suggest that this kind of research not only apply in spoken form of language like what the researcher has done but also in written as well. future more, there are so many aspects is social life to be chosen as the theme of a research. references anderson, 2005. l2 learning strategies. mahwah. lawrence erlbaum associates blair, r. 1982. innovative approaches to language teaching. rowley. newbury house danesi, marcel and perron, paul, 1999. analyzing cultures, indiana university press. glanz, jeffrey, 1998. action research : an educational leaders’s guide to school improvement. cristophergordon publishers, inc. norwood, massachusetts halliday, m. 1973. explorations in the functions of language. london. edward arnold holmes, janet, 1992. an introduction to sociolinguistics. longman and new york. hymes, d. 1974. foundations in sociolinguistics : an ethnographic approach. philadelphia university of penssylvania press. mahyuni, 2006. speech style and cultural consciousness in sasak community. cerdas press wardhugh, ronald, 2006. an introduction of sociolingustic, blackwell publishing wei, li and g. moyer, melisa, 2008. research methods in bilingualizm and multilingualism. blackwell publishing ltd. yusra, kamaludin, 2012. language and social solidarity, cerdas press journal of languages and language teaching, vol. 4 no.1, mei 2016 36 the effectiveness of expand gama toward students’ motivation in learning grammar lailatul wardiah mts. al-muslimun nw tegal, lombok barat, ntb celoela42@gmail.com abstract this research was aimed to find out whether the use of expand game effective toward students’ motivation in learning grammar and to find out correlation between students’ motivation and grammar. the kind of this research was experimental research with pre test and post test design. the population of this research was the students at the second grade students of of mts al-muslimun nw tegal consist of 104 students. the sample of this research used two classes namely experimental group and control group where each group consisted of 26 students. the sample technique used in this research was cluster random sampling by using lottery. the experimental was taught by expand game and control group taught by puzzle game. the instruments that used were grammar test and questionnaire for the motivation. the data analyzed used t-test. the result of the analyzed showed that the value of to (t obtained) 3.50 was higher than tt (t table) 2.056, the significant level 0.05. based on the result of the study, it could be concluded that the use of expand game effective in learning grammar at the second grade students of mts al-muslimun nw tegal and the result correlation between students’ motivation and grammar showed r-test was higher than r-table (0.979 > 0.388). based on the result of the study, it could be concluded that is correlation between students’ motivation and grammar is accepted. in other word, alternative hypothesis (ha) was accepted and null hypothesis (ho) was rejected. key words: expand game, motivation and grammar. abstract penelitian ini bertujuan untuk menemukan dampak positif menggunakan expand game terhadap motivasi siswa dalam pembelajaran grammar dan menemukan hubungan antara motivasi siswa dan grammar. jenis dari penelitian ini adalah penelitian eksperimen dengan pre test dan post test design. populasi dari penelitian ini adalah siswa kelas dua dari mts al-muslimun nw tegal yang berjumlah 104 siswa. sampel dari penelitian ini menggunakan dua kelas namanya kelompok eksperimen dan kelompok kontrol dimana setiap kelompok terdiri dari 26 siswa. tekhnik pengambilan sampel dari penelitian ini menggunakan cluster random sampling technique dengan menggunakan lottery. kelompok eksperimen diajarkan dengan expand game dan kelompok control diajarkan dengan puzzle game. instrumen yang digunakan adalah test grammar dan kuisoner untuk motivasi. analisis data menggunakan t-test. hasil analisis menunjukan bahwa nilai untuk to (t obtained) 3.50 lebih tinggi dari tt (t table) 2.056, tingkat signifikan 0,05. berdasarkan hasil pembelajaran, bisa disimpulkan bahwa penggunaan expand game effective dalam belajar grammar untuk siswa kelas dua mts almuslimun nw tegal dan hasil dari hubungan antara motivasi siswa dan grammar menunjukan bahwa r-test lebih besar dari r-table (0.979 > 0.388). berdasarkan hasil pembelajaran, bisa disimpulkan bahwa hubungan antara motivasi siswa dan grammar adalah diterima. dengan kata lain, alternative hypothesis (ha) diterima dan null hypothesis (ho) ditolak. kata kunci:: expand game, motivation and grammar. journal of languages and language teaching, vol. 4 no.1, mei 2016 37 introduction grammar is components language skill, such as listening, speaking, reading, and writing. in teaching grammar there are so many rules that must be paid attention when someone wants to master grammar itself. someone who can master the grammar, they should make differences between the kinds or elements in grammar. one element of grammar is tense; present tense, past tense, future tense, etc. according to cowan (2008: 3) grammar is the set of rules that describes how words and groups of words can be arranged to form sentences in a particular language. the study of grammar has a long and important role in the history of the second language and foreign language teaching. based on the researcher observation at mts al-muslimun nw tegal on february 03th 2017, the researcher found that in teaching grammar process, students sometimes got bored and could not completely receive the grammar material from the teacher, because the puzzle game that the teacher used was monotonous and not too effective to teach grammar. the teacher strategy just gave a note on the whiteboard, the teacher gave some examples, and then asked the students to take a note. after that the students were only given limited time to do some exercises. so, it made the students’ grammar mastery not really good, especially in simple present tense. simple present tense was important as the basic rule for the students to make and use sentences to communicate in daily life. there were several ways which can help the teacher to make the students’ motivate and enjoy the lesson. one of them is game. game is strategy to make the students more quickly to comprehend the material. besides that, game can help their students encourage sustaining their interest in teaching learning process and makes the students increase their motivation. based on problem above, the researcher interest in conducting research the effectiveness of expand game toward students’ motivation in learning grammar at mts al-muslimun nw tegal in academic year 2017/2018. review of related literature grammar grammar is the sound, structure, and meaning system of language. all languages have grammar, and each language has its own grammar. people who speak the same language are able to communicate because they intuitively know the grammar system of the language. students who are native speakers of english grammar. they recognize the sounds of english words, the meaning of those words, and the different ways of putting words together to make meaningful sentence. according to decapua (2008: 1) explain that grammar is a set of rules. grammar is also often linked to both explicit and implicit criticisms of people’s use or “misuse” of language, which may have created a sense of resentment or frustration with the notion of grammar. generally, grammar or structure is sometime defined as the way words are combining or put together to make correct sentence. we can, however, apply the term, grammatical to the unit which is smaller than sentence (greenbaum and nelson, 2002: 1). based on the definition above, it can be concluding that grammar is set of rules that describes how words and groups of words can be arranged to form sentences in a particular a language. motivation brown (2000: 160) states that motivation is probably the most frequently used catch-all term explaining the success or failure of virtually any complex task. it is journal of languages and language teaching, vol. 4 no.1, mei 2016 38 easy to assume that success in any task is due simply to the fact that someone is “motivated”. it is easy in second language learning to claim that a learner will be successful with the proper motivation. motivation is a theoretical construct used to explain the initiation, direction, intensity, persistence, and quality of behaviour, especially goal directed behaviour (jere, 2004: 3-4). motivate is something (a need or desire) that causes a person to act. motivate, in turn, means to provide with a motive and motivation is defined as the act or process of motivating. thus motivation is the act or process of providing a motive that can causes a person to take some action (nancy, 2013: 23). expand game according to davis and rinvolucri (1984: 64) expand game is short of game with words and picture that you play. game in general to be liked, for playing game at a very easy game and unnecessary fuss. teaching by using game actually will make enjoy because suggestion of game will make students to relax situation and free from pressure. game maybe used to motivate students and to create a more relaxing foreign language classes. the researcher will use game as an instrument to stimulate students to study english. the procedure of expand game: (1) teacher prepares some pictures that show subject, verb, noun, and adverb; (2) teacher divides students in groups. every group consists of 5 and 6 students; (3) teacher gives pictures (subject , predicate, object ,adverb) to the groups; (4) teachers ask students to discuss and arrange the sentences based on the pictures; (5) afterwards teacher asks students to stick the arrange pictures on the whiteboard and write the sentences based on the pictures; (6) teacher continuous the process by sticks the blank paper everywhere in every appropriate place until be different many-formed sentences. research method research design the approach that used by the researcher is quantitative approach. quantitative approach is the presentation of data in form of numeric and to analysis the data is using statistical. according to miller (2005: 2) says that informal term an experimental is a means of collecting evidence to show the object of on variable upon another. where, in this design there were two groups experimental group and control group. for that reason, the researcher used pre-test post-test design. the researcher design that used in this study is experimental design in the form of quasi experimental design, pre-test and post-test design. (campbell, 2002: 104) “quasi experiments have similar purposes and structural attributes to randomized experiments”. the test was given to both of classes for experimental group would be treated using expand game and control group was treated using puzzle game. population and sample the population of this research is the second grade students of mts al-muslimun nw tegal in academic year 2017/2018 which consists of 104 students and divided of four classes. class a consist of 26 students, class b consists of 26 students, class c consist of 26 students and class d consists of 26 students. the total samples of this study are 52 students. in this research, the researcher will takes two classes as the samples to be the experiment group and control group. in this research, viii a consist of 26 students as the experimental group and viii c class consist of 26 students as the control group. the technique for getting samples the researcher will apply cluster random journal of languages and language teaching, vol. 4 no.1, mei 2016 39 sampling technique to determine the experimental group and control group by using lottery. research instrument instrument is the tool that can be used by the researcher in setting the data to make easier. in this study the instrument that the researcher used: (1) the instrument of this research is a test. the test used as instrument was a grammar test the form of objective test. the researcher gave the students 25 question each 25 multiple choice. regarding to the instrument of data collection, they would be all scored 4 for multiple choice correct answer. it means the right students score ranged from the highest 100 (when the students can answer all question correctly) and the lowest is 0 (when the students cannot answer any of the test). (2) the instrument for motivation is questionnaire. questionnaire is important to know students’ motivation in learning grammar. in this case, the researcher tested the students to know their motivation is discussed. the students gave question, it consist of 20 items. technique of data analysis in this research, the technique of data analysis divided into two general type methodologies, namely; descriptive analysis included (mean, median, mode, and standard deviation) and inferential analysis(the branch of statistics analyzed sample data to draw conclusions about a population). research finding and discussion research finding this research was conducted on 17th – 28st july 2017 at mts al-muslimun nw tegal. the researcher presented the result on the study for six meetings. before conducted the treatment at the viii a and viii c, the researcher gave pre-test to the students in the first meeting of both groups to know the students’ basic knowledge about the materials especially grammar. after pre-test conducted at the viii a and viii c, the researcher gave treatment of both groups for four meetings each class which treated by expand game in experimental class while control class treated by puzzle game. after conducted the treatment in the classroom of both groups the researcher gave post-test and questionnaire for the last meeting. based on the data above, it shows that the hypothesis of this research was t-test value > t-table value at significant level of 0,05 (90%) with 26 students for both of them. the result of ttest was higher than t-table 3,50 ˃ 2,056. based on the result of the study, it could be concluded that the use of expand game effective in learning grammar at the second grade students of mts al-muslimun nw tegal and the result correlation between students’ motivation and grammar showed rtest was higher than r-table (0.979 > 0.388). based on the result of the study, it could be concluded that is correlation between students’ motivation and grammar is accepted. in other word, alternative hypothesis (ha) was accepted and null hypothesis (ho) was rejected. discussion according to research finding and interpretation of the data shown that alternative hypothesis (ha) was accepted. the result of data motivation in experimental group showed that the score 80-100 was 11 students, score 70 was 7 students and score 50-60 was 8 students from 26 students and the result of data motivation in control group showed that the score 50-60 was 17 students, score 70 was 5 students and the score 80-100 was 3 student from 26 students. its means that expand game was very motivating than treated by puzzle game. the students’ motivation level 90% from experimental group by expand game and students’ motivation level was journal of languages and language teaching, vol. 4 no.1, mei 2016 40 neutral 40% from control group by puzzle game. in this research, expand game was effective towards students’ motivation because expand game can make the students easy to understand the material. using game also makes the students relax and early interested in subject. according to wright. a. et al. (2006: 1) game mean an activity which is entertaining and engaging, often challenging, and an activity in which the learners play and usually interact with others. the students also did not feel strange when the researcher applied the expand game in learning grammar because the students accepted the basic material in grammar. by using expand game could be improved students' motivation in learning because students are not dependent on the teacher, students can learn with the other students and the students could be more active in learning,. by using expand game could be changes to student motivation, from the student apathy and very low motivation was already significant changes, the students always asked the teacher if they are confused about the lesson. according to harmer (2007: 98), motivation is kinds of internal drive which pushing someone to do things in order to achieve something. conclusion and suggestion conclusion the conclusion of this research was based on the results of the data analyzed as the answer of the research question. the researcher finally comes into the conclusions as followed: 1. expand game effective towards students’ motivation in learning grammar. by using expand game it can be improved students' motivation in learning, because students are not dependent on the teacher, students can learn with the other students and the students can be more active in learning,. by using expand game it can be changes to students’ motivation, from the student apathy and very low motivation was already significant changes, the students always ask the teacher if they are confused about the lesson. 2. there was effective of students’ motivation in learning grammar. students can mastery was grammar easier and faster using expand game. based on the result of this interpretation, it was proved that the alternative hypothesis (ha) was accepted and null hypothesis (ho) was rejected. suggestion by using expand game it can be improve students' motivation in learning grammar, because students not depend on the teacher, students can find information widely, the students can learn with the other students and the students can be more active in learning. by using expand game, studying is not boring activity for the students because with expand game not only listen what teacher said but they can interact with their teacher and friends too communicate in the classroom. expand game can improve students’ motivation in learning grammar. hopefully, the next researcher try to find out whether expand game can be improved students in other skill like writing, speaking, and vocabulary skill. references azar, b, schrampfer. 1999. understanding and using english grammar. published by person education brown, h. d. 2000. teaching by principle an interactive approach to language pedagogy. second edition. addison wasley longman inc. brown, h. d. 2000. principle of language learning and teaching. fourth edition. addison wasley longman inc. cowan, ron. 2008. the teacher’s grammar of english. usa: cambridge university press journal of languages and language teaching, vol. 4 no.1, mei 2016 41 decapua, andrea. 2008. grammar for teacher. a guide to american english for native and non-native speakers driscoll, marcy. 1994. psychology of learning for instruction. boston: allyn and bacon eastwood, john. 2002. oxford practice grammar. oxford university press greenbaum, sidney &nelson, gerald. 2002. an introduction to english grammar.sidney: longman harmer. jeremy. 2001. the practice of english teaching. third edition. essex: pearson education ltd. john smith. 2015, motivation questioner 01. miller, stave. 2005. experimental design and statistic. second edition. london and new york: routledge nancy h. s. 2013. management and motivation. jones and bartlett publishers. rinvolucri, mario. 1984. grammar games. united kingdom: cambridge university press. sardiman, a, m. 2014. interaksi motivasi belajar mengajar. jakarta: pt raja grafindo persada. sugiyono(2012). metode penelitian kuantitatif, kualitatif dan r & d. bandung: alfabets sugiyono (2011). statistika untuk penelitian. bandung: alfabets. wright, a., betteridgeet, d., & buckby, m. 2006. game for language learning_third edition. cambridge university press. usa sugihartono. 2007. psikologi pendidikan. jogjakarta: uny press. sugiyono. 2010. metode penelitian pendidikan pendekatan kualitatif, kuantitatif, dan r&d. alfabeta. bandung. thornbury, scoot. 2002. how to teach vocabulary. person education limited. england. wright, a., betteridgeet, d., & buckby, m. 2006. game for language learning_third edition. cambridge university press. usa. journal of languages and language teaching, vol. 4 no.2, november 2016 62 the style used by students in learning vocabulary fithria ulfani yuliatin sma negeri 1 sakra timur, lombok timur, ntb yuliatin@ymail.com abstract the purpose of this study is to describe the application of learning styles in the vocabulary used by students of sman 1 sakra timur. to know the percentage of student learning style in vocabulary. students of grade 2 ipa 1 are less in applied learning styles, students are more sitting and silent, whether they understand what is described or not. in keeping the results of research, conducted data collection using qualitative descriptive. data obtained from the results of vocabulary and questionnaire tests. on the other hand, the qualitative data comes from student observations as well. then the data can be seen that students have problems with the vocabulary, from 37 students who are able to achieve it consists of 15 students (40%) able to achieve the minimum mastery criteria with qualifications consisting of 5 students (14%) to prima, 9 students (24% to very good, and 10 students (27%) became good, while there were 13 students (35%) who were unable to achieve minimum mastery with poor or failing qualifications. for percentage of learning style preferred by students to learn to use visual learning style, (89%) ss, 3 (8%) s, 1 (2%) tt and nobody chose disagree and strongly disagree. in addition, from the observation, students are less active to respond to lessons taught due to lack of force learning applied by the teacher. key words: style used in learning vocabulary. abstrak tujuan dari penelitian ini adalah untuk mendeskripsikan penerapan gaya belajar dalam kosakata yang digunakan oleh siswa sman 1 sakra timur. untuk mengetahui persentase gaya belajar siswa dalam kosakata. siswa kelas 2 ipa 1 kurang dalam gaya belajar terapan, siswa lebih banyak duduk dan diam, apakah mereka mengerti apa yang dijelaskan atau tidak. untuk menjaga agar hasil penelitian dilakukan pengumpulan data dengan menggunakan deskriptif kualitatif. data diperoleh dari hasil kuesioner dan tes kuesioner. di sisi lain, data kualitatif berasal dari pengamatan siswa juga. kemudian data dapat dilihat bahwa siswa memiliki masalah dengan kosa kata, dari 37 siswa yang mampu mencapainya terdiri dari 15 siswa (40%) mampu mencapai kriteria penguasaan minimum dengan kualifikasi terdiri dari 5 siswa (14%) sampai prima , 9 siswa (24% sampai sangat baik, dan 10 siswa (27%) menjadi baik, sementara ada 13 siswa (35%) yang tidak dapat mencapai penguasaan minimum dengan kualifikasi buruk atau gagal. untuk persentase gaya belajar yang disukai oleh siswa untuk belajar menggunakan gaya belajar visual, (89%) ss, 3 (8%) s, 1 (2%) tt dan tidak ada yang memilih tidak setuju dan sangat tidak setuju. selain itu, dari pengamatan, siswa kurang aktif untuk menanggapi pelajaran. diajar karena kurangnya pembelajaran gaya yang diterapkan oleh guru. kata kunci: gaya yang digunakan dalam belajar kosakata. introduction learning vocabulary is very important and it is part of learning english. in vocabulary teaching and learning, teachers have many ways to use the media to help students’ learn vocabulary, such as games, songs, movies, pictures, etc. according to thornburry (2002: 13) conveys that without vocabulary nothing can be conveyed. the more they master the vocabulary the better they use language skills journal of languages and language teaching, vol. 4 no.2, november 2016 63 like us: speaking, reading, listening and writing because vocabulary mastery will be helpful when students learn a foreign language. based on observation by researcher at sman 1 sakratimur, researcher found many problems during the teaching and learning process. the problem of students is still the lack of learning styles of students in learning vocabulary. so the students are often confused with and less understood with the lessons explained by the teacher. based on the above problems, researcher want to provide solutions, especially in learning vocabulary. the solution is to use learning styles, learning styles are a natural way to absorb, process, and retain students' information and skills as well as lack of language input when practicing using the vocabulary itself. by using this style of learning as a strategy in vocabulary learning for high school students, researcher hope it will make students’ feel fun and motivate them to learn more about vocabulary and can make it easier for them to remember the meaning of words even able to use the word in narration, will not be more difficult to understand about the material and will become more interesting in teaching and learning process especially in sman 1 sakra timur. riview of related literature learning style a person's ability to understand and absorb the lessons is definitely different. some are fast, moderate, and some are very slow. therefore, they often have to take different ways to understand the same information or lessons. learning styles are a typical way of learning for students (winkel: 2005: 164). whichever way is chosen, the learning style differences show the fastest and best way for each individual to be able to absorb an outside information. if we can understand how the different learning styles of each person may be, it may be easier for us if at any time, for example, we must guide someone to get the right learning style and give the maximum result for him (hamzah uno, et al: 2004: 212 ). from the above meanings, it is concluded that learning styles are the way students’ tend to react and use incentives to absorb and then organize and process information in the learning process. models of learning style according to rose colin and nicholl (2002:130) there are three models of learning style that is: learning should use the eye senses through observing, drawing, demonstrating, reading, using media and props. learning should be listening, speaking, and presentations, expressing opinions, ideas, responding and arguing. kinesthetic style (learning by moving, working and touching). learning through physical activity and direct involvement. students’ prefers to handle, move, touch and feel / experience alone, body movement (hands-on, physical activity). vocabulary according to hiebert&kamil (2005: 3) conveys that vocabulary is the knowledge of meaning word. from the statements above, vocabulary is an important part of language that must be mastery in our life especially in english, the more words a students’ knows the more they will be able to understand what they want to speak and write in foreign language especially in four skill of english language. research method the researcher was used descriptive qualitative. the subject in this research is the second grade ipa 1 students' with a total of 37 students, consisting of 26 male students’ and 11female students’. the research instrument was vocabulary test, questionnaire and observation sheet. techniques of data collection in this study apply three step follow observation sheet, test vocabulary and questionnaire. finding and discussion how implementation of learning style in vocabulary is used by students' of sman 1 journal of languages and language teaching, vol. 4 no.2, november 2016 64 sakra timur. the use of learning styles for second graders ipa 1 is not too much applied by teacher; it is proved by the observation sheet conducted by researchers while doing research in the classroom. so many students just sit and listen whether they understand or not. table 4.2 data frequency questionnaire entire students statem ents frequency no ss s t t t s st s 1 33 3 1 0 0 37 2 29 8 0 0 0 37 3 30 6 1 0 0 37 total 92 17 2 0 0 111 percent age 82% 15% 2 % 0 % 0% 100% the results obtained by the researcher are most people choose to learn to use visual learning style based on total table 33 (89%) for ss, 3 (8%) for s and 1 (2%) for tt while total for learning hearing learning style is 29 (78%) for ss, 8 (22%) for s and total kinesthetic learning style was 30 (81%) for ss, 6 (16%) for s, 1 (3%) for tt in vocabulary learning. based on the responses of grade 2 ipa 1 students to the above qualitative data table shows that of 37 students of sman 1 sakra timur who use visual learning styles in vocabulary teaching is more fun than ordinary helps students to understand the material easily, understand the happiness. in learning, help students remember lessons more easily, and this can train students' creativity. then 82% strongly agreed, 15% agreed, 2% said they did not know, and none of the students expressed disagreement and strongly disagreed. if we look at the comparison between the students' vocabulary results and the learning styles chosen by the students, it is very different from how they learn in the classroom. they just sit and listen to the teacher's explanation without us knowing whether they understand what is being falsified or otherwise. conclusion based on research conducted by researchers on august 02 2017 in second grade ipa 1 sman 1 sakra timur, here the researchers focus on the learning style of students. researchers want to know what learning styles are in use by students in the process of teaching and learning in class. we know that the learning styles of students in one class are different but here researchers only see the most votes or from 37 students whether they prefer learning styles using visual, auditory or kinesthetic. but before researchers do research on student learning styles, researchers want to know whether students have problems in vocabulary or not. after the researcher gave the vocabulary test to the second graders ipa 1 the results obtained by the researcher were from 37 students only 15 students (40%) who were able to achieve minimum mastery with qualification consist of 5 students (14%) be very good, 9 students 24%) became very good, and 10 students (27%) became good. while there were 13 students (35%) who were unable to achieve minimum mastery with poor or failed qualifications. this shows that most students of grade 2 ipa 1 sman 1 sakra timur problem in learning vocabulary. of course this is related to how the learning style of students. researcher already know the results of students' vocabulary tests, after which researcher provide a questionnaire or questionnaire to students, such as the questionnaire visual learning style, auditory and kinesthetic. first the researcher calculates the total or results of each learning style chosen by the students. from each learning style such as visual, auditory, kinesthetic will be collected into their respective parts. journal of languages and language teaching, vol. 4 no.2, november 2016 65 after that the researcher collect each student's data to see what percentage and what learning style is chosen by each student. as the result of the visual table above there are 31 students who get the highest frequency (40% -54%) and there are 6 students who get the lowest frequency (27%). this is the result of the many students who choose the visual learning style. and when compared with total kinesthetic learning style calculated from the data obtained from students with total only 6 people get the highest frequency (40% 54%), and 31 people get the lowest frequency (13% -27% ). meaning that the party is not very interested in using visual learning style. and the result of kinesthetic learning style is from 37 students there are 15 students get the highest frequency (48%) and 22 students get the lowest frequency (13% -27%), meaning that students are interested enough to use kinesthetic learning style to apply when teaching and learning process in class. from the above results can be conclusion that students are more likely to choose visual and kinesthetic learning style than learner by using auditory. and the results obtained by the researcher are most people choose to learn to use visual learning style based on total table 33 (89%) for ss, 3 (8%) for s and 1 (2%) for tt while total for learning hearing learning style is 29 (78%) for ss, 8 (22%) for s and total kinesthetic learning style was 30 (81%) for ss, 6 (16%) for s, 1 (3%) for tt in vocabulary learning. so, it means that most students of xi ipa 1 sman 1 sakra timur are more interested in using visual learning style or by using picture or lcd media to support the teaching and learning process in the classroom, so that students' understanding is better and improve the quality of learning. based on the responses of grade 2 ipa 1 students to the above qualitative data table shows that of 37 students of sman 1 sakra timur who use visual learning styles in vocabulary teaching is more fun than ordinary helps students to understand the material easily, understand the happiness. in learning, help students remember lessons more easily, and this can train students' creativity. then 82% strongly agreed, 15% agreed, 2% said they did not know, and none of the students expressed disagreement and strongly disagreed. if we look at the comparison between the students' vocabulary results and the learning styles chosen by the students, it is very different from how they learn in the classroom. they just sit and listen to the teacher's explanation without us knowing whether they understand what is being falsified or otherwise. but when the teacher asks them to argue, add or step in what is conveyed most of them just silent and do not know what to say. no wonder vocabulary students are low because the style of learning is applied does not make them more enjoy and the spirit to learn. bibliography allen, virginia french. 1983. technique in teaching vocabulary. new york: oxford university press arikunto, suhasimi.2013. manjementpenelitian. jakarta: rinekacipta reid, a.1995. the learning style handbook. new york: pearson education. rose,colin,nicholl2002. research design: qualitative, quantitative, and mixed methods approaches. usa: sage publication. hamzah uno, et al: 2004. the secrets of successful learning. jakarta. rinekacipta. hiebert, elfidia& l. kamil, michael. 2005. teaching and learning vocabulary bringing research to practice. new jersey:lawrence erlbaum associates. deporter&hermaki.2009. in maskhurin, handayani, dewibinta. 20144. study on vocabulary learning style used by the eight semester students of english departement of iain tulunggung in the academic year 2013-2014.thesis, unpublished.iaintulunggung. journal of languages and language teaching, vol. 4 no.2, november 2016 66 nasution.1992. psychology of education. jakarta: diktidepdikbud. hlm.78. mack et.al.2005.in vernanda, wahyu. 2009. student’s learning style in vocabulary class at stkip pgri west sumatra registered 2009. stkip pgri sumatra barat. mccarten,jeanne. 2007. teaching vocabulary. lessons from the corpus.lessonsfrom the classroom. usa: cambridge university press. purwanto, ngalim. m. 2010. evaluasipengajaran. bandung: pt. remajarosdakarya. richards, j. c. &renandya, w. a. 2002.methodology in language teaching.cambridge: cambridge university press sugiyono.2011.metode penelitian kuantitatif , kualitatif, dan r&d. bandung:alfabeta.hlm. winkel .2005. cara belajar yang efisisen.yogyakarya: liberty.timtetappenulisuniversitasne geri malang.hlm.164. thornbury, scott. 2002. how to teach vocabulary. london: longman group. journal of languages and language teaching, vol. 4 no.1, mei 2016 25 the effect of commentary strategy towards students’ self-conidence in speaking ability agus safari ma nw aikmel, lombok timur, ntb asafari27@gmail.com abstract this research was aimed to find out or not commentary strategy has significant effect in teaching speaking, and has correlation students self-confidence and their speaking ability. the research was quasiexperimental method and design was non equivalent control group design. the population of this research was the whole students of second grade students of ma nw aikmel, the total population is 43 students that consisted of two class. the sample was taken from of the second grade students which consisted of 43 students. the data were gained from pre-test and post-test of oral and questionnaire. the instrument was in form of test and questionnaire. in analyzing the data, t-test formula was used. the finding showed that the mean score of post-test for experimental is ( 60,70 ) higher than control ( 49,61 ). further, the result of t-test showed ( 1,76 ) is higher than t-table ( 1.684 ) with the degree of freedom (df) = 95 at the significant level = 0. 05. it mean that the alternative hypothesis ( ha) was accepted and null hypothesis was rejected . and then there is correlation between students self-confidence and their speaking ability, it was found in experimental group r-test showed r is higher than the r table (r = 0,791 ≥ rt = 0, 444) and for control group r-test showed r is higher than the r table ( r = 0, 482 ≥ rt = 0, 0,444). so it can be concluded that commentary strategy has significant effect towards students selfconfidence in speaking ability and there is correlation between students self-confidence and their speaking ability at the second grade students of ma nw aikmel in academic year 2016/2017. key words: commentary strategy, self-confidence,speaking abstrak penelitian ini bertujuan untuk menemukan atau tidak commentary strategy memiliki pengaruh signifikan dalam pengajaran speaking, dan memiliki korelasi antara siswa percaya diri dan kemampuan berbicara mereka. penelitian ini menggunakan quasi-experimental dan non control equivalent control group design. populasi pada penelitian adalah siswa d kelas dua ma nw aikmel, total populasi adalah 43 siswa diantara 2 kelas. sample di ambil dari kelas 2 yang mana dianataranya 43 siswa. data diperoleh dari pre-test dan post-test pada speaking dan questionnaire. pada instrument berbentuk oral dan questionnaire. pada analisis data t-test formula digunakan. di tunjukkan bahwa mean score pada experimental adalah ( 60,70 ) lebih tinggi dari pada control group ( 49,61 ). selanjutnya, hasil t-test menunjukkan bahwa (1,76) lebih tinggi dari pada t-table ( 1.684) dengan df =95 pada signifikan level = 0,05. itu artinya bahwa alternative hypothesis (ha) adalah diterima dan null hyphotesis ditolak. dan kemudian ada hubungan antara siswa percaya diri dan kemampan mereka berbicara, ditemukan pada experimental group r-test menujukkan bahwa r lebih tinggi dari pada r-table, (r=0,791≥ rt0,444). dan pada control group r-test menunjukkan bahwa r lebih leih inggi dari pada r-table ( r= 0,482 ≥ rt 0,444). jadi, ini bias disimpulkan bahwa commentary strategy memiliki pengaruh yang signifikan terhadap siswa percaya diri dalam berbicara da nada hubungan antara siswa percaya diri dan kemampuan mereka berbicara pada kelas dua di ma nw aikmel pada tahun ajaran 2016/2017. kata kunci: commentary strategy, kepercayaan diri ,berbicara introduction speaking is one of the complex ways in learning english. it is kind of activity to comprehend the interactions between speakers, message and audience. speaking is important for everybody in order to cope with new knowledge in the changing word of technological age. journal of languages and language teaching, vol. 4 no.1, mei 2016 26 meanwhile, there are many problems that faced by the learners at ma nw aikmel like they were lack in pronunciation, grammar, and vocabulary. the problems of low self confidence in speaking also occur. furthermore, most of the students get confuse in express their opinions because they did not know what they wanted to say. next they still need involvement of someone, they cannot control their attitude of doing something in the classroom. the teaching strategy that was being used by the teacher also caused these problems, the teacher just asked the students to read the materials and directly practice it in front of the class, direct instruction usually applied by the teacher during the teaching and learning process. the purpose of this study is to find out the effect of commentary strategy towards the students self-confidence in speaking ability and correlation between students selfconfidence and their speaking ability: an experimental study at the second year students of ma nw aikmel. this study hopefully could give theoretical information concerning the role of commentary strategy in teaching speaking. the result of this study is intended to be positive constitution of to promote about one some factor effecting student speaking skill. to bring up the wider perspective for the next researcher concerning the role of the commentary strategy in teaching speaking. commentary strategy is hopefully can be an alternative strategy for the teacher in teaching speaking. review of related literature hulme ( 1999 ): 4 defines; speaking is about presenting a comprehensible message to the user, as well as understanding people’s use of language, it mean that speaking is an important part of the interchange of thought and information to the user. according to brown ( 2003: 184) there are five indicators of speaking, they are: (1) grammar is also often linked to both explicit and implicit criticisms of people’s use or” of language. decapu ( 2008:1); (2) vocabulary is a core of component of language proficiency and provides much of basis for how well learners speak, listen, read and write.( richards and renandya, 2002:255). (3) comprehension is as much performance a willful act, to use saussure’s term as production. (brown, 2003:33). (4) fluency is the length of the run, i.e. the number of syllables between pauses. ( thornbury, 2002:7). (5) pronunciation is includes the role of individual sounds and sound segment, that is features at the segmental level, as well as supra segmental features such as stress, rhythm, and language intonation. ( richards and renandya. commentary strategy commentary strategy is like a game in which the winner is the person speaking when the one minute “bell” sound ( or when the teacher shouts ‘time’s up) ( marshland, 1998: 82). commentary strategy is the strategy which language facilitates orally and fluently, the aim of the strategy make the students speak more without hesitation in the class room. research method this research is with quasiexperimental with non-equivalent control design with pre-test and post-test. this research is all of the students at the second grade students which the total numbers of them are 43 students divided into two classes. the total sample is 43 students. this research was made the chosen by a lottery the test consist of self-confidence questionnaire to know the student confidence level and the pre-test and posttest to know students speaking skill. to measure speaking skill by using oral test the researcher divides as five criteria, which are the scores of pronunciation, grammar, vocabulary, fluency and comprehension, and to measure students’ self-confidence, the researcher used questionnaire as test for measuring the students’ selfjournal of languages and language teaching, vol. 4 no.1, mei 2016 27 confidence, the researcher provides 40 items of questionnaires. this research was used questionnaire by using likert’s scale. data of students’ speaking are gained from the result of their speak one by one in front of them friend. the score of students’ speaking was given to student when they are speaking in front of them friends with the scoring rubric speaking, such as pronunciation, grammar, vocabulary, fluency, and comprehension. in this study, the researcher was used questionnaire as test for measuring the students’ selfconfidence, the researcher provides 40 items. the data analysis would be divided into two general type methodology namely descriptive analysis and inferential analysis. descriptive analysis includes ( mean, mode, median and standard deviation) and the data for self-confidence were in form of number analyzed quantitatively with pearson product moment formula (r). simple correlation statistics is a technique used to measure the strength of the relationship two variables and also to be able to know the relationship between the two variables with the results of a quantitative nature. research finding experimental group the mean score of pre-test is 45,6 and the mean score of post-test is 60,70. the mode of pre-test is 51,9 and the mode of post-test is 65.5 the median of pre-test is 48,75 and the median of post-test 62,64. the range of pre-test is 44 and the range of post-test is 38 the standard deviation pretest is 40,14 and standard deviation of post-test is 52,86. control group the mean score of post-test is 49.61 the mode of pre-test 37.9 and the mode post-test is 43.5 the median of pre-test is 39,17 and the median of post-test 50.6 the range of pre-test is 34 and the range of post-test is 40. the standard deviation of pre-test is 32,77 and the standard deviation of post-test is 41,29. based on the research finding, the researcher found that commentary strategy has effect toward students’ self-confident in speaking. the data analysis of the posttest showed that the mean score of experimental group is higher than the control group ( ̅ = 60,70 > ̅ = 49,61, the experimental group was taught by using the commentary strategy and the control group was taught by using the value line strategy, in order word teaching speaking using the commentary is effective toward students’ self-confident in speaking. the researcher found that the students have selfconfident in speaking after treated by using commentary strategy. moreover, the t-test showed that the t-obtained is higher than the t table (to = 1,76 ≥ tt = 1.684). by the criteria of hypothesis, hypothesis alternative (ha) which stated commentary strategy has effective towards student’ selfconfidence in speaking is accepted, while null hypothesis which stated commentary was not effective towards students selfconfidence in speaking ability is rejected. the researcher concluded that ha is accepted and the ho was rejected, it mean that there was significant effect of commentary strategy towards students’ self confidence in speaking ability. based on the analysis above for experimental group r-test showed r is higher than the r table (r = 0,791 ≥ rt = 0, 444) so we can said that, there is a correlation between students’ selfconfidence and their speaking ability. and for control group r-test showed r is higher than the r table ( r = 0, 482 ≥ rt = 0,444) so we can said that, there is a correlation between students’ self-confidence and their speaking ability. there was two statement of the problem as follows: is there any significance effect of commentary strategy towards students’ self-confidence in speaking ability and is there any correlation between students’ selfconfidence and their speaking ability at journal of languages and language teaching, vol. 4 no.1, mei 2016 28 second grade students at ma nw aikmel. this statement of the problems had been answered based on the research result above. the commentary not only help students understand new concept but also provide a scaffold for learning through the other language modes of reading and writing. through talking and listening to one another (not only the teacher) and working on activities involving reading and writing (not only their own), learners are able to both develop increasing facility in all language modes and increasing control over social interaction, thinking and learning. the importance of self-confidence for learners is crucial part in learning speaking english, this can achieve teaching material and activities that can give enthusiasm, brave and stimulation to learners, when the teacher present the material and ask the student to perform with their ideas, they will not monotonous and boring in learning process. in conclusion, commentary strategy is a strategy which can build students’ selfconfidence, students’ fluences in learning target language, promote students to speak or interact with others in the classroom and makes the teaching learning process enjoyable. finally, the researcher concluded the result of the research based on the analysis and the interpretation of the data that the commentary strategy has effective toward students’ self-confidence in speaking ability and there was a significant correlation between students’ selfconfidence and their speaking ability at second grade student in ma nw aikmel. conclusion and suggestions conclusion based on the statistical analysis, that the t-test is higher than the t table (to = 1,76 ≥ tt = 1.684). by the criteria of hypothesis, hypothesis alternative (ha) which stated commentary strategy has effective towards student’ selfconfidence in speaking is accepted, while null hypothesis which stated commentary was not effective towards students self-confidence in speaking ability is rejected. the researcher concluded that ha is accepted and the ho was rejected, it mean that there was significant effect of commentary strategy towards students’ self confidence in speaking ability. based on the analysis by the product moment for experimental group r-test showed r is higher than the r table (r = 0,791 ≥ rt = 0, 444) so we can said that, there is a correlation between students’ self-confidence and their speaking ability. and for control group r-test showed r is higher than the r table ( r = 0, 482 ≥ rt = 0,444) so we can said that, there is a correlation between students’ selfconfidence and their speaking ability at ma nw aikmel in academic year 2016/2017. suggestion by using commentary strategy it can be improve self-confidence students' in learning, because students are not depend on the teacher, students can find information widely, can learn with the other students and the students’ can be more active in learning. by using commentary startegy, studying is not boring activity for the students’ because with commentary strategy they are not just listen what teacher said but they can interact with their teacher and friends too communicate in the clasroom. commentary strategy can improve students’ self-confidence in speaking ability because from the title of this book “ study from nothing” so the goal is how can the students brave in speaking hopely, the next researcher try to find out whether commentary strategy can be improve students in other skill in speaking. references brown, douglas h. (2003) language assessment principle and classroom practices, california: longman. journal of languages and language teaching, vol. 4 no.1, mei 2016 29 cohen, luis et, al. 2005. research methodology in education. london and new york: routledge falmer hulme, kukulska agnes. 1999. language and communication. new york: oxford university press kanar, carol c. 2012. the confident student, 8th edition. valencia community college. kothari, c.r. 2004. research methodology. new delhi: new age international publisher. luoma, sari. 2004. assessing speaking. new york, melbourne, madrid: cambridge university press. marshland, bruce. 1998. lesson from nothing activities for language teaching with limited time and resources. new york, cambridge university press. miller, steve. 1984. experimental design and statistics. london and new york: routledge renandya,w.a and richards j.c. 2002. methodology language teaching an anthology of current practice. new york, madrid: cambridge university press. richards. 2008. teaching and speaking. new tork: combridge university press. thronbury, scott. 2002. how to teach speaking. new york: longmaan nunan, d. (1989). designing tasks for the communicative classroom. new york: cambridge university press. __________. 2003. practical english language teaching. new york: mc graw hil sentane l.wirehadi.2014. the effect of think pair share (tps) towards students’ motivation in speaking skill at smpn 9 praya barat in academic year 2015/2016 suharsmi, a.2006. prosedur penelitian, suatu pendekatan praktik. pt rineka cipta. jakarta sugiyono. 2012. statistika untuk penelitian. bandung: cv alfabeta. ________. 2016. statistik untuk penelitian. bandung: alfabeta. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3096 january 2021. vol. 9, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 14-23 jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |14 combining diary and guided strategies for writing difficulties 1,2ismiati & 1iin lailatul fitria 1faculty of teacher training and education, cordova university, indonesia 2corresponding author email: ismiatisumarlin08@gmail.com article info abstract article history received: october 2020 revised: december 2020 published: january 2021 this study aims to identify the students’ writing difficulties and combined diary and guided strategies as a solution to solve or reduce the writing difficulties. diary and guided writing are two strategies that are commonly separately implemented in writing classes. among the number of strengths, there must be weaknesses when diary writing is implemented without any feedback. writing without continuous guidance may not optimally help students reducing the writing difficulties. this study tried to combine both of those strategies. students at the english study program were randomly selected as the research participants. the qualitative approach was applied. the data was obtained by implementing diary writing combined with guidance during one month as well as an observation, an in-depth interview, and a focus group discussion. the result shows that students got difficulties applying proper vocabulary, grammar, and mechanics in their writing. grammar was the most difficult aspect. further finding describes that the combination of diary and guided strategies could continuously reduce the writing difficulties. keywords writing difficulties; combining diary; guided strategies; how to cite: ismiati & fitria, i. l. (2021). combining diary and guided strategies for writing difficulties, jollt journal of languages and language teaching, 9(1), 14-23. doi: https://doi.org/10.33394/jollt.v%vi%i.3096 introduction good writing covers some rules such as language use accuracy, mechanical, content, stylistic, and judgment. the complexities of english writing rules still become big challenges for many students at the university level, including those who study english as a major specialization. ismiati and pebriantika (2019) found that writing is one of the most difficult courses for most english study program students. barra (2001), as cited in thipatdee (2019), identified students' mistakes in spelling, punctuation, content ambiguity, and redundancy. at the same point, sakkir (2020) explained that writing is a complex skill and sometimes difficult to teach because it requires a grammatical device and conceptual and judgment elements. as a complex skill, writing needs to continuously practice and feedback. various strategies have been studied and implemented in the class of writing to help students who are struggling with better writing skills. each strategy has its own values and weaknesses. it can be appropriate or may not for a certain group of learners. diary and guided writing are two strategies that are commonly separately implemented in the class of writing. diary strategy is a constant individual writing practice as a part of the learner-center approach in which a writer controls his own writing. guided strategy means giving supervision, encouragement, and control toward the students’ writing practice. it is commonly applied to guide and control individual writing through which students have opportunities to discuss, do exercise, and revise their writing. parson (2001) defines guided writing as the process where teachers develop and guide students’ writing through discussion, join text construction, and evaluation of their independent writing. http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& ismiati & fitria combining diary and guided……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |15 many studies found that diary writing could improve students’ writing skills or solve writing problems. maharani (2017) found that the writing ability of students at the english department of a certain university in semarang was significantly increased by using diary writing strategy. langan (2008) stated that continuously writing on a diary can make students develop their thinking habit and make the writing as part of their life activity. among the number of strengths, there must be weaknesses when diary writing is practiced without feedback or guidance. some studies found that diary writing strategy without continuous guidance neither improves the writing ability nor overcomes the writing problems. it more improves the students’ feeling, writing habit, and motivation rather than the ability to create the accuracy of writing. herliani, linuih, dwijananti (2015) found that diary writing without any feedback could improve students’ learning motivation or behavior rather than the progress of the writing ability. ismiati and pebriantika (2019) found the combination of diary and guided strategies was one of the recommended strategies for writing class. it was claimed that the use of the diary writing strategy without any guidance, control, or feedback makes many students focus their writing mostly on the content as an expression of their feeling and gave little attention to the linguistic features' correctness. according to ifanc (2010), in order to make progress in writing skills, learners need teachers’ guidance to help them get progress and solve problems of their writing skills. regarding to the weaknesses of applying diary writing without any feedback as found by ismiati and pebriantika (2019) and herliani, linuih, and dwijananti (2015), this study was conducted to identify the students’ writing problems and combine diary and guided strategies as a solution to overcome or reduce the writing problems. a combination of this study's strategies was implemented by first instructed the students to constantly write at home then regularly and continuously accept writing feedback from the lecturers every week. research method research design this research applied a qualitative descriptive approach. data was collected through some techniques such as in-depth interviews, implementation of diary and guided strategies, observation, and fgd technique. to get an in-depth clear description of the students’ writing difficulties, five students as participants of this research were individually interviewed. simultaneously, to identify the students’ individual writing difficulties and know how the combination of diary and guided strategies become a solution to overcome the students’ writing difficulties, the students were instructed to practice diary writing at home and given individually guided. they wrote four topics for a week and guided twice in a week during one month. in each meeting of guiding activity, each student had two topics to be discussed with the guider/lecturer. each topic of the students’ essay consisted of at least 500 hundred words. there were three lecturers who guided the students’ writing. each lecturer guided seven students for each week. the total meetings for guiding during one month were eight times. in guiding, each guide or lecturer gave feedback based on the students’ individual writing difficulties. the diary and guided strategies also are as a technique to identify how the combination of diary writing and guided writing strategies overcome or reduce students’ writing problems individually, observation was done every week during the process of guiding. to get deep data on how the combination of dairy and guided strategies becomes a solution for the students’ writing difficulties, fgd was conducted to seven students randomly taken from the research participants. this study's subjects were 20 students who were randomly selected from the first until the eighth grade at the english study program of cordova university. ismiati & fitria combining diary and guided……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |16 instruments some instruments were used to collect data. interview and focus group discussion (fgd) guidelines were prepared as the instruments used during the process of interview and fgd. observation sheet was the instrument used to collect data through observation. writing guide cards were the instruments used to take some notes for the students’ individual writing guidance. this study's data were qualitatively analyzed through several steps: organization, data reading, coding, narrating, description, themes, and interpreting. research finding and discussion research finding writing difficulties writing in english is one of the most difficult courses for university students, even for those who study english as their major specialization. the students have to complete many written college assignments, which must be correctly written and accepted based on the english writing standard. the complexities of the writing rules in english make students get difficulties in constructing good or accepted writing. writing difficulties mean problems or errors made by students in their writing. good english writing is writing, which covers its writing standard. hammer (2004) pointed out that good writing is a complex process compared to speech. writers need to master all features related to good writing, including a rich vocabulary, knowledge of grammar, and mechanic of writing. in this study, the students were found got difficulties in constructing good writing. the difficulties were found in some aspects, as presented in the following table. table 1 writing difficulties students types/aspect of difficulties week 1 week 2 week 3 week 4 1 vocabulary, grammar, mechanic grammar, mechanic grammar, vocabulary, mechanic grammar 2 vocabulary, grammar, mechanic grammar, vocabulary, mechanic, grammar grammar, mechanic 3 vocabulary, grammar, mechanic grammar, vocabulary, mechanic grammar, vocabulary, mechanic mechanic 4 vocabulary, grammar, mechanic grammar, mechanic, vocabulary grammar, vocabulary grammar, vocabulary 5 vocabulary, grammar, mechanic grammar, mechanic grammar grammar 6 vocabulary, grammar, mechanic grammar, mechanics vocabulary, mechanic vocabulary 7 vocabulary, grammar, mechanic grammar, mechanic, vocabulary grammar, mechanic grammar, vocabulary, mechanic 8 vocabulary, grammar, mechanic grammar, mechanic grammar vocabulary 9 vocabulary, grammar, mechanic grammar grammar, vocabulary, mechanic mechanic 10 vocabulary, grammar, mechanic grammar, vocabulary, mechanic grammar, vocabulary mechanic, grammar 11 vocabulary, grammar, mechanic grammar, mechanic grammar, mechanic grammar, mechanic 12 vocabulary, grammar, mechanic vocabulary, grammar, mechanic grammar, vocabulary vocabulary 13 vocabulary, grammar, mechanic vocabulary, grammar, mechanic grammar, vocabulary grammar, vocabulary 14 vocabulary, grammar, mechanic grammar, mechanic. vocabulary grammar, vocabulary mechanic 15 grammar, mechanic, grammar, mechanic grammar, vocabulary vocabulary ismiati & fitria combining diary and guided……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |17 vocabulary 16 vocabulary, grammar, mechanic vocabulary, grammar, mechanic vocabulary, grammar grammar 17 vocabulary, grammar, mechanic vocabulary, grammar, mechanic grammar, mechanic 18 grammar, vocabulary, mechanic grammar, vocabulary, mechanics grammar, vocabulary vocabulary, mechanic 19 vocabulary, grammar, mechanic vocabulary, grammar, mechanic grammar, vocabulary mechanic 20 vocabulary, grammar, mechanic vocabulary, grammar, mechanic vocabulary, mechanic mechanic discussion this study aims to identify the students’ difficulties in writing and combine diary and guided strategies as a solution to overcome or reduce the difficulties. many studies found that diary writing is one of effective strategies to improve the students’ writing skills as described by maharani (2017) found that the writing ability of students at the english department of a certain university in semarang was significantelly increased by using diary writing strategy. in contrast, this study believed that the use of diary writing strategy without continuous feedback or guidance could not help students reduce writing problems. this study supported the previous research findings, which showed that diary writing could not optimally effective to improve the students’ writing skills without feedback. herliani found, linuih, dwijananti (2015) that diary writing without any feedback could more improve students’ learning motivation or behavior rather than progress of the writing ability. at the same point, ismiati and pebriantika (2019) claimed that the combination of diary and guided strategies was recommended for writing class. moreover, the researchers found that diary writing strategy without any guidance, controlling, or feedback makes many students focus their writing mostly on the content as an expression of their feeling and give little attention to the linguistic features' correctness. this study continued the previous research finding conducted by ismiati and pebriantika (2019) that recommended the combination of diary and guided strategies in teaching writing. this study identified how those strategies combined effectively to reduce the students’ writing difficulties. in addition, it is agreed that a writing guide is useful for the students’ writing progress. ifanc (2010) stated that in order to make progress in writing skills, learners, in this case, need teachers’ guidance to help them make progress and solve problems of their writing skills. finding of this study shows that those students got some difficulties in writing as presented in table 1. the use of diary writing practice combined with guided strategy, could continuously help students reduce the difficulties in writing. it describes that students got writing difficulties in the aspect of vocabulary, grammar, and mechanics. it shows that students had limited vocabulary, lack knowledge of grammar and mechanics. among the three aspects of the writing difficulties, using grammar errors were mostly found in all topics of students’ diary writing. students' problems with using mechanics and the difficulties in selecting appropriate words were also faced when they completed almost all diary writing task topics. many students got problems in choosing appropriate words for a certain context. wrong word errors in the students’ writing refer to the word choice that students made for a sentence or context which may convey a slightly different meaning from what they mean. the students got confused in use some words which are similar in meaning, sound, and spelling. such words as quite-quiet-quiet, affect-effect, looselose. when the students wrote quickly, they made a mistake in using word forms, such as the use of a verb instead of an adjective that directly changed the meaning. another case was found that students used non-standard ismiati & fitria combining diary and guided……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |18 vocabulary like ‘gonna and wanna’ in their writing. such a word is acceptable in formal writing. the difficulties in the grammar aspect got by the students were found in the form of tenses pattern, article, preposition, pronoun, conjunction, and coherence among sentences. most students were lack knowledge of grammar. grammatical accuracy was the most difficult thing to be completed in their writing. the form of tenses was not correctly used. they used wrong form of the verb to describe about activities in a certain time. for example, they often make a mistake to use the correct form of verb when they talk about their daily activities and experiences. the most common errors of the verbs were found when the students describe about someone else’s daily activities. most students were confused about using irregular verbs. it was found that about 85% of students were not able to demonstrate articles in their sentences. they did not understand the different use of the article ‘a’ and ‘an’. they often use wrong article to refer to a certain thing or place. the students got difficulty placing preposition. in an example, the preposition ‘on, of, for, in, at’ was often misused. in using pronoun, it was found that the pronoun did not clearly refer to definite referents, many students have failed in the use of subject pronoun and possessive pronoun, and object pronoun. they were confused to use the subject pronoun ‘they and it’ to refer to a statement, plants, animals, a group of people, and other things. misplaced of the possessive adjective ‘ her, his, our, its’ were often found in the students’ writing. object pronoun ‘him, them, and her’ were the most misused. almost 90% of students got problems constructing a unified paragraph. they got little understanding on the correct use of grammatical cohesion. they did not know how to use the type of cohesive devices or conjunction adequately in their writing. the sentences were not coherently constructed. the students made the wrong choice of conjunction to connect the sentences in a paragraph as an example the use of ‘furthermore, moreover, because of, since’ were often used for inappropriate context. the same type of cohesive device is often frequently used in different sentences. for example, the use of the adversative conjunction’ then and after that’ was more frequently used. in the case of mechanical errors, many students made a common mistake in the use of capitalization, punctuation, spelling. the students did omission and addition in the use of punctuation. ‘comma’ was often omitted and added to some sentences. the students added ‘comma’ in sentences where it was not needed, and they did not use it in a place where it must be used, such as after word, phrase, or clause to clarify the sentences. the use of capital letters for proper noun and the first word in sentences was often ignored by many students. unnecessary capitalization was also found in the sentences. misspelling was the most common mistake did by students in the aspect of mechanic were found in spelling. many students wrote misspelled words in their writing. most students had the same difficulties in constructing a good writing. hammer (2004) pointed that good writing has to cover the complexities of vocabulary, knowledge of grammar, and mechanics. finding of this study shows that 80% of the participants have limited vocabulary to be developed in their writing. limited vocabulary makes them write less or more frequently use the same words in the writing. they did not apply variation of words. almost 90% of the students got difficulties in the aspect of grammar. they had lack knowledge how to construct sentences correctly. 75-80% of the students did not use mechanics properly. in writing the diary, the students mostly focused to express their feeling and idea than paying more attention to the accuracy of the writing. they directly adopt the words from dictionary without knowing the appropriateness of the meaning of the words with what they mean to convey in their writing. most of the students firstly wrote in indonesian language ismiati & fitria combining diary and guided……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |19 than translated into english. in the process of translating the indonesian writing, they mostly followed the structure of their source language rather which is far different from the standard of english writing as the target language of their writing. the such writing was not accepted in english writing standard. they also often make mistake of the word spelling. they missed some letters of the word that can make their writing misinterpreted. most students use wrong word to indicate a certain context. they directly adopted the word from dictionary or translation tool without paying attention to the appropriateness of the word in a certain use. combining diary and guided strategy in this study was conducted by asking students to do the diary writing task and accepted the writing guided from the lecturers as the guiders. the students from the first until the eight grades at english study program were asked to write on a diary during four weeks. they wrote and developed four topics for each week then accepted writing guided twice a week during one month. each topic of the students’ writing must consisted of at least 500 words. the students were given individual writing guided by the lecturers of english study program. guided writing strategy in this research refers to the process of giving supervision toward the result of students’ diary writing. guided writing activities were completed in eight times for each student. in the process of guided, each student had opportunities to discuss, ask question, accept clear explanation, and revise their writing. the lecturers as the writing guide had chance to help students individually in constructing a good paragraph, reducing the writing difficulties as well as revising the errors in the student’s writing. the individual writing guided lasted in fifteen to twenty minutes. the process of writing guided began by asking the students to describe about the topic of the writing being discussed. the lecturers then asked them in which part of their writing which they considered difficult. the lecturers gave explanation based on the students ‘difficulties and errors found in their writing. before starting the current writing guided activity, the lecturers spent a few minutes to review the previous discussion. to evaluate or observe the students’ understanding or progress at the end of guidance, the lecturer asked the student to write new a short paragraph which has the same types, form, and structure with the topics of writing being discussed. in addition, to reduce the limitation of vocabulary and grammar, the lecturer applied exercises and explanation related to the topic, content, and types of the students’ writing being discussed. at last, the students made some revisions on their writing. during the revising activity, students got more understanding on the correct form of the errors. they moreover had great opportunities to check and correct the use of grammar to make their writing become more relevant and unified. on the first day of writing guided, each student had two topics of writing to be discussed with the lecturers as the writing guide. each topic consisted of 300 to 400 words. in the two topics of the students’ writing, there found various errors in the aspect of vocabulary, grammar, and mechanics. almost all students got the same difficulties in constructing good sentences and unified paragraph. the students mostly focused to express their feeling in writing the diary rather than giving more attention to the accuracy of their writing. they wrote whatever came from their mind and adopted the words from dictionary without thinking the appropriateness of the words meaning with the intended meaning they wanted to convey. during the process of first guiding, it showed a very little progress on the use of vocabulary, reduce a little difficulties of using correct grammar and mechanics. 20% of the participants got good progress of using vocabulary, they were able to use various and appropriate vocabulary. 80% of them still got difficulties to use proper words in sentences as they still had limited vocabulary to be developed into their writing. there were only 10% of ismiati & fitria combining diary and guided……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |20 students got good understanding on the use of correct grammar and mechanics based on the types of their writing and 90% did not have good knowledge of grammar and mechanics. on the second meeting of guidance, most students still thought that they were poor at writing which is mostly occurred because of lack writing practice and no regular guiding or feedback of their writing. the students continuously discussed two topics of their writing with the lecturer. before discussing about the next two topics, the lecturer asked the students to show and give explanation about their previous topics of writing to see the students’ writing progress and understanding toward their previous writing difficulties. almost all students claimed that the three aspects of the errors in the previous writing were still confusing. the use of proper grammar was most difficult for students. a few of them had good progress on the aspect of mechanics and vocabulary. regarding to the topics of writing discussed on the second meeting, the students writing consisted of 500 words. 70% of students still got problems to choose appropriate words for some sentences in their writing. they still got problems to use correct form of grammar and mechanics. most students or 90% were unable to write coherent and unified paragraphs. they mostly made errors to connect the sentences in a paragraph and often made mistake in using punctuation among words or sentences in the paragraph. the students made more mistakes on spelling and capitalization. it shows a very little progress on the students’ writing. during the process of revising and evaluating, many students could not reduce their difficulties in the aspects of grammar without guiding or explanation from the lecturers. a few of them were able to revise the errors of vocabulary and mechanics without any guidance. some students began to show their writing progress, reduce the writing difficulties on the third guided. through the weekly and continuously writing guided, 40% students had improved their vocabulary. they had several words in the paragraph. they did not use the same words more frequently for different sentences. however, they were still confused to choose the appropriate words for some context in their writing. some students or 25% of them got good understanding on the aspect of grammar and mechanics after given exercises and explanation related to the topic of writing being discussed as well as understanding on the writing discussed in the previous guiding. the writing difficulties in the aspect of vocabulary and mechanics were much more reduced through the continuously writing guided in the fourth and the fifth meeting. 60% of the students were able to use proper mechanics in the topics being discussed in the forth meeting of the writing guided. some words were variously and appropriately used in sentences. 40% of the students still had limited vocabulary and got problem to select proper words and mechanics for certain sentences. only 35% of students could reduce their problems in grammar during the process of revision and evaluation and 70% still got a difficulty. grammar was the most difficult aspect for most students at the english study program. the knowledge of grammar got progress on the fifth writing guided. the process of writing guided, exercises, and explanations from the lecturers showed that 50% of students used correct grammar forms. they could differ the use of regular and irregular verbs and the use of tenses in writing about their experiences. 75% of the students were able to reduce the problems of using punctuation. they did not use punctuation in a wrong place or add it to the sentence inwhich it was not needed. 70% of them got good progress in applying vocabulary in the writing. they were good in choosing and developing the words for each sentence in a paragraph of their writing. during the writing guided on the sixth meeting, almost 80% of students did the exercises and revisions on the aspects mechanics and vocabulary without any help from the lecturers. they could reduce their writing errors in the use of punctuation, capitalization, and spelling. most of the students had new words for their writing, and they were able to put the word appropriately in sentences. 60% of the students had good knowledge of using grammar ismiati & fitria combining diary and guided……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |21 to write about their daily live activities and experiences. they used correct forms of verbs or tenses in many parts of their writing. they correctly constructed sentences to create relevant, coherent, and unified paragraphs. the students’ writing difficulties was continuously reduced as long as they took serious writing guided and paid more attention during the process of guiding. most students got continuous and much more progress until the last meeting of guiding. on the seventh until the last guided, 90% of the students made only a little mistake on the aspects of mechanics and vocabulary. many students or 75% got good progress in using correct grammar. most students at the last meeting were able to complete the writing exercises and reduce their writing difficulties related to the sixteen topics which had been discussed during the period of writing guided process. combination of diary and guided strategy in this study was offered as solution for the students’ writing difficulties. it was believed as one of better way to help students got progress of their writing ability and reduced writing errors. through regular and continuously guided, students learnt more for individual difficulties in writing as they accepted writing guide based on their own writing difficulties. students had opportunities to have and discuss individual exercises, realize and revise their writing errors. after finishing the writing guided activities, the participants were interviewed and gathered in a discussion to have a brief view about their writing difficulties and the impact of implementing the diary writing combined with writing guided strategy to reduce their difficulties. it was found that most students enjoyed and motivated to practice diary writing and got good progress of their writing ability because of the regular and constant writing activities. most students were able to reduce their writing difficulties through continuously writing guided activities. trustcoot (2004) claimed that direct feedback or direct corrective feedback may give negative influence toward the students’ overall writing. it may influence the students’ fluency in writing. in contrast, this study found that direct guiding for the students’ writing make students become more active and motivated to write and feel more confidence to improve their writing ability and reduce their difficulties. conclusion this study aims to identify the students’ writing difficulties and combined diary and guided strategies as a solution to solve or reduce the writing difficulties. in writing, students still face difficulties in creating good paragraphs or a full genre. it happens because they have a lack of vocabulary, grammar, and practice. to reduce these writing challenges, teachers provided students with diaries and clues to write. this study was focused on those difficulties through giving various writing practices. based on the data, the conclusion of this study showed that students got writing difficulties in vocabulary, grammar, and mechanics, and grammar was the most dominant. combining diary and guide writing strategy was proven to be one of the effective ways to solve or to reduce the students’ difficulties. acknowledgement the researchers would like to express our gratitude to the ministry of research, technology, and higher education as the research funder in 2020. ismiati & fitria combining diary and guided……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 |22 references abdulkareem, n. m. 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(2019). the development of english writing skills through technique of sentence skeleton and signpost word analysis of english major students. journal of english language teaching. 12(4). doi: https://doi.org/10.5539/elt.v12n4p32 veritasari, a. l. (2008). using diary to develop writing ability of the fourth grade of kanisius notoyudan yogyakarta elementary school. yogyakarta: santa dharma university. retrievedrespository.usd.ac.id.031214 https://doi.org/10.5539/elt.v3n3p81 https://doi.org/10.5539/elt.v12n4p32 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7974 july 2023. vol.11, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 405-418 jollt journal of languages and language teaching, july 2024. vol.11, no.3 | 405 the specialization and semantics interpretation of teacher talk of civil engineering english mooc in china: the legitimation code theory perspective fengju dai, chengyu liu college of international studies, southwest university, chongqing, people’s republic of china *corresponding author email: daifj104@163.com article info abstract article history received: may 2023 revised: june 2023 published: july 2023 with the economic development of china, the need for civil engineering talents with english language skills is continuously increasing. to meet this need, civil engineering english teaching plays a significant role. this paper takes the civil engineering english mooc provided by a university located in eastern china, as an example, and takes two dimensions of the legitimation code theory, specialization and semantics to investigate the following research questions: (rq1) what are the textual semantic features, specialization and semantics characteristics of the selected civil engineering textbook? (rq2) what “unpacking” strategies does the teacher adopt in the teaching process and what are the textual semantic features, specialization, and semantics characteristics of teacher talk in the mooc? (rq3) from the perspective of specialization and semantics dimensions, are there any deficiencies in this mooc? the purpose is to analyze the “unpacking” strategies in teacher talk and the possible problems in the teaching process. the content analysis method is employed, and the data include two aspects: one is the textbook the mooc adopted; the other is the teacher talk. through the analysis, we draw the following conclusions: the teaching material shows the characteristics of high lexical difficulty and high semantic density; in the teaching process, the teacher, who works as an “intermediary”, mainly adopts “unpacking” strategies such as transforming knowledge code into knower code, improving learners’ knowledge code, and reducing semantic density. however, some defects such as the lack of knower code in teaching content, semantic wave fracture, and the weak comprehensibility of the input content make it difficult to achieve the teaching goal of mastering the elite code. given these defects, this paper tentatively puts forward some suggestions based on the adopted theory. keywords semantic interpretation; english mooc; teacher talk; how to cite: dai, f., & liu, c. (2023). the specialization and semantics interpretation of teacher talk of civil engineering english mooc in china: the legitimation code theory perspective, jollt journal of languages and language teaching, 11(3), pp. 405-418. doi: https://doi.org/10.33394/jollt.v%vi%i.7974 introduction in recent years, with the rapid development of china’s social economy and the increasing number of international exchanges, the need for training application-oriented international talents has become increasingly prominent. as an english course designed to meet the specific needs and purposes of learners, english for specific purposes (hereinafter referred to as “esp”) plays an important role in this process. as an important branch of the esp teaching system, civil engineering english is the special english used in the construction of various land engineering facilities and other related industries. with the continuous advancement of “the belt and road initiative”, foreign construction investment projects of china are gradually increasing. according to relevant data, in 2018, china signed 7721 new contracts with foreign countries, involving an amount of us $125.78 billion, https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& dai & liu the specialization and semantic ……….. jollt journal of languages and language teaching, july 2024. vol.11, no.3 | 406 accounting for 52% of the total amount in the same period (https://news.gmw.cn/201905/13/content_32825945.htm). this means that china needs more high-quality and professional engineering talents. besides, civil engineering graduates will also face opportunities and challenges in overseas and foreign-related work. as of february 2020, there are about 554 undergraduate colleges and universities established civil engineering majors across china (https://m.dxsbb.com/news/10454.html?clicktime=1582351447). the number of graduates of this major has remained in the top ten among all majors in china in recent years (https://xw.qq.com/cmsid/20201005a06y2w00). therefore, how to make the graduates of this major have the ability to work abroad is an important task of the current civil engineering english teaching. in recent years, with the “internet + education” entering the higher education in china and the impact of the covid-2019 pandemic, online education has become a new focus of attention. many colleges and universities across the country use online teaching platforms such as moocs to carry out teaching. as regards civil engineering english courses, most institutions choose to adopt chinese as the teaching language or adopt a bilingual way just like offline teaching. several universities, such as nanjing forestry university, try to adopt full english teaching. under this circumstance, a study about the features of textbook and teacher talk of civil engineering english is essential. in the following part, this study takes legitimation code theory (hereinafter referred to as “lct”) as the theoretical foundation and chooses the civil engineering english mooc provided by a university located in eastern china and its related materials as the research material to investigate the specialization and semantics features of the teaching material and mooc teacher talk. we first briefly introduced the lct and its specialization and semantics principles and explained its applicability in civil engineering english research and reviewed the research status of civil engineering english to find out the research gap and propose our research questions. then we analyzed the textual semantic features based on theories in systemic functional grammar, and specialization and semantics characteristics in the lct to figure out the features and deficiencies, and from the theoretical perspective, we tried to propose some suggestions. literature review the lct and its specialization and semantics principles karl maton, an australian sociologist, proposed the lct (maton 2014) by inheriting and developing the code theory (bernstein 1971) and the knowledge structure theory (bernstein 1999) promoted by the famous british educational sociologist basil bernstein. the lct has been widely adopted in language and discourse analysis in many fields such as linguistics, education, etc. according to lct, maton (2014) proposed five dimensions for the analysis of actors’ social practices and dispositions, that is, autonomy, density, temporality, specialization, and semantics, in which the principles of specialization and semantics are closely related to language teaching. the premise for the establishment of the specialization dimension is that practice is related to its subject or object. the relationship between practice and its object is the “epistemic relation” (er), and the relationship between practice and its subject or actor is the “social relation” (sr). both of these two relationships may become stronger (+) or weaker (−). stronger epistemic relations refer to practices that place firm boundaries and control around what can legitimately constitute objects of study and what procedures may be used. stronger social relations refer to the placement of strong boundaries and control around who may be recognized as legitimate knowers (maton, 2014). maton (2014) further argues the need to move beyond dichotomizing typologies in educational research, and so visualizes dai & liu the specialization and semantic ……….. jollt journal of languages and language teaching, july 2024. vol.11, no.3 | 407 epistemic relations and social relations as intersecting continua that generate a cartesian plane. this produces a topological space comprising four specialization codes: knowledge, knower, elite and relativist. the knowledge code (er+, sr−) emphasizes the professional knowledge related to specific learning objects and desalinates the attributes of participants. the knower code (er−, sr+) emphasizes the attributes of participants, which is utilized as a measure, of whether they are born or later developed. the elite code (er+, sr+) emphasizes both the mastery of professional knowledge and the attributes of participants. relativist code (er−, sr−) has no requirements for professional knowledge and participant attributes (maton 2016). the semantics dimension has two sub-dimensions: semantic gravity (sg) and semantic density (sd). according to maton (2011), semantic gravity refers to the degree to which meaning depends on context. maton (2014: 110) elaborates that “the semantic gravity may be relatively stronger or weaker along a continuum. when semantic gravity is stronger, meaning is more closely related to its social or symbolic context of acquisition or use; when it is weaker, meaning is less dependent on its context”. semantic density refers to the degree of condensation of meaning within socio-cultural practices (maton 2014). the stronger the density, the more meaning are condensed; the weaker the density, the less meaning are condensed. summarize the abstract principle from the concrete context, the semantic gravity will be weakened (sg−) and semantic density will be strengthened (sd+). moving from generalizations and abstractions toward specific examples will strengthen semantic gravity (sg+) and weaken semantic density (sd−). the fluctuation of semantic density and semantic gravity will produce semantic waves. the lct, as a sociological framework for exploring the deep organizational principles of knowledge structure and educational practice, can be adopted to analyze the semantic features of texts and teacher talk of esp in depth. in short, the specialization dimension reflects the subject’s requirements for epistemic knowledge and social knowledge, while the semantics dimension reflects the relationship between style and context. to be more specific, in terms of civil engineering english, from the perspective of specialization, it is a knowledge code that requires high professional knowledge and language skills. from the semantics perspective, it has a greater degree of semantic compression and less contextual relevance. from the perspective of specialization and semantics, in the civil engineering english mooc, teachers can “unpack” professional knowledge through teaching practice. it can be concluded that the lct can not only provide a new research path for analyzing the textual semantic features of textbooks for civil engineering english and teacher talk in mooc courses but also provide a new research method for exploring the “unpacking” strategies of online teacher talk. the research status of civil engineering english esp is a course that designs specific materials to meet the actual needs of learners and is worth noting. according to alsamadani (2017), esp is considered a teaching method for english as a foreign language and second language, aimed at improving students’ skills in understanding specific fields. in addition, esp is the foundation of learning as it helps college students become more proficient in their field of study (xhaferi & xhaferi 2011). besides, salazar (2011) also pointed out that esp is a course that focuses on providing students with specific skills required to carry out activities related to unique professional tasks. in terms of the study of english teaching of esp, in the research of civil engineering english, scholars abroad mainly explore its language features including aspects such as syntactic features, and vocabulary load (hsu 2014); and civil engineering learners’ needs (wulanjani 2018; thepseenu 2020). in china, researchers often paid attention to translation (chen 2021; wang & yu 2019), bilingual teaching practices (wei 2007; ji et al. 2007), etc. dai & liu the specialization and semantic ……….. jollt journal of languages and language teaching, july 2024. vol.11, no.3 | 408 teacher talk is also a research hotspot; however, the main focus is on teacher-learner interaction in the offline classroom. after searching the relevant documents, we find that so far there is still a lack of special research on the textual semantic features of the civil engineering english textbook and the teacher talk in which teachers “unpack” the text in the online teaching process. based on this, the article takes the teacher talk and the teaching materials used in the civil engineering english mooc course of a university located in eastern china as an example. from the dimensions of specialization and semantics of the lct, it first analyzes the textual semantic features of the teaching materials. then, the “unpacking” strategies adopted by the teacher in the teaching process will be investigated. last, based on the whole curriculum, we will explore the possible problems and propose some suggestions. this article tries to answer the following research questions: rq1: what are the textual semantic features, specialization, and semantics characteristics of the civil engineering textbook? rq2: what “unpacking” strategies does the teacher adopt in the teaching process and what are the textual semantic features, specialization and semantics characteristics of teacher talk in the mooc? rq3: from the perspective of specialization, and semantics dimensions, are there any deficiencies in this mooc? research method the textbook adopted in the mooc course analyzed in this paper is <civil engineering english>, edited by li mingyue and first published and printed by foreign language teaching and research press in october 2017. the textbook consists of 8 units: introduction to civil engineering, civil engineering materials, civil engineering structure, bridge and tunnel construction, civil engineering project management, geomatics technology application, water resources engineering, architectural environmental engineering, etc. every unit is divided into two parts. each part consists of one article. the selected mooc in this paper is produced by a university located in eastern china. its teaching objects are civil engineering majors with cet-4 (college english test band 4) and other people who are interested in this course. the teacher who teaches this course is from the school of foreign languages of this university. as of february 28, 2023, this mooc has been held five times in total, with a total number of 7227 participants. the research method used is a content analysis of the civil engineering textbook and the “unpacking” strategies of teacher talk, including the textual semantic features based on the theory of systemic functional grammar and the specialization and semantics characteristics according to the lct. research findings and discussion in this part, we follow the guidance of research questions and report the research findings and discuss those findings. it is divided into three parts, and each part discusses one research question. rq1: what are the textual semantic features, specialization, and semantics characteristics of the civil engineering textbook? textual semantic features of the civil engineering english textbook vocabulary and grammar are the fundamental elements of discourse construction. halliday (2014) pointed out that vocabulary and grammar can embody textual semantic features, that is to say, textual semantic features can be reflected through vocabulary and grammar. therefore, when we analyze the textual semantic features of civil engineering dai & liu the specialization and semantic ……….. jollt journal of languages and language teaching, july 2024. vol.11, no.3 | 409 english, we can start from two aspects: vocabulary and grammar. the lexical features of civil engineering english are mainly reflected in the following three aspects: (1) technical terms and expressions are frequently used. for example: example: more significantly, the overturning moment and the shear deflections produced by lateral forces are much large and must be carefully provided for. the extensive use of technical terms and expressions is a typical feature of scientific discourse (halliday 2005). as shown in example a, the “overturning moment”, the “shearing deflections” and the “lateral forces” are technical terms often used in civil engineering english, which is an essential feature to distinguish it from general english or other special english. (2) special expressions are often used. for example: example: a dtm is an ordered array of numbers representing the spatial distribution of terrain characteristics stored in a computer so as to enable determination of any quantitative data pertaining to terrain. “dtm” in the above example is the abbreviation of “digital terrain model”. the understanding of such special expressions as abbreviations needs professional knowledge of civil engineering. in scientific texts, this kind of expression belongs to “technical grammar”, which needs to be specifically elaborated (halliday 2005). (3) grammatical metaphors are frequently used. for example: example: monitoring of structural deformation requires the highest possible accuracy of measurements. as shown in the above example, the “monitoring of structural deformation” is a noun phrase, and “accuracy” and “measurement” are the nominalization of “accurate” and “measure”. noun phrases and nominalization are the main ways to generate grammatical metaphors, which are the commonly used language expressions in scientific discourse (halliday 2005). the grammatical feature of the textbook is grammatical complexity, which is mainly reflected in the following three aspects: (1) the lexical density of clauses is high. for example: example: being able to provide a high accuracy positioning in a cost-effective manner, gps has found its way into the civil engineering industry, replacing the conventional methods in the most cases. high lexical density is one of the basic means of blending information in scientific discourse (halliday 2005). according to halliday (2014), the calculation method for lexical density of clauses is the ratio of the number of notional words to the number of clauses. the underline words in the above example are notional words. it includes 1 clause and 19 notional words. therefore, the lexical density of this clause is 19. (2) passive voice is frequently used. for example: example: civil engineering works are often done in a complex and unfriendly environment, making it difficult for personnel to operate efficiently. dai & liu the specialization and semantic ……….. jollt journal of languages and language teaching, july 2024. vol.11, no.3 | 410 (3) frequently use subordinate clauses and participle phrases as attributive or adverbial. for example: example: the effectiveness in accomplishing the construction mission is based on mission time reliability assessed using the probability of interference between load measured in the number of days required for the project, and the capacity which is taken as the available allotted resources. as shown in the above two examples, the three potions in bold show the utilization of passive voice, subordinate clauses, and participle clauses, which can increase the length of clauses and integrate more information. ultimately, the complexity of grammar and the difficulty of understanding will both increase. specialization features of the civil engineering english textbook based on the above analysis, we can find out that civil engineering english discourses contain complex syntactic and lexical applications. the mastery of this kind of discourse not only requires learners to master the relevant professional knowledge, but also requires the learners to have language skills. according to the specialization dimension in the lct, this kind of discourse belongs to the knowledge code. learners have unique characteristics in their cognitive level of knowledge and language skills, which belongs to the knower code. following the guide and the mooc teaching team’s interpretation of teaching objectives, the purpose of civil engineering english teaching is to cultivate learners’ language application ability and professional quality based on improving learners’ professional knowledge and language skills, to use english for communication in cross-cultural contexts. to achieve this goal, not only the language skills and professional knowledge required, but the corresponding cultural literacy is also prominent. hence, the teaching goal typically belongs to the elite code, which is the sum of the knowledge code and knower code. on the contrary, learners’ daily discourse has lower requirements for language skills and professional knowledge. therefore, it belongs to the relativist code. after professional training, teachers have mastered relevant professional knowledge and language skills and can interpret texts in various ways in the classroom. therefore, teachers can play the role of “intermediaries” between knowledge code and knower code in the teaching process. to sum up, classroom teaching is a process in which the teacher, as the “intermediary”, transforms the knowledge code, which refers to the textbook, into the knower code, which is equal to the learners’ knowledge, so that the learners can learn and master the knowledge code, and ultimately master the elite code, to meet the requirements of the syllabus and work practice. semantics features of civil engineering english textbook from the semantics dimension, compared with the general english learners learned earlier, the civil engineering english discourse frequently uses power words, which refers to the professional terms which have a strong semantic density in specific disciplines (martin 2013), such as special terms, nominalization, noun phrases, and power grammar, which is closely related to grammar metaphor, such as special expressions, complex sentence patterns, and high lexical density clauses. halliday (1985) proposed the classical model of grammatical metaphor. he divided it into conceptual grammatical metaphor and interpersonal grammatical metaphor according to the meta-function realized. the core of power grammar is a conceptual grammatical metaphor, which is mainly embodied in transitivity. one of the important manifestations is nominalization, which usually refers to the transformation of consistent verbs and adjectives into metaphorical nouns, that is, the transformation of processes and attributes in the original clause into the central word in the noun phrase. he then pointed out in his analysis of grammatical metaphor in scientific discourse that nominalization is a dai & liu the specialization and semantic ……….. jollt journal of languages and language teaching, july 2024. vol.11, no.3 | 411 process of reinterpreting schema, and the widespread use of nominalization is an important feature of scientific discourse (halliday 2004). martin (2013), from the perspective of lct, holds a similar view that nominalization can improve the semantic density of discourse through its technical and abstract characteristics and promote the construction of non-cognitive knowledge. halliday (1998) emphasized the role of noun phrases, which are the basic means for grammar to package words to achieve high lexical density, and are powerful resources for expressing meaning. the frequent use of the power words and power grammar such as noun phrases and nominalization can integrate more information and make the text more abstract and refine, which ultimately strengthens the semantic density and weakens the semantic gravity of the text and improves the specialization and abstraction of the discourse. rq2: what “unpacking” strategies does the teacher adopt in the teaching process and what are the textual semantic features, specialization and semantics characteristics of teacher talk in the mooc? during the teaching process, the teacher divided each chapter into four parts to carry out teaching: pre-reading, terms and expression, text study and critical thinking. after the overall analysis of the selected material, we find that the “unpacking” strategies adopted by the teacher can be analyzed and explained from two aspects: vocabulary and grammar. the following part will first analyze the “unpacking” strategies for vocabulary and sentence patterns, and then explains them from the perspective of specialization and semantics dimensions. the “unpacking” strategies in teacher talk through the analysis of the whole curriculum, it is found that the “unpacking” strategies adopted in chapter 6 “gps applications in civil engineering” is the most typical. therefore, this paper takes chapter 6 as an example to analyze the text content, teacher talk, and ppt materials. the statistical results are shown in table 1. the number of clauses in the table is calculated according to the basic standard of grammar. the average sentence length is calculated by dividing the total number of characters by the total number of clauses, with two decimal places reserved. since the ppt materials contain a lot of content presented in terms of nouns and verb phrases, the average sentence length is not calculated. the number presented in the table is the number of the presented ppts. table 1 text, teacher talk and ppt material content in the selected corpus text teacher talk ppt material total character 1232 1073 548 total number of clauses/ppts 59 79 13 average sentence length 20.88 13.58 according to kang and chen (2011), the functions of teacher talk in foreign language teaching classrooms in china can be classified into four categories: language input, teaching implementation, classroom management, and social communication. due to the lack of interaction in online teaching, the teacher of the selected course only carries two functions: language input and teaching implementation. the former refers to presenting the pronunciation or usage of language in the way of demonstration and providing language examples. the latter refers to explaining language knowledge or providing other relevant information in the way of a direct explanation. we view the teaching implementation as the dai & liu the specialization and semantic ……….. jollt journal of languages and language teaching, july 2024. vol.11, no.3 | 412 process of the teacher unpacking the text content. the ppt materials play an auxiliary role to unpack both the text content and teacher talk. in the language input part, namely, the prereading part and the words and expressions part, the text content in the textbook can be regarded as a part of the vocabulary unpacking method since it shows the written version of the related vocabulary. the critical thinking part is to let learners solve problems in imagined scenes, which aims to cultivate learners’ creative thinking. it belongs to the simulation practice part with no “unpacking” activities carried out. through the analysis of the vocabulary and grammar, it is found that the mooc teacher has adopted one vocabulary “unpacking” strategy and two grammar “unpacking” strategies, and the ppt content assists the “unpacking” process. (1) vocabulary “unpacking” strategy in the vocabulary teaching process, the mooc teacher mainly utilizes demonstration as the language input method. the teacher selects complex words to illustrate in the word and expression section and compares the general meaning with the special meaning in civil engineering. for example, in general english, the word “coordinate” means “to organize the different parts of an activity and the people involved in it so that it works well” or “to make the different parts of your body work well together”, and in civil engineering english, it means “either of two numbers or letters used to fix the position of a point on a map or graph”. in the pre-reading section, the professional terms and special expressions that appear in the text are explained in detail, such as the full name of the professional abbreviations rtk (real-time kinematic), ins (inertial navigation system), etc. (2) grammar “unpacking” strategies the mooc teacher mainly adopts strategies such as unpacking complex sentence patterns into simple ones, reducing gerund phrases into clauses connected by conjunctions, etc. as mentioned above, civil engineering discourse has the characteristics of grammatical complexity, among which the frequent use of passive voice is one of its important features (as shown in 1a). in the unpacking process, the teacher talk transforms the passive voice into the active voice (as shown in 1b), making the sentence subject and meaning clearer and easier for learners to understand. (1a) in these applications, the operators will be guided through an on-board computer display, eliminating the need for the old conventional methods. (1b) gps can guide operators through an on-board computer display, eliminating the need for the old conventional methods. in addition, when the teacher unpacks sentence patterns in which the verb phrase is used as an attribute or adverbial, the corresponding components are usually converted into the logical semantic relationship between clauses. for example: (2a) being able to provide a high accuracy positioning in a cost-effective manner, gps has found its way into the civil engineering industry, replacing the conventional methods in the most cases. (2b) gps has found its way into the civil engineering industry, because it can provide a high accuracy positioning. and it can replace the conventional methods in the most cases. utilizing the lexical density calculation method, example 2a contains two verb phrases with a lexical density of 20. in the process of explanation, as shown in 2b, the teacher dai & liu the specialization and semantic ……….. jollt journal of languages and language teaching, july 2024. vol.11, no.3 | 413 transforms the first verb phrase that indicates the reason into a clause guided by “because” to make its logical meaning clearer. the second verb phrase is converted into a clause with a simpler grammatical structure. the lexical density is reduced to 5.33, which lowers the difficulty of understanding. (3) ppt assisted “unpacking” strategies the teacher adopts ppt materials to present the main points of the text content and complex clauses and illustrate the meaning of emphasized words. in this process, ppt materials and text content as well as teacher talk are abstract and concrete relationships. the teacher utilizes pictures and teacher talk to provide specific information so that learners can understand the content more clearly. in the text teaching part, the teacher presented 13 ppts to illustrate the text content. for example, when explaining the connection mode established during gps application, the teacher first unpacks the text content (as shown in example 3a and 3b), and then use pictures (as shown in figure 1) to illustrate it: (3a) in the applications, gps is usually combined with terrestrial geodetic surveys providing a connection between the local terrestrial monitoring network and control points established outside the area affected by mining. (3b) gps is also not adopted alone. it is combined with terrestrial geodetic survey. as can be seen in this picture, gps combined with terrestrial geodetic surveys provides the connection between the local terrestrial monitoring network and control points to help mining. figure 1. the diagram of gps connection in mooc in civil engineering specialization interpretation of the “unpacking” strategies of teacher talk as mentioned earlier, one of the important reasons for the obscurity of the civil engineering english textbook is the complexity of the vocabulary, which is embodied in the use of technical terms, special expressions, nominalization, and noun phrases. in order to solve this problem, the research finds that the teacher mainly takes the form of demonstration and provides language examples for language input. from the specialization dimension in lct, the content of the text in civil engineering textbooks belongs to the knowledge code, and the technical terms and special expressions are the typical representatives. the teacher, as the “intermediary”, utilizes the teacher talk with basically the same language level as the learners’, namely the knower code, to explain the professional knowledge (objective 1). this process is the process of improving learners’ knower code so that learners’ knower code can be gradually transformed into knowledge code consistent with the text content (objective 2), dai & liu the specialization and semantic ……….. jollt journal of languages and language teaching, july 2024. vol.11, no.3 | 414 laying the foundation for the later text “unpacking”. figure 2 shows the types of discourse represented by different codes and the path to achieving the teaching objectives. figure 2. specialization features of mooc teacher talk in civil engineering english and the path to achieve the teaching objective semantics interpretation of the “unpacking” strategies of teacher talk as mentioned earlier, at the lexical level, high lexical density is one of the basic means of combining semantic information in civil engineering english texts. the higher the lexical density, the more difficult the clause is to be understood. at the grammatical level, in order to express a more complex experience, the sentence patterns of civil engineering english are basically elegant, that is, it has completed the process of “packing” from simple clauses into phrases or “packing” from two or three clauses into one clause. generally speaking, such texts are characterized by higher semantic density and lower semantic gravity. in the teaching process, reducing semantic density is the main strategy adopted by the teacher, such as transforming complex sentence patterns into simple ones, simplifying semantic information, reducing the difficulty of understanding the texts as a whole, etc. in addition, most of the semantic concepts in civil engineering english texts are abstract. therefore, in the teaching process, the interpretation of abstract concepts with concrete and contextualized discourses, that is, to strengthen the semantic gravity of the text content, is also an important means to promote learners’ understanding. besides, the teacher usually utilizes intuitive pictures to explain the complex content. from the semantic dimension, the strategies adopted by the teachers can enhance the connection between the text content and the context and can strengthen the semantic gravity. represented by the semantic profile proposed by maton (2013), as shown in figure 3, the text content of civil engineering english is complex and abstract, with high semantic density and low semantic gravity, which can be represented by the kinked line a1. the discourse that learners learn and use in the general english class is easier and closely related to the context, which can be expressed as a2. the “unpacking” process carried out by the elite code (civil engineering english practice) knowledge code (the text of civil engineering english) relative code （daily discourse） er srsr+ knower code (teacher talk/learners’ discourse) er+ objective 3 objective 1 objective 2 “intermediary” (teacher) dai & liu the specialization and semantic ……….. jollt journal of languages and language teaching, july 2024. vol.11, no.3 | 415 teacher in the teaching process is the process of transforming the a1 semantic profile into the a2 semantic profile, which can be viewed as b. figure 3. semantic profile of the mooc teacher talk in civil engineering english rq3: from the perspective of specialization, and semantics dimensions, are there any deficiencies in this mooc? from the specialization dimension of lct, in order to achieve the ultimate teaching objective, that is, to let learners master the elite code (objective 3), this course still has certain deficiencies. as mentioned above, the goal of civil engineering english teaching is to enable learners to use professional english to carry out work in cross-cultural contexts. to achieve this goal, learners are required to have both solid professional knowledge and excellent language skills as well as corresponding cross-cultural communication skills. this requires teachers to carry out cross-cultural teaching while imparting professional knowledge and language skills. however, in the mooc selected in this research, the teacher mainly focuses on unpacking the vocabulary and grammar in the text. although the critical thinking section includes simulation practice, it does not involve professional application in cross-cultural communication. therefore, in the process of teaching, specific contextualized teaching of cross-cultural communication can be added to enhance learners’ cross-cultural awareness and intercultural communication ability, so as to improve learners’ practical ability of professional english. from the semantics dimension, the teacher talk of this mooc course has some difficulties in constructing a complete semantic wave. in the process of teaching, the textbook induces knowledge from the specific context through power vocabulary and power grammar and constructs a professional knowledge network structure at a more abstract level. its strong semantic density and weak semantic gravity create conditions for the following “unpacking” process. the teacher utilizes power vocabulary and power grammar to “repack” knowledge, so that it can be returned to the knowledge network structure constructed by the textbooks, promote the cumulative construction of knowledge, and form a complete semantic wave of teacher talk (maton 2013), as shown in b1-b2 semantic profile in figure 3. in this process, deduction and induction are indispensable. otherwise, knowledge construction behavior without “legitimation” will be formed, which will eventually lead to the failure of cumulative knowledge construction. in the mooc, the teacher unpacks the abstract and complex knowledge in the textbook, reduces the semantic density of the discourse in the textbook, and makes the complex discourse and sentence patterns clearer. however, the teacher stayed on the interpretation of the difficult and abstract concepts and did not rise from the specific semantic range time b1 b2 a1 sg+, sd sg-, sd+ a2 a1 a2 b dai & liu the specialization and semantic ……….. jollt journal of languages and language teaching, july 2024. vol.11, no.3 | 416 details to the abstract level, resulting in the semantic wave breaking, and finally presenting the semantic profile shown in b1 in figure 3, which is not conducive to the gradual deepening of learners’ knowledge. in addition, in the mooc, part of the teaching content is completely consistent with the teaching material, and its semantic profile stays in the form of a1 in figure 3, which does not realize the “unpacking” of the teaching material, that is, the teacher talk only reaches a certain amount of input, and does not meet the essential requirement of comprehensibility. meanwhile, the teacher omitted part of the teaching content which leads to the lack of input content, which is also the reason why the number of clauses in the teacher talk is less than the number of clauses in the textbook. broken semantic waves, texts without “unpacking” and missing content are difficult to achieve the established teaching objectives. the ideal semantic profile in teaching process is shown in figure 4: figure 4. the ideal semantic profile of the mooc teacher talk in civil engineering english moreover, from the perspective of teachers, “with particular characteristics, esp calls for the interdisciplinary knowledge to meet the needs of learners. accordingly, teachers’ role changes dramatically from the traditional language lecturer to multiple roles” (luo & garner 2017: 81). however, the teacher in charge of this course is a teacher for english majors. the teaching object is civil engineering majors. the lack of professional knowledge about civil engineering affects the realization of the teaching objectives. the teaching of civil engineering needs professional teachers who have both high english language skills and professional knowledge to carry out teaching and realize the transformation from special english to general english. conclusion and implications mooc is a revolution of teaching and learning and is an important engine to promote the reform of higher education. applying the lct dimensions of specialization and semantics to analyze this mooc course enables nuanced illumination of aspects of its underlying structures and processes and reveals the deep characteristics of civil engineering english discourse and the teacher talk, as well as penetrates its shortcomings from a theoretical perspective, which can promote the realization of the teaching objective, thus promoting the development of all-english teaching of esp, the teaching of complex texts, the construction of online courses and the internationalization of chinese colleges and universities. abstractions generalizations specific examples sg+, sd sg , sd+ semantic range time dai & liu the specialization and semantic ……….. jollt journal of languages and language teaching, july 2024. vol.11, no.3 | 417 in recent years, the covid-19 pandemic has had a profound impact on the development of education practitioners and the online teaching field. during this period, mooc was used more widely and frequently. in the post-epidemic era, education in china has entered a new stage of high-quality development. giving full play to the advantages of online education has an important role in achieving the goal of building a high-quality education system. this study can provide a new theoretical basis and perspective for the curriculum design and discipline development of esp to a certain extent. further research is suggested to adopt more research perspectives to conduct in-depth research on other subject areas, curriculum types, and audience groups, focusing on “unpacking” and other teaching strategies used to improve learners’ professional language skills. these can be schematized in forms enabling comparison with other courses, within esp and other disciplines. further research is suggested to build an increasingly refined picture of variations in the forms of specialization and semantic coding within the practice of individual esp teachers, and between disciplines in varying pedagogic contexts, across different aspects of the subject, and through time. comparisons of variations in forms of specialization and semantic coding with other home language subjects taught in china would also be instructive in identifying how different communities of learners are being inducted into practices. references alsamadani, h. a. needs analysis in esp context: saudi engineering students as a case study. advances in language and literary studies. 2017, 6: 58-68. bernstein, b. class, codes and control: theoretical studies towards a sociology of language. london: routledge and kegan paul. 1971. bernstein, b. vertical and horizontal discourse: an essay. british journal of sociology of education. 1999, 2: 266-279. chen, t. z. on language system characteristics and translation of civil engineering english [土木工程英语的语体特征及翻译]. chinese science & technology translators journal. 2014, 4: 1-3. halliday, m. a. k. an introduction to functional grammar. london: edward and arnold. 1985. halliday, m. a. k. things and relations: regrammaticizing experience as technical knowledge. in: martin, j. r. & veel, r. (eds). reading science: critical and functional perspectives on discourses of science (pp. 49-101). athens: university of athens press; 1998. halliday, m. a. k. the language of science. london: continuum. 2004. halliday, m. a. k. halliday’s introduction to functional grammar (4th ed). revised by matthiessen, c. m. i. m. london: routledge. 2014. halliday, m. a. k. & martin, j. r. writing science: literacy and discursive power. london: falmer press. 2005. hsu, w. 2014. measuring the vocabulary load of engineering textbooks for efl undergraduates. english for specific purposes. 2014, 33: 54-65. ji, j., zhou, x. w. & han, x. l. reflection and exploration on implementing bilingual teaching in civil engineering courses [对土木工程专业课程实施双语教学的思考和探索]. theory and practice of education. 2007, s1: 139-140. dai & liu the specialization and semantic ……….. jollt journal of languages and language teaching, july 2024. vol.11, no.3 | 418 kang, y. & cheng, x. t. a new framework of the functions of foreign language teachers’ classroom discourse [外语教师课堂话语功能新框架.外语教学理论与实践]. foreign language learning theory and practice. 2011, 3: 7-14. luo, j. & garner, m. the challenges and opportunities for english teachers in teaching esp in china. journal of language teaching and research. 2017, 8: 81-86. maton, k. theories and things: the semantics of disciplinarity. in christie, f. & maton, k. (eds). disciplinarity: functional linguistic and sociological perspective (pp. 62-84.). london: continuum. 2011. maton, k. making semantic waves: a key to cumulative knowledge-building. linguistics and education. 2013, 24: 8–22. maton, k. knowledge and knowers: towards a realist sociology of education. london: routledge. 2014. maton, k. legitimation code theory: building knowledge about knowledge-building. in maton, k., hood, s. & shay, s. (eds). knowledge-building: educational studies in legitimation code theory (pp. 1-23.). london: routledge; 2016. martin, j. r. embedded literacy: knowledge as meaning. linguistics and education. 2013, 10: 23-37. otto, p. choosing specialized vocabulary to teach with data-driven learning: an example from civil engineering. english for specific purposes. 2021, 61: 32-46. salazar, a. s. designing an egbp course: needs analysis as a key determinant. memorias de las. jornadas de lenguas en contacto. 2011: 133–142. thepseenu, b. needs analysis for esp course development: thai civil engineering students’ perspectives. asian journal of education and training. 2020, 3: 433442. wang, t. y. & yu, g. f. the lexical features and translation strategies for english for civil engineering [论土木工程英语的词汇特征及翻译]. chinese science & technology translators journal. 2019, 1: 9-11. wei, d. m. practice and reflection on bilingual teaching of civil engineering courses [土木工程专业课程双语教学的实践与思考]. theory and practice of education. 2007, s1: 138+140. wulanjani, a. n. exploring students’ need for developing material of english for civil engineering. journal of english language, literature, and teaching, 2018, 1: 1-11. xhaferi, b., & xhaferi, g. the english language skills in esp for law course. lfe: revista de lenguas para fines específicos. 2011, 17: 431–448. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3808 july 2021. vol. 9, no,3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 326-335 jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 326 is one page lesson plan better? : voices of english teachers 1,2ni kadek nita rahayu, 1i.g.a. lokita purnamika utami, & 1ida ayu made istri utami 1english language education, ganesha university of education, indonesia 2corresponding author email: nrahayu378@gmail.com article info abstract article history received: may 2021 revised: june 2021 published: july 2021 lesson plan is an essential part in teaching and learning process. recently, the government was released the circular letter number 14 of 2019 regarding to the simplification of lesson plan. it announced that one-page lesson plan as the new lesson plan format used in indonesia. the one-page lesson plan format is shorter than the previous lesson plan, where the teachers only required to fulfill 3 main components and the other components are belonging to non-compulsory components. one-page lesson plan has three principles, namely effective, efficient, and student-oriented. this study aims at analyzing the english teachers' perspectives toward the one-page lesson plan principles at smkn 3 singaraja. the study was designed with a case study qualitative approach. the data were gathered by conducting an in-depth interview with the teachers. the study was involved four english teachers at smkn 3 singaraja. this study shows all of the english teachers have the same perspectives on one-page lesson plan principles that one-page lesson plan is more effective, efficient, and student-oriented if compared to the previous lesson plan format. the findings of this study imply that one-page lesson plan format helps the teachers easier to design an efficient, effective and more student-oriented instruction. keywords english teachers; lesson plan; perception; how to cite: rahayu, n. k. n., utami, i.g.a. l. p., & utami, i. a. m. i. (2021). is one page lesson plan better? : voices of english teachers. jollt journal of languages and language teaching, 9(3) doi: https://doi.org/10.33394/jollt.v%vi%i.3808 introduction the lesson plan is an important aspect that teachers need to prepare to help and guide them to make the learning process effective, efficient, and structured. the ability to interpret, comprehend, and apply the lesson plan is a crutial aspect of teachers’ works (wordenchamber, 2020; ellis, 2019). trigueros (2018) states that lesson plans are guidelines for what teachers and students will be done in the classroom, assimilating, learning, and performing by an objective. on the other hand, haynes (2010) states that preparing a lesson plan before the teaching and learning process helps teachers visualize what they want to implement in the teaching and learning process. in designing the lesson plan, it must adapt to the curriculum. the curriculum in indonesia changes for several times. recently, the curriculum in indonesia has been changed from ktsp curriculum to curriculum 2013 (umami, 2018). the change of curriculum in line with the simplification of lesson plan format, which known as one-page lesson plan. brata (2020) stated that the one-page lesson plan have three principles, which are efficient, effective, and student-oriented. in accordance with it, the components of one-page lesson plan are shorter than the previous format. the new lesson plan requires the teachers to fulfill three main components, such as learning objective, learning activities, and assessment. besides, the other components are belonging to non-compulsory. in indonesia, various studies were conducted related to lesson plan. palobo et al. (2018) inform that junior high school teachers faced difficulties in developing lesson plan based on curriculum 2013. teachers faced difficulties in arranging the curriculum lesson plan, such as http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& rahayu, utami, and utami english teachers’ perspectives regarding……….. jollt journal of languages and language teaching, july 2021. vol.9, no.3 | 327 develop competency achievement indicators (jamali & heidari, 2014), develop the scheme to achieve essential competencies, develop pre-activities, develop main activities, design activities to conclude the lesson, and formulate assessments for the lesson (jacob, martin, & otieno, 2008). therefore, composing lesson plans in line with curriculum 13 needs deep comprehension of those aspects. it is in accordance with gani et al. (2017) state the lesson plan of curriculum 2013 is more challenging to design than the kurikulum ktsp because of its development in terms of assessment and the indicator. besides, teachers lack of training in creating or designing the lesson plan based on the new curriculum, which is curriculum 2013. because the previous lesson plan contains many components to fulfill, it causes the teachers to focus more on designing or filling the lesson plan's complements rather than the learning process. teachers need specific training in composing lesson plans. it is in line with maba & mantra (2018) who conducted the study to analyze primary school teachers' ability to implement the curriculum 2013 in their classrooms. the study showed that the teachers' found some difficulties on developing the lesson plan, implementing the lesson plan, and conducting the assessment. the phase of implementing the designed lesson plan is relatedto the teacher’s competence how they perform the teaching materials and classroom management (namdar & kucuk, 2018). dealing with the teacher’ competence, the finding suggested to conducting an intensive training and focus group discussion to assist teachers for improving their ability to implement the curriculum 2013. in the other hand, saputra (2019) states that the english teachers still have problems adjusting and balancing their lessons. teachers are demanded to elaborate many kinds of contents to internalize local cultures (widodo, 2018; haerazi et al., 2019). however, in developing the material and teaching media, this kind of lesson plan made most participants feel aided by its existence. from this study, english teachers expected to be more creative and open-minded to learn something new, which will help them achieve the learning goals. several previous studies have been conducted regarding to the implementation and difficulties faced by the teachers in using the indonesia’s lesson plan (gani et at, 2017; palobo et al, 2018; maba & mantra, 2018; saputra, 2019). the previous studies regarding to the lesson planning in indonesia mentioned beforehand have been conducted without considering one-page lesson plan as the focus of the study. hence, identifying the perspectives of the teachers, especially english teachers, towards one-page lesson plan as the new format of the lesson plan used in indonesia is needed to be conducted. furthermore, four english teachers from smkn 3 singaraja were chosen to participate in this study. smkn 3 singaraja is one of vocational high schools in bali that has been implemented one-page lesson plan format in all subject, especially english subjects. it has been used from march 2020 when the covid-19 pandemic begins. research method research design in this study, a case study was chosen as the research design. case study research design was chosen because this study aimed to analyze english teachers' perspectives in smkn 3 singaraja. creswell (2003) argues that case study research identifies a problem by collecting detailed information related to what was being studied in the research. this case study research design would be used to identify english teachers' perspectives more deeply and generalizes their perspectives on the one-page lesson plan. in this research design, the data would be collected by conducting in-depth interviews with the english teachers. subjects of the study the subjects of this study were limited to the english teachers who have been implemented the one-page lesson plan in their teaching and learning process. four english rahayu, utami, and utami english teachers’ perspectives regarding……….. jollt journal of languages and language teaching, july 2021. vol.9, no.3 | 328 teachers at smkn 3 singaraja were chosen as the subjects of this study. the teachers were selected by using purposive sampling, where the teachers selected because they have been designed and implemented the one-page lesson plan. instruments interview guide was used as the instruments of this study. it was used to gather deeper information from the english teachers regarding to their perspectives on one-page lesson plan principles. this instrument consisted of 20 questions, which categorized into three main sections related to the principles of one-page lesson plan stated in circular letter number 14 of 2019 concerning simplification of the lesson plan, namely effective, efficient, and studentoriented. the blue print of the interview guide is formulated as follow; table 1 the blue print of interview guide dimension indicators questions efficient means that the writing of the lesson plan is done correctly and does not take a lot of time and effort (brata, 2020) 1. time-saving 2. effortless 1,2,3,4,5,6 effective means that the writing of lesson plan is done to achieve learning objectives (brata, 2020) achieving learning objectives 7,8,9,10,11 student-oriented means that the writing of lesson plan is done by considering the students’ readiness, interests, and needs in the classroom (brata, 2020) 1. considering the readiness of the students in the classroom 2. considering the interests of the students in the classroom 3. considering the needs of the students in the classroom 12,13,14,15,16,17,18,19,20 data analysis in-depth interviews with the teachers were analyzed based on miles and huberman’s interactive analysis model (cohen, manion, & morisson, 2018). the results of recorded interviews were used to conduct the in-depth interview analysis, which was transcribed to make the analysis process became easier. the data of interview activities are recorded and classified in the form of files in line with the data types. afterwards, the stage of data reduction for this study were done by summarizing and paraphrasing the transcribed interviews data. researchers select the information gained from interview activities. the transcribed data are carried out based on the type of research issues. because of this, transcribed data are divided into three categories regarding to the three principles of one-page lesson plan. moreover, the perspectives of english teachers were analyzed in the data reduction stage. the english teachers’ perspectives on the fulfillment of one-page lesson were displayed by using some dialogues. the dialogues were displayed regarding to the three principles of one-page lesson plan. furthermore, the result of data display was used to draw the conclusions of this study. the result of interview analysis processes used to answer the purpose of this study regarding to the perspectives of english teachers on the fulfillment of one-page lesson plan principles. rahayu, utami, and utami english teachers’ perspectives regarding……….. jollt journal of languages and language teaching, july 2021. vol.9, no.3 | 329 figure 1 interactive analysis model based on miles and huberman (1994) research findings and discussion research findings in this section, the researcher showed the results of interviews with four english teachers at smkn 3 singaraja, which focused on their perspective on the fulfillment of onepage lesson plan principles. according to brata (2020), there were three principles of the onepage lesson plan: efficient, effective, and student-oriented. the data regarding the english teachers’ perspectives were collected by using bahasa indonesia and translated into english. the translations validated by using member checking, where the researcher confirmed the results of the translation to the respondents. afterward, the data had been sorted through data coding and data reduction, then put into categories depending on the teachers’ answers, which related to efficiency, effectiveness, and students-oriented. the first principle is efficient, which means the written lesson plan is done correctly and time-saving and effortless. the researcher showed english teachers’ statements according to efficient principle. all of the english teachers stated a similar statement. they felt the arrangement of a one-page lesson plan more efficient in the time-saving and effortless if compared to the lesson plan with thirteen components. excerpt 1 t.1: “2 3 hours for one-page lesson plan and 5 hours for the lesson plan with 13 components. the one-page lesson plan is sufficient to shorten the time because the teacher does not quote many core competencies and basic competencies, learning materials, and assessment rubrics. it is very lightening, because in normal situations, besides we are busy with teaching assignments, we are also busy making lesson plans with a 13 components format, which is very time-consuming too.” excerpt 2 t.2: “approximately 1 hour for one-page lesson plan and lesson plan with 13 components takes more than 1 hour. this is because i have to complete the attachments, such as the material, practice questions and the assessment rubric. yes, the one-page lesson plan is saving time and effortless because we do not need much time to do it. teachers are often instructed to develop lesson plans in complex detail, so we did not focus on preparing and evaluating the learning process. from the existing 13components format, the teacher only writes down the core components such as objectives, activities and assessments.” excerpt 3 t.3: “the time i spent compiling the one-page lesson plan was about an hour and a half. compared to the previous lesson plans, the time was more than one and a half hours because the lesson plans had to be completed with attachments such as practice questions, answer keys, and an assessment rubric. yes, shorten the time and effortless because we do not need much time to do the lesson plans. so, the one-page lesson is not made in any detail. so, i will have more time to plan and assess the learning process.” rahayu, utami, and utami english teachers’ perspectives regarding……….. jollt journal of languages and language teaching, july 2021. vol.9, no.3 | 330 excerpt 4 t.4: “for the time spent compiling the one-page rpp, it was approximately one hour. compared to the previous rpp, the time needed is longer. this is because the teacher has to complete more appendices such as material attachments then practice questions and an assessment rubric. the preparation of this one-page lesson plan is enough to ease the burden on the teacher because there are some things that do not need to be written in the lesson plan, from the 13 components, the teacher only writes the core components such as learning objectives, learning activities or learning steps, as well as learning assessments.” *notes: translated from bahasa indonesia t.1= teacher 1 t.2= teacher 2 t.3= teacher 3 t.4= teacher 4 from the statements above, all english teachers conveyed a similar thought, where the one-page lesson plan format saved their time and effortless in arranging the lesson plan. t.1 mentioned that she needed 2 until 3 hours to arrange a one-page lesson plan and 5 hours to arrange the lesson plan with 13 components. t.2 and t.4 said the same answers, which they needed time for about 1 hour to arrange one-page lesson plan and more than 1 hour to arrange the previous format. meanwhile, t.3 stated that she needed a one and a half hour to design the one-page lesson plan and longer time to design the previous format. all of the english teachers agreed that the time was different while arranging those kinds of lesson plans. compared to the previous format, the one-page lesson plan’s components are shorter enough so that the english teachers could design the lesson plan in a short time and effortless. the second principle was effective. according to brata (2020), the meaning of effective is the lesson plans are written to achieve learning objectives. the results of interviews showed that none of the teachers found out the significant effect from the use of a one-page lesson plan in achieving the learning objectives. excerpt 5 t.1: “because the one-page lesson plan began to be used in time with covid-19, it was march 2020 when we started teaching online, so we have not felt significant about achieving learning goals.” excerpt 6 t.2: “there is no significant impact on the achievement of learning objectives. to achieve the learning objectives, we look at students’ abilities, and several classes need extra hard to be explained and activated.” excerpt 7 t.3: “there is no significant impact on the achievement of learning objectives because the achievement of learning objectives is determined by several factors; one of them is the learning model or learning methods used by the teacher when teaching in their class.” excerpt 8 t.4: “in my opinion, it seems that there is no significant impact in achieving the learning objectives because both the lesson plans have the same learning objectives. therefore, it depends on the indicators we want to achieve at the end of the meeting.” *notes: translated from bahasa indonesia t.1= teacher 1 t.2= teacher 2 rahayu, utami, and utami english teachers’ perspectives regarding……….. jollt journal of languages and language teaching, july 2021. vol.9, no.3 | 331 t.3= teacher 3 t.4= teacher 4 from the statement above, none of english teachers felt the significant effect of the onepage lesson plan in achieving the learning goals in the classroom. t.1 stated it was because the one-page lesson plan used at smkn 3 singaraja started from the remote learning during the covid-19 pandemic, she did not feel the significant effect yet in achieving the learning goals. meanwhile, t.2 stated that the most significant factor for achieving the learning goals depends on students' ability. t.3 stated that the most significant factor influencing learning goals was the teachers’ learning method in the classroom. on the other hand, t.4 stated that the one-page lesson plan and the lesson plan with 13 components had the same learning objectives, which meant in achieving learning objectives depended on the indicators that wanted to be achieved at the end of the meeting. in the end, none of english teachers felt the significant effect of the one-page lesson plan in achieving the learning goals and each teacher has different factor to help them to achieve the learning objectives. however, it helped the teachers to shorten the time and developing the lesson plan freely. the last principle was student-oriented. according to brata (2020), student-oriented means that the lesson plan should be written based on students' readiness, interests, and learning needs. from the results of the interviews, the researcher found that the english teachers already considered students' readiness, interests, and learning needs in arranging the one-page lesson plan. excerpt 9 t.1: “we have considered the readiness of students in class. however, at this time, by studying online, we are also adjusting to the availability of learning quotas for students. for the current conditions of online learning, the student's readiness factors are laptops, computers, cell phones, and internet quotas for students. it affects the learning media that we will use. if we share material via video while students do not have a quota, then it will be redundant for our learning process.” excerpt 10 t.2: “readiness factors considered are students’ intake, which are students’ interest, students’ attention, and motivation. if the three components are not optimal, it will not be easy to concentrate on learning.” excerpt 11 t.3: “yes, i have. such readiness factors come from the abilities of the students themselves, students’ interests, attention, and students' motivation to learn.” excerpt 12 t.4: “the first readiness factor that considered is the students’ ability that we can see from the previous students’ learning outcomes. the second is from student interest, attention, and motivation.” *notes: translated from bahasa indonesia t.1= teacher 1 t.2= teacher 2 t.3= teacher 3 t.4= teacher 4 from the statement above, all the english teachers already considered the students’ readiness before arranging the one-page lesson plan. t.1 stated that the most significant factor of students’ readiness is learning media. learning media became the essential factor because it was supported students’ learning processes during the covid-19 pandemic. on the other hand, t.2 said that the factors that should be considered in students’ readiness were students’ intake, interests, focus, and motivation. besides, if no factors worked optimally, the students rahayu, utami, and utami english teachers’ perspectives regarding……….. jollt journal of languages and language teaching, july 2021. vol.9, no.3 | 332 would face difficulty in studying. moreover, t.3 and t.4 mentioned that the students’ ability, interest, focus, and motivation in the learning processes became the factors to indicate the students’ readiness. the ability of the students could be seen from the students’ previous learning score. it concluded that all english teachers’ already considering the students’ readiness in arranging the one-page lesson plan. excerpt 13 t.1: “yes, we have several majors that have their own specifications, so if we choose teaching materials, it will be adjusted to the majors.” excerpt 14 t.2: “yes. it is by using interesting learning media in the form of videos, pictures or other media in the learning process.” excerpt 15 t.3: “yes, i have. it can be noticed from students’ activeness in the classroom and from the results of their evaluation.” excerpt 16 t.4: “in making a one-page lesson plan, of course, we consider students’ interest. this also has to do with the learning support capacity, namely in the form of facilities and infrastructure used in learning. in this case, to determine student interest, we usually use interesting learning media in the form of video, then audio and pictures or maybe other media in the learning process.” *notes: translated from bahasa indonesia t.1= teacher 1 t.2= teacher 2 t.3= teacher 3 t.4= teacher 4 from the statement above, english teachers stated that they already consider students’ interests before arranging the one-page lesson plan. the teachers have different ways foe considering the students’ interests. t.1 stated that students’ majors could consider the students’ interests because each major had its specification to adjust the learning materials. meanwhile, t.2 mentioned that student’ interests could be considered by using exciting media, such as video, pictures, etc. t.3 mentioned that the students’ interests could be seen from the students’ activeness throughout the learning processes and the results of their study. moreover, t.4 said that the students’ interests related to the support in learning facilities and infrastructure. he stated that in considering the students’ interests, he usually used engaging learning media such as video, audio, pictures, etc. it concluded that all english teachers already considered the students’ interests in arranging the one-page lesson plan but in the different ways. excerpt 17 t.1: “indeed, the teacher who prepares the lesson plan will consider the students' needs in the classroom and have guidance in the form of core and basic competencies. the students' needs can be seen from the core and basic competencies in the syllabus for class x, xi, and xii students in finding out students' needs.” excerpt 18 t.2: “yes. it is done by looking for authentic materials, according to their local wisdom. for example, such as machine students, we provide more material related to machines.” excerpt 19 rahayu, utami, and utami english teachers’ perspectives regarding……….. jollt journal of languages and language teaching, july 2021. vol.9, no.3 | 333 t.3: “yes, i have. it can be seen from the students' abilities and from their active or passive attitudes in the classroom in responding to the learning processes and from the results of their evaluations.” excerpt 20 t.4: “the lesson plans are designed according to the needs of students. the way to find out students' needs is by finding authentic materials according to their local wisdom. for example, students from the engineering major, we will provide more materials related to machines so that the following learning will connect and later on, the students will be able to apply these learning in their daily life or working life.” *notes: translated from bahasa indonesia t.1= teacher 1 t.2= teacher 2 t.3= teacher 3 t.4= teacher 4 the statement above showed the english teachers already considered the students’ needs in arranging the one-page lesson plan. t.1 stated that the students’ learning needs identified by looking at the syllabus’s core competencies or basic competencies. on the other hand, t.2 and t.4 stated that giving authentic materials to the students depending on their majors could support the students’ learning needs. for example, the students majoring in machinery would receive material about the machine more than the other materials. moreover, t.3 considered the students’ needs by observing their responses to the lesson, whether passive or active and evaluating their final score. it concluded of the english teachers already considered the students’ needs before arranging the one-page lesson plan. from the explanations above, it concluded that the english teachers were fulfilled the principles of the one-page lesson plan, which were efficient, effective, and student-oriented. furthermore, the teachers felt that the one-page lesson plan format helped them arrange the lesson plan easier and faster than the previous format with 13 components. it means the principles of the one-page lesson plan that arranged by the government already implemented successfully by the teachers. it also concluded that all english teachers at smkn 3 singaraja had the same perspectives on the one-page lesson plan principles. discussion this study was conducted to identify the perspectives of english teachers on the fulfillment of one-page lesson plan principles. four english teachers were participated in this study. all participants in this study were smkn 3 singaraja’s english teachers. the perspectives of the teachers were identified by using the dimensions of one-page lesson plan that written in the circular letter number 14 in 2019 concerning the simplification of lesson plan; called as efficient, effective, and student oriented. the results of this study revealed that all english teachers thought one-page lesson plans were efficient, effective, and studentoriented than the previous lesson plan format. furthermore, the english teachers thought the one-page lesson plan format was better if compared to the previous format in terms of the components to be fulfilled. according to the circular letter number 14 in 2019 concerning the simplification of lesson plan, the teachers only had to include three key elements in the one-page lesson plan; learning objectives, learning activities, and assessment. from this regulation, the teachers admitted that the simplification of the lesson plan format was helpful in terms of time-saving and energy and in accordance with the efficient principle. it was in accordance with brata (2020), which stated that the efficient principle of one-page lesson plan is that it should be created correctly without spending a long time and effort. from the interview, the teachers rahayu, utami, and utami english teachers’ perspectives regarding……….. jollt journal of languages and language teaching, july 2021. vol.9, no.3 | 334 stated that the simplification of lesson plan components shorten their time in designing the one-page lesson plan, which means that the efficient principle have been fulfilled by the teachers. furthermore, the teachers stated that a one-page lesson plan was sufficient in achieving the learning objectives. it was accordance with brata (2020), which stated that the development of a lesson plan should be effective to accomplish the learning objectives. however, the teachers were not finding that the one-page lesson plan significantly affected the achievement of learning objectives. the teachers stated that one-page lesson plan and the previous format did not influence the achievement of the learning objectives. from the interview, all the teachers gave different statements about the important factors that take a role in achieving the learning objectives, which were the students’ abilities, learning model or learning methods used by the teachers, and the indicators the teachers want to achieve at the end of the class. the last was the teachers perceived that the one-page lesson plan was more studentoriented if compared to the previous format. it is because the teachers had to consider the students’ readiness, interests, and needs when creating the lesson plan. those three considerations helped the teachers to optimize the students’ activeness in the classroom so that the learning objectives achieved optimally. it was in accordance with the student-oriented principle stated in brata (2020), which means the lesson plan should be written correctly by considering the students’ readiness, interests, and need. all the teachers stated that those three considerations have been completed according to make the lesson plan more student-oriented. based on the discussion above, it can be concluded that the english teachers at smkn 3 singaraja have been fulfilled the three principles of one-page lesson plan. they also stated that the one-page lesson plan format helped them to design a lesson plan in more efficient and effective way. the english teachers’ perspectives showed that the one-page plan format was implemented well and better than the previous format, which required the teachers to design a complex lesson plan. conclusion the english teachers showed positive perspectives regarding to the fulfillment of onepage lesson plan principles. from the teachers' point of view, the one-page lesson plan was more efficient, effective, and student-oriented. the teachers perceived the efficient principle in terms of time and effort because of the lesson plan's simplification. the teachers were only required to fulfill three key components: learning objectives, learning activities, and assessment. in accordance with it, the teachers spent less time and effort in designing a good lesson plan. the effective principle perceived by the teachers in accordance with the fewer components needed to be completed. it gave the teachers more time to prepare the other things besides learning media, learning materials and questions about the materials. the teachers perceived the student-oriented principle to reach the learning goals, where a lesson plan should be written considering students' readiness, interests, and needs. the students' readiness considered by looking at the students' readiness in receiving the materials, which were in terms of learning media they use, the students' interest, attention, and motivation. besides, the students' interests considered by using engaging media to keep students’ attention and made them understand the materials during the learning process. the last was the students' needs, which the teachers have considered by providing the appropriate materials regarding the students' majors at schools. it concludes that by fulfilling the one-page lesson plan, the teachers can design and develop a good lesson plan so that it can be used to achieving the learning goals optimally. rahayu, utami, and utami english teachers’ perspectives regarding……….. jollt journal of languages and language teaching, july 2021. vol.9, no.3 | 335 references brata, e. 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(2018). a critical micro-semiotic analysis of values depicted in the indonesian ministry of national education-endorsed secondary school english textbook. springer international publishing, 131–152. https://doi.org/10.1007/978-3319-63677-1_8 https://doi.org/10.1177/1362168818765315 http://jurnal.unsyiah.ac.id/eej/article/view/9213 https://doi.org/10.25134/erjee.v8i1.2011 https://doi.org/10.1002/sce.20277 https://doi.org/10.1080/1046560x.2018.1469188 https://www.researchgate.net/publication_lesson_plan_lesson_plan https://doi.org/10.17499/jsser.37505 https://doi.org/10.1080/13664530.2020.1743350 https://doi.org/10.1007/978-3-319-63677-1_8 https://doi.org/10.1007/978-3-319-63677-1_8 jollt journal of languages and language teaching, vol. 7 no.2, november 2019 154 an analysis on teacher’s communication strategies in teaching speaking at mts nw bonjeruk muhammad muhlisin english lecturer, english language education, fpbs ikip mataram email: muhammadmuhlisin@ikipmataram.ac.id anugrah widyanto english teacher, mts. nw bonjeruk, lombok tengah email: widyanto@gmail.com abstract the objectives of this study are to reveal what communication strategies used by an english teacher in communication with first-grade students of mts nw bonjeruk. the research used a qualitative approach, more specifically classroom discourse analysis in analyzing this study since the source of the data was communication strategies which are used by an english teacher in communicating with students during an english teaching-learning activity. the result of the study showed that there were four of five communication strategies proposed that appeared in the teaching-learning process. they were achievement or compensatory strategies, stalling or time gaining strategies, self-mo nitoring strategies, and interactional strategies. the strategy which was not found in the transcription is avoidance or reduction strategy. based on the results of the study, the teacher often uses code-switching more than other strategies. keywords: communication strategies & speaking abstrak tujaun dari penelitian ini adalah untuk mengetahui strategi komunikasi guru bahasa inggris di mts nw bonjeruk. peneliti menggunakan pendekatan kualitatif, khususnya analisis wacana dalam kelas untuk menganalisa komunikasi antara guru dan siswa selama proses belajar mengajar. hasil penelitian ini menujukan bahawa ada empat strategi komuikasi yang digunakan oleh guru. terdapat beberapa strategi yang muncul dalam penelitian antara lain; stalling or time gaining strategies, self-mo nitoring strategies, and interactional strategies. adapun strategi yang tidak muncul atau tidak ditemukan dalam penelitian adalah transcription avoidance atau reduction strategy. berdasarkan hasil penelitian guru biasanya menggunakan code switching daripada strategi yang lainnya. keywords: strategi komunikasi dan keterampilan berbicara introduction speaking is the product of the creative construction of linguistic strings, the speakers make choices of lexicon, structure, and discourse. (brown, 2003: 140). without speaking, the students did not understand what the speaker is saying, by looking confused, scratching your head in confusion and without the students was not agree with something the speaker is saying, by looking angry, shaking your head, etc (hanner, 2001: 270). as stated by those experts, speaking is important in communication, especially in only english. without speaking skill, the communication cannot run well and it can make misunderstanding. speaking skill is an important part of the curriculum in language teaching, and this makes them an important object of assessment as well. in getting success in speaking, the students have to master vocabulary, fluency, and pronunciation, where it helped the learner in learning the english language, how to convey the information correctly (efendi, 2017). besides, pronunciation should be learned by students because it is very important to convey the meaning of the speaker. based on the result observation at mts nw bejeruk, the researcher found mailto:muhammadmuhlisin@ikipmataram.ac.id mailto:widyanto@gmail.com jollt journal of languages and language teaching, vol. 7 no.2, november 2019 155 that english teachers in the teachinglearning process where the communication style used in the form of mix strategies. mix strategies here refer to communication in two languages like indonesian and english language. it cannot be realized that indonesian or especially at this school the students learning english as the target language not the second language.so that way the english teachers also faced some problems during teaching-learning activities especially in communicating strategies. furthermore, this is may be caused by the teacher's communication styles which changed constantly, not only because the teacher may be different, but sometimes one teacher may use more than one communication strategy or style. the teacher actually should realize that there are two main categories of motivation that is, extrinsic and intrinsic motivation. in intrinsic motivation learner freely connect in an activity for their own satisfaction. thus, the teacher needs to use motivating tasks and activities to maintain their students' level motivation. on the other hand, extrinsic motivation is a motivation that can get be obtained when someone else appreciates work, or when students could avoid the negative penalty of not learning. in extrinsic motivation, the teacher can give good marks and rewards to the students. based on the problem above, the researchers are interested in the investigation of an analysis of the teachers' communication strategies in teaching speaking at mts nw bonjeruk in the academic year of 2018/2019. formulated the research questions as follows: what are communication strategies used by the english teacher in communicating with first grades students of mts nw bonjeruk in the academic year of 2018/2019? review of related literature tarone„s definition of communication strategies, which has been used productively by many researchers is one that views.....conscious communication strategies are used by an individual to overcome a crisis which occurs when language structures are inadequate to convey the individual„s thought (tarone:1980: 194). in the statements above, tarone points out that communication strategy is a systematic attempt by the learners to express or to code the meaning in the target language rules that have not been formatted. bachman as quoted by inuzuka (2002: 1) and mcroy and hirst (2002: 3) says that communication strategies are composed of the mastery of verbal and non-verbal that can be used into actual communication for two main reasons, they are to compensate for a breakdown in communication and to enhance the effectiveness of communication. hence, to bridge the gap that may occur between speaker and interlocutor, they expected to be able to apply both verbal and non verbal language properly, in order to download one of the messages which can be understood by other interlocutors successfully. based on the explanation above, i conclude that communication strategies are conscious attempts which are used by speakers to transfer what the speakers intend to express when they face language problem due to their limited linguistic competence. they are commonly used when speakers face lexical and grammatical problems. for example, speakers will probably say ‗a place for paintings „instead of ‗gallery„. for grammatical problems, speakers usually avoid certain forms that they do not master well. tape of communication strategies according to celce-murcia et al. (1995: 26), difference perspective include; (1) psycholinguistic perspective communication strategies are verbal plans used by the speaker to overcome jollt journal of languages and language teaching, vol. 7 no.2, november 2019 156 problems in the planning and execution stages of reaching a communication goal; (2) interactional perspective communication strategies involve appeals for help as well as cooperative problemsolving behaviors that occur after some problems have surfaced during communication; and (3) communication continuity or maintenance perspective communication strategies are a means of keeping the communication channel open in the face of communication strategies. the use of communication strategies affects the result of communication. four major effects influence the choice of strategies. they are effects of proficiency level, effects of problem source, effects of personality, and effects of the learning situation. the effects of proficiency level mean that the proficiency level of participants influences the choice of strategy. the effects of problem source mean that is likely that avoidance depends on the grammatical structure involved. the effect of personality means that personality factors of the speaker may highly correlate with the strategy preference. one learner may speak quickly in retelling story, whereas another elaborate and appeal for instance. then, the effect of the learning situation means that the situation can affect communication strategies and the type of strategy used. second language learners will use strategy fewer in the classroom than in the natural environment. model of communication strategies after reading some definitions of communication strategies, i will begin this section by examining tarone„s communication strategies categories. based on tarone as quoted by bialystok (1990: 39) communication strategies are classified into five parts. they are: avoidance avoidance is the speakers„ deliberate decision not to speak because they expect communication problems to arise. this avoidance is a common strategy for second-language learners, causing them to remain silent when they would otherwise contribute to a conversation simply because some aspect of vocabulary or grammar is not known. it is one way to assure that communication continues. avoidance consists of topic avoidance, message abandonment, paraphrase, approximation, word coinage, and circumlocution. conscious transfer the next strategy is conscious transfer. it has two manifestations, namely literal translation which is in the literal translation of words or phrases, and the second in the interspersals of words from another language (language switch). a literal translation is an attempt of the speakers to translate word for word from the native language. interspeals translation or language switch is that the speakers employ the native language term without bothering to translate. for example, indonesian speakers may say ―balon for ―balloon. appeal for assistance appeal for assistance occurs when the learner has consulted any source of authority: a native speaker, the experimenter, a dictionary. the strategy is often smuggled into other more verbal efforts, however, by such prosodic features as rising intonation which implicitly elicits some assistance or validation from the listener. for example, ―what is this? mime the final strategy is a mime. it includes all non-verbal accompaniments to communication, particularly those that serve in the place of a missing target language word. for example, clapping one„s hands to illustrate applause or raise the eyebrows to show non-understanding. however, tarone„s categories of communication strategies explained above are not enough. the researcher jollt journal of languages and language teaching, vol. 7 no.2, november 2019 157 would like to add some other categories from celce-murcia, et al (1995: 28). they suggest components of strategic competence as follows: teaching speaking there are many definitions of speaking that have been proposed by some experts in language learning. according to levelt (1989: 1), speaking is one of man's most complex skills. it is a skill that is unique to our species. each normal child starts acquiring it in infancy, clearly driven by a genetically given propensity for language. as thornbury (2005: 1) stated that speaking is so much part of daily life that we take it for granted. the average person produces tens of thousands of a word a day, although some people like auctioneers and politicians may produce even more than that. furthermore, louma (2004: 27) states that speaking as meaningful interaction between people. when someone speaks to other people, there will be a relationship, the relationship itself is communication. from some definitions above it can be concluded that speaking is a complex skill that is unique to human species, also many parts of human's daily life. speaking is always related to communication. speaking itself can be stated as the skill to use the language accurately to express meanings in order to transfer or to get knowledge and information from other people in the whole life situation. indicators of speaking according to brown (2004: 172173), there are five indicators in speaking skill, they are grammar, vocabulary, pronunciation, fluency, and comprehension. a. grammar: mastering grammar knowledge will help one in speaking english because the learners will know how to arrange words in the sentence, what tense will be used, how to use appropriate utterance. in other words, grammar is an important role to master the spoken language. b. vocabulary: mastering vocabulary is first to step to speaking english if the learners do not master vocabulary the learners cannot utterance what is their purpose. c. pronunciation: pronunciation is very important in speaking if the learners do not appropriate pronunciation it can influence the meaning of the word. d. fluency: in speaking, the learner must speak fluency because listeners are able to respond to what the people say. e. comprehension: in speaking, comprehension is needed, if not, misunderstanding will happen between speaker and listener and the communication cannot run as well. research method research design the type of this research is descriptive qualitative. descriptive qualitative research is the method is used to investigate natural condition objects. it started by bogdan and biklen in sugiyono, (2008: 9) qualitative research has a natural setting as the direct source of data and researcher as the key instrument. so in this research, the researcher as the key instrument of the research, where the researcher was trying to give a generalization of the research object by analyzing the communication strategies used by the teachers in teaching speaking. therefore, the researcher did not use numeral statistics, but s h e p a i d t h e most attention to the way the teacher interacted orally with students and how they used communication strategies in their conversation. the activities that were done in taking the data are recording the conversation between the teacher and students and observing the performance of them. the researcher focused on the teachers‟ talk or in other words the communication strategy because the jollt journal of languages and language teaching, vol. 7 no.2, november 2019 158 success of a class depends on the way the teacher teaches. the conversational topic related to the teacher„s lesson plan. the researcher kept taking recording on that day and then transcribed it. then interview the teacher and her students why they chose to employ each strategy. finally, the researcher gave interpretation about the communication strategies used by the teacher in communicating with students by looking at each utterance of the transcription. instruments of the research the instrument that was used in this research is a human instrument. the human instrument has the function to determine the research focus, chose the informant as the source of the data. lincoln and guba in sugiyono (2008: 60) stated that the instrument of choice in naturalistic inquiry is the human. we shall see that other forms of an instrument may be used in later phases of the inquiry, but the human is the initial and continuing mainstay. but if the human instrument has been used extensively in earlier stages of inquiry, so that an instrument can be constructed that is grounded in the data that the human instrument has a product. procedures for collecting the data there are several techniques that the researcher was applied in this study to guarantee the success of data collecting. the methods procedure for collecting the data, which was used consists of observation, interview, and documentation. observation observation is the technique of obtaining data through direct contact with persons or groups of persons. since the main focus of qualitative research is naturalism, the researcher observed the english teacher in the teaching-learning process in nature. the role of the researcher may be viewed as a continuum. on one extreme, the researcher is a passive observer and on the other extreme the researcher is a participant observer. in between these two extremes, the researcher may be an active observer. in this observation process, the researcher took note of the communication process. interview interviewing is a technique of gathering data from humans by asking them questions and getting them to react verbally. the researcher was using an indepth interview. in-depth interviews are optimal for collecting data on individuals' personal histories, perspectives, and experiences, particularly when sensitive topics are being explored. in-depth interviews and focus groups are tape/video-recorded whenever possible. documentation in this documentation process, the researcher took documentation while the researcher process. this documentation process is including teacher communication strategies that used in the teaching-learning process, kinds of the strategies, and all kinds of the data needed bases on the researcher needed technique of data analysis communication strategy as being discussed in chapter ii has a complex structure however it can be analyzed to comprehend it. the analysis is to find out those parts linked with the title, the writer analysis the data collecting by using miles and huberman's model of data analysis, it is necessary to choose the most suitable methods of data analysis to ensure that the data is treated thoroughly and the conclusions drawn can be substantiated. miles and huberman (1994) developed a model of data analysis (figure 1) that assists the researcher by providing a visual reference as to how data can be tackled. jollt journal of languages and language teaching, vol. 7 no.2, november 2019 159 figure 1. components of data analysis (miles and huberman, 1994) this model presents analysis as a continuous, iterative process involving four phases that constantly impact upon each other and are carried out simultaneously. finding and discussion the data analysis is presented on the table. table 4.1 below is the general finding of using communication strategies according to the theory of celce-murcia et al (1995). all percentages on the elaboration of communication strategies as the result of the data analysis may refer to this table. the following pages were the display of the result of data analysis. table 1. communication strategies used by the english teacher communication strategy sub-categories total percentage avoidance or reduction strategy message replacement 0% topic avoidance 0% message abandonment 0% achievement or compensatory strategy circumlocution 0% 2 . 3 9 % approximation 0% use of all-purpose words 0% restructuring 0% word coinage 0% nonverbal signals 20 4.34% literal translation from l1 3 0.65% foreignizing 0% code-switching 357 77.4% stalling or time gaining strategy using gambits, fillers or 27 5.86% hesitation device 16.06% self and other repetition 47 10.20% self monitoring self-initiated repair 1 0.22% self-rephrasing 2 0.43% interactional strategy appeals for help 0% meaning negotiation 4 0.87% total 461 100% jollt journal of languages and language teaching, vol. 7 no.2, november 2019 160 on the following pages describe each strategy employed by a teacher in communicating with first-grade students of mts nw bonjeruk in the academic year of 2018/2019 avoidance or reduction strategy this strategy consists of message replacement, topic avoidance, and message abandonment. in the conversation transcription, all those strategies are not employed by the teacher as well as students. in my opinion, it is caused by the topic of the teachinglearning activity that was done. the teacher preferred to talk about the exercises in the book. consequently, the students„ speaking ability is not well explored. achievement or compensatory strategy by using this strategy, the l2 learner tries to keep the original communicative goal, but compensates for insufficient means or makes an effort to retrieve the required items. three of the nine categories of strategic competence in achievement or compensatory strategies appear in the conversation script. those strategies are nonverbal signals, the literal translation from l1, and code-switching. they were discussed and analyzed based on their definitions. nonverbal signals mime, gestures, facial expression, and sound imitation belong to the nonverbal signals. they much help t h e l2 learners to smooth the conversation when they really do not know lexis or utterance they want to say. there are some nonverbal signals found in the conversation as follows: t: yeah, really makes me depressed. what does it mean? depressed...depressed (moving hands) s: stress...! in the sample above, the teacher intends to tell the meaning of the word depressed„ by saying nothing, but either using hands. students can read the hand dancing and finally they can guess the meaning of depressed „appropriately. literal translation from l1 the literal translation is a kind of strategy in which the learners translate the word for word from the native language. here the teacher and also students learn english as a foreign language. however, inevitably, learners sometimes make a mistake, including when speakers only translate the bahasa indonesia into english literally so that the utterance sounds weird. the example below is utterances which contain the strategy found in the conversation: t: half past six or...? s: six point thirty the sample shows that there is a mistake when students answer the teacher„s question. the students say six point thirty to substitute half past six. they translate the bahasa indonesia into english literally, from 6.30 becomes six point thirty, and it sounds not common in english. it should be replaced with sixthirty. code switching code switching may happen in nonnative speakers when they speak in the target language (english), they sometimes mix their mother tongue language. it can happen without their consciousness or it is their willingness to avoid conversation breakdown. in this study, the teacher and her students„ first language is bahasa indonesia. english is learned as their third language. therefore, there are so many utterances in bahasa indonesia used here. we can see in the conversation below: jollt journal of languages and language teaching, vol. 7 no.2, november 2019 161 t: “yeah, the italicized...the italicized...the italicized...the italicized should be...„gosh! what a mess!„...yeah, the italicized, it means...the italicized. jadi disitu yang dicetak miring seharusnya apa? yang gosh itu ya? the italicized. so, mr. george„s expression should be...so, both a mess and gosh, and now you ask for something. so, so, those expressions, in this case, apa kira-kira? annoyance...annoyance? anxiety, what is anxiety? anxiety...anxiety.” s: (nervous) sample inferred that bahasa indonesia still affects them in having a conversation in english even in english class which is nota bene dominated by english. the use of l1 items is dominant here, reaches up to 45% of all the conversation. they use the strategy to avoid breakdowns in the conversation when they could not recall l2 items. stalling or time gaining strategies stalling or time gaining strategy is the strategy that the speaker employs to make use of given time maximally. gambits, fillers, hesitation devices, and repetition belong to this kind of strategy. they are often used when the speaker needs more time to convey the message. using fillers, gambits, and hesitation devices fillers can be said as an utterance that may say while the speaker gaining time until the l2 item comes up to their mind. the strategy can be seen in the utterances as follows in conversation: t: “had...finished...had finished...past participle. aha...the assignment mr. han...mr. han.” s: give. gambit is something that is commonly said in english. it can be in the form of a word or phrase which helps the speaker convey some message. we can see in the conversation below: t: “okay, he is also keen on...keen on reading. keen on” s: keep. hesitation device is a strategy in which speakers hesitate while they are thinking about the next message they want to present. there is no hesitation device used by speakers in the conversation. self and other repetition after using gambits, fillers, and hesitation devices, moreover, we can use repetition of self or other participants. repetition is done when the speaker knows about l2 items, but he needs time to recall the items from his memory. here are the findings of the repetition found in the conversation: t: “so, yeah? displeasure...displeasure? is he angry...is he angry? you know he is a mess and you ask for something.” s: (mumbling) in the sample, the main possible reason for the speaker using repetition is that she needs to emphasize the message in order to be more convincing. the second possible reason is to compensate f o r the long pause they are going to make if they face any difficulty in conveying the next message. self-monitoring strategy self-monitoring strategy is the speaker„s effort in correcting mistakes she has made during conversation lasts. she is aware of and was to make the message becomes more obvious to the addresses. self-initiated repair this kind of strategy reflects the speaker„s awareness of the mistakes she has made. she is initiated to repair those mistakes to avoid misunderstanding between the speaker and addresses. it appears when the speaker presents an utterance but she feels unsatisfied with her utterance. we can see the strategy below: jollt journal of languages and language teaching, vol. 7 no.2, november 2019 162 t: does mr. george sad? is mr. george sad? s: no in the sample the speaker repairs does mr. george sad into is mr. george sad as stated in the example due to her consciousness in using incorrect grammatical order. self-rephrasing (over elaboration) over-elaboration is the strategy in which the speaker is not really sure about what she has said before. she is worried that she cannot get the message across. in the case of self-rephrasing strategy, the speaker believes that certain message is very important to be emphasized in the form of elaborating the message itself. if it is in the form of the word, the self rephrasing strategy can be by giving a synonym of the word. if it is a sentence, a self-rephrasing strategy can be by constructing a new sentence containing a similar message to uphold the former message. the utterances bellow show the selfrephrasing strategy: t: is mr. george mad, angry? yes s: (annoyance) in the sample above, the speaker overelaborates the message by constructing the synonym of the adjective mad that is angry. she constructs a new elaboration that is made to support the message itself. interactional strategy the interactional strategy is a way to cooperate with others to know the understanding or appealing for help. it involves other participants to support because, without any other participant, this strategy cannot be done. the strategy is divided into two, appeals for help and meaning negotiation. in the data, there are no appeals for help appears. so, i was discussing the meaning of negotiation. meaning negotiation it is called a strategy that is used by the speaker is conveying the meanings to other participants during the conversation. meaning negotiation strategy is separated into various types, but there is just one type appears in the transcription: indicators of misunderstanding it can be presented as a request, expression of non-understanding and interpretive summary. according to the transcription, we can find that there is an expression of non-understanding in form of a word and how to pronounce it. we can see in the conversation: t: is mr. george mad, angry? yes? s: annoyance...(in low voice) t: yeah? in the sample above the word yeah indicates that the teacher may not well hear what the students have said. consequently, she asks again by using the word, yeah, and students finally can answer well. this is the last category of communication strategies used by a teacher in communication with first-grade students of mts nw bonjeruk. it is possible to find two or more strategies in an utterance spoken by the participants of the conversation. in sustaining a conversation, the participants spontaneously produced the utterances. some grammatical errors can be ignored as it is spoken the language. i did not find all types of communication strategies proposed by celce murcia et. al (1995: 28) in my study. the strategies appear are an only achievement or compensatory strategy, stalling or time gaining strategy, self-monitoring strategy, and interactional strategy. the achievement or compensatory strategy is the most frequent strategy used by the speakers in conveying their message. this strategy is the most possible way to compensate for the lack of l2 knowledge. jollt journal of languages and language teaching, vol. 7 no.2, november 2019 163 discussion brown (2003:140) speaking is the product of the creative construction of linguistic strings, the speakers make choices of lexicon, structure, and discourse. without speaking, the students did not understand what the speaker is saying, by looking confused, scratching your head in confusion and without the students was not agree with something the speaker is saying. based on miles and humberman (1994, p.2) communication strategy is a systematic attempt by the learners to express or to code the meaning in the target language rules have not been formatted. to get the data the researchers do observation then researchers do an interview with the teacher and the last documentation of how the teacher teaching-learning. avoidance or reduction strategy: this strategy did not appear during the conversation. i have interviewed the teacher and she said that it is caused by the topic of the teaching-learning activity which was conducted, that is discussing some exercises on the book. the conversation is rather awkward and dominated by the teacher. the teacher reread the question from the book and her students directly answered, without trying to give any elaboration if the teacher did not ask them to do so. therefore, no avoidance or reduction strategy appeared during the conversation. the achievement or compensatory strategy: three of nine categories that belong to the achievement or compensatory strategies are employed in the conversation. those strategies are nonverbal signals, the literal translation from l1, and code-switching. they will be discussed one by one (syahbandi, 2018). nonverbal signals: mime, gestures, facial expressions, and sound imitations belong to the nonverbal signals. there are some nonverbal signals found in the conversation as i have mentioned in conversation. the teacher showed a hand gesture to explain the meaning of depressed„ without saying anything. she preferred to use gestures to make students easier to guess the synonym of the word depressed„. the literal translation from l1: literal translation happens when the speaker translate an utterance in bahasa indonesia literally to english so that the utterance sounds weird. the example of literal translation from l1. students say six point thirty as the synonym of half past six. the utterance six point thirty came up because they literally translate 6.30, which includes the word six„ point„ and thirty„. code-switching: this strategy is the most dominant of all communication strategies used in the conversation. both speaker and addressee mix their mother tongue language in saying english. in this study, the teacher and her students mix english and bahasa indonesia in communicating one to others. conversation number (3) is one sample of code-switching. the teacher said jadi di situ yang di cetak miring seharusnya apa instead of the italicized should be because students did not answer the question immediately. furthermore, the teacher employed many code-switching strategies to emphasize some utterances like keyword of the question or the synonym of a certain word. stalling or time gaining strategies: gambits, fillers, hesitation devices, and repetition belong to this kind of strategy. they are often used when the speaker needs more time to recall l2 items. using fillers, gambits, and hesitation devices: fillers can be said as an utterance that may be said while the speaker gaining time until the l2 items come up to their mind. the example can be seen in conversation number (4). the speaker uses the word aha before she said the main sentence which she actually wanted to deliver. she needed more time to guess jollt journal of languages and language teaching, vol. 7 no.2, november 2019 164 the last part of the sentence which belongs to the question of the exercise. gambit is something that is commonly said in english. we usually use it before saying a sentence to make a conversation not awkward. we can see the example of gambit in conversation number (5). the speaker used the word okay before she said he is also keen on.... in some parts of the conversation, she also used another gambit like yeah. the speaker used those gambits in order to make the conversation sounds nice. self and other repetition: repetition is employed when the speaker knows about l2 items, but he/she needs time to recall the items from his/her memory. one sample of repetition can be seen in conversation number (6). the speaker repeated is he angry...is he angry?„ in order to emphasize the keyword of the question which should have been answered. she did it because she assumed that her students did not know yet the main purpose of the question. self-monitoring strategies: this strategy consists of self-initiated repair and self-rephrasing (over-elaboration). the following sentences are the discussion of each strategy. self-initiated repair: the strategy appears when the speaker presents an utterance, but he/she feels unsatisfied with the utterance. the example of self-initiated repair has been mentioned in conversation number (7). the speaker repairs does mr. george sad into is mr. george sad is due to her consciousness in using incorrect grammatical order. self-rephrasing (over-elaboration): self-rephrasing can be done by giving a synonym of a word or by constructing a new sentence containing a similar message. the example of a self-rephrasing strategy has appeared in conversation number (8). the speaker said is mr. george mad, angry?„. the word ‗mad„ has the same meaning as the word angry„and she said both words. she did that strategy to make her students easier to guess the answer from the context. interactional strategies: the strategy is divided by the two, they are appeals for help and meaning negotiation. there are no appeals for help appears in the data. so, i will discuss the meaning of 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(1984). communication strategies in eastwest interactions. in l.e. smith (ed.), discourse across cultures: strategies in world englishes (pp. 49-65). new york: prentice-hall. thornbury scott. 2005. how to teach speaking. new york: pearson education limited. https://doi.org/10.33394/jollt.v5i2.349 https://doi.org/10.33394/jollt.v5i2.349 journal of languages and language teaching, vol. 5 no.1, may 2017 1 the effectiveness of ransom note game in learning vocabulary arbi maulida hadijah zurri smp negeri 1 keruak, lombok tengah, ntb arbimaulida@gmail.com abstract this research was aimed to find out the effectevenness of ransom note game in learning vocabulary. this research was quasi experimental design. the populations of this research were all of students at second grade students of smpn 1 keruak that consist of 284 students that consist of eight different classes. in which the sample of this research used two classes where viii.1 class as experimental group consisted of 32 student and viii.3 as control group consisted of 31 students. the experimental was taught by ransom note game game and control group taught by puzzle game. the instruments that used were objective test with multiple choice, matching word, fill in the blank and true or false. the analysis used t-test formula. the result of the analysis, showed that the value of to (t obtained) 2,0888 was higher than tt (t table) 1,8702, the significant level 0,05. based on the result of this investigation, it was proved that the alternative hypothesis (ha) was accepted. in other words, there was significant effect of ransom note game in learning vocabulary at the second grade students at smpn 1 keruak in academic year 2016/2017. key words: ransom note game and vocabulary learning abstrak penelitian ini bertujuan untuk mengetahui keefektifitasan dari ransom note game dalam pembelajaran vocabulary. model penelitian ini adalah penelitian quasi. populasi dari penelitian ini adalah semua siswa-siswi kelas delapan yang terdiri dari 284 siswa yang di bagi dari delapan kelas yang berbeda. dimana sample penelitian ini menggunakan dua kelas dimana viii.1 sebagai experimental grup terdiri dari 32 siswa dan viii.3 sebagai control grup terdiri dari 31 siswa. experimental grup di beri perlakuan menggunkan ransom note game dan control grup di beri perlakuan menggunakan puzzle game. instrument yang digunakan yaitu tes obyektif dalam bentuk pilihan ganda, mencocokan kata, mengisi kalimat rampung, dan benar/salah. berdasarkan hasil dari analisis menunjukan bahwa niali dari t (t test) = 2,0888 lebih tinggi dari pada t table = 1,8702 pada taraf signifikan = 0,05. berdasarkan keduanya, dari penelitian ini dapat disimpulkan bahwa alternative hypothesis (ha) diterima. dengan kata lain, pengaruh siknifikan dari ransom note game dalam pembelajaran vocabulary pada siswa kelas delapan smpn 1 keruak tahun akademik 2016/2017. kata kunci: permainan ransom note game dan pembelajaran kosakata introduction vocabulary is one of an important aspect in teaching english language that should be mastered by the student. without sufficient vocabulary student cannot speak in english. they have to know new vocabularies and the structure of english in order to be able to construct sentences or utterances in english. sprenger (2013: 13) vocabulary is an essential component to college and career readiness, and references to it appear throughout the grade-level standards. vocabulary is very essential to support a language learning process and to support a good communication by using the language. the researcher has conducted an observation at smpn 1 keruak on december 10th 2016. the researcher found problem the student still lack at vocabulary journal of languages and language teaching, vol. 5 no.1, may 2017 2 especially in word meaning. additionally, most student seems likely did not interest not able to speak and write in english because they did not have sufficient vocabulary in return they cannot speak and write in english. the students always ignore when the teacher gave some question about the material. the problem caused by the technique used in teaching and learning process, the student had given the method by their teacher just like write down on the whiteboard and ask the students to memorize those words. that method made the student have difficult to memorize the words and the student easily to forget the words. referring to the problem above, the researcher proposes to solve this problem by using ransom note game. the researcher assumes that by using ransom note game was ease the student in learning vocabulary and attract the student to learn english. ransom note game from newspaper and magazine, to attract the students to be more active and the student more enjoy in learning english. because naturally students always want to have fun. besides that students cannot be separated from their natural need which is playing games. riview of related literature according to hiebert & kamil (2005: 3) vocabulary is the knowledge of meaning word. in addition, sprenger (2013: 13) vocabulary is an essential component to college and career readiness, and references to it appear throughout the grade-level standards. baker, simmons, & kame’enui (1997) in sprenger (2013: 8) vocabulary is a strong indicator of student success. according to lewis and bedson (1999: 110) ransom note is a games using magazine or newspaper to ease the student to determine new vocabulary. there are three variations ransom note such as: a). instead of ransom note, ask the children to write a love letter. make separate groups of girls and boys role and vice versa. b). older children can write funny newspaper headlines. the children can award each other ‘wacky points’ for them. c). for younger children you can use very bright colorful magazine with lots of pictures . ask the children to find something blue, or find something big and yellow. they should sit in a circle with the entire magazine in the middle. each child may take only one magazine at a time and must return it before taking another. the children cut out what the find and glue it to their sheets of paper. after about 6-8 question the compare pictures. hang them on the wall of your classroom if possible. research method research design according to kothari (2004: 31) research design is the arrangement of conditions for collecting and analyzing of data in a manner that aims to combine relevance to the research purpose with economy in procedure.in this study, the researcher used quantitative approach and focused on quasi-experimental design, in addition, the researcher used pre-test and post-test. in this research, the researcher took the data from experimental group and control group. there are two groups in this study, those were experimental group and control group. experimental group gave the treatment treated by using ransom note game and the control group gave the treatment by using puzzle game. population and sample in this research, the researcher took all second grade student of smpn 1 keruak academic year 2016/2017 as the population. the total number of the members of the population is 284 student and they was be divided into eight classes (viii.1 are 32 student, viii.2 are 34 students,viii.3 are 31 students, viii.4 are 36 student, viii.5 are 39 student, viii.6 are 36 student, viii.7 are 35 student and viii.8 are 34 student). the researcher used cluster random sampling as technique sampling to take two classes as the sample for this research. the researcher, in this case, used lottery journal of languages and language teaching, vol. 5 no.1, may 2017 3 and those two classes that popped out where viii.1 and viii.3. viii.1 classes consist of 34 students as the experimental group and viii.3 consist of 36 students as the control group. so, the total number of sample is 70 students.the researcher gave vocabulary test for the student. it was objective test that used and it consist of multiple choice 10 items, marching words 5 items, fill in the blank 8 items, and true/false 2 items. the total number of question is 25 items. before giving treatment, the researcher give the student vocabulary test for both group (experimental & control) to know their basic knowledge in english vocabulary. post-test is a test that was being given to the student after the treatment from the researcher. the kinds of test which given to both groups are the same. this test applied to find out the result of the student vocabulary after treating them by using different treatment. in this research, the technique of data analysis divided into two general type methodologies, namely; descriptive analysis included (mean, median, mode, and standard deviation) and inferential analysis (the branch of statistics analyzed sample data to draw conclusions about a population). research findings and discussion this research was conducted on 05thmay – 05th june 2017 at smpn 1 keruak. the steps of the research were as follows: at the first step the researcher gave pre-test, the purpose was to know the students’ basic knowledge about the materials. second, the researcher gave treatment to both the groups. where in experiment group used ransom note game and in control group used puzzle game. the last step, the researcher gave post-test to both of the groups as the last step to collect the data. to answer the problem, the researcher analyzed the data obtained from pre-test and post-test scores of both experiment and control group. then, the researcher presented the statistical computation of mean scores of both groups. the discussion continued to analyze and interpret the findings. the statistical computation covered the calculation of both experiment and control group. testing hypothesis is the process in deciding whether alternative hypothesis would be accepted or null hypothesis would be rejected. the hypothesis was tested by using t-test formula. to find out the result of t test whether or not higher from t table (t test value ≥ t table) was used in determining the level of significance as well as the degree of freedom of samples minus two. in this research, the sample of data was 32 students for experimental group and 31 students for control group; the total sample for both of the groups obtained were the mean score of experiment group was 24,5 and the mean score of control group was 19,48 meanwhile, the standard deviation of experiment group was 10,80 and standard deviation score of control group was 7,66 and the squared standard deviation score of experiment group was 116,69 and squared standard deviation score of control group was 58,67.those scores need to be analyzed using t-test to find out significant result of this research. based on the data, it shown that the hypothesis of this research was t-test value > t-table value at significant level of 0,05 (90%) with 32 student for experiment group and 31 student for control group the total sample for both of the groups was 63, so the degree of freedom that was used 632 = 61. the result of t-test was higher than t-table 2,088 ˃ 1,8702. the mean score of experimental group who was taught by ransom note game is higher than control group. so the alternative hypothesis (ha) is accepted and null hypothesis (ho) is rejected. before go on we back to spenger (2013: 13) defines vocabulary is an essential component to college and career readiness, and references to it appear thorough out the grade level standards journal of languages and language teaching, vol. 5 no.1, may 2017 4 from definition vocabulary above that in learning vocabulary not only to be able to mastery the word but they also to be able understanding meaning word. so, that the researcher tried to applied ransom note game in earning vocabulary. according lewis and bedson (1999: 110) ransom note game is a game from magazine or newspaper to ease the student to determine new vocabulary. on the previous chapter, the researcher proposed a research question. that was stated “is there any effect of ransom note game in learning vocabulary at second grade of students at smpn 1 keruak 2016/2017?. after computing the result of the data in this study, it showed that the mean score of experiment group was 24,5 and the mean score of control group was 19,48 meanwhile, the standard deviation of experiment group was 10,80 and standard deviation score of control group was 19,48 and the squared standard deviation score of experiment group was 116,69 and squared standard deviation score of control group was 58,67. further, the result of calculating t-test was higher than t table, the result of t-test was 2,088, while the result of t table was 1,8702 (2,088≥ 1,8702). in this part, the researcher comparison this research and the previous of the study that was conducted by winda medianty entitled “improving english vocabulary by using hangman game method to student of class viiib in smpn 4 tamiang layang academic year 20132014. this research used classroom action research which relates to the implementation of hangman game method in state smpn 4 tamiang layang. there were 2 cycle in this research each of which consisted of plan, action, observation, and reflection. the instruments of data collection were students’ and teachers activity observation sheets, vocabulary test, and questionnaire. the objective of this research was to improve the students’ achievement on english vocabulary by using hangman game method to the eight grade students of class viiib in smpn 4 tamiang layang in academic year 20132014 . based on the teaching and learning activities that has done by the researcher, it could be stated that students enjoyed and fun the used of ransom note game allowed students to work in team which make students open mindedly to figure out what are in their mind and share each other and they were not clumsy anymore such they done with the teacher. based on the result above, the researcher concluded that ransom note game has any effect in learning vocabulary. therefore, alternative hypothesis was accepted and null hypothesis was rejected. conclusion and suggestion conclusion based on the statement of the problem in the previous chapter, “is ransom note game effective in learning vocabulary at second grade of students at smpn 1 keruak academic year 2016/2017?”. in this study, the researcher found out that ransom note game was an appropriate strategy in learning vocabulary. there were some points that the researcher took toward the advantage of ransom note in learning vocabulary. first, make the student interested and fun in learning vocabulary of english. second, the students increase their vocabulary. finally, it helps the student easier to remember the meaning of the words based on the result of data analysis in the previous chapter (iv), the mean score of experiment group was 24,5 and the mean score of control group was 19,48. furthermore, the score of t-test was 2,088, while the score of t table was 1,999 (2,088≥ 1,8702) at the level of significance 0,05% , meant that the score of t-test was higher than t-table. alternative hypothesis was accepted and null hypothesis was rejected. it took conclusion that the ransom note game was effective in learning vocabulary at the second grade journal of languages and language teaching, vol. 5 no.1, may 2017 5 students of smpn 1 keruak in academic year 2016/2017. suggestion teachers are suggested to use ransom note game in teaching vocabulary. using ransom note game will help the student to learn vocabulary without teacher; on the other hand, student will be more independent in learning vocabulary. in addition the student will find wider information on their own. by using ransom note game, the students are not just listening to their teacher but they can interact with their teacher and friends too in the clasroom. ransom note game also makes the student interest and fun in learning vocabulary of english the researcher hopes that this study will be useful reference for the next research on similar issue. references hiebert, e.h. & kamil, m.l. (2005). teaching and learning vocabulary bringing research to practice. lea. london. lewis, gordon & bedson, gunther. 1999. games for children. oxford.university press. kothari, c. r. 1984. quantitative technique, 2nd ed, new delhi: vikas publishing house pvt.ltd. thornbury, scoot. 2002. how to teach thornbury, scoot. 2002. how to teach vocabulary. person education limited. england. steve, miller. 2005. experimental design and statistics. second edition. united kingdom: taylor and francis e-library sprenger, marile. teaching the critical vocabulary of the common core_55 word that make or break student understanding. ascd. usa thornbury, scoot. 2002. how to teach vocabulary. person education limited. england. schreiber, j &asner-self, k. 2011.educational research.the interrelationship of questions, sampling, design, and analysis. usa: john wiley & sons, inc. sugiyono. 2014. statistika untuk penelitian. bandung. alfabeta cv. sugiyono. 2010. metode penelitian pendidikan pendekatan kualitatif, kuantitatif, dan r&d. alfabeta. bandung. hadfield, jill. 2008. beginners' communication games. addison wesley longman. hadfield, jill. 1999. intermediate vocabulary games. longman. brown, h.d. 2003. language assessment principles and classroom practices. longman. california. journal of languages and language teaching, vol. 7 no.2, november 2019 117 the effect of using contrastive method in teaching english noun phrases sihabuddin english teacher of mtsn 3 mataram email: sihabuddin23@yahoo.com abstract the aim of this study was to find out the effect of contrastive method toward students’ english noun phrases ability, the reflection of students comprehension toward the phrases and the students’ perception toward the method in teaching english noun phrases. the object of this study was students at mts negeri 3 mataram grade viiia. this study was quasi-experimental that applied mix method: quantitative and qualitative research method. the instruments for collecting data in this study were a test, questionnaire, and interview guide. the result of this study showed that the method had a positive effect on students’ ability in constructing english noun phrases, and the preception of the students toward the method was positive as well. the method affects the students' ability in constructing english noun phrases correctly. keywords: contrastive, contrastive method, method, noun phrases, students’perception abstrak tujuan dari penelitian ini adalah untuk menemukan pengaruh metode kontrastive terhadap kemampuan siswa pada frasa benda bahasa inggris dan refleksi pemahaman siswa terhadap frasa dan presepsi siswa terhadap metode pengajaran frasa benda bahasa inggris. penelitian ini merupakan penelitian quasi-eksperimental yang mengaplikasikan metode mix antara metode quantitatif dan qualitatif. instrumen yang digunakan untuk mengumpulkan data pada penelitian ini adalah tes, quisioner dan wawancara. hasil dari penelitian ini menunjukan bahwa metode kontrastif berpengaruh positif terhadapkemampuan siswa dalam mengkonstruksi frasa benda bahasa inggris, dan presepsi siswa terhadap metode juga positif. metode kontrastif tersebut berdampak terhadap kemampuan siswa dalam menyusun frasa benda bahasa inggris secara benar. kata kunci: kontrastif, metode kontrastif, metode, frasa benda dan presepsi siswa. introduction the english language recently has become the most learned language by students in indonesia. it has been a compulsory or content subject for junior high school students for decades (nurkamto in songbatumis, 2017:55). therefore, in order to make students better in acquiring the language, it requires effective teaching and learning techniques and methods. most teachers in teaching english apply some popular techniques and methods such as grammar-translation method, direct method, structural method, reading method, audio-lingual method, situational method and communicative approach (gultom, 2015:1235). technique and method are very important in teaching english, especially in teaching linguistic components including phonology, morphology, and syntax. in terms of the syntactic component, a sentence is the highest level component and its obviously constructed number of words (haerazi & irawan, 2019). however, sentences are not formed simply by putting words together. a sentence has the rule and internal structure as stated by hinkle (in ediati et al, 2014:1). sentence structure may consist of an optional adverb or prepositional phrase, subject noun (phrase), a verb, and an object if the main verb intransitive (requires a direct object). furthermore, hinkle(in ediati et al, 2014:1) states that in fact, subject and object slots are usually filled by a noun phrase rather than a single-word because in real language use single-word nouns are relatively rare. all components of a sentence mentioned are from a list of vocabulary (zurri, 2017). white (in ivon, 2015:197) states that vocabulary as one of the properties that are specific to language that has to be learned. mailto:sihabuddin23@yahoo.com journal of languages and language teaching, vol. 7 no.2, november 2019 118 vocabulary consists of words (lexical items) with their meaning and syntactic items. vocabulary is not only a list of words. it is a system embedded in language. it is part of any language that is, just like grammar, defined by an expert in various ways. fromkin et al. (in ivon, 2015:197) define lexicon as a part of grammar. it is not solely the meaning of the words; it includes pronunciation and syntactic category or part speech of the words. a sentence is constructed from some words, the words of the sentence are from the syntactic category or part speech of the words. syntactic category in this study is a noun phrase. noun phrases are able to become a subject noun (phrase) or object noun (phrase). the existence of noun phrases in a sentence and text is very important in oral or written a sentence and text. moreover, the existence of noun phrases in the students textbook is very crucial. vadas (in ediati, et al, 2014:2) states that noun phrase is a crucial part of natural language, and may have a very complex structure. in addition, referring to noun phrases. pastor(in ediati, et al, 2014:2) proposes that conveyed information is presented in a shorter, more direct and condensed fashion, thus having a greater impact upon the reader. nevertheless, noun phrases are more often found in formal writing than in natural speech (ediati, et al, 2014:2). for students who are native indonesian, noun phrase seems to be not easy to be understood by efl students. it is assumed that the cause is the difference in terms of syntactic pattern between english and indonesian noun phrase construction. the syntactic pattern of english noun phrases is different from the indonesian language. in english, modifiers are mostly placed before noun head and fewer in the opposite order. here are examples of possible structures of english noun phrases as listed by (greenbaum & nelson, 2002:48): the word "book" is the headword and the other words are called determiners and modifiers. determiners (words the, a those, some) introduce noun phrases. modifiers are units that are dependent on the main word and can be omitted. modifiers that come before the noun are pre-modifiers, and those that come after the noun are post-modifiers (greenbaum & nelson, 2002:48). the word "book" in the examples above is very important. that word is called the center or head of the np. so the word "book" is the head of the noun head. every np has a noun head. the combination of determiner and headword or modifier with headword will form the noun phrase. noun phrases are often also called noun cluster or noun group in the grammar book. a noun cluster or noun group always consists of at least two parts: the noun itself and the word or word accompanying it. the noun is called the headword of the cluster (robert, 1956: 79). there are three classes of determiner (greenbaum & nelson, 2002:48): pre-determiners, e.g. all, both, half; central determiner, e.g. a, an, the, those; post-determiners, e.g. other, two, first. while modifiers are divided into two: pre-modifier and post-modifier. noun phrases may have more than one premodifier and post-modifier. pre-modifier, e.g. black cat and post-modifier, e.g. cat on the chair. whereas, the syntactic pattern of indonesian noun phrases: modifier comes after noun head or the head comes before the other word(s) (djenar, 2003:12). here are examples of possible structures of the indonesian noun phrase (djenar, 2003:12): so bases on the different pattern and construction above emerge a problem might because of difficulty for students to acquire the syntactic pattern of englis noun phrase as target language correctly. the problem inspiring this study because most students of junior high school in mtsn facing difficulty to construct and use english np correctly journal of languages and language teaching, vol. 7 no.2, november 2019 119 assumed to emerge due to different typology of l1 and tl in terms of syntactic patterns. this study aims at solving this problem in order to improve students’ english language competence, especially in constructing and using english noun phrases by applying contrastive as a method for the teacher in teaching. research design this study applied the mix-method: quantitative and qualitative research method. at the same time, this study was also quasi-experimental. that was because, in this study, the researcher gave the pretest and pre questionnaire to the students, followed by the teaching and learning process. the pre-test was designed in this study to measure the amount of learning students have acquired noun phrase mastery before the students are taught by contrastive method. while prequestionnaire was designed to know the students' comprehension and ability toward indonesian and english phrases. at the end of the teaching and learning process, the researcher gave post-test and postquestionnaire to the students. post-test was given to measure how much students have got improvement or the effect of the method. while post-questionnaire was given to know the students' comprehension and ability toward indonesian and english phrases. method in this research, quantitative and qualitative methods are needed in this study to answer all three of the research question. the quantitative research method is used for answering research question number one that relates to the effect of using contrastive method and number two relate to students' comprehension or ability toward indonesian and english phrases. while qualitative research method was needed to answer question number three that relate to students perception on implementing the contrastive method. population of the research the population of the research is eighth a (8th a) grade students of junior high school students of mtsn3 mataram. the class was chosen in this research by using cluster random sampling technique with the assumption that all eight (8th) grade students have the same ability level in mastering english. the class consists of 38 students, 28 male students, and 10 female students. table 1. participants of the study students teach er total class male fem ale male class a 28 10 1 38 instrument the quantitative instrument that had been used in this study to collect data were: pre and post-test worksheet were used to collect data in this study. data analysis quantitative analysis after collecting the data from pretest and post-test result. the researcher measures the score differences from pretest and post-test by statistical calculation. in this study, the researcher uses the t-test to see differences between pre-test and post-test significant result. the t-test had been used to analyze and interpret the test result by using spss 22.00 software application to find out whether the mean differences between pre-test and post-test were significant or not. in the pre-test, the students must answer twenty-five items in three different levels of noun phrase test formats. the first level has consisted of ten items. the second level consisted of ten items. the third consisted of five items. the numbers of students who took the pre-test were 38 students. the highest score in pre-test was 76 and the lowest score was 40. this test journal of languages and language teaching, vol. 7 no.2, november 2019 120 was intended to know the students’ noun phrase ability achievement before students got treatment. after being given a treatment using contrastive method, the students were given a post-test. the test was different from the pretest but both of them had the same level of difficulties. the first level consisted of often items. the second level consisted of ten items. the third consisted of five items. the numbers of students who took the post-test were 38 students. the highest score in post-test was 100 and the lowest score was 84. this test was intended to know the students’ noun phrase ability achievement after students got treatment. the second instrument that the researcher used to measure the students understanding about english noun phrases is the questionnaire. in this study pre and post questionnaire ware applied. pre questionnaire was used before treatment applied, thus, the questionnaire was intended to understand and gain insight into the students' attitudes toward english noun phrases before the students got treatment. while the post questionnaire was used after treatment applied to the sample of the experimental group. pre-questionnaire instrument consisted of ten multiple-choice questions form with seven (7) questions used likert scale model multiple choice and three questions free multiple-choice model. the three questions free multiple-choice model are interpreted separately from likert model. the pre-questionnaire instrument form is enclosed. this section reports the prequestionnaire completed by all participants of the experimental as well as the control group. table 4.1 showed the information collected and analyzed by the researcher based on students’ perception towards english noun phrases on 4-point likert scale, (1= strongly not understand, 2= do not understand, 3=understand, 5= strongly understand) (ya, sangat faham=4, ya, kurang faham=3, ya, tidak faham=2, tidak, tidak faham=1). qualitative analysis the technique to analyze qualitative data in this study was interview result interpretation of students responses. the interview was designed to analyze the students' perception of the method that was applied by the teacher. here are the interview guide questions and students’ responses: 1. bagaimana pendapatmu tentang cara mengajar yang digunakan guru bahasa inggris yang kemaren kamu ikuti? ( how do you think about the method that was applied by an english teacher that you followed yesterday?) 2. apakah kamu lebih mudah mengerti dan memahami frasa yang diajarkan ole guru bahas inggris dengan cara mengajar yang guru terapkan kemaren?( do you understand easier the phrases material that had been taught by english teacher using the method applied yesterday?) 3. apakah kamu senang belajar frasa benda bahasa inggris dengan cara mengajar yang guru terapkan kemaren? (do you like studying english noun phrase by using the method that teacher applied yesterday) research finding and discussion in this chapter, the researcher wants to see the effect of using the contrastive method in teaching english noun phrases to junior high school students. the researcher did the research by conducting the pre-test and post-test, pre-questionnaire and post-questionnaire and interview. the tests were given to viii-a as the experimental class as well as control class. the class consist of 38 students; 28 female students and 10 male students. the pre-test and pre-questionnaire were conducted before giving treatment by using the contrastive method. the result of the journal of languages and language teaching, vol. 7 no.2, november 2019 121 research finding of the three research questions as follow. the effect of the contrastive method on the students’ understanding toward nps the effect of the contrastive method on the students' understanding toward nps can be seen from pre-test result as follow: the writer found the minimum score was 40 and the maximum score was 76. the mean score was 60.74. the mean 60.74 meant that the average of 38 students scores are 60.74. so, the student's score 60.74 was lower than the standard mean score that writer made 70. meanwhile, the standard deviation is 9.747. and the variance is 95.010. from the pre-test description result, this study explains that the background knowledge of the students related to noun phrases material before giving treatment was still low. that is the writer intended to apply the contrastive method to help the students understand toward the material. before treatment was given, the writer analyzed the students’ answer. from the analysis result, the writer found the students’ answer was not consistent. some of their answers were the correct answer and some incorrect while from the data finding of posttest, the writer found the minimum score was 84 and the maximum score is 100. the means score is 89.89. the mean 89.89 meant that the average of 38 students score 89.89. so, the student’s score 89.30 was average score and the average passed the standard mean score 70. meanwhile, the standard deviation was 4.336. and the variance was 18.799. from the post-test description result, the writer could explain that the background knowledge of the students related to noun phrases material after giving treatment got significant improvement result. after treatment was given, the writer analyzed the students' answer. from the analysis result, the writer found the students’ answer was consistent. all of the students answer almost correct as of the construction english noun phrases role. comparing pre-test and post-test result, the writer can explain that the students got significant improvement result after the contrastive method was applied. the students’ improvement could be seen from the students' score, from 60.74 average scores in pre-test and became 89.89 mean scores in post-test. the range between pre-test and post-test was 29.15. it implied that the implemented of the contrastive method in teaching noun phrases was successful. based on the table above, there were 38 students as the sample of the research. the test was conducted by the researcher before and after implementing contrastive methode. the researcher used a statistical test with paired sample t-test stated by spss 22.00 to convince of pretest and posttest of the effectiveness of using the contrastive method on the students’ noun phrase ability achievement result. the results as follows: table 2. paired sample statistic mean n std. deviation std. error mean pair 1 pre-test score 60,74 38 9,747 1,581 post-test score 89,89 38 4,336 ,703 the table above showed that the mean score of the pretest was 60.74, while n for cell there were 38. meanwhile, the standard deviation for pretest was (9.747). mean standard error for pretest was (1.581). thus, the mean score of the posttest was 89.89, while n for cell there were 38. meanwhile, the standard deviation for posttest was (4.336). mean standard error for pretest was (.703). journal of languages and language teaching, vol. 7 no.2, november 2019 122 table 3. paired sample correlations n correlation sig. pai r 1 pre-test score & posttest 38 ,048 ,775 score the table of paired sample correlation above showed that the large correlation between samples, the numeral of both correlations were (0.48) and numeral significance was (775). table 4. paired sample test paired differences t df sig. (2taile d) me an std. deviation std. error mea n 95% confidence interval of the difference lower upper pa ir 1 pre-test score posttest score 29, 158 10,477 1,700 32,60 1 25,714 17,15 7 3 7 ,000 table 4 above showed the result of analysis using t-test. the mean pre-test and post-test were (29.158), the standard deviation was (10,477), mean standard error was (1,700). the lower different was (-32,601), while the upper different was (-25,714). the result test t = (-17,157) with df 37 and significance 0.000. interpretation toward t-count conducted by two methods: 1) based on the test score t compared with t-test (t count) with t (t table), where df = 37, the result of numeral: 2,074 for standard significant 5% and 2,819 for standard significant 1%. with t-test = -17.157, it means that more large from t-table (symbol minus in this matter ignored at standard significant 5% as well at standard significant 1%, it means the hypothesis null was rejected). 2) based on the large of digit significant. in this case, the decision taken from the following consideration: a. if probability > 0.05 then hypothesis null was accepted b. if probability < 0.05 then hypothesis null was rejected with the numeral of significant value 0.000 < than significant level 0.05, it meant that the hypothesis null was rejected because the significant value was smaller than significant level. the result of both pre-questionnaire and post-questionnaire in this section, the researcher showed and compared the percentage, sum, standard deviation and mean in the two tables below related to pre and post questionnaire result to know the effectiveness of the method that had been applied during treatment. from the percentage table, it was obviously clear that every item of the questionnaire got improvement after giving treatment using the contrastive method. the first questionnaire item got 0% in prequestionnaire while in post-questionnaire journal of languages and language teaching, vol. 7 no.2, november 2019 123 got 89.5%, the second item got 0% in prequestionnaire while in post-questionnaire got 92.1%. the third item got 0% in prequestionnaire while in post-questionnaire got 21.0%. the fourth item got 0% in prequestionnaire while in post-questionnaire got 36.9%. the fifth item got 0% in prequestionnaire while in post-questionnaire got 34.2%. the sixth got 0% in prequestionnaire while in post-questionnaire got 23.7%. the seventh item got 10.6% in pre-questionnaire while in postquestionnaire got 42.1%. the eighth got 2.6% in pre-questionnaire while in postquestionnaire got 60.5%. the ninth item got 86.8% in pre-questionnaire while in post-questionnaire got 50%. the tenth item got 57.9% in pre-questionnaire while in post-questionnaire got 79.0%. the students’ comprehension reflection on indonesian and english phrases the students’ comprehension reflection on indonesian and english phrases can be seen the pre-questionnaire result, the finding was revealed that zero % or no one of the students got strongly understand criteria about phrases, it means that the students did not know and understand well about phrases itself before giving treatment. 39.5% somewhat understand, it means that the students have already known phrase but did not understand it well. while 10.5% did not understand about phrases, it means that the students have already known phrase but did not understand it at all. 50% of the students strongly not understand phrases, it means that a half number of students did not know and understand phrase at all. from the above findings, it was obvious that the majority of participants (60.5% out of 38 participants) did not understand the phrase. from the pre-questionnaire result, the writer described that the students' background knowledge about the material was poor. it was shown by the majority of participants (60.5% out of 38 participants) did not understand about phrase before treatment by using contrastive method was given. from the post-questionnaire, the finding was revealed that 89.5% of the students got“strongly understand "criteria about phrases, it means that the students knew and understood well about phrases itself after giving treatment. 10.5% somewhat understand, it means that the students have already known phrase but did not understand it well. from the above findings, it was obvious that the almost majority of participants (89.5% out of 38 participants) have already known and understood about phrases. from the post-questionnaire result, the writer described that the students' background knowledge or their understanding of the material got improvement significantly. it was shown by the majority of participants (89.5% out of 38 participants) have already known or understood about phrases after treatment by using contrastive method was given. data from both pre and post questionnaire, the finding can be seen that there is the progress of the students understanding about phrases. in pre questionnaire test, the means of the students’ score was 42.50. it shows that the students’ understanding of english or indonesian phrases was still low. therefore, the researcher taught the students through the contrastive method as the treatment. while in the postquestionnaire test, the means of the students’score was 86.08. so, by observing the mean score between pre and post questionnaire test indicated that the method had a good effect or the method effective in improving students understanding about phrases, phrase definition, indonesian and english phrase the students’perception of the contrastive method implementation the students’perception on contrastive method implementation after the treatment finished, the researcher does the interview to some students that have journal of languages and language teaching, vol. 7 no.2, november 2019 124 been stated in chapter iii about the students’ perception on the researcher strategy that had been used during the treatment. the interview was held on thursday, 6th april 2019 to the six selected students in grade viiia of mtsn 3 mataram. the interview question consists of three questions that have to be answered by the six selected student and all of the selected students got the same interview question. the interview result can be seen in chapter iii. discussion in this part, the writer presents the discussion about the data analysis on the research that has been presented in the previous subchapter. in this case the writer divides discussion about data analysis, which is intended to find out the effectiveness of using the contrastive method on the students’ achievement in english noun phrase, it can be identified through the result of pre-test and posttest experiment class as well as control class. in the pretest, the average score was 60.78. while the average score in post-test was 89.89. the score showed that posttest was better than pretest. from the result above, it can be concluded that the students got good achievement in mastering english noun phrases after taught using the contrastive method. based on the result above, teaching english noun phrases by using contrastive method makes the students understand the english noun phrases easily. it is in line with the theory of learning by crow (in nurseto 2011:1) learning is the acquisition of habits, knowledge, and attitude. the contrastive method is an alternative for the students in learning english english noun phrases. this reason is based on the result of the test after getting treatment and from the questionnaire, answer result showed students improvement in understanding phrase, phrase definition, indonesian and english phrases. the activity contrasts indonesian noun phrases with english noun phrases made the students easy to understand the material. from the explanation above, the implementation of the contrastive method in teaching and learning process gave a positive effect on the students’ achievement, because they can study indonesian and english noun phrases easily. from the questionnaire result, it can be seen that there is the progress of the students understanding about phrases. in prequestionnaire test, the means of the students’ score is 42.50. it shows that the students’ understanding of english or indonesian phrases was still low. therefore, the researcher taught the students through the contrastive method as the treatment. while in the postquestionnaire test, the means of the students’score is 86.08. so, by observing the mean score between pre and post questionnaire test indicated that the method had a good effect or the method effective in improving students understanding about phrases, phrase definition, indonesian and english phrase. the finding from the response of female student's perception toward the question as follows. in responding the question number one that related to reflection of method quality the male highest score student response was positive by saying“good” it meant that the students attitude toward the method was positive and the benefit of the method was useful for her in studying english noun phrase, by saying well the student intended to show the quality of the method was good in contrasting indonesian and english noun phrase. the student also said “because of the method, i am easy to understand” it meant that by using the method the material became clear and easy to be understood. the second question that related to a comprehension question the student said "really understand the material” it meant that by implementing the method the student understand well the material and the student was able to answer journal of languages and language teaching, vol. 7 no.2, november 2019 125 the question about phrases without any difficulties. and the third question related to preference or mood toward the method the highest female student said “ i like it” the student said it because the material that was taught by using the method easy to be understood. the phrase “easy to be understood” implied that the student understands the material by using the method without any difficulties and obstruction. in responding the question number one that related to reflection of method quality the male medium score student response was neutral by saying “simple” it meant that the students response to the method was positive and useful for her in studying english noun phrase, by saying simple the student intended to show the quality of the method was good and easy to understand the material easily, by saying “easy to be understood” implied that the student understand the material by using the method without any difficulties and obstruction the second question that related to comprehension question the student said "easier to understand the material" it meant that the student could understand the material easier without any difficulties by using contrastive method compared with another method that the teacher used, the method was clearly meant the student perception toward the method was positive in making the material easy to be understood. and the third question related to preference or mood toward the method the student said " i like it" it meant that the student was very appreciative of the method that had been applied by the teacher in explaining the material. by using the method the teacher compared easily between indonesian and english phrases without too firm and too serious. the phrase "not too firm and too serious" implied that the atmosphere during the teaching and learning process by using the method was enjoyable and leisurely without any burden to the student. in responding the question number one that related to reflection of method quality the female lower score student response was positive by saying “good” it meant that the students attitude toward the method was positive and the benefit of the method to the student was useful for her in studying english noun phrase, by saying well the student intended to show the quality of the method was good in understanding material that had been taught by the teacher. the student also said "easier to be understood" it implied that by using the method the student understands the material faster compared with the other method. the second question that related to a comprehension question the lowest score student has the same idea with the highest and the medium score, the student said "easier to understand the material" it meant that the student could understand the material easier without any difficulties by using contrastive method compared with another method that the teacher used. the clarity of the material also clear by using the method without making complex in understanding the material and the third question related to preference or mood toward the method the student said " i like it" it meant that the student was very appreciative of the method that had been applied by the teacher in explaining the material. the student liked it because the method gave some examples of between indonesian and english phrases enjoyably. the word "enjoyably" implied that the student follows the material in the teaching and learning process relaxing and leisurely without any burden and obstruction. from the students' interview responses result, the researcher found that the students' perception toward the contrastive method were the same both of male and female group score level. the students had positive preception about the method that was showed by their positive answer by observing from attitude, benefit, clarity, atmosphere and mood point of view. from the keyword that the researcher made to measure the student perception toward the method, no one of journal of languages and language teaching, vol. 7 no.2, november 2019 126 the student has a negative answer or negative perception toward the method. conclusion and suggestion considering the process and result from the beginning to the end activities in the previous chapter of this study, the writer concluded that teaching and learning process using contrastive method is effective, especially in teaching english noun phrases. it can be proved by observing pre and post-test result, there are any significant differences in answering english noun phrase of students pre and post-test or before and after being taught using contrastive method, pre and post questionnaire results in every table shows improvement result from pre to post questionnaire or before and after being taught using contrastive method and interview answer toward students’ perception about the method after being taught using contrastive method was very positive. so, the effectiveness of using the contrastive method as a method on the students’ achievement in noun phrases is effective in the teaching-learning process on the eight grade mtsn 3 mataram academic year of 2018/2019. so, the conclusion is contrastive method effective and significant improving students understanding and ability on constructing english noun 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(2018). the effectiveness of ransom note game in learning vocabulary. jollt journal of languages and language teaching, 5(1), 1-5. https://doi.org/10.33394/jollt.v5i1.326 https://masteringbahasa.com/ https://masteringbahasa.com/indonesian-noun-phrase-structure https://masteringbahasa.com/indonesian-noun-phrase-structure http://www/ https://explorable.com/users/martyn https://explorable.com/pretest-posttest-designs https://explorable.com/pretest-posttest-designs https://www.ukessays.com/essays/psychology/definition-and-the-five-stages-of-perception-psychology-essay.php https://www.ukessays.com/essays/psychology/definition-and-the-five-stages-of-perception-psychology-essay.php https://www.ukessays.com/essays/psychology/definition-and-the-five-stages-of-perception-psychology-essay.php https://www.ukessays.com/essays/psychology/definition-and-the-five-stages-of-perception-psychology-essay.php https://doi.org/10.33394/jollt.v5i1.330 https://doi.org/10.33394/jollt.v5i1.326 table 1. participants of the study instrument research finding and discussion jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3280 january 2021. vol. 9, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 53-60 jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 53 the analysis of illocutionary acts used by sherly annavita in indonesia lawyers club 1lukluatul maulidiyah, 1,2didin nuruddin hidayat, 1alek, & 1maya defianty 1english lecturer, faculty of educational sciences, uin syarif hidayatullah jakarta, indonesia 2corresponding author email: didin.nuruddin@uinjkt.ac.id article info abstract article history received: october 2020 revised: december 2020 published: january 2021 understanding the illocutionary speech acts performed by prominent speakers in a formal event may bring significant impacts to provide an in-depth explanation of the purposes that the speakers intend to deliver. sherly annavita, a young politician and social influencer, was invited to one of indonesia's prominent tv shows. as an influencer, her statements have often initiated a social movement, which led the researchers to examine how she delivered her thoughts in the public sphere. the present study employed a descriptive qualitative approach to uncovered what illocutionary speech acts performed by the above-mentioned politician and the purpose in each speech act. data analysis of this study found sixteen (16) illocutionary speech acts performed by sherly. assertive illocutionary speech act dominated her statements, followed by expressive and directive illocutionary speech acts, respectively. further, of all speech acts performed, sherly delivered seven purposes of her statement, namely expressing opinions, notifying, stating arguments, advising, thanking, praising, and criticizing. keywords writing instructions; elt learning; communicative learning; how to cite: maulidiyah, l., hidayat, d. n., alek, a., & defianty, m. (2021). the analysis of illocutionary acts used by sherly annavita in indonesia lawyers club, jollt journal of languages and language teaching, 9(1), 53-60. doi: https://doi.org/10.33394/jollt.v%vi%i.3280 introduction in communication, speakers do not only produce utterances but also carry out actions by the utterances. they are doing issues with their utterances as soon as they speak due to the language used to hold out an action meant to perform and affect the listeners. yule (2014) asserted that these actions are likely to be carried out through utterances, often called speech acts. the sentences of speech acts in certain conditions can decide the technique of the sentences. a speaker who needs to convey the meaning or objective of a sentence to their listener should apply it inside the type of speech acts. a variety of factors determines the act of speaking to be chosen. in conveying an intention in speech acts, it is very important to assume in regards to the varied possibilities of utilizing speech acts primarily based on the speaker's place, the speech situation, and the attainable construction throughout the language. speech acts are carried out by people when communicating a message positively to be conveyed from speakers to listeners. speech acts focused on the “illocutionary force that entails the perform of creativeness, manipulation, creation, dynamic, and heuristics. speech acts will also be a part of sociolinguistics, corresponding to dialect or language variation in the speakers' social-cultural context. a speech act idea clarifies that whereas talking a speaker is doing issues as effectively, for situations: apology, thanks, asking, complain, denial (zayed, 2014). austin (1962, as cited in mukhroji et al., 2019) stated that if speech acts are used to tell one thing, it is named locutionary act. if it requires the listener to do one thing is called the illocutionary act, and if it affects the listener or requires a response or certain effects from the listener is a perlocutionary act. roberts (2018) proposed that one of the speech acts above could http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& maulidiyah, hidayat, alek, & defianty the analysis of illocutionary acts ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 54 be present in human communication in everyday life. for instance, the government provides orders to its citizens to do certain things, or parents forbid their children to do something. the two examples above are very intently associated with speech acts. furthermore, in communication, generally, speakers' utterances do not only have one meaning, but there are particular objectives that the speaker intends to achieve. austin (1962, as cited in mukhroji et al., 2019)) further claimed that the aim of an utterance that requires a companion to take action is named the illocutionary act. the intentions conveyed by speakers might be prohibiting, apologizing, thanking, advising, expressing, agreeing, warning, agreeing, rejecting, promising, betting, proposing, permitting and others. illocutionary speech acts are recognized as speech acts that operate to tell one thing and do one thing and comprise intentions and utterances. illocutionary act should not simply be recognized as a result of who the speaker is, to whom, when and the place of the speech act is performed. this illocutionary action is an important part of| understanding speech acts. illocutionary actions are often called the act of doing something. moreover, searle (1969), cited in mufiah & rahman, 2018), categorized the illocutionary speech acts into five kinds of speech: representatives, directives, commissive, expressive, and declarative. besides, the speech idea was one in all disciplines data devoted as a technique of analyzing discourse studies. concerning this, the researchers are interested to investigate illocutionary act. illocutionary act is an utterance with some function of the mind. any person would possibly make a statement, an offer, and an explanation or for another communicative purpose. moreover, language can even be essential among many politicians and millennial influencers. in the world of politics, speech acts are used as a device to seek political assistance. concerning this, it is clear that uttering the speech act could be politicians and millennial influencers' political actions, which can be made a potential way of channeling up through language. one of the popular politicians and likewise as a millennial influencer is sherly annavita. she is popularly recognized throughout social media, confirmed by a significant number of followers in her instagram and twitter accounts. most of her posts on social media are associated with political aspects. furthermore, she can also be a motivator that is all times concerned in some motivation programs in many areas. besides, she obtained an award in 2013 as the second winner of “i am president” that the topic is regarding indonesia's issues in 2030. a tv program called indonesia lawyer’s club (ilc) was discussing a topic about “perlukah indonesia dipindahkan?” there have been many illocutionary speech acts or having completely different intentions utilized by some politicians of their statements. however, in this research, the researchers only focus on sherly annavita’s statements. as a result of this fact, speech acts on this program are essential to study so that contained throughout the speech could be understood as a complete message to be conveyed might be transferred correctly. aribowo (2013) found four types of illocutionary acts proposed by searle (1969): representative/assertive, directive, expressive and commissive. the representative/assertive was mostly found. nurhayati and yuwartatik (2016) studied illocutionary and perlocutionary, acts on main characters dialogues in john milne’s novel: the black cat. the study revealed that the dialogue possessed five types of illocutionary acts proposed by searle (1969): declarative, assertive, expressive, directives, commissives. the most dominant ones were assertive and expressive. another research conducted by dzumillah (2016) studied the illocutionary and perlocutionary act, and the result of her study showed that all types of illocutionary acts proposed by searle (1969) were found in this movie, with representative as the most frequently used type of illocutionary act. this research focused on one kind of speech acts in indonesia lawyers club as one of the discussion programs on tv one channel, which is available to watch on the youtube channel. based on the background above, the researcher focused on identifying, analyzing, and maulidiyah, hidayat, alek, & defianty the analysis of illocutionary acts ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 55 describing the type of speech acts utilized by sherly annavita, as one of the speakers in the ilc program, talking about the issue of “perlukah indonesia dipindahkan?“ this research aims to describe the type of illocutionary acts present in sherly annavita’s statements by following austin (1962) and searle (1969) categorization of speech acts. they include assertive, commissive, directives, expressive, and declarative. another purpose is to describe the reason why sherly annavita performs illocutionary acts. to fulfill this aim, the researchers deeply analyze the words, phrases, and sentences by considering the context of the situation. by doing so, the speaker’s intentions in delivering the statements are anticipated to be explored. research method this research focused on the speech acts performed by sherly annavita in indonesia lawyers club (ilc) show. this study employed a descriptive qualitative approach, which intends to understand a research subject's phenomena by describing it through the type of words or writing (moleong, 2010). the descriptive technique is used to describe, clarify and analyze the phenomenon which occurred behind the data. sutopo (2002) asserted that the descriptive method's data analysis is finished naturally objective and factual. it implies that the researcher applies a set of procedures used for problem-solving based on the factual data. this study's subject was sherly's language, while the object of this study was her speech acts focusing on the illocutionary speech acts. data collection techniques involved listening, reading, and simultaneous notetaking to the video source. this technique of collecting data is non-interactive because it does not involve the researchers interacting with the subjects being studied. the procedures of data collection were illustrated as follows: (a) downloaded the video associated with the topic; (b) watched the video source; (c) made the datasheet to categorise the data primarily based on the categorization and coded them; (d) selected the data from the statements following the objective of the study, and; (e) classified the data to be tabulated into the datasheet. the strategy in analyzing the data on this study employed the additional lingual equivalent methodology, which analyzed further lingual components, such as connecting language issues with issues outside the discourse (mahsun, 2013). all the issues that might be relevant with the speech acts such as referring to meaning, information and context of the speech will also take part in the analysis. this study examined the relationship between types, meaning, and influence. the data analysis technique in this study employed descriptive techniques. in this case, the researchers described the speech act in the ilc program on the topic of “perlukah indonesia dipindahkan?” that consists of: (a) identification of data, this step applies to search out speech acts; (b) data classification, making speech groupings into three types of speech acts; (c) applying the theories associated with the issue and something needed primarily based on the aim of the study. in this case, the researchers use the speech act theory to identify the three kinds of speech act, and; (d) make a conclusion primarily based on the analyzed data. research findings and discussion the data were analyzed by classification made by searle (1969, as cited in leech, 1983) concerning illocutionary acts are primarily based on varied criteria. assertive this illocutionary is certain to the reality of the proposition expressed, for instance, states, proposes, brags, complains, expresses opinions, experiences, notifies, suggests, boasts, complains, demands, reports. sample 1. assertive (expressing opinion) “jadi ketika sekarang, beliau menjadikan alasan pindahnya ibukota ini karena macet, banjir, polusi dll maka seolah sekarang beliau sedang mengonfirmasi kegagalannya dalam memenuhi janji kampanye beliau sebagai seorang president.” maulidiyah, hidayat, alek, & defianty the analysis of illocutionary acts ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 56 (so, when he makes excuses to move because of traffic, floods, pollution, etc. so now he is confirming his failure to fulfill his campaign promise as president.) sample 2. assertive (expressing opinion) “dan jika alasanya tentang pemerataan pembangunan, maka saya fikir tentu saja solusi yang seharusnya ditawarkan adalah meningkatkan pengawasan pemerataan itu ke daera-daerah, bukan memindahkan ibukota tersebut.” (and if the reason is for equitable development, then i think, of course, the solution that should be offered is to increase the supervision of equity in the regions, not move the capital). sample 3. assertive (expressing opinion) “sehingga dengan semua argument tadi saya fikir mengambil kesimpulan untuk memindahkan ibukota ke wilayah lain, membangun ibukota baru, rasanya itu belum perlu, solusinya adalah, tetap kembali pada azaz efektivitas, efesiensi, menciptakan lapangan kerja, menghapus kkn, memberantas kkn sampai ke akar-akarnya, dan yang paling penting adalah kembali tegakkan undang2 dasar pasal 33 itu, dengan murni dan konsekuen.” (so with all the arguments, i think i concluded to move the capital to another region, to build a new capital. it seems that it is not necessary. the solution is, keep returning to the principle of effectiveness, efficiency, creating jobs, erasing kkn (corruption, collusion, and nepotism), eradicating kkn to its roots, and the most important thing is to re-enforce the article 33 constitutional law, purely and consistently). sample 4. assertive (expressing opinion) “seandainya alasannya adalh pemerataan pembangunan maka saya fikir seharusnya lebih bermanfaat warga aceh atau warga papua yang merasakan pemindahan ibukota tersebut.” (if the reason is the equitable development, i think it should be more useful for acehnese or papuans who feel the removal of the capital). sample 5. assertive (notifying) “namun alasan utama presiden yang tadi kami saksikan bersama di awal program ini. setidaknya ada 4 yang ingin saya highlight. berikut alasannya: banjir, macet, polusi, perataan tanah.” (but the main reason for the president that we witnessed together at the beginning of this program. at least, there are 4 that i want to highlight. here are the reasons: flooding, traffic jam, pollution, ground leveling). sample 6. assertive (notifying) “dana 466 triliun itu bukan dana yang kecil. kalau berdasarkan kami milenial membaca, sumber-sumbernya kurang lebih dari jual asset, kemudian hutang lagi, dan itu adalah membutuhkan dana yang sangat besar dan sangat banyak.” (the 466 trillion rupiahs is not a small fund. if based on our millennial reading, the sources are less than selling assets, then debt again, and that is a very large and very large amount of funds needed). sample 7. assertive (notifying) “kondisi negara sedang tidak baik2 saja. kita tahu bahwa dalam tahun 2019 ini diperkirakan hutang indonesia mencapai 275 triliun, itu baru hutang bunganya saja, belum pokoknya, dan ini 2x lipat bunganya dibandingkan tahun akhir pemerintahan pak sby.” (the country's condition is not good. we know that in 2019 indonesia's debt was estimated to reach 275 trillion. that is just the interest debt, not even the debt, and this is double the interest compared to the last year of pak sby's government). sample 8. assertive (expressing opinion) maulidiyah, hidayat, alek, & defianty the analysis of illocutionary acts ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 57 “saya kira anak muda, tidak begitu peduli siapa presidennya, siapa saja yang memimpin silahkan, namun anak muda itu yang pasti akan peduli dengan bagaimana kinerjanya, bagaimana dampaknya kepada kami.” (i think young people do not really care who the president is, whoever leads it, but the young people will certainly care about how it is performing, how it will affect us). sample 9. assertive (stating argument) “maka ini bisa dibilang adalah sebuah alasan yang klise, tidak menjawab masalah, tidak menjawab permasalahan, bahkan terkesan pembelaan belaka.” (then this is arguably a cliché reason, not answering the problem, not answering the problem, even seeming to be a mere defense). directive this illocutionary aims to provide an impact on the type of actions taken by speakers. this illocutionary, for instance, orders, orders, requests, demands, advises. sample 1. directive (advising) “jadi jangan sampai alasan pemerataan pembangunan tersebut justru memicu konflik baru, seperti halnya kecemburuan social bagi provinsi-provinsi lainnya.” (so do not let the reasons for even distribution of development trigger new conflicts, such as social jealousy for other provinces). sample 2. directive (advising) “sehingga jangan sampai pemindahan ibu kota ini mengenyampingkan sesuatu yang seharusnya diutamakan dan diprioritaskan.” (so, do not let the movement of this capital city put aside something that should be prioritized and prioritized). sample 3. directive (advising) “bahkan seharusnya negara hadir untuk memastikan terlaksananya hal tersebut demi keadilan dan kemakmuran rakyat indonesia.” (even the state should be present to ensure the implementation of this matter for the sake of justice and prosperity of indonesia's people). expressive this illocutionary is to precise or express the speaker's psychological perspective to the situation implied in illocutionary, for instance, to say thanks, congratulate, apologize, criticize, praise, express condolences, and so forth. sample 1. expressive (thanking) “bang karni yang saya hormati, para senior dan hadirin sekalian, selamat malam saya ucapkan, terimakasih saya ucapkan karena sudah diberi kesempatan untuk sedikit memberikan opini. boleh dong, millennial ikut memberikan pendapat dan pandangannya.” (dear sir, i respect all the seniors and attendees, good evening i say, thank you for saying that i was allowed to give opinion. it's possible. millennials share their opinions and views). sample 2. expressive (praising) “pak jokowi kepada kami saya kira baik2 saja, dia ramah senyum, kita bisa liat beliau keluarganya rukun, beliau juga ramah.” (mr. jokowi to us, i think it's fine, he is smiling, we can see he is a harmonious family, he is also friendly). sample 3. expressive (criticizing) “yang rata2 bermasalah itu kan sbenarnya adalah tataran kebijakannya.” maulidiyah, hidayat, alek, & defianty the analysis of illocutionary acts ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 58 (the actual problem is the level of policy). sample 4. expressive (criticizing) “alasan ini sebenarnya sedikit besarnya menohok kapasitas pak jokowi sendiri dalam memerintah. karena bukankah salah satu program besar pak jokowi saat itu mencalonkan diri sebagai gubenur.” (this reason is actually a bit large to meet the capacity of pak jokowi himself to govern. because was not one of the big programs that pak jokowi was nominating himself as governor.) the expressions in the findings above included an assertive illocutionary speech act expressing opinions, notifying information, and stating something. roberts (2018) claimed that it is common to find these expressions in a speech. this can be shown in samples 1 to 4 indicating that the expressions were intended to express the opinions to the public. sample 1 informs that jokowi, at this time as if he confirms his failure in keeping his promises in the campaign if he makes the removal of the capital as the reason for the traffic jam. sample 2 tells about if it is indeed equitable development as a reason for moving the capital. as a millennial representative of influencers, sherly thinks, of course, the solution that should be offered is to increase supervision of equity to the regions, not to move the capital. sample 3 tells us that building a new capital does not seem necessary. the solution is to keep returning to the principles of effectiveness, efficiency, create jobs, erase kkn, eradicate kkn to its roots, and most importantly, re-enforce the basic rules of article 33, purely and consistently. while sample 4 tells that if the reason is equitable development, we believe it should be more useful for acehnese or papuan residents who feel the relocation of the capital. next, sample 5 to 7 expressions are expressions of government funds notifications that are known at this time, while sample 8 to 9 expressions are stating that millennials do not care who the president is. nevertheless, the young man is certain that millennials will care about how the president is performing and how he or she impacts the nation. besides assertive, the speech also included directive speech acts that include advice. the expressions sample 1 to 3 show that the advice is from millennial influencers' representatives to mr jokowi and his government. there is no reason for even distribution of development as an excuse to relocate the new capital instead of triggering new conflicts such as social jealousy for other provinces. also, do not let the removal of this capital even set aside something that should be prioritized and prioritized. furthermore, the state should be present to ensure the implementation of this matter. lastly, the speech also included expressive illocutionary speech acts that said thanks, praising, and criticizing. a fairly similar result is found on dzumillah's study (2016)sample 1 shows that sherly thanks the audience for giving them the chance to speak up in front of the public. sample 2 shows that sherly gives praise to jokowi that mr jokowi is a person who smiles, is friendly, and gets along well with his family. while sample 3 shows that sherly criticized that the average problem with pak jokowi is at the policy level. sample 4 shows that the reason that was used as an excuse in moving the capital was striking pak jokowi's capacity to govern indonesia. the researchers found 9 assertive speech acts, which are mostly used in ilc show because assertive has a function to notify and give the speaker an opinion. second, the type of illocutionary act used by sherly in the ilc group is directive. directive is the second place of illocutionary acts appears in ilc used by sherly annavita. the researcher found that directive acts have the function of advising the speaker. expressives are the other type of illocutionary acts. they were not used as many as assertive (sameer, 2017). the expressive found was only in four statements. maulidiyah, hidayat, alek, & defianty the analysis of illocutionary acts ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 59 after analyzing all the data, this research is enough to answer the formulation of the problems. the formulation of the problem is, “what are the types of illocutionary acts used by sherly in ilc and the reason why sherly annavita performs the illocutionary acts. through the data analysis, the researchers found that sherly's statements were grouped into the illocutionary acts of three types: assertive, directive, and expressive. the most dominant type is assertive. conclusion this study has uncovered some findings: a) sherly annavita performed some illocutionary speech acts, namely nine (9) assertive illocutionary speech acts, three (3) directive illocutionary acts, and four (4) expressive illocutionary speech act. moreover, this study also revealed six (6) purposes of illocutionary speech performed by sherly annavita, namely giving information, giving opinions, apologising, praising, and criticizing. this study has also presented theoretical and practical significance. theoretically, the research results enrich the theories regarding the analysis of political language utilized by sherly annavita as a millennial influencer in her statements in ilc on the topic “perlukah indonesia dipindahkan?” practically, this research can provide the following significance: a) the findings of the research help understand how a language is used to hold certain actions, why certain actions should be carried out, and how it impacts the hearers considered from the analysis of speech acts; b) this study will also be useful for the linguistic lecturers and language learners since this study provides an example and analysis of illocutionary acts, and; c) future researchers could consider this study for their theoretical basis useful to investigate the data and speech acts in a completely different context. references aribowo, s. y. (2013). the illocutionary acts of written conversations in the tenth-grade senior high school students’ textbook: look ahead i. universitas negeri yogyakarta. austin, j. l. (1962). how to do things with words. oxford university press. dzumillah, a. (2016). the illocutionary and perlocutionary act in the reasonable doubt, a movie directed by peter howitt. uin syarif hidayatullah jakarta. leech, g. n. (1983). principle of pragmatics. longman. mahsun, m. s. (2013). metode penelitian bahasa: tahapan, strategi, metode, dan tekniknya. rajagrafindo persada. moleong, l. j. (2010). metodologi penelitian kualitatif. remaja rosda karya. mufiah, n. s., & rahman, m. y. n. (2018). speech acts analysis of donald trump’s speech. project: professional journal of english education, 1(2), 125–132. mukhroji, m., nurkamto, j., subroto, h. d. e., & tarjana, s. s. (2019). pragmatic forces in the speech acts of efl speakers at kampung inggris, indonesia. journal of social studies education research (jsser), 10(1), 38–60. nurhayati, a. d., & yuwartatik, y. (2016). illocutionary and perlocutionary acts on main characters dialogues in john milne’s novel: the black cat. indonesian journal of language teaching and linguistics (ijoltl), 1(1), 67–96. roberts, c. (2018). speech acts in discourse context. in d. fogal, m. moss, & d. harris (eds.), new work on speech acts. oxford university press. sameer, i. (2017). the analysis of speech acts patterns in two egyptian inaugural speeches. maulidiyah, hidayat, alek, & defianty the analysis of illocutionary acts ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 60 studies in english language and education, 4(2), 134-147. searle, j. r. (1969). speech acts: an essay in the philosophy of language. cambridge university press. sutopo, h. b. (2002). pengantar penelitian kualitatif. universitas sebelas maret. yule, g. (2014). the study of language (5th ed.). cambridge university press. zayed, n. m. (2014). jordanian efl teachers and students practice of speech acts in the classroom. international journal on studies in english language and literature (ijsell), 2(5), 1–10. journal of languages and language teaching, vol. 7 no.1, mei 2019 6 analysis of political cartoon in jakarta post e-paper yan reiza permana english teachers at politeknik medica farma husada mataram, west nusa tenggara email: yankuzza51@gmail.com abstract this study was concerned on the way the author explores the hidden meaning and message in semiotics signification of president jokowi cartoons in jakarta post e-paper. the writer focused on five cartoons of president jokowi published by jakarta post e-paper and wanted to know about the hidden meaning and message that tried to convey by the jakarta post epaper. furthermore, this research covered an interdisciplinary study that scopes semiotics and critical discourse analysis (cda, in which the researcher tried to unhook the messages and explain the linguistic means of that construct the hidden message and ideology of the cartoons. in conducting the research, the researcher used peirce's semiotic and van dijk's ideological square model. the researcher used purposive sampling in taking data. the total of the data analyzed was five cartoons. from the analysis, the message conveyed in the first cartoon criticizes to president jokowi‘s decision which is rated as indifference. the second cartoon also criticizes president jokowi rated as pretend to against china's exploration. furthermore, the third cartoon criticizes president jokowi controlled by some political parties. meanwhile, the fourth cartoon criticizes president jokowi as a president uneasily defeated in a political term, but ignoring the humanity, and the last cartoon criticizes about president jokowi and prabowo similarities with previous president in terms of attitudes. the researcher also got the linguistic as means of used to convey the message such as the choice of a figure of speech. key words: political cartoon, semiotics, critical discourse analysis (cda) abstrak penelitian dalam makalah ini berkaitan dengan cara penulis dalam mengeksplorasi makna dan pesan tersembunyi dalam penandaan semiotika sebuah kartun tentang presiden jokowi yang diterbitkan oleh koran elektronik jakarta post. penulis fokus pada lima kartun presiden jokowi yang diterbitkan oleh koran elektronik jakarta post dan ingin tahu tentang makna dan pesan tersembunyi yang coba disampaikan oleh jakarta post. selain itu, penelitian ini mencakup studi interdisipliner yang mencakup semiotika dan analisis wacana kritis (cda, di mana peneliti mencoba menjabarkan kaitan antara pesan dan menjelaskan cara-cara linguistik yang membangun pesan tersembunyi dan ideologi sebuah kartun atau karikatur. dalam melakukan penelitian ini, peneliti menggunakan rumus atau pemahaman semiotika yang digagas oleh peirce dan model persegi ideologis oleh vandijk. peneliti menggunakan purposive sampling dalam pengambilan data. total data yang dianalisis adalah lima kartun. dari analisis tersebut, pesan yang disampaikan dalam kartun pertama adalah kritik terhadap keputusan presiden jokowi yang dinilai ketidak pedulian beliau dalam hubungan luar negeri. kartun kedua juga mengkritik presiden jokowi yang dinilai berpurapura menentang eksplorasi cina. selanjutnya kartun ketiga mengkritik tentang presiden jokowi yang dikendalikan oleh beberapa partai politik. sementara itu, kartun keempat mengkritik presiden jokowi sebagai presiden tidak mudah dikalahkan dalam politik, dan kartun terakhir mengkritik presiden jokowi dan prabowo tentang kesamaan dengan presiden sebelumnya dalam hal sikap. peneliti juga mendapatkan linguistik sebagai alat yang digunakan untuk menyampaikan pesan seperti pilihan kiasan. kata kunci: kartun politik, semiotik, analisis wacana kritis introduction in order to communicate the human used language and sign. human has a sign of system communication. this is what distinguishes between human and animal. animal also communicate and even if has a sound system, but that system is not words of a sign. therefore they do not have mailto:yankuzza51@gmail.com journal of languages and language teaching, vol. 7 no.1, mei 2019 7 language. furthermore, a language and the sign in human logic expression is the basic principle that distinguishes to the animal language (alwasilah, 1985: 7) sign takes the form of words, images, gesture, and an object. language is the system of a sign to communicate. the system of a sign in language has an arbitrary relation and meaning of language object. human uses the sign or symbol to communicate with other people who have the same feeling, idea, and desire (ibid in ayuni, 2012: 1). in terms of communicate, there is a sign system and symbol agreed by the communicator. a symbol of language manifested by everyone in many forms, it is used in university symbol, logos, a billboard in an advertisement. all of a symbol in that form designed a meaning or an icon of design that made. the symbol of the design gives a message or meaning to their viewer, reader, or user itself. the definition of language itself is various, some define the language refers to a means of communication. while others define language as a system of sign included gestures, vocal sounds, written symbols those encode information. humans, like most animals, have verbal and non-verbal language. they communicate using language, signs, or even sound. however, what differs human languages and animals is cultural identities. language closely related to culture, in which a language that can be used as a mean to convey the values, customs and beliefs within the group members and outside groups as well as to maintain the existence of the group. therefore language discusses not only spoken or written matter but also includes a sign, then people should be more sensitive and critical of all signs conveyed consciously or unconsciously by the addresser even a trivial matter, seeing that it have information or message. therefore, the branch of linguistic study, which covers the field of a sign, is semiotics, well known as the science of sign. discourse today has developed into multi-semiotic which is combining language and forms of semiotics. advertisements, programs, news, in television are some examples from it. discourse is constructed by the combination of visual images, kinds of music, and sound effects. in written text, it is common if we find diagrams, symbols, pictures that may support the context of the text or maybe they convey a hidden message. even the corpus design of the text is a salient factor that may establish or reform society. joko widodo (jokowi), the president of indonesia, is one of the hundreds of examples who becomes an object in a political cartoon. his policies and utterances that sometimes draw protests from various parties have made him target of cartoonists or whoever plays behind the cartoonists to create a version of his personality attached to mass media, for example is his statement about the punishment of two australian people two australian men, bali nine pair, andrew chan and myuran sukumaran for drug trafficking, despite pleas for leniency made by the government in canberra and six former prime ministers. it is very possible in a couple of times progress into a new ideology in society. this breaks a concept of mass media, which is important to be balanced, accurate, neutral and objective. based on the explanation above, this study is really interested in investigating the ideology and messages inserted in jokowi political cartoons published in jakarta post. furthermore, this study needs to be done because people have the right to know that there is power playing behind text in media around us. literature review discourse analysis human has a variety of ways to communicate both orally and in writing. in communicating with one another, human beings have different purposes from each other: only to convey information, or just to express their opinions or exchange ideas. https://www.theguardian.com/world/2015/may/08/andrew-chan-funeral-celebrates-short-but-fruitful-life-of-executed-bali-nine-member https://www.theguardian.com/world/2015/may/08/andrew-chan-funeral-celebrates-short-but-fruitful-life-of-executed-bali-nine-member https://www.theguardian.com/artanddesign/jonathanjonesblog/2015/apr/28/bali-nine-myuran-sukumaran-paintings-death-penalty journal of languages and language teaching, vol. 7 no.1, mei 2019 8 m.a.k halliday argues that systemic functional grammar (sfg) is used the language as a source which has meaning and to analyze the language in the real use and focus in text and context (gerot and wignell, 1994: 6). halliday decides the sfg model of language in social context recognizes three general social functions, the theory is called metafunction (martin and rose, 2003: 6). metafunction language includes ideational, interpersonal, and textual. gerot and wignell (1994:12) state that ideational meanings are meanings about phenomena, about things (living and non-living, abstract and concrete), about goings on (what the things are or do) and the circumstances surrounding these happenings and doings. these meanings are realized in wordings through participants, processes, and circumstances. meanings of this kind are mostly centrally influenced by the field of discourse. lock (1996:9) explains, "experiential meaning (ideational) concerns with how language represents the experience and how it expresses our thoughts, feelings and it talks about actions, happenings, feelings, beliefs, situations, states, and those relate to circumstance of time, place, manner and so on". martin, matthiessen, and painter (1997:5) add, "ideational meaning involves looking for the process in the text". gerot and wignell (1994:13) explain that interpersonal meanings are meanings which express a speaker's attitudes and judgments. these are meanings for acting upon and with others. meanings are realized in wordings through what is called mood and modality. meanings of this kind are most centrally influenced by the tenor of discourse. lock (1996:9) explains: interpersonal meaning has to do with the way in which we act upon one another through language-giving requesting information, getting people to do things and offering to do things ourselves and the way in which we express our judgment and attitudes about such things as likelihood, necessity, and desirability. while martin, matthiessen, and painter (1997:5) state "interpersonal meaning involves treating the text dialogue basically this means dividing the text into things you can argue with‖. textual meanings express the relation of language to its environment, including both the verbal environment – what has been said or written before (cotext) and the non-verbal, situational environment (context). these meanings are realized through patterns of theme and cohesion. textual meanings are most centrally influenced by mode of discourse. the theory of discourse analysis above is in the same direction as appraisal attitude that is used by researchers to analyze political cartoon of president jokowi. the theory of discourse analysis is an approach to support the semiotics theory in the analysis. as submitted by potter as cited by sari (2013: 16) we see discourse analysis as a related collection of approaches to discourse, approaches that entailed not only practices of data collection and analysis, but also a set of meta-theoretical and theoretical assumptions and a body of research claims and studies. data collection and analysis are a vital part of discourse analysis, but they do not, in themselves, constitute the whole of discourse analysis. semiotics semiotics – the science of signs – is an ‗object language' that refers to itself and its workings, and that serves as a metalanguage since it can be used to analyze other systems of signs (grossberg, wartella, whitney & wise 2006:143; hardy & bryman 2004:567). a sign is something that makes total sense in the mind of one person, but at other times it is merely perceived as being beneficial to understand the connection between appearance and substance. semiotics experiences itself as an object, as well as a subject. any system of signs can be analyzed by semiotics, including language as a communicative system. the core of semiotics includes the study of language: especially how it shapes the observer's journal of languages and language teaching, vol. 7 no.1, mei 2019 9 perceptions of and thoughts about the world. while language is being used as a model, the principles are mainly applied to the visual texts that are selected from mh magazine. in this way, the sign system is an authorized and realistic structure that resembles mathematics, since it contains a means to apply consistent operations on itself (as a sign system). within semiotics, there are two major models of how a sign is structured—the saussurian model and the peircean model (van zoonen, 1994; chandler, 2001). according to the saussurian model, a sign consists of the signifier and the signified, and signification is the relationship between the two (chandler, 2001). in saussure‘s model, both the signifier and the signified are abstract rather than material. the signifier in saussure‘s model is ―the form which the sign takes‖ and a signified is ―the concept it represents‖ (chandler, 2001). a signified is not to be recognized as a referent; rather, it is a concept in the mind (chandler, 2001). in other words, rather than an actual object, it is the notion of an object (chandler, 2001). however, people who have adopted saussure‘s model now take the signifier as the material form of the sign, which can be seen, heard, touched, smelled or tasted. the signified, on the other hand, is still treated as a mental concept, but it is pointed out that it might as well refer to material things in the world (chandler, 2001). pierce's model consists of the representamen, the interpretant, and the object. the representamen is the mode which a sign adopts, which is similar to saussure's signifier. the interpretant is how one makes sense of the sign, which is like saussure's signified but it is itself a sign in the mind of the interpreter. the object is the thing that the sign stands for within objective reality (chandler, 2001). according to pierce, there were three kinds of signs: the icon, the index and the symbol (rose, 2001). when the signs are at the iconic stage, the photographic images look just like the thing or person that are being represented, and the signifier and the signified at this stage are similar to each other. an example of an iconic sign is a portrait of a person representing the person portrayed (dyer, 1982). signs at the symbolic stage have a conventionalized and clearly arbitrary relation between signifier and signified. in this stage, the signifier is not a cause or resemblance of the signified; people think of the signified when they see the signifier because they have learned that connection. a rose symbolizing love or passion is an example of a symbolic sign (dyer, 1982; rose, 2001). although saussure and pierce are considered the fathers of semiotics, roland barthes' writing led to the widespread use of semiotics in the cultural studies area (van zoonen, 1994). from barthes' perspective, signs could be denotive or connotative (rose, 2001). signs at the denotive level are easy to interpret (barthes, 1977), but signs at the connotative level are subtle and more difficult to decode because they have a higher-level meaning (rose, 2001). more specifically, denotation refers to the literal, obvious, superficial meaning of a sign (chandler, 2001, denotation, connotation and myth). connotation, on the other hand, refers to the ideological and individual affiliation of the sign (chandler, 2001, denotation, connotation and myth). these associations are in relation to the interpreter's background such as class, age, and gender (chandler, 2001, denotation, connotation and myth). therefore, signs in their connotations allow more room for interpretation than they can in their denotations. in relation to the denotation and connotation is the notion of myth. a myth is a form of ideology. it converts things that happened into the natural phenomenon; it makes natural the way things are. in other words, myths are the dominant ideologies that people don't question (chandler, 2001). barthes (1967: 9) declared that: journal of languages and language teaching, vol. 7 no.1, mei 2019 10 semiology, therefore, aims to take in any system of signs, whatever their substance and limits; images, gestures, musical sounds, objects, and the complex associations of all of these, which form the content of ritual, convention or public entertainment: these constitute, if not languages, at least systems of signification. the approach of semiotics analysis entails a critical change from "the simple interpretation of objects and forms of communication to investigations of the organization and structure artifacts and, in particular, an inquiry into how they produce meaning" (dyer, 1982: 115). in other words, the semiotic analysis focuses on interpreting an image by looking at the signs within it. it allows researchers to make overt of what is usually hidden (chandler, 2001). conducting a semiotics approach helps a researcher to decode the signs and read the latent messages in an image. semiotics, like case studies, deal with a comparatively small amount of images. the result of the analysis only represents the data rather than a wider range of material. its results are not generalizable; thus, the results "stand or fall on its analytical integrity" (rose, 2001: 73). because this study deals with a small number of images and looks in-depth into the signs of the images, semiotics is the most suitable method for this study. humans, like most animals, are able to communicate verbally and nonverbally. humans use language in verbal communication and signs, symbols, sound or paralinguistic means to communicate a message. however, humans, u n l i k e animals, have cultural identities. the semiosis (sign processing) takes place within this cultural orientation. semiotics analysis provides the translator with means to deal with signs in a persuasive advertisement which reflectas cultural identity. (winfried nöth 1990: 476) emphasizes the usefulness of semiotics by saying ―…semiotics provides the theoretical tools for the analysis of signs and communication process in advertising…semiotics expands the analytic horizon from the verbal message in the narrower sense to the multiplicity of codes used in persuasive communication‖. peirce in greenlee defines “a sign is anything which determines something else (it‘s interpretant) to refer to an object to which itself refers (its object) in the same way, the interpretant becoming, in turn, a sign" (1973: 228). in contrast to de saussure, who focused on language, peirce casts his net wide by including the following under the term sign: “…every picture, diagram, natural cry, pointing finger, wink, knot in one‘s handkerchief, memory, dream, fancy, concept, indication, token, symptom, letter, numeral, word, sentence, chapter, book, library (1973: 50). semiotic triad source: pierce‘s triad 1973 peirce sees the sign, its interpretant, and an object in terms of a triangle. each element is dependent on the other and can only be understood in relation to the others. the sign refers to something other than itself – the object, and is understood by somebody, in other words, it has an effect in the mind of the user the interpretant. political cartoon a political cartoon is ‗a satirical comment, usually humorous about a political person, event, institution or idea, and reflecting the cartoonist‘s own values or opinions on that issue‘ (school programs section, national museum of australia, 2002: 4). it should be noted that ‗cartoon‘ is used here in the sense of visual, humorous text that may or may not include a verbal part (mazid, 2000a, 2000b) and that ‗political‘ is used in a journal of languages and language teaching, vol. 7 no.1, mei 2019 11 very narrow sense, because most social issues, for example, abortion, have political repercussions and most political issues, for example, 9/11, have social and cultural implications. there is already a wealth of research on humor at large and more specifically on political cartoons. for a history of a political cartoon on the two sides of the atlantic, see cuff (1945:87– 96). some studies address the relationship between (political) cartoons and reality, for example, streicher (1967:427–445) argues that they are grounded in reality. for mulkay (1988:197), humor, in general, derives from patterns of serious political discourse. ―it is an inversion of the serious world, a response to the difficulties occurring in the course of ‗socially coordinated production of the serious domain‖. a political cartoon can be a distortion of reality. templin (1999:20–36) explores the images of hillary clinton in cartoons, arguing that it is the norm for cartoonists to employ satire and to distort the truth. cartoons can very well be sexist, as in the case of hillary clinton. the cartoon images of hillary clinton suggest ―a backlash against the professional woman (templin, 1999:20). hillary clinton seems to have become a favorite target of all types of humor for a study on jokes involving her, see thomas (1997: 277 313). wherever they might be on the trueuntrue continuum, political cartoons can only be produced and perceived in a sociohistorical background. it takes prior knowledge to be part of a social scenario selected by the cartoonist and reorganized to form the script which is essential to the realization of the humorous effect of a piece of humor. no matter how seriously they are taken, cartoons continue to reflect cultural attitudes, and values,nd record and perpetuate many commonly held beliefs. one research on political cartoons focuses on the mechanisms used therein for the production of the satirical and critical effect. buell and maus (1988: 847-858) argue that ‗exaggeration and distortion‘ are the cartoonist‘s ‗stock-intrade‘. they conclude their analysis of the cartoons about the 1988 elections in the usa with the observation that most cartoons in the sample depict ―frontrunners and oddities, and most of these were unflattering to the candidates‖. in addition to exaggeration, political humor at large derives from some incongruity, for example, between ‗the gruesome and the innocuous‘ (kuipers, 2002: 456), the serious and the unserious, which can result in ‗outrage and amusement‘: when depicting conflicting parties, political cartoons involve ‗degrading‘ enemies, for example, bin laden and afghan women, while upgrading personal and national values and images, for example, us national symbols (kuipers, 2002:70-84). this is an extreme form of the representation of self and misrepresentation of others in van dijk‘s (1998: 110) ideological square other studies of political cartoons focus on what they can do. cartoons are capable of communicating ‗subtle, complex, multilayered messages about people and events in the details of how they are drawn-messages that would be difficult or impossible to express verbally‘. a political cartoon, moreover, allows the cartoonist to express views that would be too ‗extreme, mean-spirited‘, or ‗politically incorrect‘ to express in an essay column (gilmartin and brunn, 1998: 536). the views expressed may identify with certain ideologies, clarify issues, contrast self with other, and/or reinforce certain positions and attitudes (meyer, 2000: 310). the effect of a political cartoon is therefore not simply and not always laughter. a political cartoon can be cathartic, resulting in an aristotelian purgation or recognition, or in relief, or adjusting, resulting in behavioral or material change (lively, 1942: 99-106). relief can happen upon beholding a negative object or entity being ridiculed, so to speak. this much has been done on cartoons, but they have not received the journal of languages and language teaching, vol. 7 no.1, mei 2019 12 academic research attention they deserve, given their influence and popularity. carrier (2000: 70-105) insists on the traditional divide between high and low art forms and does not allow ‗comics‘ to be part of art history. the division is increasingly diminishing with more and more academic work on caricature and cartoon, as borne out by, among other things, the references of this study, the publications devoted to humor and cartoon and the expansion of disciplines and approaches such as cda and semiotics to include semi-linguistic work on cartoon texts. these texts can cause not only amusement purgation and enlightenment but also conflict and harm. previous study the present research will investigate an analysis of political cartoons in e-paper of jakarta post (a semiotic discursive approach). related to issues in this analysis there have been some researchers are related to the topic of this research to studies are related and reviewed as followed, by rani indriati ningsih (2013) with her research entitled “a semiotic analysis of satirical cartoon in the jakarta post newspaper published in december 2012-february 2013”. this research is aimed to show the variety of meaning and the reason. the researcher also analyzing the denotation level, analyzing the connotation level, and analyzing the relation with the myth. the second researcher is conducted by asri hasanah (2003) with her research entitled ―a semiotic analysis on dagadu tshirt”. this research aimed to find out the relation between linguistic and pictorial symbol in dagadu design. both characteristic are attempted to inform the audience about culture in jogja. while in this research, the researcher is going to analyze a semiotic political cartoon, to describe and find the hidden meaning. analysis and discussion analysis the researcher used descriptive qualitative methods. descriptive research is used to answer descriptive research questions: what is happening? how is something happening? why is something happening?. cresswell (1998: 5) states that a qualitative is can be undertaken when it needs to present a detailed view of a topic. according to moleong (2003: 3), ―qualitative method is a research procedure that results in descriptive data, either in written or oral‖. based on the theories above, the researcher used a descriptive qualitative method, in order to find out the messages that describe it, and also to find out the relation between linguistic and political cartoon of president jokowi political cartoons published in jakarta post e-paper from 2014 to 2017. this research was analyzed the president jokowi cartoons published by jakarta post e-paper from 2014-2017. the research focused on verbal (words or sentences) and visual signs which might reflect the messages or criticism toward president jokowi. this study used the data from the jakarta post online political cartoons at jakarta post e-paper from 2014-2017. there were 3 cartoons which were analyzed in this study. the jakarta post is the largest daily english newspaper in indonesia. it is targeted at foreigners and educated indonesians, although the middle-class indonesian readership has increased. noted for being a training ground for local and international reporters, the jakarta post has won several awards and been described as being "indonesia's leading englishlanguage daily". in this study, there were some barriers related to the process of gathering data using the jakarta post paper version, like the limited access from the researcher to subscribe the newspaper and the ever-changing political issue. so the researcher decided to use the jakarta post journal of languages and language teaching, vol. 7 no.1, mei 2019 13 online version to solve those problems in gathering data. the data were collected from the online the jakarta post from 2014 – 2017. there are 10 cartoons. however, the researcher only took 50% ofom the population as the samples. the researcher used purposive sampling technique because it was looked for the hottest issues each year from 2014 to 2017. the total samples were three cartoons. in collecting the data, the researcher applied the following steps: 1. searching the cartoons from the website of the jakarta post. 2. downloading the cartoons; 3. sorting and sampling of the president jokowi cartoons, which consist of verbal and visual signs out; after the researcher collected the data, they were analyzed. the cartoons were analyzed in term of both verbal (discourse analysis) and visual (semiotics) signs. visual signs were analyzed using peirce‘s semiotic (19311935: 228). meanwhile, the verbal signs were analyzed using (gerot and wignell, 1994: 6) ideological. there were some steps in this analysis. the researcher described the political issue related to each cartoon. the researcher processing the signs in each cartoon using pierce‘s semiosis analysis model, then followed by discussion. for example, in a political cartoon published by the jakarta post on march 18 th, 2012: semiosis process in sby program of selfpity. the sign refers to an object understood by the person. in this case, tears as sign refer to water that coming out from eyes when someone is in a state of high emotions, or when the eyes of someone get dust or injured. this object has effects on interpretant; the researcher analyzed the sentences or words in the cartoons using discourse analysis theory. the researcher applied discourse analysis to analyze the hidden meaning that implicit in president jokowi cartoons. the researcher drew conclusions and suggestions. discussion this sub-chapter discusses the findings through their deep analysis that covers non-verbal and verbal analysis. this sub-chapter shows how the data was examined and elaborated so that the hidden messages were obtained. in analyzing the nonverbal signs in the cartoons, it is based onhe peirce‘s semiotic theory (1931-1935: 228). each sign has passed the semiosis process which considers the sign, object, and interpretant. while in analyzing the linguistic components (verbal) in the cartoons, it is based on the van djik cda‘s theory (1998: 130). there are eight components that have been analyzed. they are meaning, proportion structure, formal structure, formal structure, discourse form, argumentation, rhetoric, action, and interaction. the detailed explanation can be seen below. cartoon 1 cartoon on saturday, april, 29 th 2015 the context of the cartoon based on political issues as follows. this cartoon appeared toward capital punishment duo bali nine which is australian. in this cartoon showed the australian minister of foreign affair julia bishop standing behind president jokowi. it is showing the intervene from politic opposition of president jokowi. in this cartoon president jokowi said “nothing personal julie, journal of languages and language teaching, vol. 7 no.1, mei 2019 14 general aversion to loud noises”. on it, president jokowi wearing earplug to cover his ear. meanwhile, in 2015 when indonesia gave the capital punishment to duo bali nine, president jokowi as if denied the diplomatic offering by julia bishop. and this situation drew president jokowi does not care about the diplomatic. the hidden message analysis this cartoon criticizes the indifference and human right, made by president jokowi. this cartoon also wants to show the readers that there wsere an independence and assertiveness of president jokowi to make a decision. the hidden messages above were resumed from the non-verbal and verbal analysis below. non-verbal analysis there are four signs that are indicated as a sign; grinning, enjoying using earplug, political opposition interference the president j o k o w i , and disappointed face of julia bishop. they are indicated as a sign, and then turned into an object and interpretant through a cognition process. from the analysis, it can be said that grinning as the first sign is interpreted as a pleasure, joy, or happiness. the second sign is enjoying using earplug. in the study of body language, it can be interpreted as an indication of indifference and does not care. political opposition interference is a sign of president jokowi's rival. while another sign that shows a disappointed face of julia bishop is also interpreted how angry julia bishop when her diplomatic offering was denied. verbal analysis on this cartoon, there are three phrases which have been analyzed using van djik‘s theory. they are: 1. nothing personal julie 2. a general aversion to loud noises 3. political opposition after each phrase wa s analyzed, some subcomponents and evidence were found. the phrase nothing personal julie means to try to explain and clarify the situation. at glance, people will think that the sentence is intended to show the situations in indonesia. but those who have a global view would look more critically and understand the parts (every sign whether verbal or non-verbal in the cartoon) as support of the whole. each object not only has its own reality and uniqueness, but also an integral part of the overall. realizing that in an effort to obtain the hidden message of the sentence, it can‘t be obtained by simply analyzing linguistically. examining and comparing the verbal (text) with non-verbal (visual) in order to analyze the incongruity among them is needed. based on the analysis, there are some means of asserted and used to convey the ideology of the cartoon. the theme of the cartoon is a political condition in indonesia, while the topic is about president jokowi‘s decision criticized by the cartoonist. while the sentence general aversion to loud noises, express that president jokowi does not care about a diplomatic offering. in phrase political opposition, analyzed president jokowi has a rival in politic. meanwhile, the political opposition against president jokowi‘s decision. therefore, in this cartoon non-verbal signs have a significant role in shaping the messages. however, the researcher also found another message that is implicitly conveyed by the cartoonist. the gestures of p r es i d en t j o k o wi that have been analyzed show president jokowi is indifference. cartoon 2 cartoon on saturday, may 09th, 2015 journal of languages and language teaching, vol. 7 no.1, mei 2019 15 the context of the cartoon based on political issues as follows. it came with an issue about president jokowi's during his reign, an anti-china issue was growing stronger when he became president of indonesia. president jokowi accused to be an accomplice of china nation. this issue directed to tens of thousands of workers from the bamboo curtain who coming into indonesia. in jakarta, president jokowi states "we are not anti-china". in fact, have been found about 41.365 workers from china who worked in indonesia legally, or illegally in january 2014 till may 2015. this situation makes president jokowi images tarnished and many people do not trust him anymore. but with the fact above, we can see that before president jokowi served as president of indonesia, chinese worker has been worked in indonesia. meanwhile, this condition got much criticism from people. seeing from the many workers from china that working in indonesia, especially in building development where the worker of it dominantly using chinese workers. in this cartoon showed president jokowi holding a sword and shield, fighting with a dragon that reads china on the body, as we know the china republic has famous with dragon. meanwhile, behind president jokowi standing two people who support him to face the dragon, and one of them said “wow! just look at jokowi go!”. the hidden message analysis this cartoon criticizes and quips president jokowi as the leader who more concerned with chinese worker than indonesian worker, some people feel disappointed with president jokowi's decision that using outsider than an insider, even though, the skill of chinese worker same with indonesian worker. this cartoon also wants to show the readers that there was a gaffe between the leader of indonesia and political opposition who wants to destroy president jokowi‘s government. non-verbal analysis there are three signs that are indicated as a sign; dragon, president jokowi who face the dragon, and society supporting president jokowi facing the dragon. they are indicated as a sign and then turned into an object and interpretant through a cognition process. from the analysis it can be said that the interpretant of dragon is cannot be defeated, predatory, strong, and china's symbol. the picture of president jokowi who face the dragon is also a sign of struggle. it proposes that the president of indonesia trying to struggle for society. another sign is society supporting president jokowi facing the dragon, it is interpreted as a society of indonesia trust and support the leader of indonesia to facing china‘s exploration. verbal analysis on this cartoon, there are 3 sentences which have been analyzed using van djik's theory. they are: 1. ―wow! just look at jokowi go!‖. 2. china 3. joint exploration in the analysis was found that there are some tools asserted and used to convey the ideology of the cartoon. the utterances "wow! just look at jokowi go!" , implies that trust of society to president journal of languages and language teaching, vol. 7 no.1, mei 2019 16 jokowi who struggle indonesia from china's exploration that maybe make a social change in a country. then the big word china that written on dragon body implies that china was a big country, superpower, and a country that should be feared. meanwhile, the implies of the paper that written joint exploration refer to chinese explorer who want to try to explore indonesia, that looks like fear with what president jokowi doing. cartoon 3 cartoon on saturday, january 30th, 2014 the context of the cartoon based on political issues as follows. it appeared with a complex issue for an election of president of indonesia in 2014, wich two candidates of it there are joko widodo and his rival prabowo who become stronger candidates for president of indonesia. in this cartoon showed president jokowi and prabowo preparing to war and both of them using armor, and something that inelegant seen from president jokowi's stronghold. he uses red shield that became the color of pride some political parties. meanwhile, from both of side seen president jokowi as a doll actuated with a rope and held by someone's hand. the hidden message analysis in this cartoon, the cartoonist criticizes the character of president jokowi which is childish, can be controlled. while the analysis of non-verbal and verbal will be served below. non-verbal analysis in this cartoon, there are three signs that are indicated as a sign; red shield, rope that controlled president jokowi, and women's hand that controlled the rope. all of these are indicated as a sign and then turned into object and interpretant trough a cognition process. based on the analysis, the symbol of red shield is interpreted as a statement ―can not be defeated‖. the next sign is the rope that controlled president jokowi; it is a sign of controlling action. as well as the rope, women‘s hand that controlled the rope here can also be interpreted as an acton of controlling the rope that can be interpreted as the most powerful person behind president jokowi. verbal analysis on this cartoon, there is one sentences and phrase that can be analyzed using van djik's theory. 1. hmmmmm... in the analysis, a verbal sign of "hmmmm" has two meaning. the first one is mr. prabowo understand the conditions experienced president jokowi, and the second one is mr. prabowo feel angry. cartoon 4 cartoon on sunday, january 30 th , 2015 on the picture seen president jokowi is receiving a call from the prime minister of australia tony abbot at the president's office. the issue is still associated with toni abbott appeal about the cancellation of the death penalty of duo bali nine which journal of languages and language teaching, vol. 7 no.1, mei 2019 17 are australian. in this cartoon showed the australian prime minister said ―don‘t forget the aid‖, and casually replied by president jokowi with ―don‘t forget the boats‖. from the statements of tonny abbot and president jokowi, seen both of them do not want to concede, they each reveal the good of each. australia already has given a humanitarian aid for the tsunami disaster in aceh, and as well australia indebted to indonesia regarding the problem of "boat refugees" which is much accommodated by indonesia. the hidden message analysis the cartoon shows president jokowi as a leader of indonesia not easily defeated in the political term. while the analysis of non-verbal and verbal will be served below. non-verbal analysis there are two signs that are indicated as a sign; the regular expression of president jokowi, and the paper that written bali 9. they are indicated as a sign and then turned into an object and interpretant through a cognition process. the analysis shows that president jokowi under pressure from the prime minister of australia tony abbott. mr. president saw regular with the appeals. with a regular face that seen on mr. president face sign is interpreted as indifferent person. verbal analysis on this cartoon, there are two sentences which have been analyzed using van djik's theory. they are: 1. ―don‘t forget the aid‖ 2. ―don‘t forget the boats‖ in the analysis was found that there are some tools asserted and used to convey the ideology of the cartoon. the utterances "don't forget the aid", implies that tony abbot as prime minister of australia tries to pressing president jokowi to cancel the punishment of duo bali nine, retrieve the assistance that has been given to indonesia related australia for tsunami disaster in aceh. meanwhile, the utterance "don't forget the boat" implies that mr. president ready to pressing by tony abbot because mr. president already has something to face him, that is regarding the problem of "boat refugees" which is much accommodated by indonesia. cartoon 5 cartoon on saturday, december 22th 2014 the context of the cartoon based on community issues as follows. the cartoon was published in late 2014 to criticize or mocked both candidate president of indonesia as illustrated by jakarta post e-paper which one before president jokowi became a leader for this country, a time when they become a candidate of president for indonesia. on the cartoon showed that jokowi and prabowo have tentacles, on jokowi's tentacles written "sukarno dynasty" meanwhile on prabowo's tentacles written "suharto dynasty". from the cartoon above and some outstanding issues, jokowi consider to be similar in terms of leadership with president sukarno, as well as jokowi, probowo also considers to be similar in terms of leadership with president suharto. the hidden message analysis through the cartoon above, the cartoonist wants to convey a piece of information about the issues attached to jokowi and prabowo. seen the cartoons that published by jakarta post e-paper above indicating indonesian people's mind about patterns of governance of jokowi and prabowo similar with the pattern of previous presidential administration, that is journal of languages and language teaching, vol. 7 no.1, mei 2019 18 president sukarno and president suharto. both of the previous presidents really famous in their time, they famous with their regime and while the analysis of nonverbal and verbal will be served below. non-verbal analysis there are three signs that sare indicated as a sign. first, regular and calm expression of jokowi, second, metal brandishes logo by jokowi's hand, and the last is the tight expression of prabowo. they are indicated as a sign and then turned into an object and interpretant through a cognition process. from the analysis there are similarities between jokowi and sukarno, then prabowo and suharto. from the table above showed the attitude of jokowi who always smile, humble and populist make jokowi become the leader who highly favored by the society of indonesia, as well as the previous president sukarno, he was very loved by his people, and his humble attitude makes him be respected. meanwhile, probowo attitude who showed brave, arrogant and serious make remind us with president suharto. verbal analysis on this cartoon, there are two sentences which have been analyzed using van djik's theory. they are: 1. ―sukarno dynasty‖ 2. ―suharto dynasty‖ in the analysis was found that there are some tools asserted and used to convey the ideology of the cartoon. the utterances "sukarno dynasty", refer to the similarities of jokowi with president sukarno in terms of attitude. as we know that jokowi was a humble person and highly loved by his people, especially poor people of indonesia because jokowi always struggle for them. meanwhile, the same thing showed in president sukarno attitude. furthermore, the utterance "suharto dynasty" refer to prabowo attitude who look like arrogant, serious, and assertive in making a decision, this attitude reminds us with the previous president that is president suharto. the similarities between prabowo and suharto is not a coincidence, prabowo is the son-inlaw of suharto and they are equally involved in military organizations, this thing makes prabowo following the attitude of suharto in leadership. conclusion and suggestion conclusion from the analysis of each cartoon that published by the jakarta post e-paper which exists on this research, it would be summarizing that the publisher wants to convey and clarify the issues that revolved in society about president jokowi. this issues began to circulate before president jokowi became candidate president of indonesia. negative issues that revolve highly strong. meanwhile, there are many positive issues that growing to coincide the negative issues. seen from the attitude, president jokowi gets a good place in the heart of society. by his humility and his firmness, president jokowi becomes famous among the little people. hereafter, the analyzed data of this study were president jokowi political cartoons what were taken from www.thejakartapost.com/channel/cartoon/ from 2014-2017. there are five cartoons in total. as for the result of the research, was found the hidden messages, as means of that were used to convey the messages and also the ideology of the jakarta post. the message that was conveyed in the first cartoon is criticizing to president jokowi decision which is rated as indifference, and does not care. the second and the third cartoon also criticize president jokowi is rated as pretend to against china's exploration. furthermore, the third cartoon criticizes about president jokowi who controlled by someone or some political parties. meanwhile, the http://www.thejakartapost.com/channel/cartoon/ journal of languages and language teaching, vol. 7 no.1, mei 2019 19 fourth cartoon criticize president jokowi as a leader of indonesia not easily defeated in political term but ignoring the humanity, and the last cartoon criticize about president jokowi and prabowo similarities with previous president in terms of attitude, that is president jokowi attitude similar with president sukarno, and prabowo‘s attitude similar with his in-law president suharto. the researcher also got the linguistic as means of used to convey the message such as the choice of the figure of speech. the dominant rhetoric among five cartoons is forms of irony which function for satirizing. suggestion the suggestion for the next researcher who wants to conduct further research about cda (ideological square) semiotics in a political cartoon that they get data which consist of two or more parties that are against each other more clearly in order to conduct deeper and maximum analysis on the research. referensi alwasilah, a. c. (1984). sosiologi bahasa. bandung: angkasa. sobur, a. (2004). analisis teks media: suatu pengantar untuk analisis wacana (analisis semiotic dan analisis framing) bandung: rosdakarya. barthes, r. (1977). images-music-text. london: fontana. buell,e.h & maus, m. (1988). is the pen mightier than the word? editorial cartoons and presidential nominating politics. ps: political science and politics. carrier, d. (2000). the aesthetics of comics. philadelphia: pennsylvania state university press. chandler, d. (2001). semiotics: the basic. london: routledge. chouliaraki, l. & fairclough, n. (1999). discourse in late modernity: rethinking critical discourse analysis. edinburgh: edinburgh university press. creswell, j.w. (1998). qualitative inquiry and research design: choosing among five designs. ca: sage. cuff,r. (1945). the american editorial cartoon: a critical historical sketch. journal of educational sociology 19. dyer, g. (1982). advertising as communication. new york: routledge. fiske, john. 1994, media matters: everyday cultureand political change. minneapolis: university of minnesota press. gerrot, l., and wignell, p. (1994:6). making sense functional grammar. sydney: antipodean educational enterprise (aee) gerrot, l., and wignell, p. (1994:12). making sense functional grammar. sydney: antipodean educational enterprise (aee) gerrot, l., and wignell, p. (1994:13). making sense functional grammar. sydney: antipodean educational enterprise (aee) gerrot, l., and wignell, p. (1994:14). making sense functional grammar. sydney: antipodean educational enterprise (aee) gilmartin, p. and brunn, s.d. (1998). the representation of women in political cartoons of the 1995 world conference on women. women studies international forum 21. greenle, douglas. (1973). pierce’s concept of sign. mouton. hasanah. (2010). ―a semiotic analysis on dagadu t-shirt. thesis. english letter department the faculty of letters and humanities state islamic university syarif hidayatullah jakarta. jakarta post, retrieved from www.thejakartapost.com/news/cartoo n/ on december 17 th , 2016 ningsih, 2013. ―a semiotic analysis of satirical cartoon in the jakarta post http://www.thejakartapost.com/news/cartoon/ http://www.thejakartapost.com/news/cartoon/ journal of languages and language teaching, vol. 7 no.1, mei 2019 20 newspaper published in december 2012 – february 2013‖ thesis. school of teacher training education at the muhammadiyah university of surakarta. kuipers, g. (2002). media culture and internet disaster jokes: binladen and the attack on the world trade center. european journal of cultural studies 5. lee, c. and goguen, j. (2003). a semiotic analysis of political cartoons, lively, j. k. (1942), propaganda techniques of civil war cartoonists. the public opinion quarterly 6. lock, g. (1996:9). functional english grammar. an introduction for second language teacher. cambridge: cambridge university press. martin, j. r., matthiessen, c. m. i. m., and painter, c. (1997:5). working with functional grammar. london: arnold. mazid, b. m. (2000a). applied semiotics: deconstructing a contemporary egyptian caricature. mazid, b. m, (2000b). doing semiotics: an analysis of a contemporary egyptian caricature. column bulletin of the faculty of arts (sohag,egypt) 23 meyer, j. c. (2000). humorasa doubleedged sword: four functions of humorin communication. communication theory 110. mulkay, m. (1988). on humor. new york: basil blackwell. noth, winfried. (1990). handbooks of semiotics. bloomington: indiana university press. peirce, c. s. (1931-1935). collected papers. cambridge, mass: harvard university press. rose, g. (2001). visual methodologies: an introduction to the interpretation of visual materials. london: sage, 229 pages. streicher, l. h, (1967). comparative studies in society and history on a theory of political caricature 9. van djik, t.a. (1998:110). ideology: an interdisciplinary approach. london: sage. van zoonen, l. (1994). feminist media studies. london: sage wise geek, retrieved from http://www.wisegeek.com/what-is-apolitical-cartoon.htm/ on november 20 th, 2016. http://www.wisegeek.com/what-is-a-political-cartoon.htm/ http://www.wisegeek.com/what-is-a-political-cartoon.htm/ journal of languages and language teaching, vol.6 no.2 november 2018 100 the effectiveness of using english movie with english subtittles in teaching vocabulary at the eighth year students ofsmpn 1selong in the academic year of 2018/2019 husnul lail universitas mataram lail_rifna@yahoo.com abstract this investigation was aimed to identify the effectiveness of using english movie with english subtitles in teaching vocabulary in the form comprehension of descriptive text at the eighth year students of smpn 1 selong lombok timur in the academic year of2018/2019. learning out comes in this research included learning achievement in the form of cognitive skill and vocabulary mastery. this research was a quasi-experimental research. the population is the whole class viiismpn1selong. sampling was done by random sampling technique for the population in the unit class. samples of study were class viiia as a control class that uses conventional teaching (lectures) and viiib as an experimental class that use media movie with subtitles. the data were obtained through pre test to know the students’ ability. statistical test used to test the hypothesis was mann whitney u test with a normal curve approach z performed on the data post-test. data post-test showed at the 0.05significance level, the value of z table=1.99, and z count (3.25)>z table (1.99). because z count is greater than z table, then ha accepted and ho is rejected. it was found that the result of this research was the using of media movie with english subtitles was effective in increasing knowledge of vocabulary in class viii sman 1selong lombok timur in the academic year of 2018/2019. key words: effectiveness, media (english movie with english subtitles), vocabulary mastery abstrak penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media film dengan teks inggris terhadap pengajaran kosakata dalam bentuk pemahaman teks recount dan deskriptif di kelas viii smpn 1 selong lombok timur tahun ajaran 2018/2019. hasil penelitian meliputi prestasi dalam bentuk kemampuan kognitif dan penguasaan kosakata. jenis penelitian ini adalah penelitian quasi-eksperimen dengan populasi seluruh kelas viii smpn 1selong lombok timur tahun ajaran 2018/2019. pengambilan sampel dilakukan dengan teknik random sampling untuk populasi dalam satu unit kelas. adapun sampel penelitian adalah kelas viiia sebagai kelas kontrol yang menggunakan pembelajaran konvensional (ceramah), dan viiib sebagai kelas eksperimen yang menggunakan media film dengan teks bahasa inggris. data diperoleh dengan menggunakan pre-test yang dilakukan pada awal pembelajaran dan post-test yang dilakukan pada akhir pertemuan untuk mengukur tingkat pemahaman siswa. uji statistik yang digunakan untuk menguji hipotesis adalah uji mann whitney dengan pendekatan kurva z normal yang digunakan pada perhitungan data post-test. perhitungan data post-test dapat dilihat pada signifikansi 0,05tingkat z tabel =1, 99. maka jumlah z hitung(3,25) > z tabel (1,99). karena z hitung lebih besar dari z tabel, maka ha diterima dan ho ditolak. hasil penelitian ini diemukan bahwa penggunaan media film dengan teks inggris berpengaruh/efektif dalam meningkatkan penguasaan kosakata di kelas viii smpn 1 selong lombok timur tahun akademik 2018/2019. kata kunci: efektivitas, media(filmdengan teks bahasa inggris), penguasaankosakata journal of languages and language teaching, vol.6 no.2 november 2018 101 introduction nowadays, indonesia has been aware of the importance of english as an international medium of communication. this can be seen through the efforts performed by the government that has included english in the educational curriculum as a compulsory subject taught at junior and senior high school. this is the basis of why english is made as the first and major foreign language, that is for the sake of transferring and developing science, technology and culture in indonesia (decree of minister of education and culture of republic of indonesia no. 061/u/1995). such reality looks like something exaggerated but we realize that a large number of books, either scientific or nonscientific, are written in english; and the language becomes more and more essential. larson (1984) points out that english is the key of transferring information, which can be useful, along with the skill based on that sort of information, for triggering the development processes in every part of life. english has been introduced and become compulsory subject studied from junior high school to university. it is a subject that students have to pass at primary, secondary and tertiary level of education. recently, english has been introduced to elementary school students; it is taught from grade one up six depending on the availability of the english teachers at the school. for the development of english education, english also has been introduced to kindergartens. in the process of learning english, students must be able to increase their vocabulary in order to communicate effectively.vocabulary is a very basic aspect of communication. according to english curriculum, learning english language consists of four skills those are: reading, listening, speaking and writing. in addition, structures, vocabulary, pronunciation and spelling are as the component of english. therefore, vocabulary is one of the important language elements that the students should master. krashen and terrell (1985) said that vocabulary is the basic of communication. it means that vocabulary has an important role in communication because without adequate vocabulary, we may not be able to communicate well. thus learning vocabulary is very important in communication or learning a foreign language. unless students have difficulties to express their idea when they do not have enough vocabulary in their memory. basically, the use of media can attract students in learning process. it also provides information about an object and makes the situation of classroom evident.teacher should use media because it is very useful for students to describe an object clearly. paul and david (1999), state that the use of instructional media during instruction can facilitate learning, thus attention should be given to planning and using this media. thus, teaching media is very important in learning process. by using media, the students will have active learning response and they will understand many words when learning english language. furthermore, the students’ problems in learning english process are they have little understanding in word meaning and word pronunciations. these lead to the effectiveness in increasing their vocabulary. in this case, students need media when learn vocabulary mastery and media is one of facilities’ that might help students easy to increase their vocabulary mastery. related to the problem explained above, english teachers should have alternative ways to motivate the students in improving their vocabulary skill such as certain media, teaching methods, or something helpful to build their mood in learning english. journal of languages and language teaching, vol.6 no.2 november 2018 102 the researcher tried to use english movie with subtitles as the media in increasing student’s vocabulary skill. by applying movie, i expect students will be enthusiastic, fun and interactive in learning english and it could make the learning process eventually easier. the purpose of this research was to find the effectiveness of using movie with english subtitles to improve student’s vocabulary mastery for eighth year students of smpn 1 selong lombok timur in the acaemic year of 2018/2019. research methodology this is an experimental research conducted in smpn 1 selong lombok timur in the acaemic year of 2018/2019. the population in this study wereallstudents of classsmpn 1 selong lombok timur in the acaemic year of 2018/2019.research method that was used to express the relationship between two or more variables or seek to influence a variable with other variables (sudjana, 2012) while the research design used is apparent design (quasiexperimental design), which is control variable cannot be carried out strictly, or in full (sudjana, 2012). this is due to the study sample cannot fully controlled from others variables. theresearch was conductedintwoclasses, wherefirstclassas an experiment class, andthe secondclassas acontrol class. in this study, the treatment givento theexperimental classusingmediamoviewithenglish subtitles/audio-visual method in learning process, whilethecontrol classusingconventional methods(lecture andq & a). at thebeginning, the researcher carried outa pre-test to the twoclasseswith the aimto measure thestudents' initialability. thenat theend, the studywas post-test on both classestoobtainthe dataanddeterminethe extent ofimprovement ofthestudents' vocabulary mastery by usingmediamoviewithenglish subtitles/audio-visual method.the independent variablein this studyis alearning methodthat isapplied tothesample such as audio-visual method(moviewithenglish subtitles) for theexperimentalclassandconventional method forcontrol class, while the dependent variableisthe understandingof student learninginthe cognitive/vocabularymastery (learning outcomes). probability sampling was used in this study,this is due tothe subjects inthis study were studentswhohad beenformedin a singleclass. the selection ofexperimental classandcontrol classwas determinedbased on theaverage score ofthepretest.theexperimentalclass(viii a) isclasswiththe average scoreislow at44.07, while thecontrolclass(viiib) isclasswithan averagevaluelower at59.02.the improvement of experimental group after given three treatments show from average score of post test is 68.84. phase ofthis studyconsisted ofthreephases, namely theresearchplanning stage, the stage ofimplementation, andevaluationstages. first is planning phase. second is implementation and third is evaluation. data analysis techniques of the research included some steps ofthe data calculation such as (1) homogeneity test(ftest).the data were tested homogeneity was the pre-test of the two class of samples, the objective of the test was to determine the homogeneity of variance between the two samples, whether it was homogeneous or not. test of homogeneity of variance could be found using the formula f-test (sugiyono, 2003). datacoul bebesaid to behomogeneousif count≤ftable ata significant level 5 %, with f table = f0, 05. numeratordegrees offreedomrepresented byv1andv2degrees of freedomdenominatorstates, wherev=n-1 journal of languages and language teaching, vol.6 no.2 november 2018 103 (sugiyono, 2013) (2)test ofnormality, data to betestednormalityis dataposttestresultsofstudents. theobjective ofthe normality testisto determine if the data were normally distributedornot,so thatwecandeterminethe type ofstatisticsthatwillbe usedin analyzingthe next step(subanaet al, 2000). if the data arenormally distributedthen thenexttestusingparametricstatistics, whereasif the datawere not normally distributed, thento beusednon-parametric tests. parametricstatisticsrequires thatthe databe analyzedeachvariablemustbe normally distributed(sugiyono, 2012).thedata willnormally distribute if≤ at thesignificant levelof 5%. (3)hypothesis testing (u-test), hypothesis testing is donetothe datapost-testin order to determinewhether there are differencesbetweenthe twosamplesafter agiventreatment. if thenormality test resultsshowedthe datawere normally distributed, itcanbe usedt-test. whereas, if turns outthe data obtainedare notnormally distributed, it willbe usedmann-whitney u test. theformulafor themannwhitneyu testwassugiyono, 2013). ho hypothesisis rejectedif u count smaller than< u table at the5% significance level. ifthe totalsamplemorethan20, thenusedapproachesthe normalcurveformulaz(sugiyono, 2013). where, afterknowing u count smallest, weseek firstthe meanandstandarddeviation ofthe datato be testedby used the formula(nachar, 2008). afterthat, justusethe normalcurveapproachto theformulaz(nachar, 2008)ho hypothesisis rejectedif z count> z tableat the significance level 5% or z count smallerthan –z table thesignificant level of 5% (nachar, 2008). research findings and discussion the study lasted approximately one month with a frequency of 5 times at each meeting of the experimental class and the control class. at the first meeting, the researchers hold a pre-test in both classes to determine students' initial knowledge of the material in the form of descriptive text and text recount. after receivingthe results of pre-test ofthe experimental classandcontrol class, the researchers conducteda testof homogeneity(f-test) todetermine the ability ofthe averagein theboth classes.from the calculation of homogeneity shows that the averagenumbers of students scoreinthe experimentalclasslower at44.07compared to number ofthe averageof students scoreinthe control classis59.02. thusthe selection ofexperimentalclassesandcontrolclassesare correct. the researcher also calculatedthe varianceofthe bothclasses whether they hadthe same level of understanding the material.todeterminethe homogeneity ofthe data, thenf countmustbe comparedwithftable. because thenumber ofstudents in control class amounted to43 people, then thedknumerator= 43-1 and dkdenominator = 41-1. based on thenumerator = 42 andthe denominator = 40, with 5% error level, so, the value of f table 1, 69. the value of f count ≤ f table so,ho is acceptedand ha is rejected. becauseho is acceptable thatmeans it can beinferredvarianceofeachclass was homogeny(sugiyono, 2014). the nextstep wasdetermining thenormality(chi-square) from theposttestineachclass, the aim of thiscalculation istodetermine whetherthe datawere normally distributedornot. based on calculationof normality(chi-squared) score ofthe posttestin theexperimentalclassandcontrolclass showthat number ofthe average value ofthe post-testresults ofthe experimental classis68.84whilesthe averagenumber of score in controlclassis 57.80. the result of determiningnormalityforthe post-testofthe journal of languages and language teaching, vol.6 no.2 november 2018 104 experimental classshow that the score of chisquared fromthe calculation ofwhich is equal to20.99 compared to thechi-squared table withdf=6-1significance level 5 %that is equal to11.070. fromthe datait is known thatthe value ofthe chi-squared count is greaterthanthe chi-squared table, then the datapost testforthe experimentalclasswere not normally distributed. this case also happened in control class that shows the value of chi-squared fromthe calculation ofwhich is equal to11.2749 comparedto thechi-squared table withdf=61significance level 5 %that is equal to11.070. fromthe datait is known thatthe value ofthe chi-squared count is greaterthanthe chi-squared table, then the datapost testfor controlclasswere not normally distributed. in the end of calculating data, the researcher determined testof hypothesisthataimed to determinewhether there were differencesbetweenthe twoclassesafter being giventreatments. because thenormality test resultsofthe posttestresultsofthe experimental classandgradecontrol is notnormally distributedthencannot use thet-test, but the testu-mann-whitney (sugiyono, 2013). the data calculation shows at the0.05significance levelztable=1.99, then thez count(3.25)>table(1.99). becausezcount is greaterthanztable, thenha isaccepted and ho rejected. based on the finding of the data, researcher interpretedthat the usageof media movie with subtitles is effective in improving student’ vocabulary mastery in smpn 1selong lombok timur. it was also assumed that the students’ ability in learning descriptive and recount text through applying media movie with subtitles became improved. there was a different achievement between the experimental and control groups after being treated through applying the media. the mean difference of two groups was 68.84 – 57.80 = 11.04. the result of the calculation of the u-test formula was 3.25, and it is higher than the z table value (1.99) at the confidence level 5 %. hence, the treatments that were given to the students’ in the experimental group could influence their ability in vocabulary mastery. therefore, the null hypothesis (ho) states thatthe use of english movie with english subtitles is not effective in teaching english vocabulary to the students “ was rejected” and the alternative hypothesis or (ha) which stated that “the use of english movie with english subtitles is effective in teaching english vocabulary to studentsfailed to be rejected/ accepted”. in addition, the result from the classroom investigation was suggested that the students’ who got the lowest scores have difficulties in understanding material given through movie and 1 learner of the group understoodthe material. moreover, all of the learners had a chance to practice finding main ideas and specific details from teacher explanation. interestingly, the problem that the students’ in the groups had in common was unknown vocabulary. however, about 18% of learners who received different posttest score, their behavior differed from pre to post-test because in posttest they had to give more attention to movie before answering the questions. finally, the students’ who received a higher score, the same score and the lower were not affected by physical and mental factors. thus, this result proved that movie with subtitles was useful and has a significant effect in improving vocabulary mastery at theeighth students of smpn 1selong lombok timurinthe academic year of 2018/2019. conclusionsandsuggestions based on the analysis of the data gathered during this study, it can be infered journal of languages and language teaching, vol.6 no.2 november 2018 105 that there was a significant difference between the students’ progress in the experimental group and the control group. the differences of scores in the experimental and control groups were verified through the result of post-test.the significant difference between the two groups can be seen from the average score of post-test. from the data analysis, the result of the calculation of the u-test formula was 3.25,and it was obvious that z count (3.13) was greater than the z table (1.99). it means that the writer can conclude that the alternative hypothesis (ha) with 5 % of significance level failed to be rejected and consequently null hypothesis (ho) was rejected. further, the problem of unknown vocabularies is one of the most significant problems for the learners because the results. from the classroom investigation show that teaching a vocabulary in prewatching stage was necessary and helped them during watching activity. however, the learners still had problems about unknown vocabularies because of insufficiency of content schema. to solve this problem, in pre-watching stage the teacher should not allow the learners to constructtheir concept by themselves but guide them with necessary vocabularies. considering the results obtained in this research and interpretation in the previous chapter, these are suggested to: (1) for the teacher, a teacher has an important role to help the students to improve their vocabularies. therefore, it is expected that the teachers can use movie with english subtitles as a media in teaching descriptive and recount text. (2)for learners, from the justification of movie as media in teaching vocabulary, it is expected that the learners may use movie with english subtitles in teaching descriptive and recount text. 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al. 2000. statistikpendidikan. bandung: pustakasetia yusra, k. 2009. reseach in english language teaching. mataram: department of english mataram university. http://en.wikipedia.org/wiki/subtitle_%28ca ptioning%29. accessed on tuesday 3 june 2014. http://www.plosone.org/article/info%3adoi %2f10.1371%2fjournal.pone.0007785.acc essed on tuesday 3 june 2014. .http://www.ukessays.com/essays/englishlanguage/the-effects-of-using-cartoonvideos-english-language-essay.php. accessed on tuesday 3th june 2014 http://www.scribd.com/doc/9639852/therole-of-watching-english-movie-inlearning-english. accessed on tuesday 3june 2014. journal of languages and language teaching, vol. 7 no.1, mei 2019 64 homonym in meriaq meriku dialect in kawo central lombok bidarita widiati a junior lecturer, sttl mataram, west nusa tenggara email: bidaritawidiati111@gmail.com abstract this research is aimed at finding and describing the homonym words in meriaq meriku dialect in kawo central lombok. ambiguity may occur in interpreting the meaning in the form of homonymy because homonym word has more than one meaning. the method which is applied here is a descriptive qualitative approach, by finding some homonym word and describing them. there are ten words in meriaq meriku dialect which categorized as homonym. they are mangan [mangλn], gigi [gigi] , genit [gɛnit] , siku [sikʋ], paku [pλkʋ], poto [p0t0] , sangkok [saƞgk0k], daun [dawʋn] , semen [semen], and bau [bλʋ]. key words : homonym and dialect abstrak penelitian ini bertujuan untuk menemukan dan mendeskripsikan beberapa kata yang tergolong ke dalam homonim pada dialek meriaq meriku di desa kawo lombok tengah. ambigu sering sekali muncul dalam menafsirkan makna kata yang tergolong dalam homonim karena homonim memiliki lebih dari satu makna. metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif dengan cara mencari kata-kata yang tergolong ke dalam homonim kemudian mendeskripsikan maknanya. dari hasil penelitian ini, terdapat sepuluh kata dalam dialek meriaq meriku yang tergolong ke dalam homonim yaitu: mangan [mangλn], gigi [gigi] , genit [gɛnit] , siku [sikʋ], paku [pλkʋ], poto [p0t0] , sangkok [saƞgk0k], daun [dawʋn] , semen [semen], dan bau [bλʋ]. kata kunci : homonim dan dialek introduction in english even in the indonesian language, we can find one word that has the same meaning with another word; one word that has the same spelling and pronunciation but has a different meaning; a word that has the opposite meaning to another; one word that related in meanings with others; etc. these words sometimes make the readers confuse and difficult in understanding about english text. they have to think hard to find the meaning when they read something. that is why they hardly find the idea of the texts. the same problem also appears in spoken. the difficulty in understanding the meaning comes to the listeners. some listeners hardly find the main of the conversation because there are some words that have the same pronunciation (the same sound), but different in meaning. the ambiguity may appear and it should gain the misunderstanding from the listeners. the phenomenon above can be shown in meriaq meriku dialect in kawo, central lombok. meriaq meriku dialect is a language which is spoken by a group of lombok people who live in sub-district pujut, central lombok and kawo is a small village which is located about 4 kilometers from the sub-district. there are many words in meriaq meriku dialect in kawo which make the listeners should think hard to get the main or the meaning of a conversation when the speakers say something. the relation between words that have the same pronunciation, the same voice (sound) in this case is called a homonym. review of related literature when discussing homonymy, we also deal with the word that has the same mailto:bidaritawidiati111@gmail.com journal of languages and language teaching, vol. 7 no.1, mei 2019 65 spelling and pronunciation but difference in meaning. in geddes (2005), homonym means a word with the same spelling or pronunciation as another but a difference in meaning. it means that there is one word that has the same spelling and pronunciation with another word, but they both have a different meaning. in linguistics, a homonym is one of a group of words that share the same pronunciation but have different meanings, whether spelled the same or not. in wikimedia, there are many examples of homonyms in english. one of them is pair stalk (part of a plant) and stalk (follow/harass a person) and the pair left (past tense of leave) and left (opposite of right). a distinction is sometimes made between "true" homonyms, which are unrelated in origin, such as skate (glide on ice) and skate (the fish), and polysemous homonyms, or polysemes, which have a shared origin, such as mouth (of a river) and mouth (of an animal). a homonym is one of a group of words that share the same pronunciation but have different meanings, whether spelled the same or not. a more restrictive definition sees homonyms as words that are simultaneously homographs (words that share the same spelling, regardless of their pronunciation) and homophones (words that share the same pronunciation, regardless of their spelling) that is to say they have the same pronunciation and spelling, but different meanings. the relationship between a set of homonyms is called homonymy (wikimedia.org). enchantedlearning.com also stated that homonyms (also called homophones) are words that sound like one another but have different meanings. some homonyms are spelled the same, like bark (the sound a dog makes) and bark (the outer layer of a tree trunk). some homonyms are spelled differently, like one (the number) and won (having been victorious). in this case, homonyms also can be called as homophones because they both have the same spelling and pronunciation but different in meaning. sheeba and vivekanandan (2012) the main challenges in their research are synonym, homonym, hyponymy and polysemy problems. by underlying the homonym, they state that homonym keywords are identified by comparing with hidden topic keywords. the corresponding topics name gives the context of keywords and then calculated the frequency used for extraction. the outputs of this problem are keywords and different meaning words. ambiguity may occur in interpreting the meaning in the form of homonymy. as research conducted by syaqifa (2012) which concern on the homonym in sundanese language, she found some troubles in identifying homonym is also experienced by the sundanese speaker in using bahasa indonesia. there are some words in sundanese language which have two or more distinct equivalents in bahasa indonesia. in her research, it is found that natives sundanese fail to use the relevant meaning of sundanese homonym words within the indonesian context. research method in this research, the researcher used descriptive qualitative methods. cresswell (1998:5) states that a qualitative can be undertaken when it needs to present a detailed view of a topic. moleong, (2010: 6) states that qualitative research is research that produces a procedure of analysis; it doesn't use a statistical procedure of analysis or the other quantitative method. based on the theories above, the researcher uses a descriptive qualitative method, in order to find and describe the meaning of some words which are categorized as homonym in sasak language, especially in meriaq meriku dialect which is spoken by kawo people in central lombok. https://en.wikipedia.org/wiki/linguistics https://en.wikipedia.org/wiki/past_tense https://en.wikipedia.org/wiki/polysemy https://en.wikipedia.org/wiki/homograph https://en.wikipedia.org/wiki/homophone https://en.wikipedia.org/wiki/homonym journal of languages and language teaching, vol. 7 no.1, mei 2019 66 finding and discussion the homonym which the researcher took as the examples here can be categorized as homograph because they have the same spelling. homograph means a word spelled the same as another word but with a different meaning and derived from a different root. the researcher will show the examples of homonym which are found in meriaq meriku dialect in kawo central lombok. 1. mangan [mangλn] : eat (v); a tool or something that is used to chop a wood (n). in this case, when we focus on the class of word, the word mangan has the function as a verb (v) and as a noun (n). it also has two meanings; as eat and as a tool which is used by a carpenter when chopping the wood or trees. there is no relationship between eat and a tool for chopping the wood. that is why it is categorized as homonym. 2. gigi [gigi] : tooth (n); gear of a vehicle (n) in this homonym, gigi functions as a noun (n) which means as tooth for human and animals and also as the gear of a vehicle, e.g. motorbike, bus, car, etc. even, gigi has two meanings here, but they both the same class as a noun (n). 3. genit [gɛnit] : itch (adj); naughty, usually used for women (adj) homonym is also found in the word genit which means as an itch that usually appears on the skin of human or animal caused by bacterial or irritation. in this case, it also means as naughty women who always try to give a fake love for men. in the form of the class of word, it is categorized as an adjective. 4. siku [sikʋ] : elbow (n); architect tool to measure the corner/cone like a ruler (n); that thing (pointing something) homonym may have two or more meanings. in the word siku, it has three meanings. the first one is meaning as elbow (n) of human. it is a part of the body. the second is as an architect tool that is usually used to measure the corner or cone like a ruler (n). the most interesting thing here is it can be meant as "that thing" when pointing something. in this case, its function as a pointer. 5. paku [pλkʋ] : nail (n); a kind of forest tree vegetable (n) meaning as a nail (n) and also as a kind of forest tree vegetable (n), paku is also categorized as homonym. even they have the same class word as a noun (n), but there is no relationship between the two meanings. 6. poto [p0t0] : picture (n); the top of something (adj) the word poto in this case functions as a noun (n) and as an adjective (adj). as a noun, poto means a picture. while, as an adjective means the top of something, e.g.: the top of the mountain, the top of the hair, the top of a house, etc. 7. sangkok [saƞgk0k] : chin, a part of the body (n); the front part (floor) of the house (n) the most interesting thing here is about the meaning of sangkok. they both have the same class of word as a noun (n), but they have no relationship in meaning. as chin, a part of the body and also as the front part of a house, it has nothing in relation. 8. daun [dawʋn]: leave of a tree (n); side dish for having lunch or dinner (n) kawo people usually call a leave of a tree as daun, the same name for the side dish when they have their lunch or dinner. when they say daun, the ambiguity appears. they will think hard about the meaning of journal of languages and language teaching, vol. 7 no.1, mei 2019 67 the word in order to avoid the misunderstanding in interpreting the word. 9. semen [semen]: kettle (n); the material mixed with sand for building a house (n) the same problem is also faced by the word semen. it means as a kettle and also as the material for building a house which is mixed with sand. they both have the same class of word as a noun (n). 10. bau [bλʋ] : pick something (v); can/able to (modal) the last example of homonym here is the word bau. in this case, it has two meanings; pick something and also as an ability in doing something. they both have a different class of word; as a verb and as modal. the examples above show that homonym is not only found in english. there’s also homonym in sasak language which has the same spelling and pronunciation but different in meaning. in this case, the example of homonym in sasak language can be also called as homophone and homograph because they have the same sound (homophone) and the same spelling (homograph). conclusion and suggestion conclusion homonym means a word with the same spelling or pronunciation as another but a difference in meaning. there are many homonyms which are found in english. a homonym is not only found in english or indonesian language. there is also homonym in sasak language, especially in meriaq meriku dialect which is spoken by people in kawo, central lombok. ambiguity may occur when someone speaks the words which are categorized as homonym. the listeners should thing hard to get the meaning of the words spoken by speakers. the examples of sasak homonym are: mangan [mangλn], gigi [gigi] , genit [gɛnit] , siku [sikʋ], paku [pλkʋ], poto [p0t0] , sangkok [saƞgk0k], daun [dawʋn] , semen [semen], and bau [bλʋ]. suggestion in order to maintain the language, the researcher suggests for further researchers to try to find out the homonym in other traditional languages. it will be very more funny and interesting to learn about the homonym from other languages. references creswell, j.w. (1998). qualitative inquiry and research design: choosing among five designs. thousand oaks, ca: sage geddes, et al. 2005. webster’s universal dictionary & thesaurus. scotland: polskabook websters dictionary moleong, lexy j. (2010). "metodologi penelitian kualitatif”. bandung: remaja rosdakarya tersedia sheeba & vivekanandan. 2012. improved unsupervised framework for solving synonym, homonym, hyponymy & polysemy problems from extracted keywords and identify topics in meeting transcripts. india: international journal of computer science, engineering and applications (ijcsea) vol.2, no.5, october 2012 syaqifa, riz. (2012). ambiguity when sundanese homonym is used in indonesian context. universitas siswa bangsa internasional. www.firstschoolyears.com/literacy/word/o ther/homonyms/resources/homonym s.pdf retrieved on 12th april 2019 www.en.wikipedia.org/wiki/list_of_true_ homonyms retrieved on april 2019. http://www.firstschoolyears.com/literacy/word/other/homonyms/resources/homonyms.pdf http://www.firstschoolyears.com/literacy/word/other/homonyms/resources/homonyms.pdf http://www.firstschoolyears.com/literacy/word/other/homonyms/resources/homonyms.pdf http://www.en.wikipedia.org/wiki/list_of_true_homonyms http://www.en.wikipedia.org/wiki/list_of_true_homonyms jollt journal of languages and language teaching, vol. 7 no.2, november 2019 144 investigating students errors in descriptive writing at second semester students at stikes yarsi mataram danul aristiawan english lecturer, health science department, stikes yarsi mataram email: danularisetiawan@gmail.com abstrak analyzing the errors is one of the appropriate ways to use to show the true proficiency level of the target language that students learn at a particular time. by conducting analysis on grammatical errors, the teacher can conclude the most frequent of errors which are often made by students then, teachers can arrange the more effective and interesting strategies in teaching grammatical rules. this research was aimed to elaborate on kinds of students errors and possible causes of in writing a descriptive text. the instruments used for this research are writing tasks and questioner. this research was a descriptive qualitative method because the data of this research is in the form of sentences and paragraphs. the data gotten were then analyzed by using surface taxonomy strategy. the result of this research, it was found four types of errors in the students writing. those are omission error, addition error, misformation error, and misordering error. omission and misformation error is the most frequent of errors found in the text. whereas, the sources of error found in this research are interlingual transfer, intralingual transfer, the context of learning and communication strategies. based on the analysis researcher found that interlingual and context learning is the dominant cause of the error. the researcher can deliver suggestion especially to the teacher, they should give the clear explanation about the different rules both indonesian and english, the teacher should emphasize the concepts of the verb tenses because the most frequent of errors relate to use subject-verb agreement. key words : error analysis, writing, descriptive text abstrak menganalisis kesalahan adalah salah satu cara yang tepat untuk menunjukkan tingkat kemahiran bahasa target yang dipelajari siswa pada waktu tertentu. dengan melakukan analisis pada kesalahan tata bahasa, guru dapat mengatur strategi yang lebih efektif dan menarik dalam mengajarkan aturan tata bahasa. penelitian ini bertujuan untuk berkolaborasi dengan siswa tentang kesalahan dan kemungkinan penyebab kesalahan penulisan dalam teks deskriptif. alat-alat yang digunakan dalam penelitian ini adalah tugas sisiwa dan quesioner. penelitian ini adalah penelitian deskriptif kualitatif karena data penelitian ini berupa kalimat dan paragraf. data yang didapat kemudian dianalisis dengan menggunakan strategi taksonomi. dalam penelitian ini peneliti telah menemukan empat jenis kesalahan dalam penulisan siswa. kesalahan-kesalahan tersebut adalah kesalahan mengurangi, kesalahan penambahan, kesalahan formasi dan kesalahan urutan. kesalahan pengurangan dan kesalahan identifikasi ditemukan dalam teks. sedangkan sumber kesalahan yang ditemukan dalam penelitian ini adalah interlingual transfer, intralingual transfer, konteks pembelajaran dan strategi komunikasi. berdasarkan analisis, peneliti menemukan bahwa pembelajaran interlingual dan konteks adalah penyebab dominan kesalahan. penelitian ini dapat disampaikan kepada guru, mereka harus memberikan penjelasan yang jelas tentang aturan yang berbeda baik bahasa indonesia dan bahasa inggris, guru harus menekankan konsep kata kerja karena kesalahan yang paling sering terkait dengan penggunaan kesepakatan subjek-kata kerja. kata kunci : analisis eror, menulis, deskriptif teks introduction error analysis as an approach of studying the learner language has traditionally been used for three different purposes. firstly in second language acquisition studies where the interlanguage of learners is examined for errors. secondly, as evidence of cross-linguistic influence from the first language on the mailto:danularisetiawan@gmail.com jollt journal of languages and language teaching, vol. 7 no.2, november 2019 145 second language acquisition and finally as an approach used for pedagogical reasons to point out problem areas to be focused on teaching. error analysis is used quite frequently instead of and to the moe focus students error how to deal with those errors (gass and selinker, 1994:26) making error is the most natural thing in the world and it is evidently attached to the human being. that error may happen in the teaching-learning process, it may be caused by the teachers or students. several factors cause students to commit errors. richard (1974: 174) point out that errors are not only caused by the interference from the mother tongue, but also overgeneralization ignores of the rule restriction, incomplete application of rules and false concepts hypothesized, and also developmental errors. understanding the students' errors hopefully makes the teacher aware of students' problem in learning. the error can be useful feedback for the teacher. therefore the teachers can succeed in their teaching of error. writing is one of language skill which is very important in language teaching and learning process (haerazi, et al., 2018). in learning language, students use writing to begin the process of learning to comprehend and produce language. writing to the language around them, they are demanded to get the knowledge (haerazi & irawan, 2019). due to the importance of writing as explained above, the teachers have to develop students’ writing ability since it is the first stage they learned english. by developing students’ ability in writing, the teachers develop their students’ ability become more independent learners, as the students will be able to reproduce language accurately and refine their understanding of grammar and develop their own vocabulary. therefore teachers should explore a new product strategy in brightening writing classes in order to encourage students in learning writing skill. they should create interesting and entertaining materials to motivate the students’ active responds in doing a writing exercise. after the teaching and learning process and all the materials are given to the students, there is an expectation that students will make progress in their study. to know whether the students make some progress in their study, it is useful for the teacher to conduct a test or an examination by knowing the error of the student specifically for writing. because by knowing the error we can correct it, whether by ourselves or with other help. based on the background above, the researcher is interested in studying about student’s error in writing at first-year students of stikes yarsi mataram 2018/2019. review of related literatures error to get a clear understanding of the error, it is better for the researcher to consider several opinions given by some linguists. according to harmer as quoted by brown (2000), “errors are part of the students‟ interlingua that is the version of the language which a learner has at any one stage of development, and which is continually reshaped as he or she aims toward full mastery. while, according to dullay, error is the flawed side of learner speech or writing, those are part of conversation or composition that deviates from some selected norm of nature language performance.2 brown has a different opinion. he gives more attention to the interlingual competence of the speaker. he defines an error as a noticeable deviation from the adult grammar of a native speaker reflecting the interlingual competence of the learner. brown (2000:215) from all definitions above, the researcher can summarize that error is the flawed side of learning process caused by jollt journal of languages and language teaching, vol. 7 no.2, november 2019 146 the factor of competence. on the other hand, they do not understand well the use of linguistics‟ system of the target language; it will lead the students to make errors consistently. types of error according to klassen (1991:10), error may be viewed as being the either global or local error. these errors are divided into two kinds of error: 1. global errors global errors are errors that affect overall sentence organization which possibly influence the flow of communication. for example the wrong order of major constituents, "english language use many people." the sentence should be, "many people use the english language." 2. local errors local errors are errors that affect one element or constituent in a sentence which usually does not break the flow of communication. these errors include errors in noun and verb inflections, articles, and auxiliaries. for example, "why you like him?" the listeners of the utterance will still understand the speaker’s message although the sentence does not contain auxiliary. in addition, in classifying the student’s errors in writing a descriptive paragraph the researcher would like to use corder theory. he stated four types of error which will be explained below. the types of errors are the error of omission, the error of addition, the error of selection, error of ordering. sources of errors according to brown (2007:263), there are four major sources of learners errors; they are interlingual transfer, intralingual transfer, context learning, and communication strategies. interlingual errors the beginnings of stages of learning a second language are characterized by a good deal of interlingual transfer (from the native language). in these stages, errors are caused by interference of native language (mother tongue) of the learners. the students’ errors are caused by the interference coming from the students’ native language. sentences in the target language may exhibit interference from their mother tongue. an indonesian student often makes errors in saying english sentences mainly in the use of for singular and plural subjects because in indonesian there is no change of indonesian verb to conform it to either a singular or plural subject. dulay, burt, and krashen (1982:171) argue that the researcher usually translates the grammatical form of the learner's phrase or sentence into the learner’s first language to see if similarities exist. interlingual errors here refer to second language errors that reflect native language structure. for example, an indonesian student may say, i go to the office every day instead of saying i go to the office every day, or he may say where he goes? instead of saying where does he go?, for there is no equivalent of the auxiliary verb do or does in indonesian. intralingual transfer intralingual errors are those coming from the structure of the target language itself. dulay (1982:165) calls intralingual errors as developmental errors. he also says that since children acquiring a first language, they have not experienced learning a previous language. the errors that they made cannot possibly be due to any interference from another language. brudiprabha in richards (1973:6) suggests that many intralingual errors represent the learning difficulty of what are often from low-level rules in the target language, such as the differences between the verb inflection i walk and she walks. this type of errors means that intralingual errors are also often further subdivided as what richards (1973) distinguished the followings as quoted by ellis (1997:59). jollt journal of languages and language teaching, vol. 7 no.2, november 2019 147 overgeneralization errors arise when the learner creates a deviant structure on the basis of the other structure in the target language. it generally involves the creation of one deviant structure in place of the target structure. for example, budi must go, where english allows: budi must go and budi goes. incomplete application of rules it involves a failure to fully develop a structure. the learners of l2, english has been observed to use declarative word order in question. for example, you study english? it should be done for you to study english?. in making question students should pay attention to the use of auxiliary if they use verbal question. ignorance of rules restriction it involves the application of rules to the context where they do not apply. an example is doni made me work through the extension of the pattern found with the majority of verbs that take infinitival complements. false concepts hypothesis they arise when the learners do not fully comprehend a distinction in the target language. for example, the use of was as a marker of past tense in one day they were given a new storybook. context learning context learning refers to the social situation, in the case of untutored second language learning, or the classroom context, frequently a teacher or textbooks can lead the learners to make errors because of misleading explanation from the teacher or faulty presentation of a structure of words in a textbook. in a social context, untutored language acquisition can bring about certain dialect acquisition, which may become a source of error. communication strategy jain in richards (1973:191) suggested that learning and teaching strategies, severally and in conjunction in with each other, through integration with the surface structure of english and the teaching situation, constitute some of the necessary and essential conditions for the learner to generate certain classes of sentences. teaching writing haerazi (2017) states writing skills are the most difficult skills after the three language skills. writing is the most difficult skill among other language skills, richards stated that “learning to write in either the first or second language is one of the most difficult tasks, a student encounters and one that few people can be said to fully master (richards, 1990:101). because of that, to make good writing, the students need hard thinking and they must have a piece of extended knowledge to get correct writing (jupri, 2018). many ideas are dealing with the writing process. according to clouse (2005: 12i), there are four steps in the writing process. they are as follows: prewriting the procedures for coming up with ideas in the absence of inspiration. if the writers sit around waiting for inspiration, the writers may never get anything written; inspiration does not occur often enough for writers to depend on it (haerazi, 2017). in fact, inspiration occurs so rarely that writers must develop another way to get ideas. the term prewriting is used because these procedures come before writing the first draft. drafting once writers generate enough ideas during prewriting to serve as a departure point, they make their first attempt at getting those ideas own. typically, the first draft is very rough, which is why it so often is called a rough draft. the rough draft provides the raw material that can be jollt journal of languages and language teaching, vol. 7 no.2, november 2019 148 shaped and refined in the next stages of the writing process. revising during revising, writers rework the raw material of the draft to get it in shape. this reworking is a time-consuming, difficult part of the process. it requires the writer to refine the content so that it is clear, points are adequately supported, and ideas are expressed in the best way and best order possible. editing because experienced readers expect the writer’s writing to be free of errors, the writers must edit to find and eliminate mistakes so they do not distract or annoy the writer’s reader. many writers hunt for errors too soon, however, before they have revised for content and effective expression. research method in this research, the researcher uses the descriptive qualitative method. the data will be collected from the test that will be given to the students. the subjects are the second grade level of students of stikes yarsi mataram. therefore the researcher needs methods of research. so, the researcher will conduct a descriptive qualitative method to get her aimed. descriptive qualitative method is the effort to observe, notify, analyze and interpret the condition happening. this research adopts the descriptive method which involves describing the character of a particular sample of individuals or other phenomena. the subject of the research was the second grade level of students of stikes yarsi mataram. the subject of the research is students in second grade in order to meet the data about the student’s errors made by the second grade level of students of stikes yarsi mataram in their descriptive writing. there are some items and steps that the researcher need to explain in collecting the data, they are as follows : the instrument of data collection the researcher will gather the students' assignments in descriptive writing. the descriptive writing could be about places, people, or things. however, the data of descriptive writing about people was the focus and analyzed in this research. there are two data used by the researcher. the first is the students’ descriptive writing data. from the data collection, the researcher makes an analysis of the errors that the students make. the grammatical errors are marked from any students' mistakes in their writing. furthermore, in order to answer the second research question, the researcher distributes the questionnaire to the students which consist of 21 questions in order to find out the possible causing of students’ errors. the questionnaire which is used in this research is closed types questionnaire. the answers to the questionnaire determine by the researcher. they will be asked to choose one of four available options (strongly agree, agree, strongly disagree and disagree). however, the questionnaire consists of 21 questions which exploring the students’ opinion about descriptive text and present tense, and also their problems caused the errors in writing descriptive text techniques of data collection the technique of collecting the data used in this research is document analysis. the researcher collects the data from the texts that are written by the second grade level of students of stikes yarsi mataram. the texts are descriptions about, place, things, animal, or people. the researcher analyzed the texts written by students based on surface strategy taxonomy. in the process of distributing the questionnaire to the students, the jollt journal of languages and language teaching, vol. 7 no.2, november 2019 149 researcher allocates 30 minutes to them for answering the questions. the researcher explains and gives instruction on how to answer the questionnaire. in this research, the researcher asks the students to choose four options (strongly agree, agree, strongly disagree, and disagree) which are provided by the researcher to represent their opinion on the questions procedures of data collection 1. procedures of data collection for rq 1 o the researcher will come to the field and introduce with the students o the researcher determines the students o the researcher will give the explanation related to the role of the test o the researcher will give instruction to the students to do the test o the researcher asked the students to do the test 2. procedures of data collection for rq 2 o the researcher will give a questioner to the students o the researcher will give the instruction on how to answer the questioner o the researcher will ask the students to choose one of four available options (agree, and disagree) o the researcher will allocate 30 minutes to them for answering the questions findings and discussion datum 1: sn my mother i have a beautiful mother. her name is aminah. i usually call her "ibu". she is not tall but not short. she wears a veil. her eyes are black and she has brown skin. she also has a beautiful smile. she married my father in 2000. and has 2 children. they are my brother and i. she is a very kind person. she is very lovely, patient, funny and a good housewife. my mother was a trader, and now she just at home because and become a full-time mother. my mother likes to cook a delicious variety of foods. start from appetizer, main course, until desert. other than that, she is very creative. she ever made me a dress and pencil case. my mother is an organized person, and all the things in the house are in the right place. she does not like messes. she always gives her love every time and she often hugged me when i have a problem. also, keep advise me. i'm proud to have a mother like her. she will always be the best mother for me and my family. from the paragraph above, the researcher found some type of error. those type of error is an omission, misformation, and misordering. the classification of errors is explained below: the first is the omission error. omission errors are described as the absence of an item that must appear in well-formed utterances. the kinds of omission error found in the student's writing are the omission of the subject, omission of suffix-s and suffix-ing. here is an example of an error or omission of the subject that the researcher picks from the data. in bahasa indonesia, the student wants to say "juga selalu menasehatiku". the student translated it word by word and t becomes: "also keep advise me". this sentence is grammatically incorrect because there is no subject in the sentence. subject is the most important item that must appear in the sentence and it is useful to make the reader understand the context easily. the correct sentence should be " she also advises me" or " she also keeps advising me". in the first correction, the jollt journal of languages and language teaching, vol. 7 no.2, november 2019 150 verb is followed by suffix-s because it is based on subject-verb agreement. the verb which follows third person singular in sample present tense should be added by suffix s/es. the second correction is based on the gerund form. datum 2 : dyf monumen nasional monument nasional is one monument that has value history for indonesia. it was built to commemorate the resistance and the indonesian people’s struggle for independence from dutch colonial rule. monument nasional is also called as “monas”. monas is builded in jakarta, the capital of indonesia. construction began on august 17, 1961 by the president of indonesia ir. soekarno and finish on july 12, 1975. it located at lapangan merdeka, center of indonesia and open for public from 8 a.m until 3 p.m. it has a fire crown coated by gold sheet at top of building. the building height around 132 meters (433 feets) and has white color. if we have reach the top, we can see almost the whole of jakarta city and many beautiful view in there. and the most specially is, it can survive for many years. the researcher found some error in the descriptive text above. the researcher found the complete type of error here. the errors are omission error, addition error, misformation error, and misordering error. the first is the omission error. the student often forgets some important part is a sentence. in the descriptive text above the researcher found three examples of omission error. the first example is shown in this sentence, "it located at lapangan merdeka, the center of jakarta and open for public from 8 a.m until 3 p.m". actually, in bahasa indonesia student want to say " dia terletak di lapangan merdeka, pusat kota jakarta dan dibuka untuk umum mulai pukul 8 pagi sampai jam 3 sore". this sentence should be in the form of passive sentence and it needs to be in front of past participle verb. besides, conjunction and has some function such as connecting two or more noun, the adjective in the sentence. it also can be used to connect two sentences as additional information but, each sentence should have a subject. therefore, the correct sentence should be, "it is located at lapangan merdeka, the center of jakarta and it is opened for public from 8 a.m until 3 p.m. the researcher also found the omission of being in descriptive text. here is an example of omission of being, "the building height around 132 meters (433 feet) and has the white color". the sentence should have a subject, verb, and object or it can use be as a verb. it means that the second sentence which is related by conjunction also need a subject. the correct sentence should be, "the building height is around 132 meters (433 feet) and its color is white". datum 3: mz tokyo tokyo is town center in japan. this city is in honshu island. the city is the largest metropolitan area in the world. there are 35 million people living in tokyo. so everything in tokyo seemed smallest in the world. “capsule hotel” are popular in japanese cities. so, not tokyo only seemed smallest. in tokyo, rules is everywhere. so, japanese people are love rules. it’s clean everywhere. everything in tokyo is so shiny. in tokyo, can found many place for get cheap and healthy food, but tokyo might be expensive. food in tokyo is like sushi, soba, dorayaki, onigiri, and other delicious food from the descriptive text above, the researcher found some errors. omission errors dominate the descriptive text above. there is the omission of the subject, the jollt journal of languages and language teaching, vol. 7 no.2, november 2019 151 omission of the plural marker, the omission of article. here are the examples of omission of article, "tokyo is town center in japan". article is important in a sentence to indicate the singular count noun. to make this sentence correct, it should be added article in front of the noun. the correct sentence should be, " tokyo is a town center in japan". another omission error sentence is, "in tokyo, can found many places forget cheap and healthy food". adverb of place will be more appropriate if it is put the end of the sentence. the sentence above is incorrect because there is no subject. meanwhile, the subject is the main item that must appear in the sentence. the researcher also found the omission of the plural marker in this sentence. the use of many is to indicate the plural noun, so the noun should be added with plural markers. then, it is more appropriate when article for is changed into. found should be changed to find because it is a simple present sentence. the correct sentence becomes, " we can find many places to get cheap and healthy food in tokyo". the source of those kinds of the errors happens in the context of learning. student memorized in a drill but improperly contextualized. second is the addition error. additional is divided into three types. the researcher finds the example of additional error and its error is called ad double marking phenomenon. here is an example of double marking error, "so, japanese people are love rules". in this research, double marking error happens because learner combines be and vl in the active sentence. whereas, be cannot stand in line with a verb. be and verb can stand together as a passive sentence if be is followed by v3. to make a correct sentence, are should be eliminated. in addition, the japanese have a meaning as japan people and language. the use of people in the sentence is wrong and it must be eliminated. the correct sentence should be, "so, japanese loves rule". the verb is added with suffix-s because it is the rule of subject-verb agreement, in which verb is added by –s/es if the subject is third person singular. the source of this error type is intralingual transfer because the error is made as to the failure to delete an unimportant item in the sentence. the third error found in the descriptive text above is misformation error. the researcher found two sentences of misformation errors. these two sentences are incorrect because of misformation of being. the first example of misformation error is, "capsul hotel are popular in japanese cities". this sentence is an example of an alternating form. alternating form happens because the student puts a morpheme or a group of morpheme in the incorrect order. the position of capsul hotel is as a subject in the sentence. capsul hotel indicates a singular noun and it has to use is. the correct sentence should be, “capsul hotel is popular in some cities of japan”. the researcher also found misformation error in other sentences. here is the example of misformation error, "in tokyo, rules is everywhere". in bahasa indonesia, the student may want to say "peraturan-paraturan adalah segalagalanya di jepang". rules indicate a plural noun and the use is in the sentence is wrong. it must use are to complete subjectverb agreement. then the word everywhere means dimana-mana. it will be more relevant if it is changed into everything. the correct sentence should be, "rules are everything in japan". the source of these error types is the context of learning because of misordering explanation from the teacher. conclusion regarding the findings and discussion in the previous chapter, the researcher has concluded that 13 data of jollt journal of languages and language teaching, vol. 7 no.2, november 2019 152 descriptive text written by second grade level of students of stikes yarsi mataram contain four types of error. this research shows that students use four types of error. those errors are omission error, addition error, misformation error, and misordering error. some addition error is classified as double marking and regularization error. in addition, two types of misformation error are also found, those are alternating form and archi form. omission error and misformation error are the most error found in the 13 data of second grade level of students of stikes yarsi mataram. the possible sources of error that the researcher found in this research are an interlingual error, intralingual error, context of learning and communication strategies. based on the analysis, the researcher found that interlingual and context of learning are the dominant sources of error. the benefit of conducting grammatical error analysis can be seen for a different point of view. for the teacher, it will be useful as the tool to make better lesson plan and strategies in teaching. whereas, for the student, it can be used to measure their competence in understanding the explanation from the teacher. as a result, the error in student writing can be minimized. references brown, h. douglas. 2000. principle of language learning and teaching. fourth edition. new york: addison wesley longman. brown, h. douglas. 2007. principle of language learning and teaching. fifth edition. usa: pearson education, inc. corder, s.pit. 1981. error analysis and an interlanguage. lond on: oxford university pres. dulay, burt and krashen. 1982. language two. new york: oxford university press. ellis, rod. 1997. second language acquisition. new york: oxford university press. harmer, j. 1998. how to teach english: an introduction o practice of english language teaching. harlow: longman. haerazi, h., irwansyah, d., juanda, j., & azis, y. a. (2018). incorporating intercultural competences in developing english materials for writing classes. journal of language teaching and research, 9(3), 540-547. http://dx.doi.org/10.17507/jltr.0903. 13 haerazi. (2017). genre-based language learning model in teaching writing skills for english department students, international conference, 109(aecon), 108–111. https://doi.org/10.2991/aecon17.2017.22 haerazi, h., & irawan, l. a. (2019). practicing genre-based language teaching model to improve students’ achievement of writing skills. ijeltal (indonesian journal of english language teaching and applied linguistics), 4(1), 9-18. http://dx.doi.org/10.21093/ijeltal.v4i 1.246 james, carl. 1998. errors in language learning and use. london: longman. jupri, j. (2019). using video recipe to improve the junior high school http://dx.doi.org/10.17507/jltr.0903.13 http://dx.doi.org/10.17507/jltr.0903.13 https://doi.org/10.2991/aecon-17.2017.22 https://doi.org/10.2991/aecon-17.2017.22 http://dx.doi.org/10.21093/ijeltal.v4i1.246 http://dx.doi.org/10.21093/ijeltal.v4i1.246 jollt journal of languages and language teaching, vol. 7 no.2, november 2019 153 students’ ability in writing procedure text. jollt journal of languages and language teaching, 6(2), 108115. https://doi.org/10.33394/jollt.v6i2.12 62 krashen, stephen d. 1982. principles and practice in second language acquisition. university of southern california: pergamon press, inc moleong, j lexy. 2013. metode penelitian kualitatif. bandung:remaja rosdakarya offset. richards, jack. 1974. error analysis perspective on second language acquisition. longman. https://org/10.33394/jollt.v6i2.1262 https://org/10.33394/jollt.v6i2.1262 journal of languages and language teaching, vol.6 no.2 november 2018 125 the use of mind mapping to improve motivation in learning vocabulary of second grade students at mts nw mispalah praya tri setianingsih1, moh.rosihan1, sulastri pardani2 ikip mataram1, al fajar academymataram2 email: trisetianingsih@ikipmataram.ac.id1, mohrosihan45@gmail.com2, achygsp@yahoo.com abstract this research was aimed to describe the use of mind mapping technique be able to improving students’motivation.the subject of this study was 37 students at second grade students of mts. nw mispalah praya. in which consist of 25 males and 12 females. it is was classroom action research with one cycle, each cycle of four steps: planning, acting, observing, and reflecting. the data gathering used observation sheet and test and analyzed by using quantitative and qualitative approach. at the result of pre-test was failed where the mean score of pre-test was 65 and class percentage was 52% and the result of the first cycle that the mean score was 70,4 and the class percentage was 100% indicating the target of 70 of the minimum criterion has been achieved, it means that the action was stopped key word:motivation; mind mapping technique. abstrak penelitian in bertujuan untuk mengetahui penggunaan teknik mind mapping untuk meningkatkan cara motivasi siswa. subjek dalam penelitian ini adalah 37 siswa delapan yang mana terdiri dari 25 laki-laki dan 12 perempuan. ini merupakan penelitian tindakan kelas dengan satu siklus, setiap siklus memiliki 4 tahap: perencanaan, pelaksanaan, observasi, dan refleksi. data yang digunakan yaitu angket dan tulis, dalam menganalisa data peneliti menggunakan pendekatan kuantitatif dan kualitatif. hasil yang diperoleh dari pre-test adalah gagal dimana skor rata-rata dari pre-test adalah 65 dan presentasi kelasnya adalah 52% dan hasil dari siklus pertama nilai rata-ratanya adalah 70,4 dan persentasi kelasnya adalah 100% mengindikasikan dari target 70 kriteria minimal telah dicapai, itu artinya pelaksanaan penelitian dihentikan. kata kunci:motivation and mind mapping technique. . introduction background of the study teaching english as a foreign language requires the use of effective learning technique. furthermore, they state that virtually all language-teaching technique make the oversimplified assumption that what teachers do in the journal of languages and language teaching, vol.6 no.2 november 2018 126 classroom can be conventionalized into a set of procedures that fits all contexts. it means that a set of procedure or the technique in teaching have an influence to the student is learning result. in addition dellar and hocking in thornbury: (2002: 13) states that, “if you spend most of your time studying grammar, your english will not improve very much. you may say that your language vocabulary is very small but with your vocabulary, you can say a language and students will have difficulty in learning the language if the word they have is very little. talking about technique in teaching learning cannot be spared from brain or memory sensory, especially in learning vocabulary. the students need balancing in usage of the left-brain and right brain. whole brain is needed by the students to think perfectly. right brain is for creativity and visualization. left-brain is for logical and rational. mind mapping combines both and become whole-brained statement of the study 1. how mind mapping technique in teaching vocabularybe able to improve students’ motivation at the second grade of mts. nw mispalah praya in academic year 2018/2019? 2. what are the contributions of mind mapping technique to teaching vocabulary at the second grade of mts. nw mispalah praya in academic year 2018/2019? purpose of the study 1. to discribe whether the use of mind mapping technique in teaching vocabulary be able to or not to improve the students’ motivation at the second grade of mts nw mispalah praya in academic year 2018/2019? 2. to find out the contributions of mind mapping technique in teaching vocabulary at the second grade of mts. nw mispalah praya in academic year 2018/2019 review of related iterature the concept of mind mapping” what actually mind mapping is, how it works with our brain, what the advantages we can get of using mind mapping and how to use it in our life. concept of mind mapping mind mapping technique imitates the thinking process, namely possible us to move from one topic to another topics back, and forth. recording the information through symbols, pictures, emotional meaning, and colors, exactly the same like our brains process it. a pattern which at least consists of picture, symbol and color that does not just help the students to understand the vocabulary knowledge but also make the students feel good, enjoyable, and attract their brain which at last lead them to have interest in mastery vocabulary knowledge. definition of mind mapping technique mind mapping is a pattern, which at least consists of picture, symbol and color those are not just help the students to understand the vocabulary knowledge but also make the students feel good, enjoyable, and attract their brain which at last leads them to have interest in mastery vocabulary knowledge. advantages of mind mapping deporter and hernacki (in abdurrahman, 2008: 172), describe that journal of languages and language teaching, vol.6 no.2 november 2018 127 there are some advantages of using mind mapping technique, they are as follows: a. flexible b. concentrate on the topic c. increasing comprehension d. enjoyable making the mind mapping furthermore buzan tony in purwoko (2005: 20), explains the steps below in how to make mind mapping, they are presented below: a. take a piece of white paper and it is in a landscape position. b. start by drawing a colored image in the center of the paper and write the key word with capital letters. c. choose a color and draw the main themes of the mind mapping on the thick branches radiating out from the central image. d. add other main themes branches around the map. e. make thick and colorful branches spanning out from your mind map. f. write basic ideas about the key word and still use the capital letters. g. add an image to all the main branches to represent each key theme and also use images to visualize every important key word on your map. h. let your mind mapping be as imaginative as possible. example and how to teaching learning mind mapping in the class room explanation 1. here the student make sport to be key term or outline 2. the student’s mansion the name of sport like swimming, boxing, basketball, jogging, and bowling act. 3. the students mansion equipment of the sport 4. after word the students will classification the tool reply will be need 5. if the students choice boxing so the student will be mansion one by one the tool reply will be need like gloves and ring. motivation 1. definition of motivation a cording to mencken brown h.l. (1991:72) motivation is the extent to which you make choices about goal to propose and the effort you will devote to get. 2. kind of motivation. hurmer (1995:4), claims that motivation has two main categories: a. extrinsic motivation b. intrinsic motivation journal of languages and language teaching, vol.6 no.2 november 2018 128 3. indicator of motivation a. attention gaining and maintaining attentions follows many of the same principle as discussed in providing a stimulating learning environment and coursing curiosity. often is easy to gain attention at beginning of a lesson b. relevance helping student’s fine relevance while learning can be a daunting task for some subjects. linking what is being taught to something that is familiar and relevant to the student helps in the motivation for that students. c. confidence three strategist for developing confidence are outlined by driscoll (1994): d. satisfaction satisfaction can be enhanced in a learner by celebrating successes. we fail to realize the impact of this on learners. publicly celebrating success provides reinforcement for the learners receiving the acknowledgment concept of english vocabulary according to wilkins (1972: 2) vocabulary is central to english language teaching because without sufficient vocabulary students cannot understand others or express their own ideas. definition of vocabulary a. vocabulary is a list of words or phrases usually arranged alphabetically defined or translated, a lexical or glossary (collier, 1434). b. vocabulary is words that we must know for effective communication, it consist of two parts. (scrota, clemons, miller, and moon, 2004): 1. oral vocabulary: words that we use in speaking and words that we recognize in listening. 2. reading vocabulary: the collocation of words that we read, use or recognize in printed material. 3. saleh (1997: 60), states that vocabulary items fall into two principle categories, they are; concrete words and abstract words. a.) concrete words saleh (1997: 60), states that a concrete word is a word that the meaning can be perceived through one or more of the five senses b.) abstract words saleh (1997: 60) states that an abstract word is a word that the meaning of which cannot generally be grasped by virtue of the five senses. indicator of vocabulary pronunciation potentially difficult words will difficult be those that contain sounds that are unfamiliar to some group of learner journal of languages and language teaching, vol.6 no.2 november 2018 129 such as regular and lorry for japanese speaker. spelling sounds-spelling mismatches are likely to be the cause of errors, either of pronunciations or spelling, and can contribute to words difficult while must english spelling is fairly law-abiding, there are also some glaring irregularities meaning when two words overlap in meaning, learners are likely to confuse them. make and do are a case in point: you make breakfast and make an appointment, but you do the housework and do a questionnaire using word the letter is the most authentic, but even that task is constrained by a contrived situation in which the test taker, usually in matter of seconds, has to come up with an appropriate sentence, which may or may not indicate that the taker “knows” the word. (brown 2003:229). kinds of vocabulary allen and corder (1988:8), divide the vocabulary into two major’s types: a. general vocabulary that is used in all subjects. b. technical vocabulary that consists of word having special meaning in particular area such as mathematics, social studies and science. regarding the types of vocabulary, quant (1966: 34), categorized into three types: a. listening vocabulary this type of vocabulary is also build early, that is time when the child begins to recognize sound. it is limited only to the sound, which is associated with his experience. speaking vocabulary this type of vocabulary is also built early, that is time when the child begins to communicate with the surroundings. although the application or vocabulary at this is page is very simple and it contains many of the small function words that kind of vocabulary can make up a speech. vocabulary of reading and writing these types of vocabulary are developed at some time. however, reading vocabulary usually comes earlier than vocabulary of writing. these types of vocabulary are recognized when one has the capability of reading and writing. the advantages of vocabulary a. a good vocabulary helps you to adapt your style to the style of the person you want to persuade. b. a good vocabulary boosts your credibility by showing your intelligence through articulate language. c. a good vocabulary helps you to reduce spelling errors d. a good vocabulary equips you to easily express complicated ideas relevant of the study but here the researcher finethout the differencess and the similarity of relevant of study: 1. the differencess here niarohania’s has doing reasearc journal of languages and language teaching, vol.6 no.2 november 2018 130 in the ferst grade studen of smpn 1 made cianjur. 2. the similarity this reaseach using of the previous study with this study was the same technique using word maps. research method in this study, the writer applied a classroom action research or car. the research was done by the teacher in the classroom by emphasizing on the improvement of practice and process in learning susilo (2009: 16). car was a collaborative. the procedure or the steps of research divided into cycle activity. the cycle of classroom action research in this study described as follows: 1. planning some activities dealing with the planning were: a. arranging a schedule of classroom action research b. designing a lesson plan: 1. designing syllable 2. designing a lesson plan 3. preparing teaching materials and tools used in teaching c. preparing students’ pre-test. 2. action in this stage writer begins the action as the implemented of teaching scenario in the planning. the following were some activities dealing with implementation or actions: a. pre-test b. pre-activity the following were activities dealing in pre-activity: 1. apperception (greetings or opening) 2. motivation (explain the indicators or the targets of the learning process). 3. whilst activity a. the teacher divided the students become some group. b. the teacher explained the material brief. c. the teacher gives the students certain number of vocabulary related to the sport equipment d. students were asked to repeat teacher’s model as accurately and as quickly as possible. e. each of the group should read the vocabulary in turn to their friends. f. the teacher asks the students took out a pace of paper and encourages them to start their mind mapping with the mind topic (transportation). g. the teacher encouraged the students to divide the whole of activity to the smallest component. h. the teacher encourages the students to see their friends mapping to stimulate their idea. c. post activity a. at the end of the learning process, the teacher gives journal of languages and language teaching, vol.6 no.2 november 2018 131 the review of the lesson which has been taught. b. closing the lesson. observation the data those were obtained through this observation included quantitative data and qualitative data. so that, the writer gives the students both test (post-test) in the form of multiple choice and non-test in the form of questionnaire. reflection the results of the observation were submitted and analyzed in this stage. the problems were analyzed, why, how, and what contribution the technique that is applied in the classroom can be given in teaching vocabulary. pupulation and sample of the reseach 1. pupulation population is the whole subject of research." so, grade at the populataion was all students at mts nwmispalahpraya. 2. sample is a part of the population being studied arikunto, (2006: 131), furthermore, sample refers to any group on which information obtained. technique of data collection qualitative data in collecting data of students’ motivation, the writer used questionnaire and then analyzed the result of questionnaire by using open ended questionnaire to know low or high of students’ motivation at mts. nw mipalah praya in academic year 2017/2018. research instruments test the tes was given to the students some questions which were of 5 multiple choice, 5 completion test, 5 matching box test, grammatical test, 5 and 5 translation test each item will be scored 1 for correct answer and 0 if incorrect. questionnaire questionnaire was conducted by reseacher after students treated daily activates. there were 5 items that deliver to know the students’ response toward main mapping; they were items 0, 1, 2, 3, and 4, with five options (very agree, agree, doesn’t know, disagree, and very disagree). research finding and discusion research finding in this chapter, the researcher analyzed data collected from the second grade students of mts nw mispalah praya in the academic year of 2017/2018. the data was obtained from the teaching learning process and evaluation. discussion from statement above showed that the teaching of mind mapping could improve student’ motivation at mts nw mispalah praya lombok tengah. with used mind mapping the student’s could improve motivation for learning english vocabulary. acording to buzan toni mind mapping is a very effective learning method in the application of vocabulary learning which is operated in writing journal of languages and language teaching, vol.6 no.2 november 2018 132 conclussion and suggestion conclusions more detail can be seen in the appendices. this result brought the writer to the conclusion that the use of mind mapping technique in teaching vocabulary has given some contributions to the students they are mentioned in the questionnaire in the appendices suggestions 1. students the writer does hope the students can use mind mapping technique to help them in improving motivation in teaching learning vocabulary. 2. teacher the english teacher should apply the mind mapping technique as one of the alternative media of learning to improve students’ motivation in teaching learning vocabulary. 3. researchers it is better for the researchers to use the result of this study as the consideration or the reference in motivating them to find out the new idea which more creative and innovative in the future. 4. headmaster the writer does hope the headmaster can use the result of this study as a new reference of english teaching to support the english curriculum of mts. nw mispalahpraya. references arikunto, suharsimi (2006). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. blachowicz, cemile l.z. peter j. fisher. 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(2002). how to teach vocabulary. england: longman. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i1.2212 january 2020. vol.8 , no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp.20-28 jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 20 enhancing the students’ pronunciation using shadowing technique at senior high school students 1 agus salim, 1 terasne, 2 liza narasima 1 english lecturer, mandalika university of education, indonesia 2 english teacher, smpn 2 mujur, central lombok, indonesia corresponding email: agussalim@ikipmataram.ac.id article info abstract article history received: november 2019 revised: december 2019 published: january 2020 establishing students’ pronunciation needs a promising instructional method. one of the teachers’ efforts to develop students’ pronunciation is applying the shadowing technique. the shadowing technique was able to facilitate students to practice pronunciation skills. this study was categorized with a quasiexperimental study with the non-equivalent control group design. the samples were taken randomly using purposive random sampling. the samples consist of 70 students that were divided into two classes, namely the experimental and control classes. the data were collected through interviews, multiple-choice tests, and records. here it used descriptive and t-test analysis to find the ways they learned and the results. finally, the researchers considered that the shadowing technique is very good to be applied by the teachers and lecturers in class. the most surprising aspects of the findings are; 1) the students were motivated as long as teaching and learning conducted; 2) their response mostly positive to the way they learned; 3) and they got the significant change in their pronunciation, grammar and vocabulary. this change can be seen from their ability in expressing their ideas and 4) inferential statistic results; t-test was 4.077 and t-table was 2.021 with t h e degree of freedom (df) 44 and the level of significance (0.05) in 95%. keywords shadowing technique; tteaching and learning; pronunciation; how to cite: salim, a., terasne., & narasima, l. (2020). enhancing the students‟ pronunciation using shadowing technique at senior high school students. jollt journal of languages and language teaching, 8(1) 20-28. doi: https://doi.org/10.33394/jollt.v8i1.2212 introduction one of the most significant current discussions to be mastered by english learners is speaking. speaking is a language skill that acquires learners to deliver ideas and senses in oral language (lina, 2018). this skill is generally considered as the most fundamental skill for english learners and even for teachers. it is not an easy task and they are in need of many efforts to pronoun acceptable words and utterances in english (arifin, 2017). to be a good english learner, they have to know some features to master. pronunciation is one of the most important things that they have to be paid attention to. according to aprianoto and haerazi (2019), pronunciation is a crucial aspect in speaking and it gives a significant effect for determining the utterance meaning. according to fraser (2001: 06) states pronunciation includes an essential ingredient of oral communication. it also relates to grammar, vocabulary choice, and cultural consideration. it is not merely about the correct utterances or production of learners‟ sounds and words, but it should be seen as an essential part of communication integrated into classroom activities. in elt learning activities, pronunciation refers to all those aspects of speech which makes for an easily intelligible flow of speech including segmental articulation, rhythm, and intonation (muhlisin & widyanto, 2019). the accuracy of pronouncing english words determines the mailto:agussalim@ikipmataram.ac.id https://doi.org/10.33394/jollt.v8i1.2212 salim, terasne, & narasima enhancing students’ pronunciation using… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 21 appropriate meaning that interlocutor perceives it. it is supported by kelly (2000: 12) who states that pronunciation can affect the perceived tone or mood of an utterance. the students‟ first language can interfere with the pronunciation of a second language not only in terms of accent but also in terms of mood. therefore, pronunciation should be taught in effective ways which provide a non-threatening atmosphere for the students, who usually have great tension when speaking english in a formal classroom setting. one of the ways to improve students‟ pronunciation is by using the shadowing technique. according to lambert (1988, p.266) as cited in hamada (2016:36) states shadowing as „a paced, auditory tracking task which involves the immediate vocalization of auditory presented stimuli, i.e. word-forword repetition in the same language, parrot-style.‟ in contrast, recent applications of shadowing have led to an improvement in learners‟ listening skills in an efl context. shadowing involves an on-line process, which requires learners to vocalize the speech that they hear, with little time to access meanings while shadowing. based on the researchers‟ observation of vii grade at smpn 2 pujut and unstructured interviews with the english teachers, the researchers found that they appeared concerning students‟ problems in pronunciation. the common problem that the researcher found in vii grade students of smpn 2 pujut is the students have difficulty pronouncing english words. when the speaking activity was conducted in the class, most of the students did not know how to pronoun the word correctly when they read english text dialogue in front of the class. because of these, this research i s aimed at finding out the effect of shadowing technique on student‟s pronunciation. this study was conducted at smpn 2 pujut for seventh-grade students. literature review shadowing technique shadowing techniques hopefully can help students to pronounce a word correctly and practicing their accuracy and fluency in reading aloud as well as oral ability. shadowing technique considered to help students overcome their difficulty in pronouncing a word. geoffrey, et al (2003: 49) states that pronunciation deal with two interrelated skill recognition or understanding the flow of speech or production or fluency in the spoken language. when english plays a role as an international language or lingua franca, it can be found in many countries and it is produced in different accents or dialects. people can be identified as native or non-native as they produce in different ways in terms of vocabulary, spelling, and pronunciation. for example, in terms of pronunciation, the word “grass” can be pronounced differently according to which model applied. they can pronounce /grɑːs/ referred to british english or pronounce /græs/ referred to american english. according to shiota (2012: 78) states shadowing is known as one of the training techniques used to improve interpreting skills. also, hamada (2015: 5) states that shadowing is originally used for training novice interpreters, but it‟s more important for efl students for improving their listening and speaking ability. tamai (1997) as cited in hamada (2016: 36) one of the pioneers of shadowing research in efl contexts, defined it as an active and highly cognitive activity in which learners track the speech that they hear and vocalize it as clearly as possible while simultaneously listening. the goal of t h e shadowing technique is to help students and teachers to arrange their teaching-learning processes. so the shadowing technique is an activity wherein listener repeats or product speech coming in the sound immediately. shadowing technique leads students to repeat what the speakers say in word by word or phrase by phrase. lin (2009) as cited in kou and chou (2014: 18) inform that shadowing could help her participants improve their pronunciation as well as self-confidence for taiwanese efl junior high school on students‟ english listening comprehension and speaking ability. salim, terasne, & narasima enhancing students’ pronunciation using… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 22 in this study the researcher use producer was adapted from the lesson was used by kadota and tamai (2005) as cited by hamada. according to kadota and tamai (2005), some procedures, such as mumbling, synchronized reading, prosody shadowing, and content shadowing are also considered as other types of the shadowing method. teaching pronunciation some studies are conducted to improve english learners‟ pronunciation and also examine pronunciation learning strategies. baker and haslam (2012) applied cognitive strategies to improve learners‟ pronunciation. these strategies are designed to help students pronounce english words effectively. besides, android-based learning is used to facilitate students to practice much more pronunciation activities (hanafi & samsudin, 2012). it is in line with retnomurti et al. (2019) who found that an android -based application can improve students‟ pronunciation practice. the material provided is completed with the icon and each practice generates sound by non -native speakers who have been chosen in accordance with the appropriateness in pronouncing the english words using the application. it helps students to practice much more pronunciation activities. research method research design the method used by the researcher was an experimental design. the type of experimental method was used is quasi-experimental. according to sugiyono (2011: 77) quasiexperimental is a development form of a true experimental design that is difficult to do. in this case, the researcher was used to non-equivalent control group design. in conducting nonequivalent control group design, the researcher gave a pre-test to know the students‟ initial ability in pronunciation before getting the treatment and then the researcher gave a post-test after getting treatment to know the students‟ ability in pronunciation. therefore, the groups are divided into an experimental and control group. the experimental group is treated by using the shadowing technique, while the control group is subjected to a homophone egame. the complete design of this study can be illustrated as follows. table 1. the scheme of research group pretest treatment post-test experimental o1 x (shadowing technique) o2 control o1 -x (homophon e-game) o2 in this study, the population includes the seventh-grade students of smpn 2 pujut in t h e academic years 2018/2019. this school was chosen as the field-testing because it was categorized as good accreditation schools assessed by the ministry of indonesian education and culture. in this school, there are three classes namely viia class consist of 24 students, viib class consists of 23 students, and viic class consists of 23 students. the total population includes 70 students. it can be illustrated in table 2 as follows. table 2. total of population name of class female male number of students class viia 12 11 24 students salim, terasne, & narasima enhancing students’ pronunciation using… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 23 class viib 14 9 23 students class viic 12 11 23 students the sampling technique is the way to investigate by using the technique to find a subject. the sampling technique used in this study is the purposive sampling technique, the researcher took the sample from class viib and viic as a sample of this study: class viib as experiment group and class viic as the control group. from this study, the researcher prepared the instrument to get data. the instrument was used in this research is a test. the test is the tool to know the students' ability, knowledge and performance in a given domain (brown, 2004: 3). the test was conducted to know students‟ abilities in pronunciation before the treatment pre-test and the test was conducted to know students‟ abilities after the researcher gave the treatment post-test. the pre-test and post-test are consists of a pronunciation multiple-choice test. there are 20 multiple choice test and a pronunciation test. the pronunciation test using reading texts consists of two paragraphs that students have to read and the researcher recorded their sound. the record function is to know the students‟ ability in pronouncing the word. the pronunciation multiple-choice test is useful to determine the students‟ ability to distinguish the vowel and consonants sounds. to collect the data of this study the researcher used pre-test and post-test of the students‟ scores in the control group and students‟ scores in experimental. the statistical analysis used descriptive analysis and inferential analysis. descriptive analysis is used to summarize research data (lodico et al, 2006: 88). based on the descriptive analysis, the students‟ score in the control group is presented in table 3 as follows. table 3. students‟ score in the control group control group n min max mean st. d std. pre-test score 23 40 60 48.09 5.728 std. post test score 23 58 70 61.57 3.188 research findings and discussion research findings in this part of the research, researchers elaborate on the result of the research finding. this study was aimed at finding out the research problem “is there any effect of shadowing technique towards student‟s pronunciation. the researcher conducted this research at smpn 2 pujut from july 11 th until august 1 th 2018. the total meetings of the research were eight for both groups and four meetings for each group to find out the solution of the problem the researcher intended to analyze the data obtained from the result of students' test. data of researchers were obtained from two steps that are pre-test and post-test. to obtain data of the students‟ test the researcher conducted the research at all of the students in class viib and class viic at smpn 2 pujut. descriptive analysis descriptive statistics on students‟ pre-test and post-test scores in the experimental group can be presented as follows. salim, terasne, & narasima enhancing students’ pronunciation using… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 24 table 4. result of descriptive analysis experimental group n min max mean st. d std. pre-test score 23 42 60 53.78 6.274 std. posttest score 23 60 80 71.48 4.611 the data frequency of student‟s pre-test showed that two students (8.7%) got 42, three students (13.0%) got 45, three students (13.0%) got 50, and four students (17.4%) got 55. one student (4.3%) got 56, four students (17.4%) got 58, and six students (26.1%) got 60. the data of students‟ pre-test show that the score was from 42 to 60. it‟s mean that the lowest score in the pre-test experiment group is 42, while the high score is 60. the data frequency of students‟ post-test in experimental group shows that one student (4.3%) got 60, two students (8.7%) got 66, three students (13.0%) got 68 and two students (8.7%) got 78, and one student (4.3%) got 80. the data above show that the score is 60 up to 80 it means that the lowest score in the post-test experiment group is 60, while the high score is 80. graphic 1. histogram experiment group post-test the data were obtained from students‟ pre-test and post-test scores from the control group which taught by using a homophone game. the data frequency of students‟ pre-test at table 3.06 on page 33 shows that three students (13.0%) got 40, three students (13.0%) got 42, one student (4.3%) got 44, one student (4.3%) got 45, four students (17.4%) got 48, seven students (30.4%) got 50, one students (4.3%) got 52, two students (8.7%) got 58, one student (4.3%) got 60. it means that the lowest score in the pre-test control group is 40, while the high score is 60. graphic 2. histogram of control group pre-test salim, terasne, & narasima enhancing students’ pronunciation using… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 25 the data frequency of students‟ post-test shows that two students (8.7%) got 58, twelve students (52.2%) got 60, five students (21.7%) got 62, one student (4.3%) got 64, one student (4.3%) got 66, two students (8.7) got 70. the data above shows that the score was from 58 to 70. it means that the lowest score in t h e pre-test control group is 58, while the high score is 70. graphic 3. histogram of control group post-test the students treated by using homophone e-game showed that the pronunciation improvement was low because they are only asked to imitate the sound that they hear from the speaker. they do not have the chance to find out the meaning of the words pronounced. compared with the students treated using the shadowing technique, students are provided with vocabulary lists pronounced by the native speakers from the videos. from t h e result of t h e testing hypothesis using t h e t-test, t h e formula shows that t h e t-test is 4.077 and the t-table is 2.021 in significance level 0.05 with the degree of freedom 44. therefore the score of tcount is higher than table 4.077 > 2.021 than it can be concluded that the alternative hypothesis (ha) was accepted and the null hypothesis (ho) was rejected. in conclusion, the shadowing technique was giving a significant effect on students‟ pronunciation. finally, the research findings showed that the shadowing technique has a significant improvement in students‟ pronunciation at smpn 2 mujur. it is proven by the significant difference between students‟ achievement in the posttest score of the control group who were taught by the homophone game and experimental group was taught by using t h e shadowing technique at smpn 2 pujut. research discussion this study is aimed at finding out the effect of the shadowing technique to enhance students‟ pronunciation at senior high schools. based on the data analysis, the shadowing technique has a positive effect to improve students‟ pronunciation. the teaching steps of the shadowing technique include mumbling, synchronized reading, prosody shadowing, and content shadowing. it is line with hamada (2016) who informs that the shadowing technique is able to improve speaking skills such as producing speech sounds. in addition, mori (2011) found that the shadowing technique gave a positive influence on developing learners‟ pronunciation. in the classroom activities, learners are asked to mumble english words. mumbling activities are provided for students to practice pronunciation. in this phase, the teacher involves students with some english videos containing pronunciation practice activities. students look easy to imitate and repeat what the native speaker said in the video. when this salim, terasne, & narasima enhancing students’ pronunciation using… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 26 situation happens, students are requested to articulate some english words, phrases, and sentences individually. these activities help them to practice much more pronouncing english sounds. this finding was reinforced by okada (2002); tamai (2005); and hori (2008) who state shadowing activities help students to improve their articulation rates. in the step of the synchronized reading, the students are involved in vocabulary acquisition. the main aim of this activity is to improve students‟ syllable awareness, wordsstress awareness, and the physical experience of the english word stress. it was in accordance with hahn (2004) who found that the learners focused on the stressed syllables helped them to pronounce english sounds and it is highly recommended for teaching pronunciation. it was also reinforced by burri et al. (2016) who recommends that various haptic-teaching activities such as word-stress awareness are appropriate for students‟ pronunciation improvement. the shadowing technique was effective rather than a homophone e-game to improve students‟ pronunciation. shadowing in the phase of prosody and content shadowing activities, students are involved in acquiring phoneme perception through various speaking activities in the class. besides, students are directed to improve their listening skills and speaking performance. this finding was in keeping with kadota (2007; 2012), hamada (2014; 2015) who found that when shadowing, learners are directed to hear sounds rather than accessing the meanings of the heard sounds due to limited cognitive resources. conclusion the objective of the study is to find out the effect of shadowing technique toward students‟ pronunciation. after conducting the research, the researcher found out some results. the result of the t-test computation of post-test between experiment and control group shows that tscoreis 4.077while the ttable for the degree of freedom 44 and the level of significance α = 0.05 the researcher got ttable is 2.021. ha is accepted when the score in tscore is higher than ttable. then ho is accepted when the score in tscore is lower than ttable. it can be concluded, that tscore is higher than ttable. so, there are significant improvements in students‟ pronunciation that the group was thought by the shadowing technique. based on this conclusion, there are suggestions for the english teachers, the students, and the next researcher. for the english teacher, the teachers can adopt or apply this technique in teaching pronunciation especially, in order to improve the students‟ basic pronunciation. the teacher tries new techniques in teaching english to improve the students‟ skills effectively to develop and explore their ideas in pronunciation and the teacher should give motivation in or out the class to make the students fun and enjoy when the teachinglearning process is beginning. the researcher hopes that the students should keep practice their pronunciation. the students should ask the teacher if they have difficulty in producing english pronunciation in a particular word and the students should ask repeat and isolate the syllable of the word, if that word is still too difficult pronounced. the researcher hopes that the result of this study is useful as references for those who want to conduct their studies related with this study. acknowledgment we would like to express our gratitude to the ministry of research, technology, and higher education as the research funder in 2019. references aprianoto, & haerazi (2019). development and assessment of an interculture-based instrument model in the teaching of speaking skills. universal journal of educational research 7(12) 2796-2805. https://doi.org/10.13189/ujer.2019.071230 https://doi.org/10.13189/ujer.2019.071230 salim, terasne, & narasima enhancing students’ pronunciation using… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 27 baker, s. w., & haslam, n. 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(2005). a study on the effect of shadowing as an instructional method of listening. tokyo: kazama shobo. http://dx.doi.org/10.18326/rgt.v11i2.154-167 https://doi.org/10.24539/let.48.0_1 https://doi.org/10.33394/jollt.v7i2.1963 https://doi.org/10.25134/erjee.v7i2.1721 https://doi.org/10.33394/jollt.v7i1.1436 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3906 july 2021. vol. 9, no,3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 305-315 jollt journal of languages and language teaching, july 201. vol. 9, no.3 | 305 when blended learning is forced in the amid of covid-19: what happen on efl learners’ speaking anxiety? 1,2dedi sumarsono, 1haryadi s, & 1abdul kadir bagis 1englishlecturer, fbmb, mandalika university of education, indonesia 2corresponding author email: dedisumarsono@ikipmataram.ac.id article info abstract article history received: june 2021 revised: july 2021 published: july 2021 the existence of covid-19 has forced the migration of the teaching and learning paradigm from face to face interaction to online learning and to the combination of both known as blended learning. blended learning is believed to provide opportunity for students to interact with each other with anxiety put at the lowest. this research was aimed to know 1) to what extent is the efl learners’ anxiety influenced by blended learning approach in this covid-19 pandemic?; 2) what factors contribute to student’ anxiety during speaking activities in class in the covid -19 age?. mix research method was employed in this study as the data was analyzed both quantitatively and qualitatively. this study was conducted at second semester students of english department at mandalika university of education. the findings show that most students were anxious when communicating with each other. factors like lack of confidence and fear of making mistakes, lack of vocabulary, low english proficiency, lack of practice, fear of being unable to follow and understand others were the primary causes of their anxiety. keywords blended larning; speaking anxiety; covid-19; how to cite: sumarsono, d., haryadi, s., & bagis, a. k. (2021). when blended learning is forced in the amid of covid-19: what happen on efl learners’ speaking anxiety?. jollt journal of language and language teaching, 9(3) doi: https://doi.org/10.33394/jollt.v%vi%i.3906 introduction corona virus found in 2019 (covid 19) has generated profound impact to entire sectors of life, education system is no exception. one of the adverse impacts of this pandemic is the unprecedented decision numerous nations have made that is to close schools and colleges. extreme transient disturbance is felt by numerous families around the globe for which there is no model to anticipate it (ivanov, 2020). the existence of covid-19 has forced the migration of educational system from face to face interaction to the usage of information and communication technology (ict) or online learning. in this 21st century, being able to work with information and communication and technology is categorized into a skill as what is stated by thrilling and fadel (2009) that information literacy, media literacy, information and communication technology (ict) literacy is considered as the 21st century skill rainbow. online learning is the use of internet and some other important technologies to develop materials for educational purposes, instructional delivery and management of program (fry in adedoyin and soykan, 2020). online learning is defined as “learning experiences in synchronous or asynchronous environments using different devices (e.g., mobile phones, laptops, etc.) with internet access (singh & thurman in dhawan, 2020). conklin & dikkers (2021) found that connecting with online students through multiple tools, responding in a timely manner, and integrating empathic facilitation within messages either through video, synchronous contact, or text is recommended. online coursework represents an indispensable strategy in postsecondary education, as it improves flexibility for both students and institutions (xu and jaggars in salman and haider, 2021). in responding to the covid-19 pandemic, the utility of online http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& sumarsono, haryadi, and bagis when blended learning is …… jollt journal of languages and language teaching, july 201. vol. 9, no.3 | 306 learning is no longer option but it becomes a compulsory. this condition insists on the utilizing of online learning in which the students will only interact with the teacher through electronic media. the usage of the media like e-learning, email, zoom meeting, wa, google meet, google form, you tube, etc. can successfully as an alternative for face to face classes (basilaia in dhawan, 2021). however, sometimes some challenges encountered during the implementation of this online learning such as technology, socio economic factor, human and pet intrusion, digital competence, assessment and supervision, and heavy workload (adedoyin and soykan, 2020). online learning in its entirety is dependent on technological devices and internet. the robust of it infrastructure is a prerequisite for online learning. infrastructure needs to be so strong that it can provide unhindered services during and after the crisis (ayebi-arthur in dhawan, 2021). pertaining to these challenges, the blended between face to face interaction in the classroom and online learning system is needed. face-to-face learning model plays an important role where the instructor or teacher could interact with students physically and emotionally (sun, et al, 2008). blended learning is the most logical approach to be used in this covid-19 pandemic condition as it offers the opportunity to integrate the virtual and traditional learning model. thorne (2003) states that blended learning is a mix of multimedia technology; cd rom video streaming; virtual classrooms; voicemail, email and conference calls; online text animation and video-streaming. the usage of multimedia in a classroom was very helpful for the learners and easy to follow (winiastiti, 2013) as this method emphasizes that learning does not only happen in the classroom face-to-face but also outside the class through online media (zainuddin and keumala, 2018). using blended learning can motivate self-directed learning and enhance the research skills and provides flexibility and autonomous learning for the learners (gunawan et al. 2016). blended learning can also create learning patterns that are more effective, efficient, and attractive following the interests of pre-service teachers towards the use of interactive media such as laptops and smart phones (yustina et al. 2020). garcia (2020) argues that generating a blended learning training model, that pedagogically organises the teaching–learning process surrounding in-person and online activities, implies adapting and allowing for more flexibility in the workspace (classroom and virtual environments) and the learning time (class hours and previous study time outside the classroom), in a way that allows for a greater group interaction, a better social collaboration, and, definitively, the efficient construction of knowledge and the improvement of academic achievement. when having face to face interaction in the classroom, any correction and feedback directly from the teacher and other students is also very important for the students. as what was found by muhsin (2016) that the students agreed when the teacher give some correction and feed back for the error they have made. the implementation of blended learning will give any opportunity for students to show their performance in the classroom. uzur &senturk (2010) stated that the blended learning is learning that combines face to-face learning and online learning optimally to improve the satisfaction of teachers and learners. students’ speaking anxiety is one of crucial factors should be aware by the teachers to make the efl learners to be more active in the class. to help reduce student anxiety, first and foremost, english teachers themselves should be aware of the existence of anxiety among efl learners and show empathy to them in class (lie. m, 2007). anxiety is a psychological construct, commonly described by psychologists as a state of apprehension, a vague fear that is only indirectly associated with an object (scovel, 1991). horwitz et al in marwan (2008) advocate that language anxiety is a distinctive complex of self perceptions, beliefs, feelings and behaviors related to classroom language learning arising from the uniqueness of the language learning process. students who are socially anxious, not only report poor grades, but tend to avoid situations, and potentially sumarsono, haryadi, and bagis when blended learning is …… jollt journal of languages and language teaching, july 201. vol. 9, no.3 | 307 units and ultimately career choices which might require public speaking strahan (2003). ansari (2015) also added that students with debilitating speaking anxiety tend to display avoidance of involvement in tasks by remaining silent, sitting in the back row, avoiding eye contact with the teacher. anxiety affects students’ oral performance (suadiyatno,et.al., 2020) as students with high anxiety speak carefully but sometimes it makes students feel uneasy to produce the target language fluently in classes (buhari; 2019). concerning the explanation above, this study examines about the efl learners’ speaking anxiety in this covid-19 pandemic era when blended learning is implemented. to direct this study, the research questions proposed are; 1. to what extent is the efl learners’ anxiety influenced by blended learning approach in this covid-19 pandemic age? 2. what factors contribute to student anxiety during oral english lessons in the covid -19 age? blended learning in e-learning, the learning only focuses on the online or long-distance interaction without face-to-face interaction. online learning only limits the instructor or teacher to assess virtually (zainuddin, and keumala, 2018). however, face-to-face learning model plays an important role where the instructor or teacher could interact with students physically and emotionally (sun, et al., 2008). bawaneh (2011) argues that blended learning is learning that combines face-to-face activities and a variety of online activities. blended learning is commonly associated with the introduction of online media into a course or program, while at the same time recognizing that there is merit in retaining face-to-face contact and other traditional approaches to supporting students. it is also used where asynchronous media such as email, forums, blogs or wikis are deployed in conjunction with synchronous technologies, commonly text chat or audio (macdonald, 2008). according to porter, et al (2014) mixed learning has contributed to building strong interactions between learners and teachers, as well as among fellow learners. blended learning also does not neglect traditional learning because face-to-face interaction in the classroom and online outside of the classroom remains done (halili & zainuddin, 2015). thorne (2003) explains that blended learning is the most logical and natural evolution of our learning agenda. it suggests an elegant solution to the challenges of tailoring learning and development to the needs of individuals. it represents an opportunity to integrate the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning. it can be supported and enhanced by using the wisdom and one-to-one contact of personal coaches. furthermore, he states that blended learning is a mix of multimedia technology; cd rom video streaming; virtual classrooms; voicemail, email and conference calls; online text animation and video-streaming (thorne: 2003). anxiety anxiety is a psychological construct, commonly described by psychologists as a state of apprehension, a vague fear that is only indirectly associated with an object (hilgard, atkinson, & atkinson, 1971 cited in scovel, 1991: 18). anxiety, in general, can be associated with threats to self-efficacy and appraisals of situations as threatening (papamihiel in marwan, 2008). leibert and morris in wodrow (2006) states that anxiety reactions can be categorized as reflecting worry or emotionality. emotionality refers to physiological reactions, such as blushing or racing heart, and behavioral reactions, such as, stammering and fidgeting. worry refers to cognitive reactions, such as self-deprecating thoughts or task irrelevant thoughts (zeidner 1998; naveh-benjamin in woodwrow; 2006). worry is seen as the more sumarsono, haryadi, and bagis when blended learning is …… jollt journal of languages and language teaching, july 201. vol. 9, no.3 | 308 debilitating of the two because it occupies cognitive capacity that otherwise would be devoted to the task in hand, for example, speaking a foreign language (tobias in woodrow: 2006). pappamihiel in marwan (2008) divides the anxiety into two types: state anxiety and trait anxiety. state anxiety is a type of anxiety which occurs because learners are exposed to particular conditions or situations. horwitz and cope (1986) identified three components of foreign language anxiety; 1) communication apprehension is a type of shyness characterized by fear of anxiety about communicating with people; 2) test anxiety refers to a type of performance anxiety stemming from a fear of failure. students with test anxiety often demand more of themselves than they are capable of achieving and worry about their performance; 3) fear of negative evaluation involves apprehension about others evaluation, avoidance of evaluative situation and the exception that they would evaluate oneself negatively. research method the combination of quantitative and qualitative research techniques was employed in this study known as mixed methods research (ary; 2010). the study involved some sources of data; quantitative data from the second language anxiety speaking scale, and qualitative data from group discussion, interactions on situation-based spoken english, and direct observation. this study was conducted at second-semester students of the english department at the mandalika university of education. the existing instrumentation used to measure language learning anxiety was based on horwitz and cope (1986) because it was considered appropriate because it reflects the second language environment of the sample. the questionnaire consists of thirty-three items on a five-point likert-type scale. the items were measured by the extent to which the participants strongly agreed, agree, neither agree (nor disagree), disagreed, and strongly disagree with the statements. besides, for the qualitative data, group discussion, interactions on situation-based spoken english and direct observation were used to triangulate the data and to provide further insights into perceived stressors in speaking english in a second language environment. the participants were asked about whether they experienced second language speaking anxiety, in what situations they felt anxious, and how they felt. meanwhile, to support the result of the efl learners’ speaking anxiety questionnaire, open-ended questions were also delivered to students pertaining to their response or opinion about their anxiety when blended learning is implemented. results and discussion anxiety levels table 1 discusses the students’ responses to the flcas items based on the components of foreign language anxiety advocated by horwitz and cope (1986), namely 1) communication apprehension is a type of shyness characterized by fear of anxiety about communicating with people; 2) test anxiety refers to a type of performance anxiety stemming from a fear of failure. students with test anxiety often demand more of themselves than they are capable of achieving and worry about their performance; 3) fear of negative evaluation involves apprehension about others evaluation, avoidance of evaluative situation and the exception that they would evaluate oneself negatively. table 1 flcas items of students selecting each alternative (n = 35) no item n sa a na d sd 1 i never feel quite sure of myself when i am speaking in my foreign language class. 35 9 14 5 6 1 2 i don't worry about making mistakes in language class. 35 3 7 9 13 3 sumarsono, haryadi, and bagis when blended learning is …… jollt journal of languages and language teaching, july 201. vol. 9, no.3 | 309 3 i tremble when i know that i'm going to be called on in language class. 35 5 7 8 4 1 4 it frightens me when i don't understand what the teacher is saying in the foreign language. 35 13 14 3 4 1 5 it wouldn't bother me at all to take more foreign language classes. 35 6 10 17 2 0 6 during language class, i find myself thinking about thin gs that have nothing to do with the course. 35 3 16 10 5 1 7 i keep thinking that the other students are better at languages than i am. 35 16 11 6 1 1 8 i am usually at ease during tests in my language class. 35 1 10 15 8 1 9 i start to panic when i have to speak without preparation in language class. 35 12 17 5 1 0 10 i worry about the consequences of failing my foreign language class 35 18 12 4 1 0 11 i don't understand why some people get so upset over foreign language classes. 35 5 18 10 2 0 12 in language class, i can get so nervous i forget things i know 35 6 18 6 4 1 13 it embarrasses me to volunteer answers in my language class. 35 4 19 8 4 0 14 i would not be nervous speaking the foreign language with native speakers. 35 2 6 20 5 2 15 i get upset when i don't understand what the teacher is correcting. 35 10 14 9 2 0 16 even if i am well prepared for language class, i feel anxious about it 35 5 21 7 2 0 17 i often feel like not going to my language class. 35 0 2 7 20 6 18 i feel confident when i speak in foreign language class. 35 1 6 25 3 0 19 i am afraid that my language teacher is ready to correct every mistake i make 35 3 11 9 9 3 20 i can feel my heart pounding when i'm going to be call ed on in language class 35 5 22 8 0 0 21 the more i study for a language test, the more con fused i get 35 3 8 14 9 1 22 i don't feel pressure to prepare very well for language class. 35 5 13 12 4 1 23 i always feel that the other students speak the foreign language better than i do 35 17 12 4 2 0 24 i feel very self-conscious about speaking the foreign language in front of other students 35 3 16 14 2 0 25 language class moves so quickly i worry about getting left behind 35 9 19 5 2 0 26 i feel more tense and nervous in my language class than in my other classes. 35 3 11 13 8 0 27 i get nervous and confused when i am speaking in my language class. 35 3 21 9 2 0 28 when i'm on my way to language class, i feel very sure and relaxed 35 1 14 14 6 0 29 i get nervous when i don't understand every word the l anguage teacher says. 35 4 21 6 3 1 30 i feel overwhelmed by the number of rules you have to learn to speak a foreign language. 35 5 12 13 5 0 31 i am afraid that the other students will laugh at me whe n i speak the foreign language 35 9 11 7 8 0 32 i would probably feel comfortable around native speakers of the foreign language 35 7 13 13 2 0 33 i get nervous when the language teacher asks questions which i haven't prepared in advance 35 7 21 4 3 0 sumarsono, haryadi, and bagis when blended learning is …… jollt journal of languages and language teaching, july 201. vol. 9, no.3 | 310 note: sa=strongly agree a=agree na=neither agree d=disagree sd=strongly disagree according to table 1, the students’ response towards the flcas items indicating the students’ communication apprehension in speaking class. majority of the students showed tangible inefficacy when speaking in class. as well, significant number panicked when asked to speak before making preparation. some others explained that they felt severely apprehensive when to speak. in contrast, the students rejected statements like “i feel confident when i speak english in class (item 18)” shows that there were 1 student prefer (strongly agree), 6 (agree), 25 (neither agree), and 3 (disagree). “i feel very self-conscious about speaking the foreign language in front other students (item 24)” shows that there were 3 students who prefer (strongly agree), 16 (agree), 14 (neither agree), 2 (disagree), and 0 (strongly disagree). anxious students reported that they were afraid to speak and felt deeply self-conscious when asked to risk revealing themselves by speaking english in front of other people. the fact that anxious students were afraid that they would not understand all the language input was also consistent with communication apprehension. the data on the table above shows a lacks number of students worried to the teachers talk when unnoticed. in addition, their distress raised up for not understanding every words their teachers uttered. the students indicate that they believed will understand what the teacher message of the target language if they understand any single word spoken by the teacher. anxious students were also worried or afraid of being less competent than other students are or being negatively evaluated. about two third of the students had assumption that their english was poorer than the others, and other students speak english better than them. similarly, over half of the students agree and strongly agree that volunteering in english class is embarrassing. meanwhile, 85% said they were afraid with the consequence of being failed in english class. conversely, most of the students did not agree that making mistakes is nothing to worry about. yet, slightly less than a half agree not to be corrected on every single mistake they make. student responses to four flcas items shows that half of the students felt overwhelmed by the number of rules they have to learn to speak english. besides, regarding the students’ feeling more tense and nervous in their english class than in their as other classes shows that two third of the students were nervous when the english class is started. based on the description of the students’ foreign language anxiety on the table 1, it can be summed up that most of the students’ feeling to speak in english was anxious. this result of the students’ anxiety questionnaire was further supported by the interview result with the lecturer and the students. the interview explored the students’ anxiety after the implementation of blended learning in the amid of covid-19. the following questions were delivered to the students and lecturer to explore students’ speaking anxiety as follows: table 2 list of questions delivered for the interview no questions 1 are you getting more confident to talk with your friends, lecturers, or others after the implementation of blended learning in the amid of covid-19? why? 2 do you feel worry or afraid of making mistake when talking with your friends, lecturers, or others after the implementation of blended learning in the amid of sumarsono, haryadi, and bagis when blended learning is …… jollt journal of languages and language teaching, july 201. vol. 9, no.3 | 311 covid-19? why? 3 through the implementation of blended learning in the amid of covid 19, is your speaking skill as good as your expectation? why? 4 how do you think of the students speaking anxiety in the amid of covid -19 after the implementation of blended learning? 5 how are the students’ learning motivation in the amid of covid-19 after the implementation of blended learning? why? the students and lecturer response of the questions from table 2 shows that for the questions no 1. most of the students were not getting more confident to talk with their friends, lecturers, or others after the implementation of blended learning in the amid of covid19 as most of the students were worried and nervous and not confident when talking with others because the students rarely have a chance to interact with other in the classroom. in practicing the skill of speaking, the students need to have some partners to interact and communicate one another. the lack of interaction to practice their skill such as pronunciation and fluency leads the students’ confidence to speak were not well improved. low self confidence made the students easily get anxious (marwan, 2008). in this covid-19 pandemic, the teaching and learning process is much depending on the utility of technology and insist the students on becoming an autonomous learners as they have to study from home. the . this makes the students depend on the connection and if the pulse or signal is bad, the topic will not be well delivered the students’ response for the question no 2 from the table 2 shows that almost all of the respondents state that they feeli afraid and worry when having a conversation in english with other. having lack of vocabulary is one of the crucial things lead the students to be afraid and worried. the students were afraid if they make mistake in pronouncing some words. they also worried and afraid if they don’t know an appropriate word to used when talking with other. the students often became nervous in oral class due to a limited vocabulary (liu, 2007). however, even though almost all the students were worried and afraid of making mistake in communicating with others, they have strong curiosity and spirit to fight against their worry and nervous because they believe that they will not be able to speak in english well if they don’t do a lot of the practice. students’ curiosity will help the students to lose their worry and nervous because as an english department students, they have to be able to communicate well in english. the following is the summary of the students’ opinions for question no 3 from table 2. most of the respondents state that their speaking skill was not well improved through the implementation of the blended learning in the amid of covid-19. face to face interaction in the classroom was conducted with health protocol such as hand hygiene and respiratory etiquette, physical distancing, and use of masks in schools. this makes this approach is not really effective for the students to improve their english. the implementation of blended learning in the amid of covid-19 was not able to make the students’ speaking well because this approach doesn’t give the opportunity for the students to be active in the class. the lack of opportunity for the students to practice their speaking skill leads them to be afraid and worried to express their idea when interacting with others. the students’ opinion about the implementation of blended learning in the amid of covid 19 regarding the students anxiety was in line with the opinion from the speaking class lecturer. there is scarce opportunity that the students have to practice their speaking skill. it may be due to technological issue or the students’ low attendance. these are some possible factors which contribute to the students’ high level of anxiety. during the class time, the students prefer listening to the lecturer attentively rather than asking any questions related the immediate lesson. sumarsono, haryadi, and bagis when blended learning is …… jollt journal of languages and language teaching, july 201. vol. 9, no.3 | 312 factors contributing to efl anxiety the findings show that most of efl learners’ anxiety level is considered into high level anxiety. the students were anxious when communicating with others. factors like lack of confidence and fear of making mistakes, lack of vocabulary, low english proficiency, lack of practice, fear of being unable to follow and understand others were the primary causes of their anxiety. concerning the efl learners’ self confidence, it reveals that the students were not used to communicating in english with other as they are feeling shy and afraid of making mistakes. low self confidence made the students easily get anxious (marwan, 2008) because shyness is characterized by fear of or anxiety about communicating with people known as communication apprehension (horwitz, horwitz, cope: 1986). lack of vocabulary also was claimed as the main cause for students’ anxiety in oral communication (yanti). liu (2007) also found that the students often became nervous in oral class due to a limited vocabulary. this claim was also supported by pappamihiel in marwan (2008) who argues that learners’ limited competence in foreign language use, such as lack of vocabulary, can contribute to their fl anxiety. another factor contributing the students’ speaking anxiety is their low english proficiency. martina stated that she is feeling afraid and nervous when interacting with other due to her low or basic english proficiency as she is just a new english learner. similar to previous study (liu: 2007) low or poor english proficiency level was indicated as the trigger of students’ anxiety to communicate in english. the existence of covid 19 made the students have a lack opportunity of practicing their english speaking skill. face to face interaction is done once a month with very limited time and under the overshadowed of the spread of covid-19 (sayuti). as a result, lack of practice provoked much anxiety in many students when speaking english to others in class (liu:2007). another primary cause of the students’ anxiety was the fear of being unable to follow and understand others. sastra share his opinion that bravery or confidence to speak in english was still low. feeling afraid or worried that the sentenced produced was misunderstood by the listener was the cause of her anxiety when interacting with english. in line with the previous research (zhiping and paramasivam: 2013) found that one of the concerns as a source of anxiety shared by iranian and algerian students in classroom is their bad feeling of speaking the language inaccurately with mistakes and not being able to find exact words. conclusion covid 19 has made the implementation of blended learning cannot work as it should be since the implementation of the lecturing is still dominated by online classes. the implementation of face-to-face lectures cannot be maximized because it is still overshadowed by the fear of the spread of covid-19, so that face-to-face lectures are carried out with strict health protocols such as keeping the distance and wearing the masks. this makes the opportunity for students to practice speaking is very limited. furthermore, the efl learners’ anxiety is still in high level due to their proficiency level is still low. sumarsono, haryadi, and bagis when blended learning is …… jollt journal of languages and language teaching, july 201. vol. 9, no.3 | 313 references ary d, jacobs l.c, sorensen c, razavieh a. . 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(2020). the effects of blended learning and project-based learning on pre-service biology teachers’ creative thinking through online learning in the covid-19 pandemic. jurnal pendidikan ipa indonesia. jpii 9 (3) (2020) 408-420. http://dx.doi.org/10.21512/lc.v10i1.873 https://doi.org/10.1016/01497189(96)88232-2 sumarsono, haryadi, and bagis when blended learning is …… jollt journal of languages and language teaching, july 201. vol. 9, no.3 | 315 zainuddin, z and keumala, c.m (2018). blended learning method within indonesian higher education institutions. jurnal pendidikan humaniora. volume 6, number 2, june 2018, pp. 69–77. available online at http://journal.um.ac.id/index.php/jph. pissn: 23388110/eissn: 2442-3890 zhiping, d, & paramasivam, s. (2013). anxiety of speaking english in class among international students in a malaysian university. international journal of education and research. vol. 1 no.11 november 2013 http://journal.um.ac.id/index.php/jph anxiety note: sa=strongly agree a=agree na=neither agree d=disagree sd=strongly disagree jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.8265 july 2023. vol.11, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 547-554 jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 547 translanguaging practices within indonesian efl classrooms: a review of the literature dwi budidarma sutrisno english ma student, department of english, arizona state university, usa corresponding author email: dsutrisn@asu.edu article info abstract article history received: june 2023 revised: june 2023 published: july 2023 this paper reviews the past decade of studies related to translanguaging practices in the efl learning context in indonesia. this topic has crucially been discussed among scholars in many classroom settings due to the influence of multilingualism possessed by indonesian efl learners. the studies from 2010s-2020s are selected and critically reviewed using qualitative methods through content analysis by focusing on students‘ and teachers‘ perceptions of translanguaging practices used in efl classrooms. the studies being reviewed cover meaningful insights from various education levels in the indonesian efl context since the country is known as one of the most linguistically diverse communities. the result of the content analysis shows that translanguaging contributes to helping the learning activities including improving students’ comprehension towards the teaching materials. moreover, the review also found the use of code-mixing and code-switching that are considered fundamental in order to leverage learning outcomes through maximizing students’ class participation. furthermore, the pedagogical implication of translanguaging in a multilingual context is also discussed such as the effectiveness of translanguaging being used as tools for clarification and intermezzo during the learning process. keywords multilingualism; translanguaging efl context; how to cite: sutrisno, d. b. (2023). translanguaging practices within indonesian efl classrooms: a review of the literature, jollt journal of languages and language teaching, 11(3), pp. 547-554. doi: https://doi.org/10.33394/jollt.v%vi%i.8265 introduction when english is being taught in classrooms where the students are diverse in terms of languages, classrooms where the students are either bilinguals or multilinguals, most teachers seem to be having the tendency to make the most of the classroom instructions and activities to reach the goals by only exposing the students to the targeted language. in other words, it is arguably noticeable as what (howatt, 1984, as cited in cummins, 2007) that the teachers create separation with other languages possessed by students by applying english-only throughout the class with the expectation it will help the students better in the process of acquiring the targeted language being taught, this such practices is known as monolingual principles in which arguably a preferred approach for most of english teachers. however, cummin (2007) in the same article also states that there needs to be a rethinking of how teachers and scholars perceive this particular practice because l1 belongs to the students and should not be seen as a variable in preventing language l2 learning. in addition, there is a language practice called translanguaging in which originally widely known and spread because chen williems during the 1980s did a class observation in welsh where the teachers talked to the students in welsh yet constantly received the response from students in english then later this phenomenon is named trawsieithu from welsh language that later translated into english as what is known today as translanguaging (lewis at all, 2012). moreover, garcia (2009) in social justice through multilingual education in her book chapter education, multilingualism, translanguaging in the 21st century highlighting the comparison between how a lot of things have changed throughout the time so that what used to https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id sutrisno translanguaging practices within indonesian …….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 548 be known as recursive bilingualism needs to be updated into dynamic bilingualism. with that said, language practices such as translanguaging is encouraged to be acknowledged. furthermore, canagarajah (2011) argues that translanguaging is a natural occurrence and can be achieved even with less pedagogical efforts from the teachers. this is because a diverse multilingual student population is naturally performing translanguaging in the classroom. additionally, english in indonesia is considered efl (english as foreign language) rather than esl (english as a second language) because indonesia is a big archipelago country with diverse cultures spread across three different regions. a recent study from purba (2022) who looked at how indonesian as first language and local language (batak tiba) as the second language might influence students’ english as third language confirms how many languages indonesian students will typically have. with that said, each person in indonesia are commonly in possession of at least three languages including (1) traditional languages that are spoken within each specific regions (2) indonesian language as a national language to communicate among indonesian coming from different regions and then (3) a foreign language that is almost always english that is being taught in schools. based on these facts, it can be argued that indonesia is linguistically diverse and can be situated as a strategic setting where translanguaging practices can occur as well as a potential demographic for researchers conducting investigations both towards the students or the teachers of english. therefore, many scholars have attempted to conduct research related to translanguaging practices especially in indonesian efl classrooms contexts. this current study aims to review these selected most recent and relevant studies in order to contribute to the literature in terms of mapping out the topic to learn what has been done and found. this study will also function as a medium of advocacy introducing the topic to a wider audience of scholars and teachers of english to increase the awareness about translanguaging practices. this research paper is particularly looking at (1) how translanguaging contributes to helping the learning activities, (2) how code-mixing and code-switching are used in class instructions as teachers’ strategies and (3) how does the pedagogical implications of translanguaging. research method research design the major focus of this research is to look at the recent studies that have been done related to the topic translanguaging within the efl indonesian context. this study used a qualitative method to gather the data in order to answer the research questions. the data that have been gathered are classified into each classification based on the three questions. several criteria should be met by the the studies that will be selected such as (1) the studies investigating the translanguaging practices (2) the studies focusing on the students and teachers in indonesian efl settings and (3) the studies that are considered recent in which published in the past few years. the thirteen recent studies are selected then being reviewed. this research paper is guided with three research questions; (1) how translanguaging contributes to helping the learning activities, (2) how code-mixing and code-switching are used in class instructions as teachers’ strategies as well as also looking at (3) how does the pedagogical implications of translanguaging in the context of a multilingual classroom. data analysis this research employs a qualitative methodology to investigate the subject matter at hand. the data for this study is obtained from a careful selection of published peer-reviewed studies, which are subsequently subjected to content analysis (hsieh & shannon, 2005). the purpose of this content analysis is to address the three research questions posed in this current paper. the selected studies are meticulously examined, with a comprehensive reading conducted for each one. furthermore, the chosen studies are categorized based on their respective participant sutrisno translanguaging practices within indonesian …….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 549 characteristics, research settings, and findings. this systematic grouping facilitates a thorough analysis of the data, ensuring a comprehensive exploration of the research questions. moreover, it is imperative to explicate the ethical considerations inherent in this research, given its nature as a literature review focused on recent published studies within the realm of translanguaging. consequently, this specific study does not necessitate adherence to institutional review board (irb) requirements, as it does not involve direct engagement with human subjects. since the primary data collection method relies on the analysis of existing scholarly works, no direct interaction or intervention with individuals occurs. thus, the need for irb approval is obviated, as this study does not raise concerns related to the safeguarding of human participants. research findings and discussion research findings translanguaging practices helps maximizing the learning activities students’ perspectives a study from puspitasari & yumarnamto (2020) engaged with 50 university level students as the participants by using questionnaires and interviews to gather the data related to what the students think about the incorporation of the first language (l1) during the class. the study found that the translanguaging practices of allowing l1 bahasa indonesia in the middle of english language class is helpful in terms of the overall learning process. moreover, not only is it argued to be useful, the participants also think of it as an empowering tool. while a study conducted by emilia & hamid (2022) that looked at 75 students coming from different classrooms at university level as the participants by gathering the data through class observation, questionnaires, and interviews conducted after the class. the study revealed that translanguaging practices allows the participants to access and use the full linguistics repertoire that students have in possession. in other words, when students are not restricted to only use english during the learning process in the classroom, students can incorporate their first language or even their vernacular language into responding to the given materials. teachers’ perspectives khairunnisa & lukmana (2020) incorporated multiple choices and scales into the questionnaire they used when they did the study to find out what the attitudes coming from 50 teachers. the study found that teachers as the participants possess attitudes that can be considered positive in the use of translanguaging in the classrooms. moreover, it is also important to mention that more teachers prefer to only incorporate two languages (indonesian and english) compared to less teachers who choose to combine all three languages (indonesian, traditional language, and english) in the english classrooms. it can be said that, even though translanguaging practices have already mostly been accepted, however, the inclusion of all three languages can be considered as not the first choice. these findings can show the pattern of translanguaging for the teachers even though they know that most of the students in indonesia taking efl classes have three languages in their possession. as for sahib et al (2020), the study only focuses on investigating 3 teachers using observation of the classrooms and semi-structured interviews. the result of the study highlighted that translanguaging practices are usually situated by the teachers in order to achieve several goals such as checking students’ understanding of the given materials and helping to set the mood of the classroom. another uniqueness of the study can be found in the settings of the study which is located in the eastern part of indonesia. this is especially important because it can somehow confirm the commonality of translanguaging practices because in most cases what seems to be common practices in big cities might not necessarily be the case in other small cities in different parts of the country as big as indonesia. sutrisno translanguaging practices within indonesian …….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 550 putrawan et al (2022) on the other hand conducted a study with quite a large number of participants, 270 participants who are identified as pre-service teachers took part of this study. due to the big number of participants, this study is done quantitatively by drawing the data from surveys that ask questions about participants’ perception towards translanguaging practices. it is also also important to note that the participants are ethnically diverse because they come from different parts of indonesia, the diverse backgrounds of the participants makes this study unique and essential. the main findings of this study found that the large number of participants supporting the incorporation of l1 while teaching l2. in other words, most participants who are pre-service teachers think translanguaging practices are important. code-mixing and code-switching are used in class instructions as teachers’ strategies teachers’ perspectives three different teachers from three different classes were part of the study conducted by cahyani & barnett (2016) in order to find out how translanguaging practices are incorporated in the classes. ethnographic method being employed for the purposes of this study by looking at these three classes for one semester long. in addition, the data also collected from observation of the classrooms, recording as well as reflection of the teachers being observed. the study found that translanguaging is beneficial for inviting the students to be more engaged in learning and maximizing communication. it is also found and suggested that the outcomes coming from practicing translanguaging can be improved if done pedagogically and sociologically more intentional during the whole translanguaging process. as for setyaningrum et al (2022) the study to investigate the translanguaging practices is situated in a first grade classroom looking at how the teacher navigates the teaching instructions. this study uses narrative inquiry so that the teacher as the participant is asked to share the experience through three stages of interviews. the study found that not only practicing translanguaging to help better comprehension of the teaching materials, the demographic of the students who are categorized as young learners as first grade classroom students require the teacher to also incorporate multimodality. therefore, other than the strategies of constantly including first language in the middle of the second language instructions, the teacher also includes visual and audiovisual during class. in other words, it can be said that the combination of translanguaging practices along with the incorporation of multimodal literacy may help increase comprehension especially among young learners. aribah & pradita (2022) did a study in quite unusual settings in which they contributed to the literature. the study was conducted in a pesantren or an islamic boarding school by focusing on one teacher and the total number of 29 students in the classroom as the sample. the data for this research comes from self report or self observation, lesson plans, and teaching materials from the teacher as the participant. one among many findings derived from this particular study is related to how english is not seen as l2 for the students, this is because for students in this certain classroom setting arabic becomes their l2 in which that makes english as their l3. moreover, the study found that the teacher would switch to arabic instead of indonesian if the students were having problems understanding the teaching materials. it is also important to note that since the teacher tends to give more emphasis on english, arabic, then indonesia, it seems like no traditional language is observed in the study. students’ perspectives while a study from saputra (2020) also has the setting in a university level classroom, however, the study put more emphasis on the students as the participants. the data were gathered from students from two different universities using in-depth interviews then analyzed qualitatively and descriptively. in addition, the data collection is also supported by the class observations. the findings of this study revealed that students prefer the learning process in the classroom environment to be conducted with translanguaging practices considering diverse sutrisno translanguaging practices within indonesian …….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 551 language proficiency among students. moreover, even though the students who are the participants in this research have stated their preference towards translanguaging, they are also particularly interested that the translanguaging practices done in the classroom can use less first language and more portions given to english as the second language. it is also important to mention that this study also argues the use of translanguaging practices will most likely have something to do with promoting participation among students in the class. this particular conclusion is appropriate considering how students can respond more to the materials not only in english as the targeted language in the translanguaging environment. the pedagogical implications of translanguaging in a multilingual context students’ perspectives a quite different approach conducting research can be found in a study from rasman (2018) who unlike other studies who put the focus on the interaction between teachers and the students, this study particularly looked at the interaction among students. the data being gathered interactions that occurred naturally captured by recorded video then later analyzed using the technique of discourse analysis. other differences that can be found within this study are the settings and demographics of the participants located in junior high school level. the findings of this study show students interacting with each other using three languages; indonesian, javanese, and english. the study suggests that the use of all these three languages are done strategically and intentionally by the students. in addition, this study also highlights how indonesian (national language) , which has been seen as the formal language in settings of education, has impacted students' interaction by having some students feel less motivated and less motivated to use their javanese (local language). furthermore, the study confirms that the use of translanguaging practices proved to be helpful and useful for language learners. students’ and teachers’ perspectives similar findings can be found in another study from afiadi & hamzah (2021) who collected the data through multiple recorded classroom observations of both students and teachers talks throughout the learning process. this study is done qualitatively and descriptively. the similarities from this this compared to the study mentioned before located on how the local language in which in this study is minangkabau language, is seen as something unusual for the context of educational settings, therefore, the use of local language is minimum as well as most often being laughed at and less respected by other peers. the study also emphasizes the functions of the translanguaging practices as intermezzo and clarification tool throughout the whole classroom interaction and teaching materials delivery. furthermore, the study found that the least amount of local language in class is concerning because the local language seems to be used outside the classroom but not during the class. teachers’ perspectives furthermore, responding to many studies on the topic of translanguaging practices, a study done by raja & ngadiso (2022) looked at english teachers from different junior high schools in order to find out how these teachers as participants think about this new widespread pedagogical approach. this study is also important because the participants are from the central part and west part of indonesia, completing other studies that have been conducted in west or east indonesia. the collected data process uses a triangulation method of combining the data coming from questionnaires followed by semi-structured interviews as well as observations. the findings from this study show diverse opinions from each participant, some think translanguaging as something useful depending on the classroom where higher level use less translanguaging, while others think translanging as something less motivating because they believe english teachers should only use english in the classrooms. similar perceptions also illustrate when it comes to students who started the translanguaging practices, some teachers sutrisno translanguaging practices within indonesian …….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 552 argue such activity is allowed because it helps increase classroom participation yet other teachers feel discouraged because they hope the students will use more english as the targeted language. furthermore, it is important to highlight that the teachers who show positive attitudes towards translanguaging come from the west part of indonesia while teachers from the central part of indonesia show otherwise. the comparison of teachers coming from different regions of this study helps understanding how differing pedagogical approaches and perceptions towards particular approaches in this case is translanguaging. discussion it can be argued that the pedagogical approach that has long been practiced by many indonesian efl teachers of only using english in english classrooms might have been a great misconception. referring to the first research question, translanguaging practices demonstrated in selected studies being featured in this paper shows that applying such approach helps acknowledge the linguistics belong to the students as well as beneficial because it supports the students in expressing themselves (puspitasari & yumarnamto, 2020; emilia & hamid, 2022). in other words, it can be said that by only applying a monolingual policy in the classrooms might limit students’ potential in language learning and participating during the learning process in the classrooms. as for both inservice and preservice teachers, translanguaging practices can be seen as tools that if incorporated well can encourage students to be more engaging during the class even though in most cases the combination of english and indonesian is found to be more popular among teachers compared to the mix of three languages english, indonesian and local languages. (khairunnisa & lukmana, 2020; sahib et al, 2020; putrawan et al (2022). therefore, in order to achieve potentially greater learning outcomes it is important and recommended to teachers to increase the amount of students’ local language during the translanguaging practices within the efl classroom instructions. for the second research question, in terms of code-mixing and code-switching as part of translanguaging, even though translanguaging is often found to be a natural occurrence, teacher can still generate their own more positive pedagogical outcomes and that can be achieved if done with more intentional as well as modifications such as combining translanguaging with multimodality (cahyani & barnett, 2016; setyaningrum et al (2022). hence, any activity of code-mixing and code-switching that can be found within the classroom should be encouraged, supported, and normalized because that is part of learning a language. in fact, translanguaging approaches have shown switching from one language to another during the class is considered a natural phenomenon for each and every language learner. even though mostly what happens are teachers and students feel guilty if they mix languages especially in indonesian context because it is considered rude for indonesian. for the third research question regarding the pedagogical matters and related implications concerning the application of translanguaging as teaching approach, there seems to be a commonality among teachers where even if three languages are acknowledged to be in students’ linguistic repertoire yet not all teachers include all three languages during the translanguaging practices in the classroom just like even though teachers have shown supportive reactions towards translanguaging but some teachers still perceive translanguaging to be something inappropriate in english classes (rasman, 2018, raja & ngadiso, 2022). it can be seen that even though some teachers are already open to the idea of translanguaging by not only using english in their english classrooms, however, the majority of the practices still only limited to including indonesian and only small number of teachers who also recognizing and including the local language as part of the translanguaging practices. a potential reason towards this particular tendency might have something to do with language policy in which even though teachers have gradually shifted from english only in english classrooms to translanguaging by combining other languages that in this case is indonesian. however, the sutrisno translanguaging practices within indonesian …….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 553 other challenge is that there also needs to be a shift from considering indonesian only as the formal mode of language in the classroom to also including local language as well. conclusion based on this critical review on the topic translanguaging in the context of indonesian efl classrooms it can be said that the practices of translanguaging have been quite common among efl teachers in indonesia even though a lot of teachers still believe in monolingual ideology where teachers should only include english as targeted language in the efl class. more teachers and pre-service teachers need to be exposed to translanguaging concept because (1) some efl teachers in indonesia still have the misconception over the long application of monolingual ideology or monolingual policy that has been passed down from generation to generation, this is aligning with language dichotomy practices done by language teachers recognized by previous scholar (howatt, 1984, as cited in cummins, 2007). moreover, (2) the importance of translanguaging practices to be implemented within multilingual classroom is essential and necessary especially in indonesia because the meaning making in understanding teaching materials might require every linguistics features that students have, this matches with what one of the translanguaging scholar advocate garcia (2009) have continuously promoted bilingualism is a dynamic phenomenon, with that said, such nonlinear language process will be likely to also applicable for indonesian multilingual students as well. furthermore, (3) another potential additional challenge would most likely be considering the activity of mixing languages as something appropriate even though many studies have found and suggested that mixing languages is a common natural occurrence among multilingual learners and communities. therefore, referring to canagarajah (2011) that translanguaging is a normal language phenomenon, with that said such practice should be normalized pedagogically in efl classrooms as well as socially outside of the classrooms. references afriadi, r., & hamzah, h. 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(2022). a multilingual turn: translanguaging by design activity in an efl context. journal of languages and language teaching, 10(2), 199-210. zano, k., & mbirimi-hungwe, v. (2023). instructional design to promote translingual practices in an english first additional language context. journal of languages and language teaching, 11(2), 238-250. zano, k. (2022). accommodating learners’ multilingual capabilities in an english first additional language classroom. journal of languages and language teaching, 10(3), 368-379. https://doi.org/10.24071/llt.v23i2.2574 https://doi.org/10.15507/1991-9468.109.026.202204.756-770 https://doi.org/10.18592/let.v9i2.3124 https://doi.org/10.12973/eu-jer.11.4.2043 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4079 january 2022. vol. 10, no,1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 94-101 jollt journal of languages and language teaching, january 2022. vol.10 , no.1 |94 the use of online literature circles to enhance the students’ critical reading skill 1,2titi rokhayati, 1erna alvionita 1fkip, purworejo muhammadiyah university, indonesia 2co. author email: trokhayati@umpwr.ac.id article info abstract article history received: october 2021 revised: december 2021 published: january 2022 this research aims to find out whether using online literature circles to enhance the student's critical reading skills is effective or not. this research belongs to quantitative research using a pre-experimental design. the population of this research is eleventh-grade students of smk n 1 puring in the academic year of 2020/2021 which consists of 382 students. the sample of this research is xi tkpi 1 consist of 34 students. the data were taken virtual from 17th may 2021 to 31st may 2021. the technique of the data collection is using a test. it was done by giving an online pre-test and online post-test. meanwhile, the technique of data analysis used descriptive analysis and inferential analysis. the result of this research shows that the mean score of the pre-test is 49.79 which belongs to fairly sufficient category, and the mean score of the post-test is 70.79 which belongs to the good category. to see whether the hypothesis is accepted or rejected, the researchers use t-test through ibm spss 25. the result two-sided significant value is 0.000. based on the 0.05 significant level, the computation shows the two-sided significance value is lower than 0.05 (0.000<0.05). therefore, it can be concluded that online literature circles is effective to enhance the students' critical reading skills at the eleventh-grade students of smk n 1 puring in the academic year of 2020/2021. keywords critical reading; online literature circles; how to cite: rokhayati, t. & alvionita, e. (2022). the use of online literature circles to enhance the students’ critical reading skill, jollt journal of languages and language teaching, 10(1), pp. 94-101. doi: https://doi.org/10.33394/jollt.v%vi%i.4079 introduction the four language skills which must be acquired by students are listening, reading, writing, and speaking. listening and reading are receptive skills while speaking and writing are productive skills. to master all those skills, a student should master reading. reading is considered as an important skill as the result of pisa on literacy, indonesia was in 72 ranks with the score 371(https://litbang.kemdikbud.go.id/pisa) thus the literacy should be improved. reading ability in higher education is a must since it is used for finding many things in the textbook either hard or softcopy or even virtually. the trend nowadays is understanding reading not just for accomplishing the 5w and 1h but also to deepen our understanding of the text by having hots (high order thinking skills). teachers in indonesia are required under the 2013 curriculum to promote students' higher order thinking skills (hots). one of the learning objectives of hots is for students to be able to assess, evaluate, and construct their knowledge. however, there is few research on hots issues in english learning, notably in reading skills. reading becomes more significant than other skills for indonesian students since they cannot have direct native discussions and have more access to written materials. academic life will become easier if students' reading skills are adequate. students can also learn to appreciate the beauty of language. according to the world bank (unesco, 2012), a growing number of developing countries have been measuring the reading skills of students in early primary school since 2008. this is to show how important this skill is for personal achievement as well as society https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& https://litbang.kemdikbud.go.id/pisa last name the use of online……….. jollt journal of languages and language teaching, january 2022. vol.10 , no.1 |95 as a whole, and how ignorance of this critical skill, especially in the early grades, leads to a lot of learning issues. students who are unable to read lack the required skills for successful learning in later grades. related to the problems of reading, davison, and dowson in ranggi (2019) state that there are three strategies for teaching reading, that are individual class, group class, and whole class. group classes allow students to discuss their responses to the text in a small group of students. individual classes allow students to engage with text because they are allowed to read their own choice of books. while the whole class strategy allows students to read aloud to the class. co-operative learning is a successful teaching strategy in which small teams use a variety of learning activities to improve their understanding of a subject (kagan as cited in kasim, 2011). there are kinds of reading, they are intensive, extensive, and critical reading. critical reading is the greatest level of reading behavior. students must be able to read critically both non-fiction and fiction materials at this level of reading. students must be able to comprehend the text as its whole, not only the major theme, the text's content, or the language used in the text. critical reading, according to wang & gierl (2011:169), entails a higher level of thinking in which the reader employs a questioning attitude, logical analysis, and intervention to assess the value of what is read. as a result, the students should have become more engaged. these skills can be summed up as critical reading, in which students engage in a process of analyzing, interpreting, and, in some cases, rewriting. on the other hand, many students struggle with critical reading. similarly, the findings of a study conducted by zin and eng (2014) support the assumption that asian students are often non-critical readers and thinkers. based on an identification done by wallace (2003:4) as cited in rohmah (2018), students did not get sufficient exposure to experience critical reading. it was due to the following causes; limited time allocation, large classes, teachers’ knowledge, and students’ reading habit. it is still problematic for the students to obtain critical reading skills and it needs big efforts and time to train the students to be critical. this is also due to the lack of student motivation in the lecture process. to solve the problem of critical reading ability the researchers used literature circles as an active way to improve the critical reading skills of students, enhancing the communication between students, and giving individual students an active role in the learning process because they have to focus on the task given them. literature circles is a reading strategy that draws on some principles: students read their self-selected text from multiple texts that link and expand concepts, by which they can be more engaged in reading and be more motivated as well as get a vocabulary-rich environment; share their responses in small group discussion; and then share the responses with the whole class (daniels as cited in irawati, 2016). daniels (1994) says that literature circles is temporary discussion groups made up of students who are reading the same piece of literature and have particular roles during the sessions. additionally, furr (2004) states that efl literature circles are fun and interesting. this strategy allows students to have a leader in group discussion, a summary, a master word, a connector, a collector culture, and a picker in each group. the activities support not only the group, but also each student by increasing encouragement, providing opportunities for critical thinking, and teaching students how to collaborate. due to the covid-19 outbreak, the researcher has adapted virtually literature circles. it can be concluded that the objective of the research is to see whether the use of literature circles to enhance students’ critical reading is effective or not. research method research design last name the use of online……….. jollt journal of languages and language teaching, january 2022. vol.10 , no.1 |96 this study use pre-experimental research design by using pre-test and post-test with quantitative approach. the researchers want to establish possible cause and effect between dependent and independent variable. this research is about the use of online literature circles to enhance the students’ critical reading skill at the eleventh grade of smk n 1 puring in the academic year 2020/2021. the researchers compare the students’ score before being taught by using online literature circles and after being taught by using online literature circles. the treatment was done virtually through zoom aplication. the researchers have three cycle of online literature circles. this research classified as pre experimental design because it had not a control variable. in this research, the researcher just put one group and use pretest and post-test to see the effect of the treatment. population and sample the researcher choose the eleventh grade students of smk n 1 puring in the academic year of 2020/2021 as her research population. the total number of the students is 382 students. they were grouped into 12 classes. in this research, the researchers use purposive sampling. the reason of the researcher in choosing this sampling technique is because of the limitation of the time, energy, and budget. the researchers cannot hold a long time to do the research in the school and the researcher has a very limit budget to do the research.the researcher took one class of the eleventh grade students of smk n 1 puring as the sample, which is xi tkpi 1. instruments the instrument of this research is test. the researchers give online pre-test and post-test of critical reading which consisted of 30 multiple choice questions. the questions of post-test was different from the question of pre-test. the pre-test and post-test was done online by using google forms application. data analysis data analysis is the process of arranging data sequence, organize into a system, category and set of the breakdown of base. in this research, after held the study, pre-test, treatment, and post-test, the researchers then analyzing the result in quantitative way. the data from test will be analyzed by using calculating the improvement of the student score in the pre-test and post-test. to interpret the result of the students’ test, the researchers used statistical procedures includes descriptive analysis and inferential analysis. the descriptive analysis includes mean, median, mode, standard deviation, and variance. the inferential analysis in this research consists of test of normality and test of hypothesis.the inferential analysis is employed to provide an answer to the questions of whether or not there is any and significant effect of using online literature circles on students’ critical reading skill. the researcher employs parametric statistics (t-test formula) because the data have normal distribution. to analyze the data, the analytical software package ibm spss 25 was used. research findings and discussion research findings the result of pre-test and post-test was distributed based on the classification of students’ achievement by arikunto (2010:184). it was shown in the following table: table 1 classification on the students’ score in pre-test and post-test value level of achievement pre-test post-test frequency percentage frequency percentage 80-100 excellent 0 0% 5 14.71% 66-79 good 1 2.95% 17 50% last name the use of online……….. jollt journal of languages and language teaching, january 2022. vol.10 , no.1 |97 56-65 sufficient 6 17.65% 12 35.29% 40-55 fairly sufficient 25 73.52% 0 0% <39 low 2 5.88% 0 0% total 34 100% 34 100% from the table above, it showed the result of students’ critical reading skill pre-test and post-test done by xi tkpi 1. in the pre-test, no student (0%) belonged to excellent level, 1 student (2.95%) belonged to good level, 6 students (17.65%) belonged to sufficient level, 25 students (73.52%) belonged to fairly sufficient level, and 2 students (5.88%) belonged to low level. in the post-test, 5 students (14.71%) belonged to excellent level, 17 students (50%) belonged to good level, 12 students (35.29%) belonged to sufficient level, no student (0%) belonged to fairly sufficient level, and no student (0%) belonged to low level. the research findings of pre-test and post-test were also described into the form of chart, it was presented in the following: figure 1. results of pre-test and post-test the researchers would go over the data from the sample in depth in this stage. the data was computed using the central tendency, which includes the mean, median, and mode. meanwhile, the researcher calculated the range, variance, and standard deviation of the group variance.the researchers used ibm spss 25 for statistics analysis, the result of statistics analysis was in the table below. table 2 descriptive statistic 0 5 10 15 20 25 excellent good sufficient fairly sufficient pre-test post-test last name the use of online……….. jollt journal of languages and language teaching, january 2022. vol.10 , no.1 |98 the researchers found that the mean of pre-test score was 49.79 while the mean of post-test score was 70.79. the median of pre-test was 49 and the median of post-test was 70. the mode of pre-test was 46 and the mode of post-test was 64. the standard deviation of pretest was 8.78 while the standard deviation of post-test was 8.46. the variance of pre-test was 77.08 and the variance of post-test was 71.62. moreover, the range of pre-test was 39 and the range of post-test was 30. in answering the hypothesis, the researchers employed inferential analysis. the inferential analysis includes the test of normality and test of hypothesis. in testing the normality of the data, the researchers used ibm spss 25 by applied kolmogorov-smirnov normality test. the computation of normality test using ibm spss 25 can be seen in the table below. table 3 test of normality kolmogorov-smirnov according to field (2012: 182), the data can be said normal if the significance value is higher than significance level (> 0.05). then, the data can be said abnormal if the significance value is lower than significance level (< 0.05).the computation above showed in the kolmogorov-smirnov column that the significance value of pre-test was 0.101 and the significance value of post-test was 0.080. both of the significance values were higher than 0.05. thus, it can be concluded that the data distribution of pre-test and post-test was normal. after knowing that the data distribution was normal, the researcher computed the test of hypothesis using ibm spss 25 by applied t-test. the result of t-test was as follows: table 4 last name the use of online……….. jollt journal of languages and language teaching, january 2022. vol.10 , no.1 |99 test of hypothesis using ibm spss 25 from the table 4, the researchers found that the two sided significance value was 0.000. before the experiment was conducted, the level of significance to use has been decided. the researcher used 5% (0.05) significance level. moreover, the two sided significance value was lower than 0.05 (0.000<0.05). based on the hypothesis testing, it means that ho was rejected and ha was accepted. the researchers concluded that there that using online literature circles was effective to improve the students’ critical reading skill. discussion the researcher discussed the result of the students’ critical reading skill and the effectiveness of using online literature circle to improve students’ critical reading skill. from the pre-test result of xi tkpi 1 of smk n 1 puring, it was stated that the highest score of pre-test was 73 and the lowest was 34. the mean of pre-test was 49.79, the standard deviation was 8.78, and the variance was 77.08. the mean score was included in the interval of 40 to 55. it means that the students of xi tkpi 1 of smk n 1 puring in the academic year of 2020/2021 have fairly sufficient result on their critical reading pre-test. in the class, students are asked to read various texts to encourage students to think critically. it is in line with eliata and miftakh (2021) who state providing students with various texts enable them to acquire broad insight and acquire various sentence patterns and vocabulary. in this study, from 34 samples, no students (0%) belonged to excellent level, 1 student (2.95%) belonged to good level, 6 students (17.65%) belonged to sufficient level, 25 students (73.52%) belonged to fairly sufficient level, and 2 students (5.88%) belonged to low level. whereas from the post-test result of xi tkpi 1 of smk n 1 puring, it was stated that the highest score of post-test was 88 and the lowest was 58. the mean of post-test was 70.79, the standard deviation was 8.46, and the variance was 71.62. the mean score was included in the interval of 66 to 79. it means that the students of xi tkpi 1 of smk n 1 puring in the academic year of 2020/2021 have good result on their critical reading post-test. this finding indicates students need to be facilitated with reading activities as much as possible to train them to comprehend texts. it happens not only for non-native speakers but also for native speakers (hartatik el al., 2016). from 34 samples, there were 5 students (14.71%) belonged to excellent level, 17 students (50%) belonged to good level, 12 students (35.29%) belonged to sufficient level, no student (0%) belonged to fairly sufficient level, and no student (0%) belonged to low level. it means the students are in need to train to think critically toward texts last name the use of online……….. jollt journal of languages and language teaching, january 2022. vol.10 , no.1 |100 being read (thamrin & agustin, 2019; aghanjani & gholamrezapour, 2019; lee & chen, 2019). based on the presented data in the table 4, it was shown that the result of the computation of two sided significance value was 0.000. the researcher used the significance level 0.05. the computation shows that the two sided significance value was lower than significance level (0.000<0.05). according to the result of data analysis, it was argued that using online literature circles was effective to improve the students’ critical reading skill at the eleventh grade students of smk n 1 puring in the academic year of 2020/2021. it means that there were significance differences between the pre-test and post-test results. based on the computation of mean score, the value of mean score of post-test was higher than the mean score of pre-test (70.79>49.79). further, it was stated that using online literature circle is effective to empower students’ critical reading skill. conclusion referring to the results of the previous discussion, it can be concluded that the use of online literature circles is effective to improve the students’ critical reading skill. this idea is supported by the results of pre-test and post-test about students’ critical reading skills. from the t-test computation, the result of two sided significance value is 0.000. being compared with 5% significance level, the computation shows that two sided significance value is lower than 5% significance level (0.000<0.05). consequently, the alternative hypothesis (ha) is accepted. it means that using online literature circle to improve the students' critical reading skill is effective. future research have to consider another platform to bring online literature circles since it may cause different result of the learning outcomes. references aghajani, m., & gholamrezapour, e. (2019). critical thinking skills, critical reading and foreign language reading anxiety in iran context. international journal of instruction, 12(4), 219–238. https://doi.org/10.29333/iji.2019.12414a arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. coccia, l., john, s., & college, f. (2015). literature circles and their improvement of comprehension how has open access to fisher digital publications benefited you? eliata, n. m. a., & miftakh, f. (2021). emphasizing text structure strategy instruction to scaffold 11th grade students’ reading comprehension. journal of languages and language teaching, 9(4), 411. https://doi.org/10.33394/jollt.v9i4.3998 furr, m. (2003). why and how to use efl literature circles. hartatik, sri fatmaning ; lestari, h. d. (2016). reading experience non-native english speaking students majoring in english language teaching. jees (journal of english educators society), 1(october), 105–114. https://doi.org/10.21070/jees.v1i irawati, d. (2016). effectiveness of literature circles on students’ reading comprehension. ijoltl: indonesian journal of language teaching and linguistics, 1(3), 179. https://doi.org/10.30957/ijoltl.v1i3.183 karatay, h. (2017). the effect of literature circles on text analysis and reading desire. international journal of higher education, 6(5), 65. https://doi.org/10.5430/ijhe.v6n5p65 kasim, u. (2011). an overview of the implementation of cooperative learning. english education journal, 2, 2-5. lee, k., & chen, x. (2019). an emergent interaction between reading fluency and vocabulary in the prediction of reading comprehension among french immersion elementary https://doi.org/10.33394/jollt.v9i4.3998 https://doi.org/10.21070/jees.v1i https://doi.org/10.30957/ijoltl.v1i3.183 https://doi.org/10.5430/ijhe.v6n5p65 last name the use of online……….. jollt journal of languages and language teaching, january 2022. vol.10 , no.1 |101 students. reading and writing, 32(7), 1657–1679. https://doi.org/10.1007/s11145-0189920-z rafi, m. f., islam, a. f., & cahyani, d. a. (2021). the relationship between students’ reading attitude with the result of reading comprehension. journal of languages and language teaching, 9(4), 512. https://doi.org/10.33394/jollt.v9i4.4008 thamrin, n. r., & agustin, s. (2019). conceptual variations on reading comprehension through higher order thinking skills (hots) strategy. english review: journal of english education, 7(2). https://doi.org/10.25134/erjee.v7i2.1777.received unesco: opportunities lost: the impact of grade repetition and early school leaving. unesco institute for statistics 2012. canada. wang, c & gierl, m.j. (2011). using the attribute hierarchy method to make diagnostic inferences about examinees’ cognitive skills in critical reading. journal of educational measurement summer, 48(2): 165–187 widowati, d. r., & kurniasih, k. (2018). critical reading skill and its implication to speaking ability in multicultural classroom. a journal of culture english language teaching literature & linguistics, 5(2), 18. https://doi.org/10.22219/celticumm.vol5.no2.18-23 zin, z. m. &eng, w. b. (2014). relationship between critical thinking dispositions and critical reading skills of malaysian esl learners. the asian efl journal quarterly, 16 (3): 41-68. https://doi.org/10.1007/s11145-018-9920-z https://doi.org/10.1007/s11145-018-9920-z https://doi.org/10.33394/jollt.v9i4.4008 https://doi.org/10.25134/erjee.v7i2.1777.received https://doi.org/10.22219/celticumm.vol5.no2.18-23 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4003 october 2021. vol. 9, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 480-487 jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 480 losing my code: an autoethnography on language attrition jayrome lleva núñez master in language teaching, visayas state university, leyte, philippines corresponding author email: jayromenunez@teachers.org article info abstract article history received: august 2021 revised: september 2021 published: october 2021 learning a new language is one of the privileges that a person can get when moving from one place to another and staying there for a longer time. in this paper, i will discuss my journey that resulted to gradual decline of my l1 (first language), polillohing tagalog, which is a variety of the tagalog language, in the philippines. the result of migration, acquisition of other languages, and exposure to different speaking environment had led me to continuously decline my first language. using the auto-ethnographic type of writing a research, i reflected on my experiences which lead me to language attrition. autoethnographic research is when the researcher is the participant of the story narrating his experience on the culture and phenomenon of the researched topic. keywords sociolinguistics; autoethnography; language attrition; how to cite: nunez, j. l. (2021). losing my code: an autoethnography on language attrition, jollt journal of languages and language teaching, 9(4), pp. 480-487. doi: https://doi.org/10.33394/jollt.v%vi%i.4003 introduction in the research of language, much effort is devoted to the acquisition of foreign language skills, but little is known about their rate of attrition (bahrick, 1984). schools have implemented rules to allow l2 (second language) to flourish in the school grounds. a plethora of teaching strategies have been laid out in order to let learners acquire the new language in the most efficient way. however, it is less known how language acquisition can also affect the first language of any learner. speakers who live in an l2 environment for an extended period of time often experience change in the way in which they use their l1, a process referred to as l1 attrition (schmid, 2013). majority of work on attrition has been concerned with migrant communities, usually characterized by diminished use of the l1, separation from the l1-speaking community, low degree of acculturation, and a low level of l2 attainment at least in the first generation (tsimpli, sorace, heycock, & filiaci, 2004). the availability or lack thereof of the other language community, opportunities to use the language, perceived need of the language, and a host of other variables relating to intergroup interaction and language behavior could influence the amount of language attrition, and the variables that might relate to it (gardner, lalonde, moorcroft, & guelph, 1987). according to park (2018), there are several factors that need to be taken into consideration when understanding the language attrition phenomenon. in the park’s study, these variables are linguistic and extralinguistic. linguistic variables (olshtain, 1989) are considered as input variable that may directly affect the attrition. meanwhile, extralinguistic variables, according to park (2018) refer to other elements that influence the rate and quality of attrition, including the attriter’s age at the start of attrition, their attitudes and motivation, their literacy in the attriting language, and many others. https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& nunez losing my code: an… jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 481 in the history of research on language loss, a vast collection of confusing definitions of the different processes and their results have been used. in order not to complicate matters, the term 'loss' will be used here as the overall term for all types of decline of linguistic skills in individuals. 'shift' denotes the loss of linguistic skills between generations, while 'attrition' refers to loss of skills in individuals over time (de bot & weltens, 1995). basically, language attrition is the reverse process of language acquisition (wei, 2014). compared to research on language acquisition, research on the maintenance and loss of language skills is a relatively recent development. the work in the field of attrition started in the usa in the late 70s, and since then research on this field has steadily growing in different countries (de bot & weltens, 1995). research method research design in this research, i will use the auto-ethnographic type of study. according to wall (2006), autoethnography is an emerging qualitative research method that allows the author to write in a highly personalized style, drawing on his or her experience to extend understanding about a societal phenomenon. autoethnography is grounded in postmodern philosophy and is linked to growing debate about reflexivity and voice in social research. it is an approach to research and writing that seeks to interpret and systematically analyze (graphy) personal experience (auto) in order to understand cultural experience (ethno). this approach challenges canonical ways of doing research and representing others and treats research as a political, socially-just and socially-conscious act (ellis, adams, & brochner, 2011). the idea of the individual/self-identity is the most basic unit of culture (hamdan, 2012). in an autoethnographic research written by ho (2017), she mentioned that the earliest use of the term autoethnography can be traced back to anthropologist david hayano (1979) in his essay auto-ethnography: paradigms, problems, and prospects. in hayano’s essay he proposes that individuals who study people, culture, and societal phenomena, such as anthropologists, to write and do ethnographies of their “own people”. in conceptualizing the term, hayano expresses three reasons why he believes there has been a turn towards autoethnography within schools of anthropology in the united kingdom and united stated of america. first, hayano (1979) mentions how it has become almost impossible to study “small, isolated tribal groups as if they existed apart from other peoples or world economic and political forces”. second, hayano saw that a greater number of minority and foreign anthropologists were being trained and that many of them, either by choice or restriction or mandatory, chose to study their own communities and people. hayano also notes that since there was a growing popularity for courses which studied ethnicity and minority cultures, the need for minority social scientists to study their “own people” grew. third, hayano acknowledges that due to a decrease in funding social science research and an increase in competition for funding that supports research aboard had diminished significantly. consequently, many graduate and postgraduate students in the field of the social sciences found themselves doing some of their “predoctoral or masteral fieldwork in their own backyards” and using their “own people” as a subject of research. as a method, ellis, adams, & brochner, (2011) mentioned that autoethnography combines characteristics of autobiography and ethnography. when writing an autobiography, the author retroactively and selectively writes about past experiences. usually, the author does not live through these experiences solely to make them part of a published document; rather, these experiences are collected using hindsight. ethnography authors study a culture's relational practices, common values and beliefs, and shared experiences for the purpose of nunez losing my code: an… jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 482 helping insiders (cultural members) and outsiders (cultural strangers) better realize the culture. ethnographers do this by becoming participant observers in the culture (roulston, 2018) — that is, by taking field notes of cultural actions as well as their part in and others' engagement with these happenings. autoethnography challenges canonical ways of doing research and representing others and treats research as a political (hamdan, 2012), socially-just and socially-conscious act. the researcher uses tenets of autobiography and ethnography to do and write autoethnography. thus, as a method, autoethnography is both process and a product. similarly, wall (2006) mentioned that the emergence of autoethnography as a method of inquiry moves researchers’ use of self-observation as part of the situation studied to self-introspection or self-ethnography as legitimate focus of study in and of itself. this type of study method is seemed to fit as it promotes investigating personal experience, as well as how the person interacts with culture (henrich, 2012). in this study, i am interested in reexploring my journey of language and codes exposure that may have led to the decline of my first language (l1). while i understand that every school may have different notions about autoethnography, the introspection and evaluation provided by the methodology of autoethnography greatly facilitates an understanding of the processes of culture and phenomenon (dethloff, 2005). sampling and participant this is an autoethnography of my own experience in the researched topic, which is the attrition of l1. i am an overseas filipino for more than six years, working in the western asia where gulf arabic is the dominant language. i teach technical and vocational courses from people all around the world. however, my classes are dominated by south asian, who speak primarily hindi. and arabs who speak gulf arabic. however, before coming here (west asia), i lived in the northern philippines (ilocos sur) for six years, which primarily speak yloco as their first language. i also lived in greater manila area and taught english to korean learners. since this study is an autoethnography, i am utilizing my personal endeavor on the researched topic in order for the readers to witness the phenomenon. there is no term yet utilized for auto-narrative studies – thus, i will use what vasquez (2013) coined in one of his studies, “autosampling”. according to vasquez (2013), this defines purposely to the domain of the researcher himself with substantial experience to the context being researched, thus n=1. currently, i am a graduate student at visayas state university taking up masters in language teaching. data collection the method used in this type of research is descriptive/self-affirmative (roulston, 2018), wherein i describe my journey in the culture of language that led me to gradually lose my first code. as auto-ethnography, the techniques i use are the personal narratives and layered accounts types of autoethnography. according to ellis, adams, and brochner (2011), layered accounts often focus on the author's experience alongside data and relevant literature. this form emphasizes the procedural nature of research. while personal narratives are stories about authors who view themselves as the phenomenon and write evocative narratives specifically focused on their academic, research, and personal lives. this research answers two critical questions: (1) what led me to lose my first language (a variant of tagalog)?; and (2) what steps do i take in order to re-acquire or at least retain my knowledge in the language? nunez losing my code: an… jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 483 research findings and discussion first language background i grew up in polillo island, quezon province. it is situated on the eastern part of luzon in region iv-a. this region is also known as the southern tagalog region. it is where many varieties of tagalog language are being spoken and one of them is the tayabas tagalog (manuel, 1909). compared to the popular manileñong tagalog or batangas tagalog, tayabas or quezon tagalog has more on falling intonation, same as our polillohing tagalog. growing up with our own variety of the tagalog language was authenticating our existence in the island. only we can speak and understood it. when someone moves or travel to the mainland, we basically have to leave our code to our island and use the manileñong tagalog in order to communicate with the people outside our island. i was used to our polillohing tagalog for a very long until i graduated high school in 2005. as i grow older and away from my home town, the l1 i grew up has become so distant to me that i rarely even practice it. in my video calls with my parents, who live in our hometown, i couldn’t help but use the manileñong tagalog because i can hardly use our language. the manners and cues locally used seemed difficult for me to put into context. example: to us, the use of “kasi” in a sentence is one of the most awkward moments during a discourse with a local. it sounds so “manila”, we don’t use it in our locality. example: in metro manila, they would say, “ang hirap kasi nung test, kaya ako bumagsak!” (the test was difficult, that’s why i failed). in our code, we say it like: “ay hirap ta naman nong test ay, paanong hindi babagsak?” (the test was difficult; how could i pass?). while i (attriter) may fully comprehend terms and linguistic forms when exposed to them in context, i find it difficult in producing the same manner (olshtain, 1989). the variant of tagalog we have may differ to the many of tagalog speakers speak. they may have different meaning on the way they use it in the sentence. look at the facebook post i made in 2016 to honor and remember the language i am slowly losing. the post collectively got 4.4 thousand shares and more than five thousand collective likes. here’s the post. image 1. screenshot of the facebook post to show differences of our tagalog variant. (source: https://www.facebook.com/media/set/?set=a.10208158084651578&type=3) some words or phrases in standardized filipino may have a different word for us, example: “malakas ang ulan” (heavy rain or downpour), to us, we say, in one word as: “lurok”. for “kargador” (shipper, someone who works in pier), we call them “hornal”. there https://www.facebook.com/media/set/?set=a.10208158084651578&type=3 nunez losing my code: an… jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 484 are many words that i have forgotten and i could not identify them anymore unless i immerse myself again in our town the yloco (ilocano) language according to republic act of the philippines (r.a.) 7104, section 3 or the commission on filipino language act, ilocano language is one of the eight major languages and third major tongue spoken in philippine archipelago (shofner, 2008), it is mainly used in the northern region, one of which is ilocos sur. ilocano or iluko or yloco, one referred to as the “national language of the north” for its prominence in that hemisphere (rubino, 1998), is the chief regional language of northern luzon. it is used by at least twenty million (shofner, 2008) native speakers in the philippines. it ranks third, after cebuano and tagalog in number of native speakers, and is the language of the group of provinces originally referred to as the ilocos region (ilocos norte, ilocos sur, la union, and abra). it is also widely spoken in the provinces of isabela, pangasinan, tarlac, zambales, nueva vizcaya, and nueva ecija. in addition, it is the lingua franca of all the mountain provinces of luzon. speakers are also numerous in the towns of occidental mindoro and oriental mindoro. in the southern island of mindanao, large enclaves of ilokano speakers are found in cotabato and davao. in manila, it is not usually nowadays to hear ilokano spoken in public places (university of hawai’i at manoa). when i got a scholarship to one of the most prestigious catholic private institutions in the philippines, i had option to choose among the different schools from vigan (ilocos sur), dumaguete (negros oriental), iloilo (iloilo), and surigao (surigao del norte). metro manila campuses were fully occupied and could not accommodate me anymore leaving me with the provincial options. had not they been full, i could have stayed nearer to home. with that, i chose ilocos sur because it is in the mainland of luzon, however it is more than 12 hours away from where i came from. for six years, i was able to assimilate yloco language while using the manileñong tagalog. yloco vigan has become my third language (l3) after english as l2. during all my stay in ilocos sur, i rarely use the variant of tagalog i grew up from. l3, according to hammarberg (2018) refers to a non-native language which is currently being used or acquired in a situation where the person already has knowledge of one or more l2s in addition to one or more l1s. after the first few years of stay in the northern province, during my vacation at my parents’ i observed that i am forgetting some indigenous words i used to speak growing up. words, expressions, and tone were yloco were mixed on my speaking. my parents had even noticed the change of my tone. the longer i stayed in ilocos, the more i became a near-native in speaking the language. for six years, my friends and i have noticed how my speaking have fully adapted to the locality. i was even able to copy different ayog or accents of different towns in the province. as a migrant in the region, i achieved high level of proficiency (schmid, 2013) in the local language of my environment as i use it in my daily routine. i even had times delivering readings in ilocano during eucharistic mass. until i left ilocos and moved to manila. manileñong tagalog (manila-variant of tagalog) when i left ilocos, one of the best take-aways i had was the gift of language. learning the language opened up a lot of unforgettable experiences about the reagion’s culture which i would have not experienced if i didn’t know the language. it is a fact that language opens up a whole new lifetime experience. and that happened happened to me. consequently, in order for me to grow my career i moved to the country’s capital. there, i landed in different call center jobs, met different people from all over the country, and used the manileñong tagalog every day of my life. as we all know, manileñong tagalog is informally known as the conyo or english-fied way speaking tagalog. nunez losing my code: an… jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 485 taglish or tagalog-english is a manner of speaking the language with code switching from english to tagalog at the middle of sentences. the use of an item from the l2 in the l1, often in such a way that it is integrated phonologically and/or morphologically (schmid, 2013). example: “magte-test dahil naka-schedule yung finals”. this phenomenon does not only happen in filipino but other languages too like, hindi (hinglish) or spanish (spanglish). after my call center hopping, i applied in an english academy to teach koreans online. we had training for neutralization of our english. one of the comments i got from the trainer was i had a very heavy ilocano accent when i speak english. i had to go to series of training in order to neutralize it before putting me on the floor. after the intense training, my english has been neutralized and they allowed to be on the floor to teach our learners. it was my day-to-day routine. i did not use yloco or our polillohing tagalog in any of my discourse because most of my coworkers are locals of the metropolitan manila. even with my roommates, they were from tarlac and pangasinan. on my stay in online teaching koreans, i also had sidelines of teaching the same people offline or face-to-face. so, i had to speak the target language in most of my days at work. being an ofw (overseas filipino worker) when i left manila in 2015 and moved in saudi arabia to work as english language teacher, that is when the language mixed up started. as i stay with many locals (saudi) every day, i assimilated their language (parts), tone, and manner of speaking. they are so attached to their first language (arabic) that speaking to them in straight english would leave them stunned, so i had to use the english-carabao version of speaking. english carabao is a form of filipino conversational english riddled with grammar boo-boos or gaffe (the filipino times, 2019). during my teaching days with these saudis, i hardly remember that i spoke to them in good grammar or straight english. my english had not been this broken whenever i converse with them. after three years, i got transferred to another project. here, i handle peoples of the world. they come from different nations (india, pakistan, nepal, malaysia, indonesia, usa, mexico, russia, philippines, colombia, ghana, saudi, egypt, yemen, and many more), with different language backgrounds. until now, i am in this department and just using english all the time with my conversation. apparently, because most of my learners are south asian (india, pakistan, nepal, bangladesh), i have adapted to the manner they use the language and the accent. we speak the pidgin arabic (al ghamdi, 2014) if my trainee does not understand english very well. in my entire stay stay here in saudi arabia until now, i rarely use the ilocano language and my polillohing tagalog. losing the codes as i live farther from my home town, i could barely use my first code and ilocano language. it makes me upset because inasmuch as i want to practice my first language and ilocano language, i will need another person to use it with. there is nothing i can do to make the situation better in my ability with the languages. the situation is also the same with my egyptian co-teacher here, during our talk he mentioned that in his prime years his english was better. he was in b2 level when he moved here in saudi arabia to teach. since the change of language environment (park, 2018), his english has deteriorated much that now he can barely speak it anymore. he mentioned that the l2 was never used in his entire two decades of stay here in the gulf reducing it to the very minimum. in my situation, i think losing my first language will take years to completely remove it from my system, however the ilocano language which i only acquired through assimilation will be easily lost by just few years should there be no chance for me to practice it. and that is nunez losing my code: an… jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 486 seconded by a research by park (2018) that mentions, oral fluency is highly susceptible to attrition. future plan language attrition of both my first code and ilocano languages, will, i think worsen because of my future plans in migrating to another country where english is not the main language spoken. right now, i am enrolled in learning spanish as my partner demands it to me that i need to be able to have a conversational spanish when i move. as i acquire new language, another will be shelved and will not be used for a long time. conclusions and recommendations language attrition is an inevitable circumstance due to the fact people move or migrate. there will always be something that we will lose along the way as we acquire new knowledge, skills, and language, to name a few. while this auto-ethnography is written as a narrative of the researcher experiencing the phenomenon of language attrition, it is important to take note that this research is part of witnessing and representing others in the same phenomenon (ellis, adams, & bochner, 2010). consistent with the literature, it is important that we also hear the story behind the phenomenon so the participants will not just be part of the statistics, hence qualitative research. this narrative is written to raise awareness on language attrition specially in places like philippines which is linguistically diverse and people speak more than one language which can be prone to attrition as we acquire new language when we to another region or country. there is only one way to retain a language that i could recommend upon in-depth recalling the events that happened to me resulting to losing them, and that is practicing it and staying at the place where it is widely or commonly used. references al ghamdi, e. a. 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(2008). understanding the difference between tagalog and ilocano. retrieved fromhttps://www.unitedlanguagegroup.com/blog/translation/ilocano-tagalogdifferences schmid, m. s. (2013). first language attrition. wiley interdisciplinary reviews: cognitive science, 4(2), 117–123. doi:10.1002/wcs.1218 the filipino times. (2019). ‘english carabao’ – grammar boo-boos become an obsession for humor. https://filipinotimes.net/feature/2019/07/07/english-carabao-grammar-boo-boosbecomes-obsession-humor/ tsimpli, i., sorace, a., heycock, c., & filiaci, f. (2004). first language attrition and syntactic subjects: a study of greek and italian near-native speakers of english. international journal of bilingualism, 8(3), 257–277. doi:10.1177/13670069040080030601 university of hawai’i at manoa. (n.d.). ilokano language literature program. retrieved from http://manoa.hawaii.edu/ilokano/mission.html vasquez, b. a. (2013). politico-economic influence and social outcome of english language among filipinos: an autoethnography. university of the visayas journal of research, 7(1), 183-194 wall, s. (2006). an autoethnography on learning about autoethnography. international journal of qualitative methods. university of alberta, canada. doi:10.1177/160940690600500205 wei, j. (2014). selectivity of second language attrition. theory and practice in language studies, vol. 4, no. 8, pp. 1603-1608. doi:10.4304/tpls.4.8.1603-1608 https://www.unitedlanguagegroup.com/blog/translation/ilocano-tagalog-differences https://www.unitedlanguagegroup.com/blog/translation/ilocano-tagalog-differences jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i1.2222 january 2020. vol.8 , no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 29-39 exploring the teaching and learning belief of an indonesian english teacher 1 marham jupri hadi 1 university of nahdlatul wathan mataram & beruga’ alam institute, indonesia corresponding email: marhamhadi@gmail.com article info abstract article history received: november 2019 revised: december 2019 published: january 2020 the present study investigated an english teacher’s belief regarding the best strategies to learn and teach english. a case study was employed as it explored a case (an english teacher) in depth. in-depth interviews were carried to gain deep understanding about the participant’s belief. this study reveals that he has been learning english for roughly ten years and his motivation changed from being forced to learn english (external) to having internal motivation. he believed that quality teacher affects his motivation to learn english. concerning his personal theory about best way to learn english, he argues that there is no any best way to learn english. instead, he believes that there are other effective approaches fitting different learning purposes. for him, the key feature to learn and teach english in his context is exposure to the language. he also believes that doing some changes like how he evaluates the learner’s skill can reduce the students’ negative feeling. he admits that these preferences as the reflection of this previous learning experiences form all his experiences in learning. keywords elt; belief; motivation; learning strategies; how to cite: hadi, m. j. (2020). exploring the teaching and learning belief of an indonesian english teacher. jollt journal of languages and language teaching, 8(1) 29-39. doi: https://doi.org/10.33394/jollt.v8i1.2222 introduction english plays a major role in today’s globalized context. people use it as a tool for communication around the world. not only does it connect people from diverse cultural backgrounds, but it also mediates people in business, politics, education and technology advancement. despite this, english for the context of indonesia remains a foreign language, and it is very unlikely to be adopted as a second language like those in neighboring countries such as malaysia, singapore or brunei. the status of english as a foreign language has implications on learners' and teachers' motivation for teaching and learning english (haerazi, et al., 2018). for learners, they cannot find any immediate use of mastering english, except to pass the national exam. for teachers, the limited time allocated for learning english (only two hours per week) is of a great challenge (martin-anatias, 2018). time constraint leads to teachers’ difficulty to create an engaging and encouraging learning atmosphere. a plethora of studies have been conducted to deal with students' problems in learning english. these studies cover qualitative, quantitative and mixed-method and all of which aim to tackle the language learning issues and to promote effective learning and better learning outcomes. despite the presence of the existing studies, there is limited discussion found in the literature about effective learning and teaching strategies from the context of english language teachers. this study aimed at uncovering an indonesia english teacher's belief about effective ways to learn and teach english. mailto:marhamhadi@gmail.com hadi exploring the teaching and learning… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 30 review of literature learners’ belief learner beliefs are “the beliefs that language learners have about what is involved in learning a language, how to learn it and their language-learning ability” (ellis & shintani, 2014, p. 340). bernat et al further highlight that (2009)"…the results do not suggest a strong relationship between learner beliefs and personality traits in the population sampled". this indicates that what learners believe would have an impact not only on their personality but also on their performance in the classroom and their learning outcomes. in line with, horwitz (2010) asserts that: students' beliefs about language learning may have an impact on their performance in class. for example, if a student believes that she doesn't have a very good aptitude for language learning, she may not make much effort to learn the language. for this reason, english teachers should be aware of their learners’ beliefs about language learning. to ensure effective teaching, horwitz (2010) further argues that it would be wise for teachers not to convince their students that they hold an invalid belief about language learning, rather, they have to emphasize researching and employing effective strategies to teaching them. this implies that teachers should knowledgable of their learner beliefs about language learning as that would allow them to increase their understanding their learners should be taught (altan, 2006). studies on language learning beliefs a myriad of studies has been carried out to investigate learners’ belief in language learning. shibata (2019) conducted an illustrative case study, with two first-year students (one successful learner and one less-successful learner) at a japanese private high school in the 2017 school year. this study aimed to explore the effects of learner beliefs about language learning on out-of-class learning. the finding of this study revealed that both learners had similar learning beliefs and followed them to engage in out-of-class learning even though their use of learning strategies differed. the author concluded that learner beliefs and their engagement in out-of-class learning demonstrated a direct relationship. an earlier study by sibel, ariogul; dalim cigdem, unal; and irem, onursal (2009) investigated the differences and similarities among english, german, and french language groups’ beliefs about language learning. this study involved participant students (n = 343) who completed beliefs about language learning inventory (balli) and a demographic information questionnaire. the findings of this study suggested that although french language learners had more positive expectations in language learning, all three groups held certain beliefs that would be detrimental to their long-term language learning. the author of this study recommended that negative outcomes of these beliefs on language learners could be alleviated by language teachers implementing and discussing positive instructional practices and realistic expectations in the classroom. teachers’ belief teachers’ beliefs refer to teachers’ knowledge and understanding of their world by shaping a complicated system of personal and professional knowledge (clark & peterson, 1986). there are five main categories of teachers’ beliefs – beliefs about learners and learning, teaching, curriculum, learning to teach, and about the self and the nature of teaching and these five categories are well connected (calderhead, 1996). pourhosein gilakjani & sabouri (2017) point out that teachers’ belief refers to the understanding of how teachers shape their works which vital to understanding teaching methods they employed and a decision made in the classroom. they further argue that teachers’ accomplishments in their classroom, their attitude, and their learners’ beliefs are greatly affected by their belief. farrel hadi exploring the teaching and learning… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 31 and ives (2014) claim that "teacher’s beliefs provided a strong basis for his classroom actions" and play a pivotal role in language teaching (li, 2012). it also influences their consciousness, teaching attitude, teaching methods, and teaching policies, teaching behavior and finally, learners’ development (altan, 2006). these studies indicate that teachers’ belief is the major predictor of the success of language teaching. teaching and learning strategies a learning strategy is a method chosen by a learner to achieve his or her learning objectives and develop his or her language proficiency more effectively and more efficiently (oxford, 2011). this implies that strategies used by a learner would have an impact on his or her learning activities and learning outcomes. however, learners may not always select suitable learning strategies to learn which in turn affects their language skills mastery. they may not also possess a strong desire to develop their language skills when determining learning strategies (dörnyei & ryan, 2015) leicester learning institute, university of leicester proposes instructional models and language strategies of teaching-learning in higher education (dörnyei & ryan, 2015). those strategies include teaching large groups (lectures), small group teachinglearning, demonstrating in practical classes, massive open online courses (moocs), flipped teaching-learning in the classroom, active learning, problem based learning, work-based learning, blended learning (face-to-face and non-face-to-face), and student-led learning. each of these strategies could effectively enhance language learning when used properly. teachers’ use of teaching strategies is greatly influenced by their teaching beliefs. in tune with this, johnson (1992) asserts that teachers teaching strategies are based on their theoretical beliefs. reflecting on the discussion above, the evidence suggests that studies on learners' and teachers’ beliefs about effective strategies for teaching and learning english have yet to be extensively explained from the indonesian context. the present study aims at describing a non-native english teacher about his belief regarding learning and teaching strategies. the following research questions led the investigation: what do you think the best strategies to learn english? and what do you think the best strategies to teach english? research method research design a case study was employed to do the investigation. johnson and christensen (2004, p.376) define case study research simply as research that provides a detailed account and analysis of one or more cases. they also view a case itself as the bounded system. similarly, punch (1998, p.150) advises that “ the basic idea of a case study is to conduct a detailed study, using whatever method appropriate in order to understand a case or more cases indepth in its natural setting, recognizing its complexity and its content”. in order words, the case study will enable the researcher to understand holistically about a particular case being investigated. in this study, an english teacher’s personal belief concerning an effective way to learn and to teach english is considered the case. as this study focused on investigating an english language teacher, then a single case study was employed as the research design. participant the participant in this study was an english teacher. he has been teaching english for five years in a senior high school in the province of west kalimantan. we have known each other for about almost a year, as he is also a student at the same university. as we have been close friends, it was not difficult to get his consent to participate in this study. he voluntarily accepted the researcher’s request to be the informant. however, i had to ensure that this study follow research ethics. johnson and christensen (2004, p.94) define research ethics as “a set of principles to guide and assist researchers in conducting ethical studies”. therefore, prior to conducting the interview, i have already informed him about the purpose of the study. i https://www2.le.ac.uk/offices/lli/developing-learning-and-teaching/enhance/strategies/large-groups https://www2.le.ac.uk/offices/lli/developing-learning-and-teaching/enhance/strategies/small-group https://www2.le.ac.uk/offices/lli/developing-learning-and-teaching/enhance/strategies/practical https://www2.le.ac.uk/offices/lli/developing-learning-and-teaching/enhance/strategies/massive-open-online-courses-moocs https://www2.le.ac.uk/offices/lli/developing-learning-and-teaching/enhance/strategies/flipped-classroom https://www2.le.ac.uk/offices/lli/developing-learning-and-teaching/enhance/strategies/flipped-classroom https://www2.le.ac.uk/offices/lli/developing-learning-and-teaching/enhance/strategies/active-learning https://www2.le.ac.uk/offices/lli/developing-learning-and-teaching/enhance/strategies/copy_of_active-learning https://www2.le.ac.uk/offices/lli/developing-learning-and-teaching/enhance/strategies/copy2_of_active-learning https://www2.le.ac.uk/offices/lli/developing-learning-and-teaching/enhance/strategies/copy2_of_active-learning https://www2.le.ac.uk/offices/lli/developing-learning-and-teaching/enhance/strategies/copy3_of_active-learning https://www2.le.ac.uk/offices/lli/developing-learning-and-teaching/enhance/strategies/copy4_of_active-learning hadi exploring the teaching and learning… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 32 also informed him that his identity would be given in pseudonym especially when writing on the research report and he would receive no risks of being a participant in this study. furthermore, he was aware that all the information he gave would be transcribed and the transcript was not accessible to anyone except me. therefore, i asked him to sign a consent letter and he did it. all these ethical considerations are necessary in order to reach responsible research that gives no harm to the research participant. data collection and analysis the interview is one of the main data collection tools in the qualitative study as it is one of the most powerful ways we have in understanding others (johnson and christensen 2004, p.175). in this study semi-structured interview was used in getting the information. thus, prior to the interview a list of general questions relating to the investigated topic was prepared and asked the interviewee. however, during the interview session, more specific questions were asked. as johnson and christenson (p.176) reveal that specific questions will emerge after the interview unfold. as soon as he agreed to be the informant, we interviewed him based on the appointed time. the interviews were done twice because of some difficulties to get the needed information at one time. online conversations through watsup were done to gain further information. to analyze the interview data, the following steps were carried out. these include: organizing the data, finding and organizing ideas and concepts, building overarching themes in the data, ensuring reliability and validity in the data analysis and in the findings, finding possible and plausible explanations for findings, and an overview of the final steps (o'connor, h. & gibson, nancy, 2003). research findings and discussion research findings experiences in learning english the first time he started to learn english is when he was in grade one of junior high school. “i first started to learn english when i was in the first grade of junior high school. that was the first encounter with english because every student … of junior high school in indonesia has to learn english…” (excerpt from the transcript) at that time, he was around 12 years old. in indonesia, learning english in junior high school is compulsory and english is treated as a foreign language (efl). in the efl context, there are a few opportunities for exposure to the english language (spada and lighbown, 2013, p. 91). in total, he has been learning english for roughly ten years: three years in junior high school, three years of senior high school, and four years in university. when asked whether he has any particular motivation to learn english, he did not seem to have clear reason during his four years in learning english. the only motivation came from the external factor, that is english was a compulsory subject. “…at first when i was a junior high school student, i didn’t have any motivation because english was a compulsory subject to learn. i think when i completed my junior high school; i didn’t have much motivation to learn”.(excerpt from the transcript) his learning experiences in junior high school suggest that he did not have any interesting english teachers and the teaching approach was grammar oriented. it was also informed by haerazi, vikasari, and prayati (2019) who state english teachers at junior high schools still emphasize their teaching on grammatical competences. in addition, students did hadi exploring the teaching and learning… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 33 not have much opportunity to communicate orally with the language; instead, he learned grammar in isolation, not in context. he said: “…the english class was not meant to develop... your oral communication at junior high school because at that time. basically, i learned through reading and answering the questions, translating”. (excerpt from the transcript) further, he reported that the focus of this study was on learning the tenses and replicating the sentence examples provided by the teacher. however, his motivation to learn english grew after he entered the second year of senior high school, where he met an interesting english teacher. he believed that his motivation affects his learning efforts and progress. when he was in junior high school, he did not make good progress until he met an english teacher in the second year of senior high school who could encourage him to learn more. “… i did make progress in the second year of senior high school because i met an english teacher. i was motivated to learn in the second year and third year until i graduated. i was motivated and i developed so much”(excerpt from the transcript) he mentioned several reasons why he became more motivated to learn english from that teacher. first, his teacher teaching styles was attracted to him, and he became more motivated to learn more. second, his teacher gave him a lot of supports. these factors are regarded as extrinsic motivation. b´enabou and tirole, (2003) argue that extrinsic motivation refers to the performance of an activity in order to attain an outcome; it encourages the learners to win and to beat others, not simply to enjoy the intrinsic rewards of the activity. adding to that, he also mentioned another factor that could be categorized as intrinsic motivation. he became more enthusiastic to learn after he had successfully reached a certain level of english and this achievement encouraged him to learn more. “…i thought that i was good enough at the language at that time and since that, i was motivated to learn more and more…”(excerpt from the transcript) what was reported by the informant indicates that it is his english teacher who influenced him to learn english? in a similar voice, spada and lightbown (2013, p.88) advocate that teachers can make a positive contribution to students’ motivation to learn if classrooms are places that students enjoy coming. this might be due to the content is interesting and relevant to their age and level of ability, the learning goals are challenging yet manageable and clear, and the atmosphere is supportive. as he became more encouraged to learn english, he then invested more time to study outside the classroom and it seems that his intrinsic motivation played a dominant role. he began to attend another english class besides that he used to have in the classroom. he went to an afternoon english class and learned from the same teacher. as he reported “...having intrinsic motivation is very important because it drives me to struggle more. for instance…i learned on my own like reading school books, sometimes i borrowed friends’ book and i also took an english course with my english teacher with this teacher”.(excerpt from the transcript) quality of a good teacher he identifies some characteristics of an interesting teacher. first, the teacher is funny, as he would include senses of humor during his teaching. he believes that teachers should be humorous or should add some positive sense of humor into the esl classroom, as they could make the learning become less intimidating and enjoyable. as he claims “…at that time english was one of the difficult one of the most difficult subjects students thought. therefore, when students like me came to learn english that most hadi exploring the teaching and learning… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 34 of the time that i had not so funny teachers, serious not so much fun. it was intimidating, but with him, it was relaxing. sometimes he would … tell funny stories first about his neighbors“.(excerpt from the transcript) second, the teacher was able to bring real-life examples to the classroom. third, he also believes that a good english teacher has the ability to engage students in the learning activities in the classroom. this particular conception seems to be relevant to watkins’s (2007, p.53) idea who believes that effective learning is characterized by activity and collaboration, to be learner-driven and to involve learning about learning (meta-learning). more importantly, the teachers should have fluent english because that will affect his trust in the teacher. “yes of course, because i found that he was fluent and when he speaks, he could convince me that he knows the subject”(excerpt from the transcript) further, he observed that his previous english teacher was able to able to use the environment as learning media, in addition to the use of the module. “..sometimes he took us out like in the garden and sometimes in front of the school. we did the classroom outside. he introduced some vocabulary related to the school… like daily words and vocabularies”(excerpt from the transcript) seifoori and colleagues (2012) in their study have identified a profile of an effective efl teacher, in particular, a writing teacher. they found that “a good writing teacher should use integrative approaches while teaching. a good teacher should be able to consider the needs of the students and then decide on the right approach to be used in his/her classes”. english speaking zone after completing his study in senior high school, he continued his studies in a university, majoring in english language education. in his faculty, he mentioned there is a formal rule that forces the students to use english as a means of communication. “…we had a formal rule where we had a... t junction…a place on our campus … if you enter that space you have to speak english. … if you pass you go through that t junction then you have to speak english. that’s the formal rule in my department”. (excerpt from the transcript) the t-junction was the only situation he had in the university. however, although the english club was not set, he found that the t-junction rule is effective in developing his speaking ability because it forced him and provided many chances to use english. “…anytime when i sit there or i like to relax or do anything there so i had to speak english all the time in that zone…” (excerpt from the transcript) interestingly, the same regulation also applied to the lecturers when passing or being around the t-junction. however, have also to speak english with their lecturers outside the area as well. in addition, it seems that he had more opportunities to use english. the opportunity came from his peers with whom he spoke very frequently in english. “…i had four err three close friends where we had a conversation in english most of the time in the campus area or when we went outside”.(excerpt from the transcript) hadi exploring the teaching and learning… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 35 however, he commented that the t-junction regulation and peer communication did not improve his writing and listening ability. they were only useful for developing his speaking ability and fluency. “it helped to improve my speaking ability at that time, but it didn’t help with like writing or listening. but in terms of speaking practice, it helped a lot”.(excerpt from the transcript) beliefs about learning concerning his personal theory about the best way to learn english, he argues that there is no best way to learn english. “…i think there is no such best way or the best way to learn english. based on my own learning experience, i think as a learner i approached learning differently or flexibly…. i believe that learning or any language all about getting more and more exposure to the language. the more i read as i read sometimes anything in english the more i will learn”.(excerpt from the transcript) instead, he believes that there are other effective approaches fitting different learning purposes. “if you learn skills intentionally, they might be some other approaches or some methods because different contents of different skills might need a different method. maybe when you write in the writing process might be different compared to the speaking process or pronunciation or something"(excerpt from the transcript) experiences and beliefs in teaching english during his five-year teaching experiences, he encountered a problem concerning how he would teach learners with different learning styles. he also admits that it is hard to make learners understand the material. as he said “…sometimes i teach through the old method sometimes you know through just reading sometimes i play the video…. but it’s hard to make them understand the subject or to teach the lesson in an easier way”.(excerpt from the transcript) concerning his teaching strategies, he highlights that it is the way he was taught as a second language learner that influences the way teaching. this supports richardson’s (1996, p.) argument who claimed that a teacher’s own beliefs about teaching come from the previous learning experience. in tune with richardson, spada and lightbown (2013, p. 91) indicate that teachers’ beliefs that a particular type of instruction the best way for them to learn are usually based on previous learning experiences and the assumptions (right or wrong). in other words, i would assume that when he found any good interesting way his teacher taught him, he would use that in his esl class. for instance, he tries to make his learning activities to be relaxed, not to be so serious. it is in line with yi (2007) who proposes a number of steps to create an effective efl classroom. these include motivating the students to communicate with their peers as well as their teacher in the target language, creating classroom activities attracting the students’ attention and involving them in actual communication. in addition, haerazi, prayati, & vikasari (2019) argue that teachers should be able to create a relaxed atmosphere and focus more fluency before accuracy in order to reduce learners’ anxiety and to encourage learners to take the risk in using the language. he also believes that doing some changes like how he evaluates the learner’s skill can reduce the students negative feeling i.e. feeling intimidated. he admits that these preferences as the reflection of these previous learning experiences form all his experiences in learning. hadi exploring the teaching and learning… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 36 “…i tend to be relaxed and a funny teacher because in my class i always tell my students … that your mark or your passing grade in my class is not determined by the … final exam or the mid-exam, but how you communicate with me. if you speak english with me anytime you meet me, you pass the course already”. (excerpt from the transcript) in evaluating his learners’ english, his main attention was as the students’ braveness to communicate in english with him. he did not really care whether the sentences the learners used were correct or incorrect. “ …as long as you speak with me, it doesn’t matter whether it’s correct or incorrect … you will not fail my course .. it doesn’t matter what you get in the exam. .. if they brave enough to speak to me, they pass the course”. (excerpt from the transcript) in developing learners’ speaking ability, most of the time, he would use small groups’ strategy, which enables learners to interact with minimum negative pressure and reduces learners’ anxiety. the advantage of this kind of group work is that it allows the use of english in a low-risk environment and makes students become less dependent on the teacher and more dependent on the group for their learning, and thus builds their self-confidence in using english for meaningful communication (gan, 2012). he also sets a rule that everyone has two speak at least in two minutes with their partner, about any topic they like. this kind of activity indicates that he has been using free speaking activities. “if i teach speaking, most of the time, i will make my students work in partners or groups of three or two”.(excerpt from the transcript) he believes that teaching writing is the most difficult one; therefore, he has not found any best way to teach it. he identifies a number of reasons for this. “…when they were at the junior high school, they were not enough exposed to words. they didn’t have many words, enough words to write. second, when they learn the reading, they were not exposed to the structure of the sentence in the reading which was integrated into the writing skills. so mostly they learn from the isolated sentences. so the teachers made an example by themselves. they didn’t show, from the reading examples, how the sentence was formed. so when i asked them to write, most of the time, they could write but their writing was unreadable. we know… the meaning what they want to convey, but structurally it was incorrect”.(excerpt from the transcript) enhancing teaching strategies teacher is a learner; thus, he needs to learn how to improve his teaching strategies or how he would solve the learners’ problems occurring in every meeting. in this context, dafi believes that it is critical for teachers to improve their teaching knowledge and skills. further, he identifies some strategies in enhancing his own competencies as an esl teacher. he would do that by watching some videos from youtube on how to teach english. conversely, he hardly had time to read print references like journals about the teaching method. he also referred to reflective feedback given by learners that he would ask before starting the lesson or after completing the teaching session. “…i did ask them to write their opinion like it is without a name like what do you think or how should i teach you?…”(excerpt from the transcript) hadi exploring the teaching and learning… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 37 however, he found that many students were not open to give evaluation or suggestions to him. he argues that cultural factors would prevent them from being critical to teachers. from this feedback, he believes that the teacher could “…know their preferences in learning…and…help the teachers to evaluate themselves. maybe if we cannot accommodate them all so we can accommodate a little bit or just half…” (excerpt from the transcript) conclusion many scholars believe that motivation can give a significant contribution to success in learning a second language. for instance, gardner (1982) identified several factors that play a significant role in second language acquisition, and one of these factors is motivation. reflecting on dafi’s experience, motivation has affected his efforts and success in learning english. therefore, teachers should develop their“skills in motivating learners as they are central to effective teaching (dorney in clece-murcia, 2014, p.530). further, dorney classifies three relevant motivational strategies focusing on 1) the learners’ future vision; 2) the individual is learning experience, and 3) the group learning experience. one particular concept that the participant of this study mentioned as the key feature to learn and teach english in his context is exposure to the language. exposure means teachers provide learners with opportunities to gain more input from learning and using the language. he believes that exposing students to the english language would enable them to improve significantly. for instance, if learners want to improve their oral communication skills, they have to find opportunities to communicate with the language for instance with peers or teachers. if they want to enrich their vocabulary or to learn how to write better, they have to read more. all of his ideas reflect his previous experience in learning and teaching english. drawing from the participant's own belief, exposure is very critical, especially in his teaching context. he also admits that his students have limited time to learn the english language in the classroom, thus he has to be able to provide more opportunities to learn and to use the language if aiming to reach higher success in second language learning. in this regard, spada and lightbown (2013, p.38) also maintain “…learners, especially students in foreign language classrooms, receive far less exposureperhaps only a few hours a week”. acknowledgment i would like to thank the university of nahdlatul wathan mataram, in particular, faculty of literature for its support on the publication of this work. also, i would like to express my deepest gratitude to beruga’ alam institute for an inspiring and encouraging working atmosphere during the completion of this research. references altan, m. x. 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(online) accessed on april 1, 2014. available at http://210.33.23.27/jpkc_nbu/daxueyingyu/download/013.pdf . http://210.33.23.27/jpkc_nbu/daxueyingyu/download/013.pdf http://210.33.23.27/jpkc_nbu/daxueyingyu/download/013.pdf journal of languages and language teaching, vol. 5, no. 2, november 2017 77 the effectiveness of mind reading game in teaching nur faradillah ma darul kamilin praya, lombok tengah, ntb nur faradillah 5555@gmail.com abstract this research was aimed to find out the effectiveness of mind reading game in teaching grammar. this research was experimental design. the population of this study was the second grade students of ma darul kamilin which consisted of two classes. one classes were chosen as the samples, those were xi a class as experimental group consisted of twenty three students and xi b class as control group consisted twenty three students. they were chosen by using quasi experimental. experimental group was treated by mind reading game and control group was treated by mind game. the instrument that was used objective test in forms of multiple choices. then, the scores were analyzed by using statistical analysis. it showed the mean score of experimental group was 20,34 while the mean score control group was 16,34 and the value of t (t test) = -4,756 was higher than (t table) = 2,0154 at the significance level of 5% and the number of degree freedom (df) 44. it meant that alternative hypothesis (ha) was accepted and null hypothesis (ho) was rejected. it could be conclude that mind reading game was effective in teaching grammar at the second grade students of ma darul kamilin. key words: mind reading game and grammar introduction talking about grammar, it means talking about the structure and rules in make a sentences well based on the structure and rules of grammar it selves. in teaching grammar there are so many rules that must be pay attention when to want to master grammar itself. someone who can master the grammar, they should make differences between the kinds or element in grammar. one of element of grammar is tense; present tense, past tense, past perfect tense, etc. as stated by thornbury (1999:1), grammar is partly the study of what forms (or structure) are possible in a language. in additionally, students need to understand at some level (consciously and unconsciously) what the implication are and they need to be aware of rules. mastering grammar is very supporting aspect english skill especially in writing. if the student mastery and can differences using grammar forms, means that students have to understanding what they teacher explains to them. the researcher observed at ma darul kamilin especially at the second grade students of ma darul kamilin in academic year 2016/2017 and found some problems of the students. the researcher found the problems of the students in teaching grammar. the student’s still have low ability in learning grammar like: still doesn’t understand using of tenses in simple present tenses, past tenses, past continuous tense and future tense. but, the most of them don’t understand about simple present tense. because when teaching and learning based on the researcher directly observed, they are still confused the term and the role of the tenses itself. according to the researcher it caused by the teacher had given the method in teaching and learning process just like just write down on the whiteboard the material and asked the students to memorize those of journal of languages and language teaching, vol. 5, no. 2, november 2017 78 the tenses. the researcher opinions it made the students are difficult to understanding and memorized the lesson. sometimes, the students felt noisy, bored, not ignore when the teacher gave the material. regarding to the problem above, the research proposes a solution to overcome that problems by using ”mind reading game” in teaching game at ma darul kamilin. according to wright (2006: 2) game are activity which is entertaining and engaging. game also often challenging and an activity in which the learners play and usually interact with others. it is same with the harmer (2007: 210) said that “grammar can be introduced in a number of ways” and the one of them are games. so to take it success the researcher use game in learning english grammar that is use mind reading game. by using a games student will relax in teaching process and games will make the atmosphere in the class is fun, active, and the student enthusiasm in process teaching. because naturally, children always want to have fun, besides children cannot be separated from their natural need which is playing games. based on the explanation above, the researcher interested in using a game is hopeful the student to easier to understanding what the teacher teaching to them. review of related literature according to (richard and schmidt, 2002) grammar is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language. it usually takes into account the meanings and functions these sentences have in the overall system of the language. it may or may not include the description of the sounds of a language”. in other perception comes from (cowan, 2008: 3) grammar is the set of rules that describes how words and groups of words can be arranged to form sentences in a particular language. the study of grammar has had a long and important role in history of second language and foreign language teaching. grammar refers to how we combine, organize and change parts of words, words and groups or words to make meaning (sparatt, pulverness and williams, 2011: 8). in addition to the general definition as above, there are some experts who define grammar with different styles. according to brown (2000: 362)” grammar is the system of rules governing the conventional arrangement and relationship of words in a sentence. in place of”words” i could, specificity , have said “morphemes ”but for the moment just remember that the components of words (prefix, suffixes , roots, verb and noun ending , ect ) are indeed a part of grammar. celce murcia (2001: 25) states that grammar is important, and learners seem to focus best on grammar when it relates to their communicative needs and experiences. from those statement of grammar above, the researchers can conclude that grammar is structural foundation that we express in our ability to express user of language it selves. according to harmer (2001:381) there are two basic types of test items, which are direct and indirect test items. a test item is direct if it either asks students to perform the communicative skill, which is being tested while indirect test items, try to measure a student’s knowledge and ability by getting at what lies beneath their receptive and productive skills. in indirect items, try to find out through more controlled items, such as completion items or grammar transformation items. these are often quicker to design and, crucially, easier to mark and produce greater scorer reliability. in this case in test students’ grammar ability, the researcher will use indirect items included completion items test as stated by heaton (1990:34) there are some types of objective items used to test awareness of the journal of languages and language teaching, vol. 5, no. 2, november 2017 79 grammatical features of language and one of them is completion items. dependent clauses may also combine with other clauses to form sentences; these are called subordinate clauses. a distinction can be made between basic and derived clauses. a basic clause is an independent clause which is described without reference to any other clause type. derived clauses can best be described with reference to basic clauses; they can be either independent or dependent. (sneddon, 1996:231) a sentence is a construction which is grammatically complete; it can stand alone as a complete utterance (although it may be closely linked to what has gone before). a sentence expresses a statement, question, command, or exclamation. in writing a sentence begins with a capital letter and ends with a full stop, question mark, or exclamation mark. a simple sentence consists of a single in dependent clause. a complex sentence is one which consists of more than a single clause. (sneddon, 1996:309) the general concept of the simple present tense according to lyons’ (1995:132) idea that the term ‘tenses’ is derived from the latin word ‘tempus’ meaning ‘time’. it means that traditionally the tense is defined in term of time. it is in line with sidney greenbaum and quirk (1990:47) who defined the tense as a grammatical category that is realized by verb inflection. according to (krohn : 1971), simple present tense is tense denoting an action happening in this time. this tense is used to talk about things in general. we are not only thinking about now, but it is used to say something is true in general. simple present tense is one of tenses that is important to be mastered by the students. wrong perception of simple present tense will affect the student’s ability in constructing or understanding simple present tense sentences. simple present tense is tense denoting an action happening in this time. this tense is used to talk about things in general. we are not only thinking about now, but it is used to say something is true in general (krohn : 1971). mind reading game according to mario rinvolucry (1985: 16) mind rading game is a game that rises up the student’s memory, and to train the student’s concentration in study by using a game. according to mario rinvolucry (1998: 36) there are some procedure of mind reading game are: ask each student to draw something e.g. a man with a dog on a lead but omitting the dog. they exchange drawings with a partner and complete each other’s without communication. if the completion is roughly what initial artist intended the completer gets a point. give the students a topic to write on, e.g. bungeejumping, hens, clound, over name, catching a cold. tell each student to write a five to eight word sentences about one of the topics on a slip of paper and then tear off the last two or three words. each student then gives the first part of the sentences of their partner for completion. the completer gets one points for picking up on any mistkes made by writer. (at this stage you will haring round the room judging sentences.) research method the method that used in this research was quasi experimental with the nonequivalent control group design. according to nunan (1992) quasi experimental is giving pretest and posttest, using control group and there is no determination of subject randomly. there were some procedure that used in this research, the researcher was divided the group into two group namely experimental group and control group first group called experimental group was treated by using mind reading game, while second group journal of languages and language teaching, vol. 5, no. 2, november 2017 80 called control group was treated by using mind game. population and sample according to miller (2005: 45) population is the term use in statistic to refer to all possible object of a particular type. the total of population in this study was second grade students of ma darul kamilin academic year 2016/2017 were 46 students which divided into two classes, these were xi.a (23 students), xi.b (23 students). as stated before the population of this research was 46 students which divided into two classes and the technique of sampling the researcher used total population sampling technique. where all the population was used all the classes as sample xi.a consist of 23 students as the experimental group and xi.b consist of 23 students as the control group. instruments of the study in this study, the researcher gave the test for the students before and after giving treatment for experimental and control group with the same test.in this study, the researcher not used validity and reliability because the term of test source was taken from lks book under the title “intensis sbmptn kemampuan dasar” that the containts of this book was valid and reliability. the test in the form at multiple choices consists of 25 items that it covers with indicator of grammar that is: sentences, morphemes, phrase, and clause. the score for the students’ correct answer gave 4 and the incorrect gave 0. technique of collecting data pre-test is the first step in collecting the data. the researcher came to the class by giving the students a set of test for the control and experimental group before giving treatment to know the students ability in grammar. the test applied were the same giving treatment, both groups are given the same test. the post-test is the last step of collecting data. this step able to conducted after giving the treatment to the both groups (experimental and control group). the kinds of test which given to both groups are the same. this test applied to find out the result of the student vocabulary after treating them by using different treatment. research findings and discussion research findings in this chapter, the researcher focused with the statistical analysis of data obtained from the pre-test and post-test of experimental and control group.this research was conducted on 22th february20thmarch2017 at ma darul kamilin. the design was selected two classes as experimental and control group. the total population were 46 students that consisted of two classes that were class xi a and xi b both of class consist of 23 students. the first steps, the researcher has given pre-test both of group to know the basic knowledge of grammar. second, the writer gave the different treatment both of groups, for experimental group were treated by mind reading game, for control group was treated by mind game. finally, both of groups were given the post-test and to know the result of research. the result of data analysis showed that the highest score was 88 and the lowest score was 60. the mean score was 20, 34 the mode was 78, median was 76 range was 28, and standard deviation was 11, 01 testing hypothesis is process in deciding whether alternative hypothesis would be accepted or null hypothesis would be rejected. the hypothesis was tested by using t-test formula. to find out the result of t test whether or not was higher from t table (t test value ≥ t table) was used by determining the level of significance as well as the degree of freedom of samples minus two. in this researcher, computation formula for t-test finding at the significant effect journal of languages and language teaching, vol. 5, no. 2, november 2017 81 between two groups, experiment and control group. the result of t-test after both were compared and t-test was higher than t-table. t-test was 4,756 ˃ t-table was 2,0154 at the level of significance 0,05 and degree of freedom 23 + 23 – 2 = 44 . therefore, it showed that alternative hypothesis (ha) was accepted and null (ho) was rejected. so, mind reading game was effective in teaching grammar. discussion as stated by thornbury (1999:1), grammar is partly the study of what forms (or structure) are possible in a language. in additionally, students need to understand at some level (consciously and unconsciously) what the implication are and they need to be aware of rules. from the definition above, the researcehr can conclude that grammar is about the structure and rules. if you want to good communication, means that you must mastering the structure and rules first. in learninng grammar the researcher found out of many problems that the students still have low in understanding the use and form of simple present tense. so, solution to solve this problem the researcher used a game that namely mind reading game in grammar learning process. according to mario rinvolucry (1985: 16) mind reading game is a game that rises up the students’ memory, and to train the students’ concentration. in this game, the teacher ask each student to draw something e.g. a man with a dog on a lead but omitting the dog. they exchange drawings with a partner and complete each other’s without communication. if the completion is roughly what initial artist intended the completer gets a point. and after that, the teacher give the students a topic, and the teacher tell the student to write a five to eight word sentences about one of the topics on a slip of paper and then tear off the last two or three words. each student then gives the first part of the sentences of their partner for completion. the completer gets one points for picking up any mistakes made by writer. by using mind reading game, it have covered the students problem. because, after the researcher applying this game the students can motivate in learning grammar. the researcher was deleted their mind that, learning grammar is bored, not interesting, difficult to understand, and so on. after the researher applying this game, the students enthusiastic in learning grammar especially in simple present tense. so, during the observation the researcher got the significant effect after using this game which the students that treated by this game more active and able to understanding the use and form of simple present tense. the researcher did a research in three weeks and two meetings in one week; it means there were four meetings in this research. during did this research, the researcher used three steps to the students for both of experimental and control group. first, the researcher gave a pretest which the purpose of this test was to know their basic knowledge in understanding the use and form of simple present tense. after gave the pretest, the researcher analyzed the result of both of group and the researcher got that their ability was less and difficult to answer the questions event though the form of test based on the indicator of simple present tense in their level. second step was treatment, in this step the researcher gave different treatment to both of experimental and control group for two weeks. the treatments that the researcher applied for the students by using game that made the students more enthusiasts in the learning process which the experimental group was treated by mind reading game and control group was treated by mime game. meanwhile by applying a game made the students learn through the process of playing the game. during the treatment, the students enjoyed the game because the game was highly motivating for journal of languages and language teaching, vol. 5, no. 2, november 2017 82 them and it was amusing and interesting for the students. the last step was post-test, the purpose of this test was to know the effect of the treatments. the researcher analyzed the result of this test and got different result between experimental and control group which in experimental group, the students got higher scores than the control group. it means that the treatment that the researcher gave to experimental group more effective than control group and it was approved by comparing the score of t-test and t-table below. the researcher got the significant effect in this game from the students’ scores in pre-test and post-test during the observation and calculating the data by using t-test formula. the researcher found the ttest was higher than t-table 4,756 ˃ 2,0154 at the level of significance 0,05 and degree of freedom 23 + 23 – 2 = 44. after comparing the scores, that was proved that teaching grammar through mind reading game was effective at ma darul kamilin in academic year 2016/2017. conclusion and suggestion conclusion based on the statement of the problem on previous chapter, “is the mind reading game effective in teaching grammar at second grade students of ma darul kamilin in academic year 2016/2017?”. based on the reseacrh, the researcher found mind reading game appropriate for learning grammar, it is the effective strategy to be used in this situation, because mind reading game can solve the students problem in learning grmmar, thait is the the students still have low ability in learning grammar like: the students still doesn’t understand using of tense in simple present tense, past tense, past continous tense, and many others. but the most of them don’t understand about the simple present tense form. based on the students problem above, the researcher use a mind reading game as solved that problem. in this game, the teacher ask each student to draw something e.g. a man with a dog on a lead but omitting the dog. they exchange drawings with a partner and complete each other’s without communication. if the completion is roughly what initial artist intended the completer gets a point. and after that, the teacher give the students a topic, and the teacher tell the student to write a five to eight word sentences about one of the topics on a slip of paper and then tear off the last two or three words. each student then gives the first part of the sentences of their partner for completion. the completer gets one points for picking up any mistakes made by writer. based on the result, the researcher found that mind reading game was appropriate in teaching grammar. first, mind reading game helped students to understand and knowing grammar itself especially understanding simple present tense. second, it helped students to be more active in the class. third, students were given the opportunities to participate in the discussion because they work in team. based on the result of the data, it showed that the result of t-test after both were compared and t-test was higher than t-table 4,756 ˃ 2,0154 it means, using mind reading game is effective in teaching grammar especially in teaching simple present tense. suggestion the result of this study hopefully is useful for all english teachers in teaching grammar by using mind reading game. the researcher hope the input for the students to be able to understanding in their learning english especially in learning grammar. for the school the result of this study hopefully contributes as an additional reference for the school as well. references __________. 2003. language assessment: principles and classroom practices. journal of languages and language teaching, vol. 5, no. 2, november 2017 83 san fransisco state university: addition wesley longman, inc. 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kingdom: cambridge university press. tereza kouřilová.2015. grammar games in elt.(online). https://theses.cz/id/85j60g/dp_tereza _kouilov_tisk_2.pdf.accessed on friday, o7 mei of 2016. 20:29 rinvolucri. mario. 1987. grammar games cognitive. affective and drama activities for efl student. suhaimi. a. 2002. prosedurpenelitian (suatu pendekatan praktik). edisi revisi. jakarta: rineka cipta. sneddon, j. n. 1996. indonesian: a comprehensive grammar. canada, usa: allen & unwin pty ltd. sugiyono, 2005, methode penelitian kualitative, kuantitative. dan r@d bandung p.t. alfabeta suhaimi. a. 2002. prosedur penelitian (suatu pendekatan praktik). edisi revisi. jakarta: rineka cipta. steve, miller. 2005. experimental design and statistic. second edition. united kingdom: taylor and francis e-library williams, james d. 2005. the teacher’s grammar book. london: soka university. affective and drama activities for efl student. wright, a., betteridge. d., and buckby, m. 1996. games for language learning. . san francisco state university: addition wesley longman, inc. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/ 10.33394/jollt.v%vi%i.7656 july 2023. vol.11, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 447-460 jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 447 vocabulary learning strategies vis-a-vis vocabulary teaching strategies abrar kedir mohammed english assistant professor, college of social sciences and humanities, addis ababa science and technology university, ethiopia corresponding author email: kedirabrar@yahoo.com article info abstract article history received: april 2023 revised: june 2023 published: july 2023 learning a foreign language entails a learner developing special efforts or ways of learning to acquire the target language effectively. this can be achieved through using appropriate learning strategies. thus, this article looks at the relationship between vocabulary teaching methods and vocabulary learning strategies employed by students and teachers in secondary schools. a mixed methods design was used to collect quantitative and qualitative data. data were collected through questionnaires, interviews, and classroom observations. separate analyses of the data were conducted, and the qualitative findings were used to support the numeric findings. the results showed that because teachers weren't always using them to teach vocabulary lessons, vocabulary teaching strategies were found to be less effective and practical in the sample schools. it also found that the students were unable to effectively use techniques for learning new word meanings and cementing them in their long-term memory. as a result, vocabulary teaching and learning methods have not received much attention from teachers and students. thus, teachers should be given refreshment training on the teaching strategies of vocabulary so as to help students to make use of vocabulary learning strategies. besides, it is suggested students’ training on how to use the strategies and promote a sense of autonomous learning. keywords vocabulary learning; learning strategies; vocabulary teaching strategies; how to cite: mohammed, a. k. (2023). vocabulary learning strategies vis-à-vis vocabulary teaching strategies, jollt journal of languages and language teaching, 11(3), pp. 447-460. doi: https://doi.org/ 10.33394/jollt.v%vi%i.7656 introduction learning a foreign language is highly dependent on conscious learning. as a result, a learner is expected to develop his/her own ways of learning to overcome the challenges of foreign language context. the effectiveness and independence of language learners depend on their language learning techniques. thus, conscious learning is crucial for acquiring a foreign language. in order to overcome the difficulties of the foreign language context, a learner is required to create his or her own learning strategies. cook (2001) suggests encouraging students to become independent both inside and outside of the classroom. knowing how to employ appropriate strategies could be the most practical approach to accomplish this. additionally, o'malley and chamot (1990), using the right approach is associated with improved learning outcomes. additionally, according to williams and burden (1997), recent studies in the field of learning strategies have demonstrated that the deliberate use of strategies can greatly enhance learning. schifini (2006) believe that using different vocabulary teaching strategies as illustrations, demonstrations, synonyms and definitions, etc. will help students remove the uncertainty and frustration they feel when meeting new words in a text. it is obvious that in class students have a variety of vocabulary learning strategy preferences. thus, teachers should not only plan to include new vocabulary items in their lesson plans but also they need to think about matching their vocabulary teaching strategies with the students learning https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mohammed vocabulary learning strategies vis-a-vis ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 448 strategies. teachers have to recognize that learners have their own vocabulary learning preferences. carter and mccarthy (1988) described that very little can be communicated without grammar, but nothing can be communicated without vocabulary. if the learners' vocabulary learning strategies and the teachers' vocabulary teaching strategies are not compatible, vocabulary learning will not be useful. particularly, teachers might employ unsuitable vocabulary teaching methods or learning techniques that ignore the interests and needs of the students. according to schifini (2006) and widdowson (1990), students will benefit from the use of various vocabulary teaching strategies, such as examples, demonstrations, synonyms, and definitions, to help them overcome their apprehension and frustration when they encounter new terms in a text. according to chugo (2004), many of the previous vocabulary teaching –learning techniques teachers and students have used are not worthwhile because they do not help students to retain as well as retrieve words. vocabulary learning would be non-functional if there is a mismatch between vocabulary learning strategies used by the learners and the teachers’ vocabulary teaching strategies. particularly, the teachers may use inappropriate vocabulary teaching techniques or learning strategies, which do not involve students’ interest and needs. it is clear that students use a range of vocabulary learning techniques in the classroom. thus, vocabulary must be highly valued by language teachers because it is crucial to language. according to harmer (1991), lexicon is the language's "muscle" and "bones," without which words are meaningless. segler et al. (2001) claim that teachers should focus on vocabulary teaching strategies like using dictionaries, journals, semantic mapping, and parts of speech. similar to this, ghazal (2003) asserted that when teaching vocabulary, teachers might ignore students' linguistic abilities, interests, learning preferences, and general backgrounds in favor of focusing exclusively on the textbooks. as a result, they might not approach the instruction of vocabulary in an ethical manner. however, the teachers’ inability to use appropriate vocabulary teaching strategies may lead their students not to have adequate vocabularies and this in turn also leads them to lose interest in learning english language, in general, vocabulary lessons in particular. this is what we see in our situations. getnet (2008) study explained that there is a relationship between language learning achievement and vocabulary-learning strategies, i.e. high achievers frequently or always use more wide range of vocabulary learning strategies than low achievers. the other research is by abebe (1997) on strategies of vocabulary learning employed by first year students at addis ababa university indicates that a wide range of english vocabulary acquisition strategies were reported by the target sample students but only few of the strategies were reported to be used by a large number of the students. in general, if teachers are unable to employ effective vocabulary teaching techniques, students may develop insufficient vocabularies and lose interest in learning english. thus, this study's aim was to address the following issues; what are the vocabulary learning strategies that learners’ use? and what are the vocabulary teaching strategies that teachers employ? review of literature vocabulary teaching and learning strategies brown (1994) described teaching is showing or helping someone to learn, how to do something, giving instruction, guiding the study of something, providing with knowledge, causing to know or understand. the author also explained learning is as acquiring or getting knowledge of a subject or a skill by study, experience or instruction. this definition expands the opportunity of learning in that learning is not confined to classroom instruction only but it mohammed vocabulary learning strategies vis-a-vis ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 449 can be gained, apart from teaching, through experience, self-study and interaction with the immediate surrounding which is particularly essential for language learning. there is planned and unplanned vocabulary teaching methods, according to singleton et al. he clarified that unplanned teaching strategies are connected to instructors' impromptu responses with the intention of assisting students when the situation calls for it. the term "planned vocabulary teaching" alludes to intentional, direct, explicit, and well-defined vocabulary instruction. the development of comprehending, speaking, reading, and writing abilities is typically the goal of english language instruction. it is important to pay attention to phonology, grammar, and vocabulary within each of the abilities. every one of the linguistic abilities uses vocabulary, structure, and sounds. nunan (1995) contends that effective vocabulary development is essential for acquiring a language. the presence of little vocabulary in our student’s mind may seem a sign of unsuccessful learning or poor communication skills. in line with this, proponents of learner-based teaching have promoted the idea of giving their students the tools and strategies to learn independently (o’malley and chamott, 1990). according to research, vocabulary can be readily increased by teaching particular words using vocabulary learning techniques. the most essential and frequently used words should receive priority attention from language teachers, according to recommendations. in other words, instructors should arm students with fundamental vocabulary that they use frequently before teaching skills (reading, listening, writing, and speaking). the most common words should be clearly taught so that they are requirements for language use (asberold and field, 1997). nunan (2003) asserts further that word instruction and acquisition must be integrated into a language course's overall structure. these include speaking and writing as well as hearing, reading, sounds , vocabulary, grammar, and discourse. he recommends giving priority to the high-frequency words across the four strands of a course, concentrating on the vocabulary in the most effective manner, and encouraging students to reflect on and take ownership of their learning. oxford's (1990) classification system and the difference between discovery and consolidation are both used to organize schmitt's (1997) final taxonomy of vocabulary learning methods. five categories (determination, social, memory, cognitive, and metacognitive) and 58 distinct strategies make up the taxonomy of vocabulary acquisition techniques. determination strategies (det): according to nation (2000), although productive skills (writing and speaking) require the knowledge of several aspects of a word, meaning is the principal aspect that learners are most concerned with. hence, to learn the meaning of a word for the first time, learners use various strategies. some advanced learners look for affixes and roots (word formation clues), others look for contextual clues (guessing from context), and still others look up a word in a dictionary for the correct meaning. of course, there are more ambitious and determined learners who are able to make use of the combination of all of them instead of resorting to another person’s help. social strategies (soc): these strategies refer to the interaction of the language learner with his or her classmates and teachers to obtain word meaning. language being a social behavior, it requires two or more people to communicate, and communication is a function of the active participation of the communicators. language learners very often use social strategies, namely, asking questions, cooperating with peers, and interacting with more proficient users of the language and native speakers when the opportunity is obtained (oxford 1990 and schmitt 2000). memory strategies (mem): as the name explains, memory strategies are used to support recalling and retrieving words once they are learned. one of the major problems fl learners encounter, according to gu (2005), is how to make words accessible to memory after mohammed vocabulary learning strategies vis-a-vis ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 450 they are learned. likewise, oxford (1990) painfully explains, "though some teachers think vocabulary learning is easy, language learners have a serious problem remembering the large amounts of vocabulary necessary to achieve fluency." memory strategies, therefore, assist learners to ease this problem. cognitive strategies (cog): these are strategies that enable learners to understand and produce new language. cognitive strategies are particularly fundamental for language learners because practice and manipulation of the target language, typical language learning principles, are the major components of these strategies (oxford 1990; schmitt and mccarthy 1997). meta-cognitive strategies (met): these are strategies that assist learners in regulating their own cognition, focusing, planning, and evaluating their progress (oxford, 1990). to use meta-cognitive strategies, learners must be more conscious and ambitious about their learning. schmitt (2000) also writes that these strategies involve a conscious overview of the learning process and making decisions about planning, monitoring, or evaluating the best ways to study. research method n this study, a mixed-methods approach was employed to address the research questions and develop a comprehensive understanding of the subject under investigation. the decision to adopt a mixed methods design was motivated by the need to obtain diverse and nuanced answers to the research questions. by incorporating both quantitative and qualitative methods, the study aimed to gather a wide range of information regarding the respondents' relationship between vocabulary teaching and learning strategies. to ensure a comprehensive data collection process, a quantitative descriptive approach was specifically utilized. this approach involved the implementation of various data collection instruments, namely questionnaires, interviews, and classroom observations. the questionnaire was employed to gather quantitative data, enabling the researchers to obtain measurable insights into the respondents' vocabulary teaching and learning strategies. additionally, interviews were conducted to delve deeper into participants' perspectives and experiences, providing qualitative data that enriched the understanding of the research topic. furthermore, classroom observations were carried out to directly observe and document the practical implementation of vocabulary teaching strategies in real educational settings. by integrating multiple data collection methods, the study aimed to achieve a more comprehensive and holistic understanding of the research topic. the mixed-methods design facilitated the exploration of both quantitative and qualitative dimensions, enabling the researchers to triangulate findings and derive more robust conclusions. ultimately, this approach contributed to the development of a thorough understanding of the complex relationship between vocabulary teaching and learning strategies, shedding light on effective approaches that can enhance language learning outcomes. population and sample the study's target population was grade 11 teachers and students in two secondary schools. the study included 156 students from both schools (111 male and 45 female), or 17.27% of the total population. in addition, all grade eleven english teachers (8), from each of the two schools, were included. for a quantitative study, this section is used to declare the number of population and sample or the subject(s) selected for a qualitative study. in selecting sample and subject, please declare your technique and/or your parameter. furthermore, in a study using study groups, write in brief about how groups are allocated. instruments for quantitative data, adapted questionnaire that consists of 32 items based on schmitt’s (1997) taxonomy of vocabulary learning strategies was used to survey teachers and students. mohammed vocabulary learning strategies vis-a-vis ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 451 this taxonomy consists of determination, social, memory, cognitive, and meta-cognitive learning strategies. the students’ questionnaire was translated into amharic and piloted before the actual process of data collection. item analysis was also performed using spss version 16 to ensure the scale's internal consistency. the best items were selected by using the item-total correlation index. 2 items with the lowest index (0.45 and 0.51) were eliminated as they have low correlation. 32 items were retained, and the cronbach alpha coefficient computed was 0.96 for discovery and 0.99 for consolidating items. for qualitative data, classroom observation was conducted to gather more useful information on how effectively the sample teachers teach vocabulary lessons and crosscheck the results found from the survey. besides, the interview was conducted with randomly chosen sample students. data analysis in order to analyze and compare the differences between vocabulary learning strategies and vocabulary teaching strategies, the survey data collected in this study were subjected to frequency and percentage computations. this quantitative analysis approach enabled the researchers to quantify and establish the prevalence of various strategies employed by the participants in both vocabulary learning and teaching contexts. by computing frequencies and percentages, the researchers were able to identify the relative frequencies of specific strategies and assess their significance in relation to the research objectives. conversely, the qualitative analysis focused on the students' interviews and classroom observations, aiming to consolidate and complement the insights obtained from the teachers' questionnaire. through the process of organization and analysis, the qualitative data from the interviews and classroom observations were carefully examined to identify patterns, themes, and recurring ideas. this rigorous qualitative analysis allowed for a deeper understanding of the participants' perspectives, experiences, and contextual factors that influenced vocabulary learning and teaching strategies. by integrating both quantitative and qualitative analyses, the study employed a mixed-methods approach to provide a comprehensive understanding of the complex relationship between vocabulary learning and teaching strategies. the quantitative analysis of survey data offered numerical insights, while the qualitative analysis of interviews and classroom observations enriched the findings by capturing nuanced and contextual information. the consolidation of these two forms of analysis contributed to a more robust interpretation of the data, yielding valuable insights into the effectiveness and potential improvements of vocabulary teaching and learning strategies in educational settings. research findings and discussion research findings this study aimed to find ouout the vocabulary learning strategies used by learners and vocabulary teaching strategies employed by the teachers. table 1 showed that some determination strategies employed by learners in vocabulary classroom. table 1 determination strategies n o items subjects responses never rarely sometimes frequently very fre. f % f % f % f % f % 1 guessing words in context students 35 23.0 31 20.4 31 20.4 33 21.7 22 14.5 teachers 1 12.5 4 50 3 37.5 2 use of bilingual dictionary students 5 3.3 17 11.2 26 17.1 32 21.1 72 47.4 teachers 6 75 1 12.5 1 12.5 3 use of monolingual students 16 10.5 42 27.6 29 19.1 27 17.8 38 25 teachers 4 50 2 25 2 25 mohammed vocabulary learning strategies vis-a-vis ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 452 dictionary 4 guessing meaning by analyzing part of speech students 19 12.5 58 38.2 29 19.1 28 18.4 18 11.8 teachers 1 12.5 1 12.5 4 50 2 25 5 analyzing affixes and roots students 12 7.9 24 15.8 40 26.3 36 23.7 40 26.3 teachers 3 37.3 2 25 2 25 1 12.5 6 making use of word cards students 110 72.4 16 10.5 12 7.9 10 6.6 4 2.6 teachers 3 37.5 1 12.5 2 25 2 25 7 check for l1 cognate students 36 23.2 42 27.6 28 18.4 24 15.8 4 2.6 teachers 3 37.5 2 25 1 25 1 25 1 25 item 1 in the above table illustrated that some students seemed to be ignorant of using the strategy of guessing words from context. 43.41% of the subjects reported that they didn’t apply the strategy to discover meaning. on the other hand, 35.18% of the students reacted favorably to the strategy. however, almost all of the teachers (7 of them) noted that they employed guessing words in context to make students discover words’ meaning. 68.41% of the students responded that they used a bilingual dictionary, whereas very few (14.46%) of them had shown a low reaction to the use of the strategy. however, the majority of the teachers (7) did not advise students on how to use the strategy; only one teacher responded positively. here it can be deduced that students applied the strategy to solve their immediate problems without the help of teachers. it was learned that a considerable number of students seemed to use a monolingual dictionary and analyze affixes and roots to discover words’ meanings. 42.76 percent and 49.94 percent of the subjects, respectively, responded positively to the strategies for determining the meaning of words. on the other hand, half of the teachers (4 students) reported that they advised their students to use a monolingual dictionary. three of the teachers, however, stated that they used analyzing affixes and roots. similarly, 50.65 % and 82.88 % of the students, respectively, noted that they did not discover words’ meaning by analyzing parts of speech and did not have experience of using word cards, whereas only 9.75 % of the students had shown a high reaction to the use of word cards to discover words' meaning. the majority of teachers (6), on the other hand, required students to analyze parts of speech to discover meaning, but half of the teachers (4) did not use the strategy of using word cards. this implied that the teachers didn’t help their students to discover words’ meaning. as indicated in the table, students (51.3%) seemed to ignore checking for l1 cognates to discover words’ meaning. only 17.4% of the students responded that they used the strategy. however, the majority of teachers (5) stated that they did not encourage students to check l1 cognate to find meaning. table 2 social strategies no items subjects responses never rarely sometimes frequently very fre. f % f % f % f % f % 8 discovering meaning through group work activity students 27 17.8 35 23.0 41 27 31 20.4 18 11.8 teachers 4 50 1 12.5 2 25 1 12.5 9 asking a classmate for help to students 8 5.3 19 12.5 31 20.4 34 22.4 60 39.5 teachers 2 25 4 50 2 25 mohammed vocabulary learning strategies vis-a-vis ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 453 understand 10 asking for help in conversation students’ response 38 25 33 21.7 32 21.1 26 17.1 23 15.1 teachers 1 12.5 3 37.5 2 25 2 25 11 asking a teacher for explanation of new words students 26 17.1 33 21.7 38 25 24 15.8 31 20.3 teachers 1 12.5 2 25 3 37.5 2 25 the responses to item 8 showed that some students did not discover the meaning of words through group work activities. 40.8 percent of the students affirmed that they didn't discover the meaning of new words through group work activities, but 32.2 percent of the students highly reacted to the item. on the other hand, 4 of the teachers reported that they didn’t make students discover the meaning of new words through group work activities, whereas 3 of the teachers noted that they most of the time employed the strategy. item 9, as shown in the above table, demonstrated that the majority of the students (61.9%) applied the strategy of asking a classmate for help to discover word meanings. only 17.8% of the students noted that they did not apply the strategy. similarly, 6 of the teachers noted that they encouraged students to ask a classmate for help in discovering words’ meaning, but 2 of the teachers reacted the other way. here, it would be inferred that teachers encouraged students to ask for help, and the students practiced the strategy to discover the meaning of words. the responses to items 10 and 11 indicated that 46.7% and 38.8% of the students had shown a high reaction to the items, respectively, which means some of the students did not use the strategy of asking their friends in conversation as well as the teachers for help. in contrast, 4 and 5 of the teachers, respectively, reported that they encouraged students to apply the strategies. table 3 social consolidating strategy no item subjects responses never rarely sometimes frequently very fre. f % f % f % f % f % 12 studying and practicing words in group students 34 22.4 38 25 35 23.0 24 15.8 22 14.5 teaches 1 12.5 1 12 2 37.5 3 25 2 25 as shown in the above table, a considerable number of students (47.4%) did not study and practice in group to consolidate words’ meaning. only 30.3 % of the students had shown their high reaction to the strategy. on the other hand, more than half of the teachers (5) reacted highly to the strategy except one teacher who replied the other way. table 4 memory strategies no items subjects responses f % f % f % f % f % 13 use of a new words in sentences students 29 19.1 55 36.2 37 24.3 23 15.1 8 5.3 teachers 2 25 5 62.5 1 12.5 14 forming a mental picture of a new word students 47 30.9 23 15.1 26 17.1 26 17.1 30 19.7 teachers 2 25 2 25 2 25 1 12.5 1 12.5 mohammed vocabulary learning strategies vis-a-vis ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 454 no items subjects responses f % f % f % f % f % 15 connecting a word with synonyms/an tonyms students 11 7.2 25 16.4 36 23.7 50 32.9 30 19.7 teachers 1 12.5 1 12.5 4 50 2 25 16 connecting new words with personal experience students 19 12.5 30 19.7 34 22.4 42 27.6 27 17.8 teachers 1 12.5 5 62.5 2 25 17 describing words in ones own students 11 7.23 28 18.4 32 21.1 38 25 42 27.6 teachers 2 25 3 37.5 3 37.5 18 grouping words together students 32 21.1 37 24.3 30 19.7 27 17.8 16 10.5 teachers 1 12.5 3 37.5 2 25 1 12.5 1 12.5 19 use of new words in conversation or writing students 9 5.92 32 21.1 38 25 37 24.3 36 23.7 teachers 2 25 2 25 3 37.5 1 12.5 20 connecting words with physical objects students 21 13.8 34 22.4 36 23.7 35 23.0 26 17.1 teachers 3 37.5 3 37.5 2 25 21 use of semantic maps students 11 7.23 25 16.4 36 23.7 50 32.9 30 19.7 teachers 1 12.5 1 12.5 4 50 2 37.5 22 associating a word with other students 46 30.3 38 25 29 19.1 21 13.8 18 11.8 teachers 2 25 4 50 2 25 23 make word lists and write their translations in to l1 students 38 25 24 15.8 32 21.1 30 19.7 28 18.4 teachers 1 12.5 2 25 1 12.5 4 50 as indicated in the above table, the responses to item 14 illustrated that 46% of the students responded that they did not employ the strategy of forming a mental picture of a new word to remember it. 36.83 percent of them had shown a high reaction to the use of the strategy. on the other hand, 4 of the teachers stated that they didn't encourage students to form a mental picture of a word to consolidate its meaning. only two people responded positively to the strategy. according to the respondents, most of the students used the strategies of connecting a word with synonyms or antonyms (52.6%) and describing words in their own words (52.6%) to consolidate meaning. similarly, the majority of teachers (7 and 6) reported using the strategies to help students consolidate word meaning. this showed that teachers and students employed the strategy to consolidate the meaning of words. concerning connecting new words with personal experience, a considerable number of students (45.4%) reacted positively towards the use of the strategy, whereas 32.2% of them showed a low reaction to it. on the other hand, almost all teachers (7%) responded that they employed the strategy to advise students to connect new words with their personal experience to consolidate the meaning of words. items 18 and 23 in the above table demonstrated that some of the students did not use the strategy of grouping words together and making word lists and translating them into l1 to mohammed vocabulary learning strategies vis-a-vis ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 455 remember them. 45.4 percent and 40.8 percent of the students, respectively, asserted that they didn’t apply the strategies to consolidate words’ meaning. only 28.3 percent of them favored grouping words together and making a word list to remember words. and 38.1% of the students had shown their high reaction to the strategy of making word lists and translating them into l1. similarly, four of the teachers replied negatively to the strategy, saying they did not employ grouping words together. only two teachers had responded highly. four of the teachers, however, responded that they advised students to make word lists and translate them into their l1. in the above table, items 19 and 20 revealed that a relatively considerable number of the students applied the strategy of using new words in writing or conversation and connecting words with physical objects to remember them. 48% and 40% of students, respectively, reported that they used the strategies to remember words the majority of the time. on the other hand, 4 and 5 of the teachers, respectively, had shown a high reaction to encourage students to apply the strategies. the students' responses also revealed that the majority of them 52.6% used semantic maps to memorize words' meaning but 32.2% of the students reacted low to this strategy. similarly, 6 of the teachers affirmed that they advised their students to use semantic maps to consolidate words’ meaning, but 2 of the teachers noted that they didn’t employ the strategy. the responses to items 13 and 22 depicted that most of the students did not apply the strategy of using a new word in sentences and used associating a word with others to consolidate words’ meaning. this accounted for 55.3 percent and 55.3 percent, respectively, while 20.4 percent and 25.4 percent of students responded positively to the strategies. however, 6 of the teachers affirmed that they encouraged students to use the strategy of using a new word in sentences, but only 2 of the teachers noted that they encouraged students to employ associating a word with others to consolidate words’ meaning. here, it could be said that the teachers should have helped students practice the strategies to retain the target words. table 5 cognitive strategies no items subjects never rarely sometimes frequently very fre. f % f % f % f % f % 24 keeping a vocabulary notebook students 36 23.7 46 30.3 25 16.4 26 17.1 19 12.5 teachers 1 12.5 2 37.5 1 12.5 3 37.5 1 12.5 25 writing words while watching tv or films students 60 40.1 30 19.7 29 19.0 22 14.5 9 5.9 teachers 4 50 2 25 1 12.5 1 12.5 26 writing words while reading books or magazines students 39 25.7 39 25.7 28 18.42 16 10.5 30 19.7 teachers 3 37.5 3 37.5 1 12.5 1 12.5 27 verbal repetition students 20 13.2 39 25.7 24 15.8 30 19.7 39 25.7 teachers 1 12.5 1 12.5 4 50 2 25 28 written repetition students 24 15.8 27 17.8 37 24.4 26 17.1 38 25 teachers 2 25 1 12.5 3 37.5 2 25 29 writing down words while hearing students 5 3.3 17 11.2 26 17.1 32 21.1 72 47.4 teachers 1 12.5 2 25 3 37.5 2 25 30 writing word lists students 1 .65 24 15.8 32 21.1 48 31.6 46 30.3 teachers 2 25 4 50 2 25 mohammed vocabulary learning strategies vis-a-vis ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 456 as shown in table 5, nearly 54 percent of students replied that they did not keep a vocabulary notebook to consolidate words' meaning, but only 29.7 percent of them reacted highly. on the other hand, four of the teachers expressed a strong desire to assist students in using the strategy to consolidate word meaning. here it is possible to say that there is a mismatch, but students should have practiced the strategy. the above table also summarized that the majority of the students did not write words while watching television or films (59.9%), and 51.3% of them responded that they did not write words while reading books or magazines to remember them. only 27.9 percent and 30.6 percent of the students responded positively to the strategies. on the other hand, most of the teachers asserted that they didn't employ the strategies to make students consolidate words' meaning. according to the responses of the students to item 27, most of the students tended to say a word aloud repeatedly to remember it. 51.9 percent of the students affirmed that they applied the strategy of saying a word aloud to consolidate words’ meaning, but 22.4 percent of the students said that they didn't use the strategy. in contrast, only 2 of the teachers reported that they encouraged students to say a word aloud, but 4 of the teachers showed a low reaction towards the strategy. the implication here is that students used the strategy without the assistance of their teachers. this showed a mismatch. teachers should have employed the strategy to make students consolidate the meaning of words. as it is indicated in the above table, students' responses to items 29 and 30 stated that the majority of the students applied the strategy of writing words when hearing and making word lists to consolidate meaning. 68.4 percent and 61.8 percent of the students, respectively, asserted that they applied the strategies. similarly, 5 and 6 of the teachers, respectively, affirmed that they employed the strategies to encourage students to consolidate the meaning of words. concerning the strategy of written repetition, some students (42.1%) showed a high reaction toward the strategy, but 33.6% of them responded that they didn’t apply it to consolidate words’ meaning. similarly, 3 of the teachers noted that they didn’t employ the strategy, but 2 of them reacted the other way. table 6 metacognitive strategies no items subjects never rarely sometimes frequently very fre. f % f % f % f % f % 31 reviewing words before test students 13 8.6 29 19.1 42 27.6 43 28.3 25 16.4 teachers 1 12.5 4 50 3 37.5 32 testing oneself to check word knowledge students 15 9.9 18 11.8 29 19.1 40 26.3 42 27.6 teachers 1 12.5 2 25 4 50 1 12.5 regarding item 31, a significant number of students (44.7%) responded that they used the strategy of reviewing words before a test to remember them, while 27.7% had a negative reaction to the strategy. on the other hand, almost all of the teachers (7 of them) noted that they encouraged students to review words before a test. only one teacher said that he didn’t employ the strategy. the findings also summarized that the majority of the students applied the strategy of testing themselves to check their word knowledge, i.e., 53.89 percent of the students reacted highly to this strategy, whereas 20.7 percent of them said that they did not apply the strategy to consolidate words’ meaning. when we see the teachers' responses, five mohammed vocabulary learning strategies vis-a-vis ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 457 of them note that they encouraged students to test themselves to consolidate the meaning of words. only one teacher said that he didn't employ the strategy. discussion students and teachers were asked to rate how often they use the strategies for determining the meaning of words at the first encounter. determination strategies facilitate gaining knowledge of a new word. as a result, as shown in table 1, using a bilingual dictionary was a popular vocabulary learning strategy for assisting students in discovering the meanings of words.68.4 percent of them affirmed that they used a bilingual dictionary. during the interview session, most students explained that they used a bilingual dictionary. this response seems to be in line with what schmitt (2000) says: a good dictionary provides a lot of information about a word, including spelling, pronunciation, synonyms, antonyms, collocations, etc. however, seven of the teachers noted that they didn’t advise students to use a bilingual dictionary. this shows that there is a mismatch between students and teachers in the use of the strategy. during the observation, all of the teachers were seen making students guess words from context, as they used the strategy for the majority of the class time. however, in the interview with the students, most of them explained that they did not use guessing strategies to get the meaning of words for the first time, but scholars like mccarthy (1990) argue that a word learned in a meaningful context is best remembered and assimilated. using a monolingual dictionary and analyzing affixes and roots as strategies to discover the meaning of words were moderately favored the students. a few teachers noted that they employed the strategies. however, gu (2005) discuss that monolingual dictionaries are more useful than bilingual ones. students tended to ignore the use of parts of speech to discover words’ meaning, i.e., 50.7% of them stated that they didn’t apply the strategy, whereas the majority of the teachers (6) noted that they employed it to make students discover words’ meaning. it is possible to say that there is a mismatch in the strategy's application here. regarding the use of dictionaries, word parts, and word cards, nunan (2003) argues that using word parts to help remember words for dealing with low frequency words and using word cards for deliberate learning are better than looking up words in dictionaries. nation (2001) also asserts that word cards are extremely effective. the use of checking l1 cognates was not a favored strategy by the teachers and students. 51.3% of the students noted that they did not apply the strategy. similarly, more than half of the teachers stated that they didn't employ it. however, scholars like schmitt and mccarthy confirmed that paired associate learning is useful to learn a large number of words in a short period of time. asking a classmate for help is favored by the majority of teachers and students. 61.83% of the students confirmed that they applied the strategy. similarly, 6 of the teachers asserted that they always employed the strategy to discover words’ meaning. during the interview, some of the students explained that they asked other people to understand the meaning of a new word as an alternative strategy. the other social strategy, discovering words' meanings through group work activities, was not supported by the teachers. four of them noted that they didn’t employ it. similarly, students also seemed to ignore the strategy, i.e., only 32.2% of them reacted highly to it. the response given by the teachers and students seems to contradict what the literature says. despite the fact that discovering word meaning through group work activity is neglected by the respondents, schmitt (2000) argues that discussing word meaning in a group is important not only to determine the initial meaning but also to consolidate word knowledge. the social strategy of studying and practicing words in groups seems to be ignored by the students; i.e., 47.36 percent of them reacted negatively towards the strategy. however, half of the teachers (4) indicated that they advised students to use the strategy to consolidate mohammed vocabulary learning strategies vis-a-vis ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 458 word meaning. even though developing learners’ autonomous vocabulary learning is an essential strategy in the acquisition of a massive vocabulary in english as a foreign language or english as a second language, language learning is in principle a social phenomenon. the little importance attached to social strategies by the subject population (students and teachers) would probably slow down the process of vocabulary acquisition. as shown in table 5, most students did not support vocabulary learning strategies such as using new words in sentences and associating a word with others in order to remember words and consolidate their meaning. on the other hand, the majority of the teachers (6) noted that they employed the strategy of using a new word in sentences. this demonstrated a mismatch in the strategies used by students and teachers. during the interview, a few interviewees posited that they used word association to remember words. when we look at the strategies such as using semantic maps, describing words in one's own words, and the use of synonyms or antonyms, they were favored memory strategies by most of the students and teachers. similarly, during an interview, some students explained that they connect words with ones they already know. hedge (2002) discusses that the best way to remember new words is to incorporate them into language already known. though grouping words together was an ignored strategy by the students and teachers, scholars argue for grouping words to remember them. schmit (2000), for example, explained that the principle of grouping words together with previously learned vocabulary items that are already part of the learner's mental lexicon will serve as a hook to the new words so that they are not forgotten. newly learned words, on the other hand, are prone to forgetting. connecting words with personal experience and making word lists and translating them into l1 were favored strategies by the teachers. majority of them asserted that they employed the strategies. oxford (1990) explains that learning foreign language vocabulary requires conscious manipulation of newly learned words so that memory can be enhanced. this cognitive processing of vocabulary learning involves the repetition of new words to oneself and recording them into vocabulary notebooks for contrast revision. in this connection, the sample students were asked if they were using any of the cognitive strategies for vocabulary learning. 55.38 percent of the students asserted that they applied verbal repetition strategy. however, only two of the teachers noted that they employed it. verbal repetition was also strengthened by the students during the interview. this showed a mismatch between students and teachers in the use of the strategy. according to nation (2000), most of the forgetting occurs immediately after new information is learned, and the rate of forgetting decreases as time passes. the notion of repetition entails the importance of recycling items in textbooks and classroom instructions. recycling previously encountered words aids in the consolidation of those words in long-term memory. keeping a separate vocabulary notebook was not supported by the students (53.94%) and 4 of the teachers noted that they employed it to advise students to consolidate the meaning of words. similarly, during the observations, most teachers focused on vocabulary teaching strategies such as advising students to write words and keep a separate vocabulary notebook. this also showed a mismatch. writing words while hearing them and making use of word lists were favored strategies by the students and teachers to consolidate the meaning of words. 68.4% and 62.8% of the students, respectively, noted that they applied the strategies. similarly, teachers support the employment of the strategies. that is, 5 and 6 of them, respectively, affirmed that they encouraged students to write down words while hearing them and make word lists to consolidate the meaning of words. most students and teachers did not support strategies such as writing words while reading books or magazines or writing words while watching television or film programs. mohammed vocabulary learning strategies vis-a-vis ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 459 similarly, some of the teachers, respectively, affirmed that they did not encourage students to apply the strategies. during the interview with the students, most of them explained that they simply learn words that are available in their textbook and are expected to appear on examinations. here, it is possible to say that students neglect to write words while reading books or magazines and watching television or films. teachers appear to be unaware of how to encourage students to use the strategies. schmitt and mccarthy (1997) explained that metacognitive strategies are used by students to control and evaluate their learning by having an overview of the learning process in general. some successful language learners are more concerned with their word knowledge and tend to use meta-cognitive strategies extensively. these learners are more ambitious about enriching their vocabulary store by planning their vocabulary learning, selecting and recording words of interest, and testing and evaluating their process. the author further argue that testing oneself gives input into the effectiveness of one’s choice of learning strategies, providing reinforcement if progress is being made or a signal to switch strategies if it is not. reviewing words before a test seemed to be a strategy moderately supported by the subjects. 44.72 percent of the students noted that they applied the strategy. similarly, 3 of the teachers had shown a high reaction to the strategy. however, during the interview, most of the interviewees explained that they test themselves and evaluate their progress in learning vocabulary before examinations. conclusion in the study, social strategies seem to be employed better than determination strategies by the teachers, as the group data showed, teachers and students did not regularly use the strategies. similarly, memory strategies appear to be employed more by teachers than students; the group data showed that the strategies were not usually implemented by the sample teachers and students. the same conclusion can also be drawn from the implementation of cognitive strategies. besides, the meta-cognitive strategies seem to be used by both subjects; the group data revealed the same result as other sub-categories. thus, vocabulary teaching strategies were found to be less effective and practicable in the sample schools because the teachers were not always employing them to teach vocabulary lessons. students were not also able to use a variety of vocabulary learning strategies. they could not sufficiently apply strategies for discovering the meaning of words for the first time and consolidating them in their long-term memory. thus, teachers and students have given little emphasis to vocabulary teaching and learning strategies. referencess abebe, g . 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(.1990). aspects of language teaching. oxford: oxford university press. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4007 october 2021. vol. 9, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 504-511 jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 504 using bookwidgets to attract students’ interest in learning english 1zaitun, 1muhamad sofian hadi, & 1,2diah rahmawati lestari 1faculty of education, muhammadiyah university of jakarta, indonesia 2corresponding author email: diahrahmawati31@gmail.com article info abstract article history received: september 2021 revised: september 2021 published: october 2021 english teachers deliver their teaching materials using various platforms. one of those is the bookwidgets platform which is used to create interactive learning activities and involves students in engaging teaching material. this platform provides teachers and students with dynamic widgets such as ipad, android tablets, chromebooks, and ibooks with interactive content. these are designed to interact with students’ interest in acquiring english smoothly. therefore, this study is aimed at finding out students’ interest in learning english and attract their interest using bookwidgets. the method used in this study was a quantitative descriptive method, which used a survey to collect the data. the population in this study was taken from junior high school students in mts alfalah using a questionnaire or online survey. in analyzing the data, the writer used a likert statistical analysis. the results of this showed that students’ interest in english learning using media increased up to 48,1% after they were being introduced to bookwidgets. keywords bookwidgets; online media; students’ interest; how to cite: zaitun., hadi, m. s., & lestari, d. r. (2021). using bookwidgets to attract students’ interest in learning english, jollt journal of languages and language teaching, 9(4), pp. 504-511. doi: https://doi.org/10.33394/jollt.v%vi%i.4007 introduction english is used as a second language in some countries in asia, such as in singapore, philippines, and india. they use english in daily life to communicate. unlike in indonesia, it is used as a foreign language. although it is used as a foreign language, english is taught at the earliest time in indonesian education. it has been introduced at elementary school and even at some kindergartens (setianingsih et al., 2018; sumarsono et al., 2020). as an indonesian, english is very important for indonesian people. people live in era where english has a special status and is known as global language (novita, 2018). it is very important to learn and master english. it will help people to live their lives and face the future. indonesian students start to learn english since elementary school. students are obligated to have 12 years education. it means they learn english for almost 12 years but yet, there are not enough students who master it even though they have learnt it since so long. but as a matter of fact, the main issue or problem that happens is not how long they have learnt english (novita, 2018; rachmawati, 2020). it is how much they want to learn and how much they are interested and motivated to learn english. when students are interested and motivated, their learning will be more effective because they will try to pay more attention and want to learn more and deeper about english. when students are interested in learning, they will find a way or try to know more and master it. interest takes an important part in learning process, because it can affect students to do something that they are interested in. their learning is more effective when they are interested. interest is a strong motivator that energizes learning, guides academic, and is important for academic success (renninger, 2016). therefore, interest takes a big part in learning process. when it comes to learning process, students’ engagement is crucial. the https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& zaitun, hadi, & lestari using bookwidgets to attract ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 505 more they engage, the more it impacts their learning process and performances (haerazi & kazemian, 2021). the lack of interest can cause difficulties for both teacher and students. teacher will face challenges during the lesson and students have difficulties to follow the learning material or subject they are learning (kazemian et al., 2021). this study was aimed to find out whether or not using bookwidgets attract students’ interest in learning english. bergin (2016) stated that interest has been defined in various ways. it can be described as a preference for a particular activity or subject. meanwhile cribbs (2015) defined interest as a student’ desire or curiousity. according to olivarez (2005), interesr is an aspect of personality, a type of motivation, and a result of the individual character of various task. meanwhile ainley (2006) stated that interest is theorised as both a motivation and an emotion. paul (2014) stated that interest could be described as psychological state of engagement, experienced in the moment and also a predisposition to engage repeatedly in particular ideas, activities, or object over time. students who are interested are more likely to think more clearly, understand more deeply, and remember more accurately. that is why interest can help students to do better in the class and have better academic. he also found out that interest cognitively engages students and statistically fosters learning. kpolovie (2010) stated that interest in learning could most probably be a very powerful affective psychological trait and a very strong knowledge emotion, as well as an overwheming magnetic positive feeling. being in a state of interest means that affective reactions, perceived meanings and value, and cognitive functioning interwine, and that attention and learning feel effortlessly (ainley, 2005). a number of studies have been done that positively correlate students’ interest with academic performance. barbara (2002) found that self-selected texts increased the readers’ positive feelings about reading. the teacher provided students with time to read based on their choice. understanding why students chose the book they did will help teachers to motivate students. a study was conducted by sauer (2012), who examined 2 students at union hills college and used surveys and interviews, as well as quantitative data collection and analysis of scores. to begin this study, the students completed a questionnaire that established their preferred reading materials – detailing genre and subject. the questionnaire asked students to choose whether they prefer to read fiction or non-fiction. from there, they were asked to rate, on a scale of one to five, their interest in five genres, with room for them to write in a choice of their own. the final part of the questionnaire was a set of open-ended questions designed to further elicit student response about their preferred reading materials. when reading designated low-interest passages, students’ scores dropped, their writing became less detailed and accurate, and they demonstrated behaviors associated with boredom and lack of focus (novita, 2018; lail, 2019). therefore, if teachers want to engage students and improve their performance, they must consider student interest when selecting materials. interest can lead students to pay attention to things and stimulate the students’ attention. when students do not seem to be interested in the lesson, it is almost impossible for teacher to get them to focus in the classroom. when teachers are able to provide interesting teaching material or activities, students will engage and it will affect how students act towards subject or material and they tend to reflect their academic performances (haerazi et al., 2020). providing interesting and enjoyable media and activities to support teaching process should be done. therefore, this study is aimed at developing students’ interest in learning english. using such as demonstrations, colorful materials, music, videos can attract students’ attention and interest in learning. to be able to do this, writer used bookwidgets in learning english process. quoted from bookwidgets website, bookwidgets is an excellent service for teachers and curriculum developers that allows them to create a ton of different types of interactive content to assign to their students. it can create interactive exercises such as games, photo and video based activities. zaitun, hadi, & lestari using bookwidgets to attract ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 506 research method the researchers found the students never used media to learn english in the class before. therefore, they lack interest in learning english using media. to solve this problem, the researchers used bookwidgets to be applied in the classroom and used pre-experimental design which used one group to be distributed the questionnaire before and after the treatment and this group was also taught by using bookwidgets. research design pre-experimental design was used in this research, it means the researcher used one group to be distributed the questionnaire before and after the treatment and this group was also taught by using bookwidgets. in this study, quantitative method was used to examine whether bookwidgets attract students’ interest in learning english or not and the result of the questionnaire was described afterwards. the researchers used the data from their responses to the questionnaire to find out the improvement of the students’ interests toward english. the researchers used descriptive quantitative method. descriptive research is usually defined as a type of quantitative research (shona, 2019), the purpose of descriptive research is to describe and interpret the current status of an individual (mertler, 2014). quantitative method itself relies on the collection and analysis of numerical data to describe variables (mills, 2009). in this study, the procedure of action research was on how the process of the researchers in conducting this research started from the research preparation up to the end of this research. to arrange this research the researchers applied four steps such as planning, acting, observing, and reflecting. the population of this research covered all 7th grade students at mts al-falah jakarta, which consists 27 students per each class and the sample of this research was one of class of 7th grade. instruments the researchers used a set of questionnaire to measure students’ interest in learning english as the instrument. the questionnaire was distributed before the treatment to measure students’ interest in learning english before using bookwidgets in the class. it was done on the first day of meeting and the writer explained how to fill in the questionnaire. bookwidgets was used as a teaching media to support learning process and to attract students’ interest. all the materials taught were based on their materials from textbooks and everything they have learnt so far, bookwidgets supported and created interactive digital lesson. the writer operated bookwidgets to support the explanation of the material and things students have learnt before and explain to students how bookwidgets works, after that students explored its features by themselves so that they would be familiar with it. data analysis giving first questionnaire is the first step in collecting the data. the researchers distributed a questionnaire before using bookwidgets to find out how much they are interested in learning english. the items of questionnaire consisted of 10 statements that students should be answered or chosen. thus, giving second questionnaire is done in the last step of collecting the data. this step was conducted after using bookwidgets in the class. the results of before and after using bookwidgets are compared to each other so that the researchers can measure students’ interest in learning english and whether or not using bookwidgets attract students’ interest. this research applied the methods to analyze the data using statistical analysis and quantitative descriptive method. statistical analysis is to know how students’ interest and quantitative descriptive is to interpret the data. the statistical analysis is stressed in percentage aspect of students’ interest to learn using bookwidgets. zaitun, hadi, & lestari using bookwidgets to attract ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 507 research findings and discussion research findings english teachers deliver their teaching materials using various platforms. one of those is the bookwidgets platform which is used to create interactive learning activities and involves students in engaging teaching material. this platform provides teachers and students with dynamic widgets such as ipad, android tablets, chromebooks, and ibooks with interactive content. these are designed to interact with students’ interest in acquiring english smoothly. therefore, this study is aimed at finding out students’ interest in learning english and attract their interest using bookwidgets. to gain the research data, this study distribiuted questionnaires for students before they applied bookwidgets and after they applied it. the research findings can be presented in table 1 and table 2. table 1 presented the students’ responses before using bookwidgest in learning english. then, table 2 performed the students’ views after using bookwidgest in learning english. table 1 before using bookwidgets no statements of students’ interest in learning english sd d n a sa 1 i like learning english -3,7% 18,5% 14,8% 63% 2 i like learning english using textbooks -3,7% 37% 33,3% 25,9% 3 learning english using textbooks is fun -7,4% 44,4% 22,2% 25,9% 4 so far, using textbooks helps me improve my english skills --63% 11,1% 25,9% 5 i am interested in learning english using textbooks -3,7% 63% 18,5% 14,8% 6 using textbooks creates fun and pleasant atmosphere --33,3% 51,9% 14,8% 7 i have never learnt english using multimedia in the class before 11,1% 3,7% -3,7% 81,5% 8 i would like to learn english using multimedia in the class 11,1% 3,7% 14,8% 29,6% 40,7% 9 i would rather just use textbooks to learn english because it is easier to understand -3,7% 77,8% 11,1% 7,4% 10 during this time, i have been happy and enjoying learning english using textbooks and i do not need any changes beacuse using textbooks is enough to help me learn english -3,7% 74,1% 18,5% 3,7% the findings showed that students feel enjoyable to use english textbook using multimedia. for instance, students declare that they can improve their english skills with english textbook. mostly, the research findings presented students’ responses that they have interest in learning english before using bookwidgets. according to the data, 63% of students stated strongly agreed that they liked learning english. 37% of the students are neutral about liking learning english using textbooks. 33,3% agreed that they liked learning english using textbooks, 25,9% strongly disagreed and 3,7% disagreed they liked learning english using textbooks. 44,4% of the studentschose neutral about learning english using textbooks is fun. 25,9% strongly disagreed that learning english using textbooks is fun, 22,2% agreed and 7,4% disagreed that learning english using textbooks is fun. table 1 presented students have interest to learn through english textbooks and to facilitate them using multimedia. the data of students’ interest after using bookwidgets can be presented in table 2. zaitun, hadi, & lestari using bookwidgets to attract ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 508 table 2 after using bookwidgets no statements of students’ interest in learning english sd d n a sa 1 i like learning english -3,7% 18,5% 14,8% 63% 2 i like learning english using textbooks - 48,1% 29,6% 22,2% 3 learning english using textbooks is fun -7,4% 51,9% 22,2% 18,5% 4 so far, using textbooks helps me improve my english skills --66,7% 11,1% 22,2% 5 i am interested in learning english using textbooks -3,7% 70,4% 14,8% 11,1% 6 using textbooks creates fun and pleasant atmosphere --44,4% 44,4% 11,1% 7 i have never learnt english using multimedia in the class before 63% 37% --- 8 i would like to learn english using multimedia in the class --11,1% 40,7% 48,1% 9 i would rather just use textbooks to learn english because it is easier to understand -3,7% 88,9% 7,4% - 10 during this time, i have been happy and enjoying learning english using textbooks and i do not need any changes beacuse using textbooks is enough to help me learn english -3,7% 85,2% 11,1% - findings from table 2 revealed the response from the students for each statement. the data gathered through questionnaire was used to measure students’ interest in learning english after being introduced and using bookwidgets. according to table 2 number 1, 63% of the students strongly agreed that they liked learning english. 18,5% neutral and 14,8% agreed they liked learning english. meanwhile 3,7% disagreed they liked learning english. 48,1% of the students chose neutral about liking learning english using textbooks after using bookwidgets. 29,6% agreed and 22,2% strongly disagreed that they liked learning english using textbooks after using bookwidgets. 51,9% of the students chose neutral about learning english using textbooks is fun. 22,2% agreed and 18,5% strongly disagreed that learning english using textbooks is fun. 7,4% disagreed that learning english using textbooks is fun after using bookwidgets. 66,7% of the students chose neutral that using textbooks helped them improve their english skills. using textbooks is very fun not only for students but also teachers. teachers can practice and deliver their teaching materials efficiently and effectively. 22,2% strongly agreed and 11,1% agreed that using textbooks helped them improve their english skills after using bookwidgets. 70,4% of the students chose neutral that they are interested in learning english using textbooks after using bookwidgets. 14,8% agreed and 11,1% strongly agreed that they are interested in learning english using textbooks. there is only 3,7% disagreed that they are interested in learning english using textbooks after using bookwidgets. 44,4% of the students agreed and chose neutral that using textbooks created fun and pleasant atmosphere after using bookwidgets. 11,1% agreed that using textbooks created fun and pleasant atmosphere. 63%% strongly disagreed that they had never learnt english using multimedia in the class before. 37% disagreed that they had never learnt english using multimedia in the class before. 48,1% of the students strongly agreed that they would like to learn english using multimedia in the class after using bookwidgets. 40,7% agreed and 11,1% chose neutral about using multimedia in the class. 88,9% of the students chose neutral that they would rather just use textbooks to learn english because it is easier to understand after using bookwidgets. 7,4% agreed and zaitun, hadi, & lestari using bookwidgets to attract ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 509 only 3,7% disagreed to use textbooks to learn english because it is easier to understand. 85,2% of the students chose neutral that they had been happy and enjoying learning english using textbooks and they do not need any changes because textbooks is enough to help them learn english after using bookwidgets. discussion this study is aimed at investigating students’ view on using bookwidgets to attract students’ interest to learn english. this study is caried out in two sessions. the first session is to see students’ interest in learning english using english textbook before using bookwidgets and the last session is to find out students’ interest after using bookwidgets. the investigation of students’ view on both aspects is essential because teachers need to know the students’ needs in order to learn. it is in line with haerazi & kazemian (2021) and kazemian et al. (2021) who state that english teachers should know target needs and learning needs in which learning needs relate to what students needs in order to learn. this study tries finding out the students’ responses of using textbooks facilitated by using bookwidgets. the students had high interest in learning english. it can be seen from table 1, 63% students agreed that they liked learning english. they liked learning english using textbooks because it is fun and helped them improve their english skills. it is in accordance with moneypenny & aldrich (2016) who state online-based materials can facilitate students with various learning activities in efl or esl teaching-learning contexts. in this study, when students are provided with english materials, they need to be assisted by using multimedia in the class. with various learning tools, they feel easy to accomplish their english tasks (saeed & ghazali, 2016). the results revealed that 81,% stronly agreed they have never used it. that is why they answered they would rather use only textbooks to learn english before getting the treatment. the treatment gave students a new way to learn english because its features. the students were interested because bookwidgets have a lot of features, such as games. they found the learning process more fun when teacher used interesting and interactive media (ghadirian et al., 2018; cinganotto, 2019). this also made the learning atmosphere feel more alive because students were involved. based on the second questionnaire, the results revealed that the students’ interest in learning english using multimedia has increased up to 48,1% after they were being introduced to bookwidgets. after introducing and using bookwidgets to learn english, their interest in learning english is still high. 63% students agreed that they liked learning english. however, their interest in learning english using media in the class after using bookwidgets had increased. 48,1% students strongly agreed that they would like to learn english using media in the class. it means that using bookwidgets attracted students’ interest in learning english using media because there was a change in the results before and after using bookwidgets. conclusion the use of multimedia needs to apply in the classroom as much as possible. utilizing the technology for language teaching will be great help for teachers and students, and the tendency to integrate technology with lesson content grows each day. there are positive and negative views from using multimedia in the class, using multimedia helps teachers to provide better teaching material that is effective and interesting for studets. it will also help students to understand better. but using multimedia also needs needs some equipments, such as computer/laptop, projector, lcd, and internet to access some sites. teachers should bear in mind that their profession is more demanding each day and have to be ready to face the challenges that come up, finding solutions or different alternatives. zaitun, hadi, & lestari using bookwidgets to attract ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 510 references cinganotto, l. 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(2016). stimulating student interest in language learning. aucklan, new zealand: springer nature. journal of languages and language teaching, vol.6 no.2 november 2018 77 fixing students’ pronunciation using songs ahmad idris asmaradhani1, rindawanto evendi2,ahmad mursid3; ruslan abdul gani4 ikip mataram1, sman 1 janapria2, smkn 7 mataram3, smpn 5 kopang4 deossa123@yahoo.com1, abstract: as a foreign language,english is difficult for secondary school students in indonesia not only in terms of grammatical systems but also in terms of phonetic systems. they find it difficult to pronounce most of the english words because in english there is no regular systems of how to pronounce the english words. for efl/esl learners in general, to pronounce the english words intelligibly they must refer to a standard dictionary which also means they have to understand how to use and read the dictionary systematically. to understand and improve the production of the various sounds and the supra-segmental features of english as a foreign language, it is suggested to use english songs. this research paper is discussed descriptive-qualitatively based on the authors’ experience as a foreign language learners and teachers. it is discussed how using songs in the english classroom can help students fix their english pronunciation. supported with a simple questionnaire given to secondary school students, it is also found that most students can fix their pronunciation and they have a strong interest in listening and understanding popular english songs. keywords: songs, pronunciation, connected speech introduction among efl teachers who have taught english as a foreign language for many years, it is found that songs are very valuable tool for improving pronunciation. as a matter of fact, songs provide the learners with prosodic signals such as pronunciation, stress, and intonation called extra linguistic context (for details of the term extra linguistic context (see: (kumaravadivelu, 2003, p. 207). it is also found that even people who are not really interested in learning english, many of them can sing english popular songs with relatively close to being understandable pronunciation. it is further noticed that there are many barriers that indonesian learners face when producing certain english sounds and their supra-segmental features. on the basis on the above views, the aim of this paper is to provide english instructors with some activities of fixing the students’ pronunciation using songs for high school students. by focusing on the pronunciation, students will understand how to distinguish sounds in minimal pairs, both vowels and consonants (for further details about minimal pair (see: carr, 2008, p. 135; crystal, 2008, p. 256). at the same time, they will become more familiar with connected speech. this will lead to a better understanding of native speakers and the mastery of a native-like accent. by all means, songs are not only powerful to young people but also affect their feelings and energy levels. without even thinking about songs, people use songs and other musical sounds to create desired moods to make themselves happy. songs—often referred to music—are something to enjoy in movement and dance, to energize, to bring back powerful memories, to help people relax and even to focus. throughout history, people have used sounds for different purposes, and this has certainly enhanced their learning and living in many different ways. many people consider songs to be a very important part of their lives. however it is not used as often as at work and in school (see: millington, 2011, pp. 134-135). the process of fixing pronunciation using songs can become a very stimulating experience because songs can provide an appropriate atmosphere for both the journal of languages and language teaching, vol.6 no.2 november 2018 78 teacher and the students. in addition, songs have the power to create interesting and fun activities that everyone will enjoy. there is no denial that songs have become an integral part of people’s language experience. when teacher gets tired of trying to correct them, and just let them keep saying it wrong because it is too much trouble, she might bypass pronunciation mistakes so that she can focus on vocabulary or grammar instead. she might even think that too much pronunciation correction could be disheartening when your students are trying so hard. this is not true. there are some sounds in english that can be difficult for any learner, and there are also distinctions between sounds that some students find confusing because there is no such distinction in their mother tongue. in fixing the existing pronunciation, first they need to be able to hear the difference between the incorrect and the correct sound.then they need to learn how to make the correct sound.finally, they also need to be able to recognize (when reading, for example) when and how to make the correct sound. these are all provided by the english songs (see: wickham, 2018, pp. 1-7) it can be concluded, therefore, that songs are very useful media in the fixing the students pronunciation in foreign language classroom. they provide an excellent way to improve language skills as well. the importance of songs for practice in foreign languages has been recognized for over six centuries. songs expose learners to a rich content, language, culture, and even a tendency to relax. with songs the students are exposed to a comfortable atmosphere in which these areas can be absorbed. there are numerous advantages of using songs: establishing a positive learning situation, energizing learning activities, increasing the students’ attention, improving memory, releasing tensions or stresses, enhancing imagination, developing inspiration and motivation, and adding some elements of fun. songs tend to have simplified, colloquial language, use natural rhythm, stress, intonation, contractions, slang, expressions, idioms, authentic material, and even communicative repetitionin a way where students are stress-free. this paper is being discussed descriptive-qualitatively based on the author’s own personal and other authors’ experiences as a foreign language learner and teacher. this paper is intended to discuss how to select the appropriate songs as the media in teaching pronunciation. how using songs in the english classroom can help students improve their english pronunciation is also discussed. a simple questionnaire is given to secondary school students. it is found that most students have a strong interest in listening and understanding popular english songs. theoretical views: songs and their advantages in krashen’s view (1982, pp. 2022), acquisition will take place if comprehensible input and a low affective filter are provided. he further defines that comprehensible input is “that bit of language that is heard and read and that is slightly ahead of a learner’s current state of grammatical knowledge”. krashen concludes that if the affective filter is high, input “is prevented from passing through if the filter is low, the input will reach the acquisition device and acquisition will take place”. considering krashen’s input hypothesis, in which he states that human acquire language instead of learning it, songs become a great opportunity for students to acquire the new language. efl teachers should consider fixing the students’ pronunciation in traditional learning-based activities, and use more preferable media more, considering new developments in second language acquisition theory. using songs in class will make the students enjoy the activities and songs can be used in specific work on pronunciation. that is because songs provide examples of journal of languages and language teaching, vol.6 no.2 november 2018 79 authentic, memorable and rhythmic language. they can be motivating for students keen to repeatedly listen to and imitate their musical heroes. some aspects of pronunciation that can be focused by using songs are (1) focus on sounds, (2) focus on words, and (3) focus on connected speech (ebong&sabadini, 2006, pp. 1-3). songs can be very helpful as comprehensible input for students because it enables them to understand the language better and acquire new rules, as well as motivating learners and making them feel more relaxed. by creating a low affective filter and an interest as suggested by krashen, songs become a useful tool for teachers when fixing with the students’ pronunciation. as an efl teacher, one can make a distinction between extrinsic and intrinsic motivation. the former is caused by any number of outside factors such as personal needs or goals; the methodology used in the second language classroom also influences the degree to which the students feel motivated towards the learning. differently, intrinsic motivation comes from within the individual and so a student feels motivated to learn if he or she finds enjoyment in the learning process itself. therefore, it is theteacher’s responsibility to help learners discover this selfmotivation, and provide activities in class so that extrinsic motivation will take place. any person who is learning a foreign language knows how challenging this process is therefore having interesting and enjoyable activities such as listening to popular songs can become a key to success. it has been a very common view that music can increase the level of reception to learning. the effects of music (including all kinds of songs) on the emotions are commonly known, but the effects of music on the brain and thinking have also been explored. research has shown that an electroencephalogram— known as eeg—found in music can change the brain waves and make the brain more receptive to learning. music connects the functions of the right and left hemispheres of the brain so that they can work together and makes learning quicker and easier (see: kellaris; cox; cox, 1993, pp. 114-116). the simultaneous action of the left and right brain can maximize learning and retention of information. the information being studied activates the left brain while the music or songs activate the right brain. in addition, there are other activities that engage both sides of the brain at the same time, such as playing an instrument or singing which causes the brain to be more capable of processing information. dr. lozanov, a famous hungarian psychologist, designed a way to teach foreign languages in a fraction of the normal learning time using a system involving certain classical music pieces from the baroque period. his experimentation has shown that foreign languages can be learned with 85-100% efficiency in only thirty days by using these pieces due to the effect that ornamental music has on brain waves (see: dabul, 2017, pp. 1-3). it is also commonly known that music can also develop multiple intelligence of the young people. in 1983, howard gardner, a psychology professor at harvard university, presented his multiple intelligence theory based on many years of research. gardner has claimed that there is not just one intelligence, but different forms of it (see: lucas, 2015, pp. 2-5). multiple intelligence teaching methods recognize eight forms of intelligence: visual-spatial, linguistic, logical-mathematical, bodilykinesthetic, interpersonal,intrapersonal, musical, and most recently naturalist. this has influenced the way that teaching and learning are approached. teachers are now more aware of the need to offer a variety of activities in the classroom to fulfill students’ needs. development of musical intelligence can be greatly aided by the use of songs throughout the curriculum. in journal of languages and language teaching, vol.6 no.2 november 2018 80 addition to learning about musical elements and how to create music, the musical intelligence involves developing an ability to respond to musical sound and the ability to use music effectively in one’s life. most interestingly, music and songs is very closely related to the students’ learning styles. students take in and process information in different ways. some students learn by seeing while some others by hearing and doing (see: lucas, 2015, pp. 2-5). consequently, this also causes the teaching methods to vary. when mispronouncing words happens continuously, the students can get bored and get discouraged about pronouncing the english words (close to) being correctly. in this situation, listening to songs takes advantage of the different learning styles students have and by carrying out activities with songs, students can be directed to fixing their own pronunciation. research methodology in indonesia, secondary students who learn english as a foreign language almost always have some difficulties in pronouncing some certain sounds. this is because there are some sounds in english that are absent in indonesian language. in other words, some sounds in the target language are absent in the learners’ language. indonesian speakers, for example, find it hard to distinguish between the vowel sounds /i:/ and /ɪ/, and they mostly consider there is no difference between ‘seat’ and ‘sit’. consequently, indonesian speakers will also have difficulty in pronouncing ‘feet’ and ‘fit’. this means there are some differences between indonesian vowels and english vowels. almost similarly, pronouncing consonant /ʤ/ in the final position (as in ‘change’) is very difficult and needs some time to produce the correct pronunciation. this means that there arealso some differences between indonesian consonants and the english consonants. moreover, indonesian native speakers usually monophthongize the diphthong /aɪ/ (as in ‘capai’) into /e/ (as in ‘cape’), while in english this is unacceptable as it can produce different meaning. on the whole, the three groups of phonemes—vowels, consonants, and diphthongs—in the learners’ language and in the target language (english) are different. in short, the three phonetic systems represent the biggest challenge for the learners. on the bases on the above existing problems, it is proposed that by listening to songs indonesian learners can relaxingly identify and fix all of those sounds and perceive the differences among them. in addition to vowels, consonants, and diphthongs, they can understand connected speech by analyzing the assimilation, linkages and reductions, and other aspects such as -ed endings and –s endings. that is because song lyrics and the singers—who are native in the target language—provide numerous models and examples. selection of song lyrics can now be easily found on the internet, so language teachers have the access to an enormous variety of music and songs to bring to class. many english teachers use songs for different purposes. some songs are used as grammar practice, listening comprehension, vocabulary enhancement, and even for giving the students inspiration before writing exercises. these two kinds of activities have very often been practiced by many english teachers in indonesia. in this paper, however, the point is that music or songs are seldom used to help students fix the pronunciation in english. in learning english as a foreign language, it is essential to have good pronunciation for clear communication. secondary students at all grades should work on their pronunciation skills to ensure success in the target language. very often, however, pronunciation is considered less important than other skills and is therefore given less attention in a teacher’s lesson planning. as miyake has pointed out, pronunciation has been called the cinderella of elt (being journal of languages and language teaching, vol.6 no.2 november 2018 81 locked away and out of sight). one of the criticisms of pronunciation teaching is that it is thought to be boring (see: plaza, 2015, p. 13). it is suspected that such situation is due to the dominant image of audio-lingual methods wherestudents are often drilled with minimal pairs. since speaking is such a necessary skill in a second or foreign language, pronunciation is essential to be understood. pronunciation plays a very important role in language learning because even when grammar and vocabulary are used correctly, if vowel and consonant sounds and aspects such as intonation, linking, rhythm and stress are not produced accurately, the intended message cannot be delivered comprehensibly. this will lead to misunderstanding and failure to communicate, and in turn learner’s frustration. song lyrics are different from other kinds of texts because they are closely linked with rhythm. this makes them useful for practicing different pronunciation aspects naturally. all the features of connected speech, including reductions can be identified easily and practiced using songs. furthermore, some long-term investigations about language learning demands in the field of teaching english as a foreign language have shown that pronunciation is one of the highestranking aspects of the students’ interest in many different countries. through surveys and teaching experience, it is clear that students frequently mention a desire to understand the speech of native speakers, and to sound like native speakers themselves. all of these are available in songs. steps in fixing the students’ pronunciation selecting the right songs there are some crucial things to note in teaching pronunciation using songs. that is, while it is easy to understand that using songs will offer a lot of advantages for both the teacher and the students, the biggest question is how songs should be chosen. it is suggested that teacher consider the students’ detailed identifications. they include the students’ level, their age, and the kind of music/songs they like. besides, it is also essential to evaluate the songsthemselves. teachers need to find out if the rhythm is comprehensible, the singers’ voices are clear enough (this might be the most important thing to consider), the speed of the song, and the complexity of the structures and the vocabulary (further suggestions, see: simpson, 2015, pp. 1-5). first thing to consider about the songs is the “authenticity” of the songs as the source of listening to the english pronunciation. one concern for language teachers teaching from an intercultural perspective is the authenticity of resources for language learning. authenticity isparticularly important when language is viewed as an instantiation of culture and the process of learning as the negotiation of this relationship. many resources developed especially for language learning have tended to edit out or modify aspects of context that are important to understanding the relationship between language and other aspects (liddicoat and scarino, 2013, pp. 93-95). quoting alptekin (2000), liddicoat and scarino further argue that some unknown aspects inherent in the native-speaker view of authenticity may even inhibit the students learning process. as such, liddicoat and scarino suggest the teaching–learning situation and the original communicative purpose of the resources being used. they include: (1) the authenticity of purpose: the resource needs to be of intrinsic interest to engage learners. thus it is necessary to select the songs that represent the “real world” purpose external to the classroom or an intellectual engagement with the resources to promote new insights and knowledge. journal of languages and language teaching, vol.6 no.2 november 2018 82 (2) the authenticity of response or task: learners need to respond to the resource in an authentic way. thus, what students are asked to do with a resource is at least as important as the learners’ identities as learners and users of the language. (3) the authenticity of conditions: the conditions for language use need to be reflective of the conditions for use of the resource in the “real world.” this real world needs to be understood as the world of the language learners and users. as ebong and sabbadinisuggegst, there are no ‘standard’ songs for teaching pronunciation (2017, pp. 1-3). they further state that any song can be an example of different pronunciation aspects. however, as suggested above, teachers should try to choose songs that are clear (use quality recordings where possible), not too fast, memorable, likely to appeal to our learners (possibly songs they already know) and easy to create more activities, depending on the area of pronunciation that the teacher is focusing on (for some choices, see: zazulak, 2015, pp. 1-5). based on the intended purpose, songs should be written or printed in “sight words” on the whiteboard or displayed on the screen foreasier reference. this will be more helpful for both teacher and the students; for the teacher the intended sounds can be put in different colors and for the students this will make them easier to identify the intended sounds. with visible slides containing songs, teacher can manipulate the activities more variably. in this paper, instead of choosing a song by focusing on the vowels, consonants, and diphthongs, this paper is focused on some aspects of pronunciation that can be fixed or made better by the selected songs. hence songs to focus on sounds, songs to focus on words, or songs to focus on connected speech. as bolton (2011, p. 54) suggests, when it is decided to learn a piece of music or song, one should look it over, and read (play) through it in order to get a general idea of how one wants to go about practicing it. this is similar to when one first listen somewhat more closely to a foreign language one would like to learn, and perhaps have a look at some text in that language, too. upon starting with the phases, one should break the song down into smaller parts, phrases, or somewhat larger parts. then, one can begin “playing” that section quite slowly, doing one’s best to make every note sound as it should be in order to be clearly distinguishable, and also to fit naturally into the phrase (bolton, 2011, p. 54). in selecting songs to fix a particular consonant, vowel, and diphthongs sounds some criteria must be considered. as languages differ in their range of sounds, students have to learn to ‘physically’ produce certain sounds previously unknown to them. this is because incorrectly pronounced sounds strain can change the meaning. here is the point where songs can fix it because songs are authentic and easy to access as examples of spoken english. the rhymes in songs provide listeners with repetition of similar sounds. students often choose to listen to songs a few times and again, indirectly exposing them to these sounds. a teacher can focus learners on particular sounds and can create activities based on songs’ rhymes. she can replace some of the rhymes in the song, with a gap. students listen and fill the gaps, using the song to guide them. more analytically minded students can then categorize the words according to sounds. in selecting songs to teach particular word combinations of sounds, there are some things to consider. when words are combined with another, one is usually stressed while the other isnot. this causes difficulties. things may get worse as each english word has its own stress pattern, with very complex ‘rules’ to guide learners. in this regard, words in songs fit the music, helping learners associate the number of syllables / stress in these words, journal of languages and language teaching, vol.6 no.2 november 2018 83 with memorable rhythms. the relaxed atmosphere of songs can expose students to this difficulty without realizing it. songs contain endless examples of weak syllables, helping to convince learners of the way english is pronounced. hence, songs can raise learners’ awareness of the number of syllables or word stress. song lyrics that are also in the forms of poems may be very encouraging and are appropriate for sharing in class. students will see them as though they are a part of the learning process because they’re the ones helping to shape the lessons. depending on the students to teach, teachers may wish to collect and read the lyrics first, and then use them for a lesson later in the unit. as roseboro suggests, if teachers have time, they can ask students to bring in ten-to fifteen-second musical samples of the choruses for their selected song lyrics and play a few of these as examples of poetic repetition (roseboro, 2010, p. 145). that is, repetition is also one way of making the pronunciation closer to being correct. the most difficult of them all—but can be most interesting—is to improve connected speech using some selected songs. connected speech is the natural way english native speakers speak. they link words together and emphasize certain words, rather than each word stands alone. contractions (two words forming one) are an extreme example of the way we connect speech, to the extent that the written form too is affected. the reason for difficulties for the students to mimic or copy the way the native english speak is connected speech. indonesian students normally learn words individually and, especially at lower levels, tend to pronounce each word separately. indonesian high school students frequently misconceive contractions as being ‘incorrect’ and only used in ‘slang’. not all words within a phrase carry the same weight. in this situation, selected english songs help them improve with this particular feature of spoken english. songs, and especially the chorus, provide real and ‘catchy’ examples of how whole phrases are pronounced often to the extent that students find it difficult to pick outindividual words. the music further emphasizes the ‘flow’ of the words. songs, like other spoken texts, are full of contractions that make students keen to reproduce this. at this point, teachers can select and use songs containing some contracted words to convince the students that ‘contractions’ in english are very natural. songs containing word combinations such as ‘i’m’; ‘i can’t see’; and many others will be very helpful. as suggested by vasquez; angela; and philip (2010, pp. 140-141), such contractions will encourage students to improve their skill in pronouncing short phrases by themselves (see also: chen, 2016, pp. 1-11). what the students say in the questionnaire to obtain information about the importance of using songs in fixing pronunciation, the following questionnairebased survey is carried out. all of the 30 (thirty) students of sman 1 janapria, lombok tengah are given the questions and they have to answer by choosing (giving cross [x]) the best choice. the questions for them to answer are as follows: quote: 1. do you enjoy listening to english songs? a. absolutely agree b. agree c. neutral d. disagree 2. do you consider pronunciation to be the most important language area? a. absolutely agree b. agree c. neutral d. disagree 3. listening to english pop songs helped you learn the pronunciation? a. absolutely agree b. agree c. neutral d. disagree 4. is english words spelling different from the pronunciation? journal of languages and language teaching, vol.6 no.2 november 2018 84 a. absolutely agree b. agree c. neutral d. disagree 5. is learning pronunciation through songs more interesting? a. absolutely agree b. agree c. neutral d. disagree 6. learning pronunciation through english pop songs is interesting because we listen to the native english speakers. a. absolutely agree b. agree c. neutral d. disagree 7. learning pronunciation through songs can help me upgrade my pronunciation. a. absolutely agree b. agree c. neutral d. disagree 8. from now on i will learn english pronunciation by listening to english pop songs. a. absolutely agree b. agree c. neutral d. disagree unquote: out the above 8 (eight) questions, 28 of the 30 students choose a (for question no 1); 25 of the 30 students choose a (for question no 2); 30 of the 30 students choose a (for question no 3); 25 of the 30 students choose a (for question no 4); 26 of the 30 students choose a (for question no 5); 30 of the 30 students choose a (for question no 6); 26 of the 30 students choose a (for question no 7); 27 of the 30 students choose a (for question no 8). in short, all of the 8 (eight) questions are unanimously answered with ‘absolutely agree’ by at least 25 students. this means, the students themselves absolutely agree that using songs to improve the students’ pronunciation is a suitable technique. instead of conclusion the use of songs in the high school classroom can make learning more fascinating and interesting. at the same time, students acquire the target language (in the form of improved pronunciation) and feel comfortable in a relaxing atmosphere during the teaching learning process. this helps them lower their affective filter, and become more receptive to learning. in addition, songs help learners upgrade and improve their understanding and production of important pronunciation features. finally, it is recommended that teachers should choose the songs carefully, taking into account different aspects such as the students’ levels, age and preferences, as well as the level of difficulty of the songs and their rhythm. although the above paper is described based on activities that are carried out only in one time meeting in effort of fixing their pronunciation, similar practices could be used with advanced students or with those who take pronunciation courses, and therefore need to know the ipa symbols that are useful for practicing the symbols and improving their pronunciation. references: bolton, d. (2011). the secrets of successful language learning. uk: copyright © 2011 by david bolton. carr, p. (2008). a glossary of phonology. edinburgh: edinburgh university press ltd. chen, a.h. (2016). “perspectives upon integrating music into freshman english pronunciation training classroom”.asian journal of education and training, vol. 2(1): 16-22. 2016. hsiuping university of science and technology.doi no. 10.20448/journal.522/2016.2.1/522. 1.16.22. crystal, d. (2008). a dictionary of linguistics and phonetics. usa: blackwell publishing. dabul, v. (2017). “how music affects the human brain”. live strong com. retrieved from: http://www.livestrong.com/article/1 57461-how-music-affects-thehuman-brain/ ebong, b. and marta j. s. (2017).“developingpronunciation through songs”. london: journal of languages and language teaching, vol.6 no.2 november 2018 85 british council. retrieved from: https://www.teachingenglish.org.uk /article/developing-pronunciationthrough-songs kellaris, j.; anthony, d. c.; dena, c. (1993). “the effect of background music on ad processing: a contingency explanation”.114 /journal of marketing, october 1993 vol. 57 (october 1993), 114-125. krashen, s. d. (1982). principles and practice in second language acquisition. california: pergamon press inc. kumaravadivelu, b. (2003). beyond methods: macrostrategies for language teaching. usa: yale university. liddicoat, a.j. and angela, s. (2013). intercultural language teaching and learning. usa: wiley and blackwell. lucas, g. (2015). “multiple intelligences: digging deeper”. © 2017 george lucas educational foundation. retrieved from:https://www.edutopia.org/you r-multiple-intelligences millington, n. t. (2011). “using songs effectively to teach english to young learners”. journal of language education in asia, 2011, 2(1), 134-141. japan: ritsumeikan asia pacific university. plaza, i. m. (2015). “the cinderella of foreign language teaching: an insight to theintegration of pronunciation in efl contexts” (unpublished paper). academic year 2015/16.roger gilabert guerrero end-of-degree paper. barcelona: english studies university of barcelona roseboro, a.j.s. (2010). teaching middle school language arts: incorporating twenty-first-century literacies. uk: rowman& littlefield education. simpson, a. j. (2015). “how to use songs in the english language classroom”.london:british council. retrieved from: https://www.britishcouncil.org/voic es-magazine/how-use-songsenglishlanguage-classroom. vasquez, a.; angela, l.h.; philip c.s. (2010).teaching language arts to english language learners. new york: routledge. wickham, r. (2018). “10 esl activities for powerful pronunciation progress”. copyright by: fluent flix limited. retrievedfrom:https://www.fluentu. com/blog/educator-english/eslpronunciation-activities/ zazulak, s. (2015).“11 great english language song lyrics”.copyright by © 2017 pearson english. retrieved from: https://www.english.com/blog/11english-song-lyrics jollt journal of languages and language teaching, vol. 7 no.2, november 2019 82 an analysis of conversational implicature strategy in a drama “the bear” by anton chekhovand its application in elt hendra suryadi english teacher, ma ponpes darul muhlisin, central lombok, ntb email: hendrasuryadi02@gmail.com muslim english teacher, smpn 4 batukliang, central lombok, ntb email: muslim@gmail.com abstract this study was aimed at finding analysis of conversational implicature in a drama ―the bear‖ by anton chekhov and its application in english language teaching". this research was conducted in a descriptive qualitative method. the source of data is a script of drama, the sampling technique used was purposive for the sample is chosen based on a certain purpose to reach the objective of this research. the data analyzed based on the theory’s grace (1975), yule (2005), levinson (1992), jacob l. mey (1998) and paltridge (2000). and then each extract was analyzed based on types and functions of conversational implicature. after that, the real data are displayed using table and particular. here, the researcher analyzed several applications of conversational implicature in drama. in analyzing the data the researcher finds the idea from the drama that can be used for improving speaking the students in english language teaching. based on the analysis, the outcome of this study indicated that all grice’s proposed conversational implicatures applied to the drama entitled “the bear‖. 28 utterances are consisting of 9 types of generalized conversational implicature, 5 types of particularized conversational implicature, 2 functions of self-protections, 6 functions of power and politeness, 3 functions of giving information, 1 function of entertain the audience and 2 functions of lack specific information. the study was enriching the knowledge of conversational implicature for the teachers and students who should be able to improve speaking skill in teaching-learning activity. key word: conversational implicature, drama, english language teaching abstrak penelitian ini bertujuan untuk menemukan analisis implikatur percakapan dalam drama "the bear" oleh anton chekhov dan penerapannya dalam pengajaran bahasa inggris ". penelitian ini dilakukan denganmetode deskriptif kualitatif. sumber data adalah naskah drama, teknik pengambilan sampel yang digunakan adalah purposive karena sampel dipilih berdasarkan tujuan tertentu untuk mencapaitujuan penelitian ini. analisis data dilakukan berdasarkan pada teori grace (1975), yule (2005), levinson (1992), jacob l. mey (1998) dan paltridge (2000). dan kemudian setiap ekstrak dianalisis berdasarkan jenis dan fungsi implikatur percakapan. setelah itu, data nyata ditampilkan menggunakan tabel dan khusus. di sini, peneliti menganalisis beberapa aplikasi implikatur percakapan dalam drama. dalammenganalisis data, peneliti menemukan ide dari drama yang dapat digunakan untuk meningkatkan berbicara siswa dalam pengajaran bahasa inggris. berdasarkan analisis, hasil penelitian ini menunjukkan bahwa semua implikatur percakapan yang diusulkan grice dapat diterapkan pada drama yang berjudul " beruang". ada 28 ucapan yang terdiri dari 9 jenis implikasi percakapan umum, 5 jenis implikatur percakapan partikular, 2 fungsi perlindungan diri, 6 fungsi kekuasaan dan kesopanan, 3 fungsi memberikan informasi, 1 fungsi menghibur penonton dan 2 fungsi kekurangan informasi spesifik. penelitian ini memperkaya pengetahuan implikatur percakapan untuk guru dan siswa yang harus dapat meningkatkan keterampilan berbicara dalam kegiatan belajar-mengajar. kata kunci: implikatur percakapan, drama, pengajaran bahasa inggris mailto:hendrasuryadi02@gmail.com mailto:muslim@gmail.com jollt journal of languages and language teaching, vol. 7 no.2, november 2019 83 introduction people needed to communicate with each other every day using conversations. levinson (1983: 284) says that, conversation as the familiar kind of talk in which two or more participants freely alternate in speaking in which generally occurs outside specific institutional settings. the conversation has occurred when people communicated and interacted between one and each other. in doing communication sometimes people might cause a mistake. surely when communicating with each other, the speaker's tend not to express the meaning of utterance explicitly, it means that the speaker's utterance needs to be further interpreted by people. it is called conversational implicature in pragmatics area. grace implies that conversational implicature can be defined as "a different pragmatic meaning of an utterance concerning the literal meaning expressed by utterance" mey (1998, p, 371). for example, ann said ”john doesn’t seem to have money these days” and bob answered, “he has been visiting various tourism places lately”.in this conversation, bob's answer does not directly express what he means. thus, although bob simply states a fact about john’s activity in the previous days, bob likely intended for ann to understand that john has spent so much money on his tour lately, therefore he has no money. those conversations often happen in our daily life because it is usually used by people to give a reason. in this case, what bob says is not literal meaning but, it is an implicit meaning. the contextual factor needs to be taken into account when we want to understand conversational implicature. grace (1975), as cited in buton (1994), propose that in order to deduce conversational implicature precisely, the speaker and the hearer must share knowledge which includes the utterance form which the implicature is to be interpreted; the role and expectations of the participants in a conversation; the context of the conversation; and the world around them connected to their interaction. according to jung (2002), the process involving inferring is based on a set of rational and the cooperative principle, which all participants in the conversation that are expected to observe for successful communication. therefore, implicature refers to a preposition implied by utterance in a context even though it is non-part, not the entailment of what said" (gazdar in muvida: 2015). leech and short (1981: 290) say that in order to understand an utterance with a certain context, it is important to recognize its pragmatic interpretation. relating to this statement, the philosopher grice (in cook, 1997: 29) states that conversation proceeds according to a principle, known and applied by all human beings. using this assumption, combined with general knowledge of the world, the addressee can reason from the literal, semantic meaning of what is said to the pragmatic meaning. the understanding of such utterance in the pragmatic context is called implicature. in order to interpret the utterance containing implicature, grice proposed what he described as a cooperative principle. according to this principle, we interpret language on the assumption that its sender is obeying four maxims, namely: the maxim of quality, maxim of quantity, maxim of relevance, and maxim of manner. those maxims are the explicitness of the cooperative principle underlying the efficient cooperative use of language. using maxim we assume that the meaning of the conversation which seems to violate or does jollt journal of languages and language teaching, vol. 7 no.2, november 2019 84 not proceed according to the participant's specifications or doesn't seem to conform to cooperative principle has a deeper level. yule (1996a: 37) says that it is important to recognize the maxim as unstated assumptions in conversation. the maxims specify what the participants have to do in order to converse in a maximally efficient, rational, and cooperative way. they should speak sincerely, relevantly and clearly, while providing sufficient information. after talking about a conversation with its maxims and context, now the researcher is going to talk about the conversation in drama in particular. the language in daily conversation which is so real and natural is also found in drama or play. drama which belongs to fiction or literary work is a portrait of real life, so the dialogue, the imitation of speech, also reflects the real form of communication. in this case, pratt commented that the belief that literature is formally and functionally distinct from other kinds of utterances and the concomitant belief that literature is linguistically autonomous is not valid anymore. it then becomes necessary to consider literary discourse in terms of its similarities to our other verbal activities rather than in terms of its differences from them (1977: xii). it means that drama as literary text can be studied by means of linguistic approach, i.e. pragmatic approach. several studies concern with the conversational implicature, have been conducted by some researchers, there are three previous studies about implicature, i.e. the first convey is in the title ―an analysis of conversational implicature of native and non-native guest in cnn interview script” by m. solikhun huda, university of muria kudus (2013), he focused on conversational implicature, cooperative principle and flouting maxim. the second is entitled “conversational implicature on chinese talk show based on cooperative principle” by wang ling, wuhan university of technology china (2010), this present study specifically focused on types of conversational implicature including generalized conversational implicature and particularized conversational implicature and its function on the chew talk show. the third study done by asrorulnurmuvida university of sunankalijaga yogyakarta (2015) on the title “the conversational implicature that is used by the three main characters in the hotel transylvania movie”this research focused on types of conversational implicature including generalized conversational implicature and particularized conversational implicature, types of conversational implicature of the character’s utterances and he identified the maxim that used in the utterances. referring to the previous of some studies above, those are focused only on an analyse the conversational implicature in scope of media entertains and society, in that case, this research will bridge the gap of the researcher which is focused on the conversational implicature in different aspect that is in drama and its application in language teaching. relating to language teaching, drama or play can be used as the motivating material for it exposes students to complex themes and unexpected use of language. this is because drama, like other literary text, is very rich in multiple levels of meaning. by encouraging students to grapple with the multiple ambiguities of drama text, it is expected that the teacher is helping to develop the student's overall capacity to infer meaning. this very useful skill can then be transferred to other situations where students used to make an interpretation based on implicit/ unstated evidence. a play or drama can, in turn, be a source of classroom activity in improving student's oral skill. getting the students to act out an extract from a play will be a jollt journal of languages and language teaching, vol. 7 no.2, november 2019 85 useful activity which can be conducted to achieve that goal. seeing all the facts mentioned above, the researcher considers that it is appropriate to take an analysis of drama and its application to teaching speaking. literature of review some points in pragmatics pragmatics is concerned with the study of meaning as communicated by a speaker (or writer) and interpreted by a listener (or reader) (lestari, 2013). this type of research necessarily involves the interpretation of what people mean in a particular context and how the context influences what is said. it requires a consideration of how speakers organized what they want to say with whom they are talking to, where, when and under what circumstance. pragmatics is dealing with semantics study whether both of them is a study about meaning. mey (2001, p. 24) stated that pragmatics is related to the context of society in using their language in communication. while, yule (2006, p.112) clarify that "the study of what speakers mean, or speaker meaning, is called pragmatics". he also said that pragmatics is the study of contextual meaning which analyses the interpretation of what people mean in a particular context and how the context influences what is said. so that, from some of these descriptions the researcher is capable of summing up that pragmatics is one of the studies about meaning in language process that used to communicate between societies. it makes the hearers can interfere in understanding or interpret what the speaker intends. implicature implicature is systematically studied utterances by which the speaker means something more than, or different from, what the sentence she/he used means in itself (numesi, 2013: 129). see example 1, alan: are you going to paul's party? alice: i have to work. alice’s answer above implicated that she is not going. alice’s answer here is an implicature. the differences between saying and implicating affects whether meaning something one does not believe is a lie. if alice knew she did not have to work, then she was lying in dialogue. if she knew she was going to paul's party, she might be guilty of misleading alan, but not of lying. this sample of implicature is said to be conversational. implicature is not part of the conventional meaning of the sentence uttered but depends on features of the conversational context. a key feature was the question alan asked. had he asked what are you going to do today?, alice could have implicated something completely different— i am going to work—by saying the same thing. conversational implicature grice‟s theory of implicature has started the concept of maxims. the maxims are the explicitness of a principle known as the cooperative principle. a principle that is required to account for pragmatic interpretations, saying: ―make your contribution such as it is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged.‖ grice divides cooperative principle into four basic conversational maxims, namely the maxim of quantity, maxim of quality, maxim of manner, and maxim of relation. types of conversational implicature there are two types of conversational implicature those are generalized conversational implicature and particularized conversational implicature which will be explained in the following point. generalized conversational implicature generalized conversational implicature is type in which the interlocutors do not require special knowledge to know the jollt journal of languages and language teaching, vol. 7 no.2, november 2019 86 meaning of a conversation because the context used in this type is a general conversation that makes an interlocutor directly understand the meaning of the conversation (grice, 1975 cited in saragi, 2011). as an example of generalized conversational implicature, grice suggests the use of a/an x, which carries the implicature that x is only remotely related in a certain way to some person indicated by the context. when someone says ―john is meeting a woman this evening‖, he certainly means that is, conversationally implicates ―the woman john is meeting this evening is not his mother, his sister or his wife‖. particularized conversational implicature particularized conversational implicature is a type in which the interlocutors indirectly require more assistance to understand the meaning of a conversation because the context used in this type is not general in nature. some assumed knowledge which is required in very specific context during conversation is called particularized conversational implicature. as an illustration, consider an example where lara's response does not appear on the surface to adhere to relevance. it is simply a relevant answer would be "yes‟ or "no‟. carol: are you coming to the party tonight? lara: i’ve got an exam tomorrow. (adopted from yule, 2006, p. 131) in order to make lara’s response relevant, carol has to draw on some assumed knowledge that lara will be spending that evening with his parents, consequently, he is not at the party. function of implicatures the function of implicature, as listed by brown and levinson (1978) is to create a sense of humor and politeness and micheal (1967: 51) uses language to convey some information. while channel (1994:194) explored below in english communication used listed such as lack of knowledge and/or vocabulary and self-protection. drama the word drama comes from the greek verb ―dran‖, means ―to perform‖. in simple senses drama means a story in dialogue performed by actors on a stage before an audience (pickering, 1997: 1113). at the beginning, the drama was practiced as a religious and cultural event of the ancient greek community. it was held annually in the spring festival to honor dionysus, a greek nature god associated with spring, fertility, and wine at an openair amphitheater built on a hillside. some of the ancient greek theaters were enormous and held about fifteen thousand people. drama as one of the genres in literature besides prose and poetry has its own uniqueness. it is written not primarily to be read but to be represented on stage by actors to entertain the audience. in achieving those goals, drama involve some supporting elements, such as audience, myth, action, stage, division, and dialogue. the bear by anton chekov the bear is a comedy play. it has two main characters. popova and smirnov. popova is a young lady whose husband is dead, but she is still mourning at his death. she does not leave the house and meet anyone and she is wearing a black dress to prove that she loves her husband even after seven years of his death. although he was so unkind and faithless to her yet she is and will be true to him forever. her servant, luka, is reassuring and telling her that she is young and should forget her dead husband now. he says there are many good people around and she should get married again but she is so attached to her husband's memories that she does not agree with him. jollt journal of languages and language teaching, vol. 7 no.2, november 2019 87 a young man, named smirnov, comes to popova to get his debt back that popova’s husband had borrowed from him because he used to buy oats for his horse, toby. he tells luka that he wants to see popova but she refuses to see him. he pushes his way in and sits in the drawing-room. luka goes to tell popova that the devil has come in forcibly. popova sees smirnov and tells him that she is in a state of mind that she cannot pay attention to money matters. she also says that he will get his money when her steward comes back from town, but smirnov says that he wants the money now because he has to pay the interest and if he does not do that the creditors will take his estate and give him a hard time. at this popova says that since she does not have money at the moment, she cannot pay. smirnov becomes angry because he has been calling on his debtors, but none of them has paid him and here he is met by popova in a state of mind. this really annoys smirnov and he says, ―madam, you have buried yourself within the four walls of your house; but you haven’t forgotten to powdered your face yet." smirnov behaves awkwardly and rudely and says, "you cannot get around me with your dimpled cheeks and weeds. i have refused twelve women and nine have refused me. i have fought duels three times on account of women.‖ he calls all women insincere, selfish, faithless, and trivial to the marrow of their backbone. popova also calls him a bear three times. this leads both of them to a fight, which may decide whether only men need to pay for their insults or women must also pay, as they want emancipation. luka becomes afraid and goes to call gardener and other servants to stop these people from fighting. popova brings pistols, but she does not know how to fire. smirnov teaches her. the process of asking for debt and popova’s stylish attitude makes him fall in love with her. he madly loves her like a student. popova also begins to like him. instead of fighting, they are drawn close to each other. when luka, returns with the gardener and other servants, he finds both of them in happy union and popova says, ―tell them in the stables that toby is not to have any oats at all today.‖ the bear is a farce. the boisterous situations make it a complete farce. it is a direct criticism on the hypocrisy of the people of russian society that how their states of mind change and how they behave differently from their actual nature. the application conversational implicature in language teaching the definition of speaking to most people, mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language. widdowson (1996: 59) defines speaking into two definitions. the first is that speaking is simply the physical embodiment of the abstract system in the usage sense involve the manifestation of the phonological system or of the grammatical system of language or both. and the second id that speaking is active or productive and makes use of the aural medium. furthermore, lewis and hill (1993: 54) say that speaking is a process that covers many things in addition to the pronunciation of individual sounds. it also covers pronunciation stress and intonation. from the definition above, it can be concluded that speaking is a process in which the speakers expresses their idea to the listeners. when the speakers speak, they produce utterances with the specific pronunciation of individual sounds. the importance of speaking ranson (2000) argues for „pedagogy of voice‟ which enables children and young people to explore self and identity, develop self-understanding and self-respect and jollt journal of languages and language teaching, vol. 7 no.2, november 2019 88 improve agency, capability, and potential. studies suggest that when young people are listened to, involved in meaningful decision-making processes and supported in expressing their views, they are more likely to feel confident in speaking up when issues of bullying and harassment occur. they are also more likely to have developed a range of skills, strategies, and behaviors that assist them in managing difficult or challenging situations. a language is a tool for communication. we communicate with others, to express our ideas, and to know others‟ ideas as well. communication takes place, where there is speech. without speech, we cannot communicate with one another. the importance of speaking skill hence is enormous for the learners of any language. without speech, a language is reduced to a mere script. the use of language is an activity which takes place within the confines of our community. we use language in a variety of situations. people at their workplaces, i.e. researchers working either in a medical laboratory or in a language laboratory, are supposed to speak correctly and effectively in order to communicate well with one another. any gap in commutation results in misunderstandings and problems. for a smooth running of any system, the speakers of a language need to be especially and purposefully trained in the skill of speaking. inorder to become a wellrounded communicator one needs to be proficient in each of the four language skills viz., listening, speaking, reading and writing, but the ability to speak skillfully provides the speaker with several distinct advantages. the capacity to express one's thoughts, opinions, and feelings, in the form of words put together in a meaningful way, provides the speaker with the advantages. the joy of sharing one’s ideas with others is immense. when we speak to others we come to have a better understanding of our own selves, as robert frost once said: i am a writer of books in retrospect, i talk in order to understand, i teach in order to learn. undoubtedly, clarity in speech reflects clear thinking. an effective speaker can gain the attention of the audience and hold it until the completion of his message. speaking skills are important for career success, but certainly not limited to one's professional aspirations. speaking skills can also enhance one’s personal life. research method research design in conducting this research, the researcher uses the descriptive qualitative method. this research is qualitative because the data are in the form of words and are analyzed based on the natural setting or context. qualitative research is a kind of research in which the data are studied naturally without treatments or the researcher's intervention. about descriptive research, allison et al (1996: 14) state, "descriptive research sets out to seek accurate and adequate descriptions of activities, objects, processes, and persons". the descriptive method applied here deals with the verbal description, not numerical description. it is suitable with the objective of this research, that is, to describe pragmatic phenomena particularly implicature in the conversation of the drama entitled the bear by anton chekhov. considering that this research is descriptivequalitative, so it doesn't use the hypothesis of the problem statements is usually applied in a quantitative method. the underlying theories discussed in the previous chapter have the function as the basis and sufficient information used by the researcher to analyze the utterances containing conversational implicature. research object in this study, the researcher takes jollt journal of languages and language teaching, vol. 7 no.2, november 2019 89 literature as the subject of her research. relating to this subject, m. atar semi (1993: 18) points out that literary research is ―usaha pencarian pengetahuan dan pemberi maknan dengan hati-hati dan kritis secara terus menerus terhadap masalah sastra‖. here, literary research can be viewed as an effort to seek knowledge and to interpret critically and continuously toward literature phenomena. since literary work itself is too broad and has some genres, the researcher focuses on the subject of this study mainly on the play. the researcher is going to analyze a drama entitled the bear by anton chekhov. the drama is going to be analyzed by using the pragmatic approach in order to understand the phenomena in conversation. data collection data collecting method employed in this study was observation. the researcher got the data, from the dialogues containing conversational implicatures after the process of reading the play intensively. the underlying theory about conversational implicatures itself is used as the source of information in getting the relevant data. besides that the instrument was observation. seliger and shohamy (in haryanti, 2001: 73) say that observation is one of a family of procedures used to collect data in qualitative research. observations have always been considered a major data collecting tool in qualitative research. the observation is focused on the reading activity and making a note of the data together with its context situation. table 3.1 field notes types of implicature no type of conversational implicature utterance meaning 1. generalized conversational implicature 2. particularized conversational implicature table 3.2field notes function of implicature no function of implicature utterance meaning 1. self-protection 2. power and politeness 3. to give information 4. to entertain the audience 5. lack of specific information data analysis the data which categorized types and functions of conversational implicature was analyzed according to grice (1975), yule (2005), levinson's (1992), jacob. l mey (1998) and patridge (2000) theory was described based on the situation and context of the utterances. after that, she analyses those data, types, and their functions then the researcher discusses it by explaining some data which have the same functions, something different from the previous research shows the example in chapter three. finally, the researcher makes some conclusions from the result of the analysis. research validity in qualitative method, validity refers to the ―trustworthiness‖ (erlandson et al., 1993 in creswell, 1994: 157) of a study, or ―how research findings match reality‖ (merriam, 1998: 201), and ―can be applied to other situations‖ (merriam, 1998: 207). regarding the finding match the reality, design of the present study is qualitative, the jollt journal of languages and language teaching, vol. 7 no.2, november 2019 90 discussion focuses only on how to promote validity in qualitative research. to promote credibility, there are some of the techniques commonly used in a qualitative, i.e. triangulation, member checks, long-term observation, peer examination, participatory or collaborative modes of research, and researcher’s biases, thick description, typicality or modal category, and multisite designs (merriam, 1998; cresswell, 1998; see also alwasilah, 2000: 170-185). among other strategies mentioned, the present study uses the following techniques: persistent observation. persistent observation means that gathering data at the research site without involving observer at the same time. in this case, the observations are conducting more than once to find out their patterns. long term-observation. in this study, the observation is initiating by preliminary observation on september up to october 2018, which is intending to identify whether the occurrences of conversational implicature significant to study. the formal observations were conducted after the focus of the research vividly determine, that is on november up to december 2018. member checking. it means that taking the data and interpretation by checking them from which the data are deriving and asked if the results are deceptive. in this study, the participants are asking to make sure that the transcription is valid based on the data record. in interpreting stance, the participants are asking to check whether the data transcriptions are base language or embedded language. for this, the researcher and the participants have the same perception of determining the utterances. research finding and discussion research findings this study was analyzed the conversational implicature were found in the drama "the bear" by anton chekhov, in answer to the research question. as the starting point for commencing the analysis, the writer identifies the conversational implicature used in the drama, this identification concerns with the type of conversational implicature and function of conversational implicature based on the theory of grice (1975), yule (2005), levinson’s (1992), jacob. l mey (1998) and paltridge (2000).after selecting the date. the writer analyzed the conversational implicature of the drama ―the bear‖ by anton chekhov. the data were analyzed based on the types of conversational implicature and its functions as follow: type of conversational implicature classifying the types of conversational implicature used by chekhov in his drama, "the bear" by anthon chekhov in this study, the categorization of conversational implicature proposed by yule (2006) grice (1975), peccei (1999) and levinson (1992) is used. those categories are generalized conversational implicature and particularized conversational implicature. table 1. type of conversational implicature no type of conversational implicature utterance meaning extract 1. generalized conversational implicature my love will last as long as i do, right to my last heartbeat tell to her husband she always squires her husband until her husband has died extract #1 why can’t they just leave me alone she didn't want to be disturbed by someone extract#2 jollt journal of languages and language teaching, vol. 7 no.2, november 2019 91 at the time and i’m afraid i need the money today its sentence explained to the reader which popova have to pay up the debt today extract#3 i don’t have any cash on me today she explained to smirnoff that she can’t pay up the debt at today extract#4 it is exactly seven months today that my husband died, andi’m in a sad mood. i’m in no condition to talk about money it's not a good time to talk about money. extract#5 you'll have your money the day after tomorrow it’s explained to the smirnoff that popova will pay up at tomorrow extract#6 final word the final word means that it's the decision of conversation extract#7 why are you always so down in the dumps he always unlucky when he comes to take off the debt of someone extract#8 i might as well hang myself by the day after tomorrow. smirnoff didn't get it the money today he will die extract#9 2. particularized conversational implicature you little pig it means that popova’s husband as a coward extract #10 i’ll lose my shirt! it means that if popova didn't pay up the debt smirnoff will lose his work extract #11 you’re not in a stable! stable, it's not mean a house of animals but it means popova’s house. extract#12 you haven't the faintest idea of how to behave in a lady's presence tell smirnoff to talked with the woman have to polite and smooth extract#13 well…bow, click my heels, fall in love, suffer, sigh in the moonlight, freeze up, melt into puddles – i did it all while smirnoff expression the beauty of woman extract#14 jollt journal of languages and language teaching, vol. 7 no.2, november 2019 92 table 2. the function of conversational implicature no function of implicature utterance meaning extract 1. self-protection my love will last as long as i do, right to my last heartbeat tell to her husband she always squires her husband until her husband has died extract #15 i’ll lose my shirt! it means that if popova didn’t pay up the debt smirnoff will lost hiswork extract #16 2. power and politeness you little pig it means that popova’s husband as a coward extract #17 why can’t they just leave me alone she didn’t want to disturb by someone at the time extract# 18 and i’m afraid i need the money today. it’s sentence explained to the reader which popova have to pay up the debt today extract #20 final word final word means that it’s the decision of conversation extract #19 i might as well hang myself by the day after tomorrow. smirnoff didn't get it the money today he will die extract #21 you’re not in a stable! it’s not mean the house of animals but it means popova’s house. extract #22 3. to give information i don’t have any cash on me today she explained to smirnoff that she can’t pay up the debt at today extract #25 it is exactly seven months today that my husband died, andi’m in a sad mood. i’m in no condition to talk about money it’s not good time to talk about money extract #24 you'll have your money the day after tomorrow it’s explained to the smirnoff that popova will pay up at tomorrow extract #23 4. to entertain the audience well…bow, click my heels, fall in love, suffer, sigh in the moonlight, freeze up, melt into puddles – i did it all. extract #26 5. lack of specific information why are you always so down in the dumps he always unlucky when he comes to take of the debt of someone extract #27 jollt journal of languages and language teaching, vol. 7 no.2, november 2019 93 you haven't the faintest idea of how to behave in a lady's presence. using implicit meaning to tell smirnoff to talked with the woman have to polite and smooth. extract #28 discussion after presenting and analyzing the data in the previous findings, in this section, the researcher explains the discussion which is aimed to provide rich descriptions of the research problems that have been formulated in chapter one. from the research findings which has answered the research questions, there are two types of conversational implicature on drama“ the bear” by anton chekhov, those are generalized conversational implicature and particularized conversational implicature. relate to the focus of the research, those kinds of conversational implicature consist of 9 (nine)generalized conversational implicature and 5 (five) particularized conversation implicature. and then those kind function of conversational implicature 2 (two) self-protection, 6 (six) power and politeness, 3 (three) to give information, 1 (one) to entertain the audience, and 2 (two) lack of specific information. in this research, the finding shows that generalized conversational implicature dominated the data because it is used in daily conversation and also people do not need specific knowledge to interpret. particularized conversational implicature depends on the context of their meaning and only used when popova and smirnoff difficult to identify what is being referred to from the situational context. it is consequently used when the speakers do not want to utter the sentences or do not see the importance in the context of the informal conversation (aristiawan, 2018). it seems that participants focus on the point being made so that a specific utterance for the concept is not important. the researcher argues there are five functions used in the conversation of drama ―the bear” by anthon chekhov. those are, informing, self-protection, power, and politeness, entertaining (create a sense of humor), and lack of specific information. the functions in expressing implicature can be seen on how the speaker utters the sentence. each category of utterances with implicature might have a different function in influencing the use of implicature utterances although it has the same category. it can be seen in datum four and five, they have the same category of generalized conversational implicature but they have a different function. in datum two, the speaker using implicature to information, while in datum three the speaker protects her-self. from the analysis in finding points, the researchers found that all particularized conversational implicature is functioned as violating grice’s maxims. in this case, the finding has proved levinson’s (1992: 126) theory which stated that the most exploitation or flouting maxims can be categorized as particularized conversational implicature because this type of conversational implicature depends on particular features of the context. therefore, hearers in the conversation of particularized conversational implicature must observe the cooperative principle on the very deeper level because they do not know what speaker means by the utterance. particularized conversational implicature can be seen in extract 1, 2, 3, 4, 5, 6, 7, 8, and 9 and for particularized conversational implicature can be seen on extract 10, 11, 12, 13, and 14.while for function of selfprotection can be seen on extract 15 and 16, function of power and politeness can be seen on extract 17, 18, 19, 20, 21, 22, while for function of to give information can be jollt journal of languages and language teaching, vol. 7 no.2, november 2019 94 seen on extract 23, 24, and 25, also function of to entertain the audience can be seen on extract 26, and the last for function of lack specific information can be seen on extract 27, and 28. it happened because the main reasons of implicature in the utterance depend on text and context. from all the finding and discussion above, the researcher shows that generalized conversational implicature is always dominated by the data as found by most of the previous studies. but, some different results are also found in this present study that the speaker has their own purpose in uttering an implicature as listed by the researcher in five functions of implicature. related to teaching english, this research would help students to know about figures of speech – how they are expressed in a certain context of the situation. referring to the theory of implicature, the students will know that conversation is more than series of exchange; it consists of exchanges which are interpreted according to norms of conversational cooperation, which can be manipulated to create a wide range of meaning. this knowledge, then, can be transferred to other situations where students need to make an interpretation. as a teacher, we should make a lesson plan in teaching. the lesson plan is like as a direction for the teacher in teaching the material to the student. the lesson plan also gives them much information about the method, technique, sources, and media are used in the teaching-learning process. there are several steps in teaching speaking to the students in senior high school. the steps are written in the procedure in the lesson plan as follows: before starting the lesson, the teacher asks students for praying together. then the teacher greets the students first, by saying assalamu’alaikumwr.wb. after that, the teacher greets the students once more by saying good morning students, how are you today? then, the teacher checks the students‟ presence by calling name by name. after that, the teacher gives two questions: have you ever have a conflict between your friends? and what kinds of things can cause between your friends? what can bring you closer to each other? then, the students are asked to discuss in pairs. after that, the teacher gives an explanation of the material. to help the students to understand the relation to the text they are going to discuss next. conclusion based on the findings and discussion in the previous chapter, the researcher concludes that two types of conversational implicature can be found on drama "the bear” by anon chekhov; those are generalized conversational implicature and particularized conversational implicature based on the theory in chapter two. generalized conversational implicature dominated the data because it is usually used in daily conversation. while there are five functions of conversational implicature that have been found in the drama " the bear" by anton chekhov those are selfprotection, power and politeness, give information, entertain the audience, and the last is lack of specific information. from all of the function of conversational implicature, the most dominant was power and politeness and the minimum function was to entertain the audience. the conversational implicature helped the teacher in process teaching and learning especially in teaching speaking. jollt journal of languages and language teaching, vol. 7 no.2, november 2019 95 reference arfiyah, r. 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(3rded.). new york, ny: cambridge university press. https://doi.org/10.33394/jollt.v6i1.814 drama the application conversational implicature in language teaching conclusion jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4225 october 2021. vol. 9, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 442-451 jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 442 iranian high school efl learners’ attitude towards online learning during the covid-19 pandemic fatemeh jalilinia department of persian literature and foreign languages, allameh tabatabai university, iran corresponding author email: en.fjalilinia@yahoo.com article info abstract article history received: september 2021 revised: october 2021 published: october 2021 by the outbreak of the covid-19 pandemic, students and teachers were pushed to adapt themselves to the online learning system. the current study is a quantitative attempt to investigate english as a foreign language students’ perception of online learning during the pandemic. for this purpose, 30 male and 30 female students at the high school level were chosen to answer a questionnaire in iran, tehran. the questionnaire used in this study is adopted from rojabi (2020) and comprises two parts. the first half assesses the interaction among students and between students and the teacher whereas the second half measures students’ attitude towards their online learning platform. the data was interpreted through the spss software (version 24) and the results revealed that learners mainly have negative perspectives on online learning and would not suggest it for further educational years to come. the majority of participants struggled with having effective interaction. also, most of them did not have pleasant experiences with the learning platform they were instructed to use. it is recommended that the current learning environment be improved and teachers apply strategies to involve students fully in the learning process throughout online sessions. keywords covid-19; interaction; learning environment; online learning; how to cite: jalilinia, f. (2021). iranian high school efl learners’ attitude towards online learning during the covid-19 pandemic, jollt journal of languages and language teaching, 9(4), pp. 442-451. doi: https://doi.org/10.33394/jollt.v%vi%i.4225 introduction prior to the covid-19 pandemic, some universities in iran had adopted the online approach for education, but none of the schools had applied this way of teaching. with the arrival of the pandemic, all the schools and universities were forced to use online education as a way of maintaining everyone’s health. zayapragassarazan (2020) states that if students learn materials actively, then online learning would be useful. this means students need to be given a chance to be creative and overcome difficulties. in the efl classroom, the teacher helps students enhance their listening, speaking, reading, and writing skills by getting them involved and keeping them motivated through different stages of learning. based on what students need, there are several methods for teachers to employ, one of which is online learning (rojabi, 2020). even before the pandemic, many studies had been done on online learning because the internet is taking over every aspect of human life, and education is not an exception to that. today, online learning is even of greater importance because knowing how to apply it is necessary for keeping everyone healthy. therefore, it’s vital to determine a platform for it. the ministry of education in iran has developed an application called “shad” to be used by elementary, junior high school, and senior high school students and teachers (ministry of education of iran, 2020). it is necessary to know the perception of learners towards this platform in order to determine its flaws and merits and improve it for future uses. the purpose of this study is to figure out whether high school efl students have a positive or negative attitude towards online learning via the shad platform and whether or not they’re satisfied https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& jalilinia iranian high school efl……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 443 with the level of interaction in such classes. accordingly, the current study aims to answer these questions: how has online learning during covid-19 affected interaction among efl learners and with their teacher? and what are efl learner’s attitudes towards online learning via shad application during the covid-19 pandemic? also, the following sentences are the hypotheses formed for this research. first: online learning does not affect efl students’ interaction. second: students have a neutral attitude towards online learning via the shad platform. review of literature online learning prior to covid-19 even before the covid-19 outbreak, investigation on online education interested many researchers. a study has been done on the attitude of efl students towards e-learning and online class’ effect on the success of learners by erarslan and zehir topkaya (2017). in this quantitative study, the compleq (comparative learning environment questionnaire) has been used to find out university students’ attitudes towards e-learning and face-to-face learning. some findings of this study were that students give little time to completing activities and do not put a value on online classes because they don’t believe online education to be useful, so they prefer face-to-face classes. the researchers also mentioned that online classes didn’t help with the success of students. according to wright (2017), because students have better understanding and interaction with their classmates and teachers in face-to-face classes, they believe such classes to be more motivating. however, other students who favored online classes believed them to be convenient and flexible in terms of not having any time or place constraints. moreover, students’ perceptions of different platforms have been explored. for example, manowong (2016) has researched to find out efl students’ thoughts on the edmodo learning tool. it was reported that students had positive attitudes towards edmodo. this platform was mentioned to be convenient, and students could also actively take part in classes. on the other hand, some negative points of this tool were discussed, and it was mentioned that this platform could waste the time of students who weren’t completely familiar with technology. also, following the procedures was reported to be hard. another study by srichanyachon (2014) shows that students who had a positive attitude on using the internet for learning had more positive viewpoints towards using learning management system (lms) than the rest. online learning during covid-19 many studies have been done on online learning amidst the covid-19 outbreak. tanjung and utomo (2021), have investigated efl undergraduate students’ perception of online learning in indonesia through a questionnaire that included demographic information and students’ thoughts on the learning environment before and after the covid-19 pandemic. the results showed students had different amounts of familiarity with social media and educational websites and that the use of these platforms has increased slightly, which is due to the government’s instructions to use these platforms for learning. also, cheating, copying, and network problems have been reported as disadvantages of online learning. on the whole, both positive and negative perceptions of online learning were noted. furthermore, a study in saudi arabia explored 379 female efl students’ engagement in online courses through student course engagement questionnaire (sceq). the findings revealed teachers should be engaged in the learning process and change their position of authority to that of a supportive member. other results showed that students were very much engaged in the online class (oraif & elyas, 2021). also, anwar and wahid (2021) have done research to find out students’ perceptions of online learning. the questionnaire they used in this study included both close-ended and jalilinia iranian high school efl……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 444 open-ended questions that focused on learners’ participation, teacher’s role, and instructional design and delivery. the writers concluded from the results that students were content with instructional design and delivery of online classes. however, they believed there was still room for improvement. students also complained about internet connection problems. another finding was that students weren’t satisfied with the level of interaction during online classes. the authors suggested that teachers be more encouraging and have the role of facilitator. in pakistan, adnan and anwar (2020), have done a study on 126 higher education students to perceive their perspectives on online education. they used an adapted version of bernard, brauer, abrami, and surkes’s (2004) questionnaire for this purpose. it was concluded from the data analysis that students believed traditional classes were more efficient than online classes. the writers stated that in under-developed countries such as pakistan, online learning could not have effective outcomes. another study was done by lengkanawati, wirza, and alicia (2020), in which efl students’ views on online learning were examined through online interviews with six learners. the results showed that learners agreed with online learning as the best way of education during the covid-19 pandemic, although face-toface learning was believed to be more effective. another point was that instructors do not have enough experience with online teaching. cabangacala, alieto, estigoy, delos santos, and torres (2021) have investigated college learners’ technological competence and attitude towards online learning. for this purpose, they used the attitude towards online learning questionnaire and technological competence tool (javier, 2020). the results showed that participants’ attitudes were somehow positive, and they were somehow competent in the technological area. also, perception of online learning and technological competence were reportedly related. online learning in the iranian context other studies have investigated online learning in the iranian context. erfani and ghapanchi (2019) have investigated english and engineering students’ understanding of elearning via both qualitative and quantitative instruments. in the quantitative phase, students showed positive attitudes, and in the qualitative phase, they mentioned online classes should be recorded. they also had some suggestions on making interaction in online classes effective, and they believed online learning to be useful for people with full-time or part-time jobs. based on what students mentioned, time and money efficiency, being able to work and have education simultaneously, and recording classes were some advantages of this type of learning. some disadvantages named by students were: professors not being familiar with online education and their negative attitude towards it, lack of suitable interaction, and limitations regarding technology. mahmoodi shahrebabaki (2014) has mentioned the challenges of e-learning in iran in his study, some of which are the absence of government and public awareness, e-learning being expensive, difficulties with the internet speed and filtering, and sanctions. he advised that the government be supportive of online learning and its costs, enhance the speed of the internet and introduce some alternative websites for the ones that cannot be accessed because of sanctions. also, they suggest that public awareness of e-learning be raised, and students rely on themselves instead of the traditional classroom. according to yaghoubi, malek mohammadi, iravani, attaran, and gheidi (2008), students’ attitudes towards virtual learning depend on students’ assessment of e-learning competency, internet access, internet and computer utilization, and detecting the flaws of the education system. in another study, heirati and alashti (2015) explored iranian efl students’ and teachers’ thoughts of online learning. they also wanted to check whether there were any differences between male and female participants’ attitudes towards online learning. to jalilinia iranian high school efl……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 445 achieve this goal, they used the questionnaire of teachers’ attitude toward internet for language learning and learners’ attitude toward internet for language learning. the results proved the respondents’ attitudes to be positive. also, no difference between the males’ and females’ attitudes towards the use of internet for learning was reported. there are more researches conducted on online learning in higher education, but few studies have been done on high school students. the current study intends to discover high school students’ perception of online learning regarding their english class during the covid-19 pandemic. research method research design towards the end of the educational year, in order to find out students’ perception of online learning during the educational year which was held completely virtual, a qualitative method was adopted and a questionnaire which is constructed of two parts was given to students. it’s notable that the reliability of this questionnaire was tested via cronbach’s alpha method, and the value was 0.956, which is greater than 0.7, so the data is considered reliable. the validity was tested through the pearson correlation method, and the r-value for all questions was greater than the r-table so the questions are considered valid (rojabi, 2020). the population of this study includes high school efl learners in district 12 of tehran. 30 male and 30 female efl students at the high school level in district 12 in tehran were chosen from two schools through random sampling, and they were asked to fill out the questionnaire. instruments the questionnaire used in this study has two parts. the first part focuses on students’ interaction among themselves and with their teacher, and the second part assesses the learning environment. this questionnaire was adopted from rojabi (2020). according to rojabi (2020), the first portion of the questionnaire which is concentrated on interaction, was made by gray (2016), and the second part which is focused on the learning environment, was developed by fortune (2011). this questionnaire has 16 items, on the whole, with each part having eight items, and it is based on a five-point likert scale which is: strongly agree (5), agree (4), neutral (3), disagree (2), and strongly disagree (1). data analysis the questionnaire was translated to the persian language by the author to avoid confusion for students. the questionnaire was given to students via the google forms website, and after collecting learners’ responses, the data were analysed via the spss software (version 24). the results of the analysis are presented in the following sections. research findings and discussion research findings the results of the questionnaire regarding students’ perception of interaction during online learning are the following: table 1 the number of participants who took the questionnaire on student interaction criteria item 1 item 2 item 3 item 4 item 5 item 6 item 7 item 8 strongly agree 2 5 5 12 5 5 5 4 agree 13 11 20 25 8 13 26 16 neutral 10 13 10 8 16 15 12 14 disagree 24 20 12 11 20 14 12 16 strongly disagree 11 11 13 4 11 13 5 10 total 60 60 60 60 60 60 60 60 jalilinia iranian high school efl……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 446 based on students’ responses to the questionnaire, results are given in the percentage form below: figure 1. students’ perception of interaction in the online class as percentage table2 leaners’ attitudes in the first half of the questionnaire regarding the interaction n maximum minimum mean std. deviation std. error mean learners 60 5.00 1.25 2.6750 0.68124 0.08795 the given mean for students in the interaction part of the questionnaire is 2.6750, which demonstrates learners mostly have negative standpoints regarding the level of interaction among themselves and with their teachers in their online classes. the following are students’ perceptions of their learning environment in the online class, which is the shad application: table 3 the number of participants who took the questionnaire on the learning environment criteria item 9 item 10 item 11 item 12 item 13 item 14 item 15 item 16 strongly agree 2 2 3 8 4 2 2 1 agree 2 2 3 23 0 1 9 2 neutral 7 9 4 12 10 8 13 6 disagree 26 22 18 11 13 20 18 11 strongly disagree 23 25 32 6 33 29 18 40 total 60 60 60 60 60 60 60 60 the results of the questionnaire regarding the learning environment are given below according to percentage: 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0% 50.0% item 1 item 2 item 3 item 4 item 5 item 6 item 7 item 8 strongly agree agree neutral disagree strongly disagree jalilinia iranian high school efl……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 447 figure 2. students’ perception of the learning environment in online class as percentage table 4 learners’ attitude in the second half of the questionnaire regarding the learning environment n maximum minimum mean std. deviation std. error mean learners 60 5.00 1.00 2.0396 0.80171 0.10350 according to table 4, learners’ mean in the second part of the questionnaire is 2.0396, which shows students’ perception of the shad learning environment is mainly negative. discussion this study aims to find out english as a foreign language students’ perception of online learning during the pandemic. online learning has been applied in efl teachers around the world because it helps students to communicate with their teachers during covid-19 pandemic virtually. to know the students’ perception, this study distributes some items to be answered by them. item1: online learning makes me easier to interact with the lecturer. almost 58% of students disagree with this statement, while 25% of them agree with it and 17% were neutral about it. this shows that students usually have trouble interacting with their teacher in the online class. without social presence, interaction is hard, and in this case, it seems that students are not satisfied with online interaction with their teacher. item2: interaction with lecturers becomes closer in online learning. approximately 51% of students disagree, 27% agree and 22% are neutral about it. it can be said that most of the students are not comfortable and cannot communicate with their teachers well. the internet connection and technological devices available to students may affect this item. then, item3: expressing the problems faced in online learning to the lecturers is more comfortable than face to face. 41.7% of students disagree with this assertion, 41.6% agree with it and 17% are neutral. the results of this item were interesting since the number of students who were in favor of this sentence and who were opposed to it is nearly equal. the reason behind it may be the fact that this item particularly depends on each student and each personality. so based on students’ characteristics, the responses differ. item4: miscommunication between lecturers and students often happens in online classes. 24% of students expressed their disagreement, almost 62% of them showed agreement and the other 14% were neutral. the majority of students showed dissatisfaction 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% item9 item10item11item12item13item14item15item16 strongly agree agree neutral disagree strongly disagree jalilinia iranian high school efl……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 448 when it came to their communication with their teachers. considering the fact that these students were quite familiar with the internet and technology, this result can be due to teachers’ being unskillful in using online learning tools. item5: online lecture makes interactions between students easier. around 22% of learners agreed with this statement, while 51% were opposed to it and almost 27% of them had neutral stances. the results show that most efl learners cannot interact appropriately with each other. since students cannot have face-to-face interactions with each other, it’s difficult for them to form friendships. therefore, it’s harder for them to connect with each other in online classes. item6: interaction between students becomes closer in an online class. 30% of students were in favor of this statement, while 45% objected and 25% were neutral about it. it can be said that the greater number of learners had difficulty getting close to their classmates during the online class. since students couldn’t see or physically meet each other, it is hard for them to get to know one another. item7: miscommunication between students often occurs in online classes, for example in conducting the paper of presentation in the group. approximately 52% of efl learners agreed with this concept, while around 28% disagreed and 20% of the responses were neutral. this shows that learners cannot build appropriate communications with each other and may have difficulties handling a group project. item8: overcoming complications between students becomes easier in online learning, for example, in completing the group paper. almost 34% of students agreed with this concept, but 43% were skeptical about it and 23% had no opinion. this result indicates that most students cannot solve the problem at hand easily, and this can frustrate them. item9: the learning environment in the online class helps me to understand the materials easier. almost 7% of respondents agreed with this notion, while 81% challenged it and 12% were neutral about it. the results show that majority of students face difficulties understanding the material that is being taught. in order to compensate for this lack of learning, students could ask their questions in the whatsapp group chat they shared with their teacher. item10: learning environment in an online class arouses me to learn and understand the materials actively. approximately 7% of learners agreed with this statement, but 78% responded negatively and 15% had neutral stances. motivation is an important aspect to consider and since this research was done during the covid-19 pandemic, the importance is even more highlighted. according to this data, efl learners mostly find the shad environment discouraging which is quite concerning because, with the impact of the pandemic on students’ life and also their mental health, motivation could be the only factor that keeps them going and pushes them to study. item11: learning environment in online learning pushes me to take online learning. 10% of students showed agreement, around 83% disagreed and 7% had no opinion on this matter. a high number of students do not enjoy online learning via the shad application. this is because this application is slow and has not been appropriately designed. therefore, students struggle with it. item12: i feel comfortable answering questions in an online class. almost 52% of respondents answered positively, while 16% opposed and 20% were neutral. since in these online classes students couldn’t see each other, they had fewer worries about saving face and consequently participated more. item13: i prefer to learn online than to learn face to face. almost 7% of learners were in favor of this concept, 77% rejected it and the other 17% had neutral stances. the unsuitable learning environment, various internet problems, and lack of proper communication all lead students to prefer face-to-face learning. item14: learning environment in the online learning gives me a huge contribution to study. only 5% of students showed agreement, whereas almost 82% disagreed and 13% had a neutral attitude. most learners do not find the shad jalilinia iranian high school efl……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 449 environment motivating which will cause them to grow tired of studying quickly and it will reduce the quality of learning. item15: learning environment in online class makes it easier to find my learning needs. around 18% of students agreed to this sentence, 60% objected and 21% answered neutrally. according to these results, the shad platform isn’t really helping students with recognizing their learning needs. from another viewpoint, students may not know their needs regardless of the learning environment, and that’s why they chose the neutral option. item16: i recommend conducting online learning in the future due to the comfortable learning environment. 5% of respondents agreed, though 85% disagreed and 10% had a neutral view. a greater number of respondents do not suggest online learning in the future. this is because of the bitter experience these students have had with online learning. in face-to-face classes, they don’t have any of the problems they deal with in online learning, so it’s only natural that they have a negative point of view towards future online classes. from the above results, it can be understood that the performance of online learning has not been fully desirable. according to figure1, online learning is not favorable to a high percentage of students and learners did not have easy or helpful interactions. so, to answer the first research question, it can be said that online learning has made the interactions become poor. figure 2 shows that again, a high percentage of respondents, are not content with the shad application as a learning platform. therefore, as the answer to the second research question, it can be discussed that learners’ attitudes towards learning english through this platform is mainly negative. abbasi, hejazi and hakimzade (2020), have reported some of the deficiencies of online learning via the shad application which is in line with the findings of the current study. those factors include the low level of motivation among students, the low speed and the high price of internet. another study done by haji, mohammadi mehr and muhammad azar (2021), describes some challenges of online learning through the shad application some of which are students and parents related problems, teacher related problems and issues regarding facilities. conclusion according to the findings, the shad application has not provided a suitable learning environment for students during their online classes. the majority of participants in this study had negative attitudes towards the shad platform. moreover, respondents were mostly not satisfied with the level of interaction among themselves or with the teacher in online classes. thus we can say that online learning has affected the interaction factor negatively in the efl class. so both of the hypotheses are rejected. on the whole, the responses to the questionnaire show concerning results and indicate that serious changes should be applied in online learning at high schools. in order to have effective online learning, first, the current platform needs to be refined. secondly, internet problems regarding the connection and the speed should be solved so that students can have a favorable online experience. another aspect is, of course, training instructors to adapt themselves correctly to online teaching. they need to employ new techniques to catch students’ attention and use their full potential in online classes. assigning students to group projects in parallel online classrooms, flipped learning, getting learners involved by asking them to upload their projects, and using webcams are all ways of keeping the interaction level high in virtual classes. this study gives an idea of efl learners’ attitudes towards online learning in tehran, but since it was done on a rather small sample, the generalizability cannot be wide. future research should focus on efl learners’ interaction and their learning environment through a broader sample in the iranian context. jalilinia iranian high school efl……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 450 references abbasi, f., hejazi, e., & hakimzade, r. 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(2020). covid-19: strategies for online engagement of remote learners. jawaharlal institute of postgraduate medical education and research (jipmer), 9(246), 1–11. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7529 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 328-337 jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 328 helping them to be good teachers: how community service equips pre-service teachers to teach english 1yuli christiana yoedo, 1*dani puspitasari 1lecturer, faculty of teacher education, petra christian university, indonesia *corresponding author email: puspitadani@petra.ac.id article info abstract article history received: march 2023 revised: april 2023 published: april 2023 investigating pre-service teachers’ beliefs gives tremendous advantages for their future career development. this study was conducted in the context of elementary education. it focused on investigating the pre-service teachers’ beliefs about teaching english and how the teacher’s reflections changed their initial beliefs. we examined nineteen sophomore students who participated in community service to teach english at a public elementary school. a qualitative design was applied and reflections were carried out. data were gathered through in-depth interviews and direct classroom observations. the result generates that many preservice teachers hold their prior beliefs about teaching from their student experience. teaching reflections facilitate these pre-service teachers to realize their gaps in teaching skills. the finding suggests that teacher training faculty need to add more practical courses to nurture teaching skills. the findings may be useful for a larger population where english was taught as a foreign language for pre-service teachers and elementary school students. this study concludes that real teaching experience develops pre-service teachers’ professionalism. it impresses upon them that teaching needs comprehensive knowledge and skills. keywords pre-service teachers’ beliefs; teaching english; reflection; university service; how to cite: yoedo, y. c., & puspitasari, d. (2023). helping them to be good teachers: how community service equips pre-service teachers to teach english, jollt journal of languages and language teaching, 11(2), pp. 328-337. doi: https://doi.org/10.33394/jollt.v%vi%i.7529 introduction abundance works of literature have shown that preservice teachers perceive their own beliefs about ideal teaching (lasley, 1980; teo et al., 2008; wang, 2002). literature has recorded that pre-service teachers’ beliefs about teaching significantly influence their teaching practices (belbase, 2015; funkhouser & mouza, 2013). students enrolling in teacher training programs usually have initial beliefs about teaching, which inspire them to be teachers. thus, it is essential for a teacher education program to always seek and understand the studentteacher’s former beliefs on teaching. this deliberate effort will help us improve our curriculum and prepare them to be great educators. this study is purposefully designed to seek an understanding of how pre-service teachers’ beliefs about teaching english. previous studies have investigated pre-service teachers’ beliefs about teaching math using technology (belbase, 2015); technological use and their self-esteem (han et al., 2017); integration of technology into a lesson plan (kovalik et al., 2013). moreover, countless studies have investigated pre-service teachers’ beliefs about english language teaching (subekti, 2021; yalcin arslan, 2019; yang et al., 2021). studies show that inviting pre-service teachers to their beliefs about teaching after actual classroom teaching with students is an eye-opening experience. it helps them cope with technological updates to their student’s level and identify the problems in the classroom (kovalik et al., 2013). teachers’ beliefs are important because they shape their thinking which, in turn, guides instruction (fives & buehl, 2012). the study has indicated that there is a connection https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& yoedo & puspitasari helping them to be ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 329 between teachers’ educational beliefs and three teaching approaches: an inquiry-based approach concentrating on honing students’ skills in real problem solving, a conservative approach viewing students as passive receivers, and a liberal approach highlighting students as active meaning makers (knowles, 2017). teachers’ beliefs can impact classroom decisionmaking and teaching practice (graham, 2018; fives & buehl, 2012, 2014; pajare, 1992). besides gaining knowledge, students grow particular beliefs through directions, cooperation, comments, and guidance at school (graham, 2019). in other words, beliefs are built on their learning experiences (lortie, 2020). pre-service teachers bring their personal beliefs and attitudes when they enter university. they may have negative attitudes due to their teachers’ adverse treatment (hall & grisham-brown, 2011). shifting to positive beliefs and attitudes needs these three fundamental approaches: the seriousness of teachers’ self-reflection, positive experiences, and the university instruction strategy (fleckenstein et al., 2015). in addition, teachers’ belief is also endorsed by media, literature, and popular folklore (lasley, 1980). knowledge of classroom management and knowledge transfer is essential, but teachers’ beliefs are much more influential on their classroom performance. as their beliefs impact all aspects of their classroom performance, including relationships with students, understanding of learning, learners, and themselves, it also impacts the methods and techniques they bring to the learning context. also, a teacher's identity and beliefs impact student interactions, affecting the learning process (burden & williams, 1997). belief about teaching is commonly known as one’s preferred teaching method (teo et al., 2008), and it strongly influences teachers’ teaching practices daily (lasley, 1980; wang, 2002). studies have shown that investigating pre-service teachers’ beliefs are beneficial to understand their current view on teaching and the reason behind it (belbase, 2015; zhao et al., 2013). it is essential to dig deeper into their beliefs about teaching before sending them out to schools to serve as teachers. as we know, some pre-existed beliefs about teaching are derived from their experience as learners or student-teachers themselves. thus, education faculty should build a strong foundation as the front line that exposes and prepares them to be educators. the study showed the significant impact of a field trip program in shaping pre-service teachers’ beliefs on teaching (kovalik et al., 2013; nelson & hawk, 2020). the actual encounter with students in a real classroom context enables the pre-service teacher to be involved using a teacher’s glasses, not as a student. these pre-service teachers also expect some feedback from their instructors and peers to improve their teaching skills (yang et al., 2021). the input from others will benefit their professional life in the future. thus, this study investigates pre-service elementary teachers' belief in teaching english and how community service as a university service program helps them reflect on their teaching process. english is taught as a supplementary subject in the indonesian elementary educational system. we seek a deeper understanding of how real teaching experiences with students help this pre-service to be better teachers. there are two research questions: 1. what are the pre-service teachers’ beliefs about teaching english? 2. how did the teaching’s reflections change their initial beliefs? research method research in this area was conducted in quantitative (nelson & hawk, 2020) and qualitative (kovalik et al., 2013) approaches. this study employed a qualitative design and implemented reflections through the interview and observation as the main tools to gather data. studies in this field are mainly conducted with a small number of participants as it benefits digging deeper into the individual (martell, 2017; tanase & wang, 2010). the participants were nineteen sophomore students from a private university in east java. these yoedo & puspitasari helping them to be ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 330 pre-service teachers took an english teaching course for elementary students delivered by the first author of this study. this study took about two months in total. the course instructors assigned students into five groups of three to four students. during the interviews, all participants were informed that they were part of research and the data gathered will be displayed anonymously to protect their privacy. these pre-service teachers were sent to a local public elementary school nearby the campus to teach english for four consecutive weeks as part of the course program. they have obtained some pedagogical principal from the previous courses and english language teaching for kids in this course. each group had to conduct an observation followed by designing a lesson plan and classroom activity before teaching. they taught students in the third and fourth grades as recommended by the school. during the observation process, the course instructor held an online discussion through google meet. all the meetings were recorded, which later be used for data collection. the data were gathered through classroom observations, in-depth interviews with the instructor, and classroom artefacts such as lesson plans and teaching props. these students were monitored through classroom observation when they were teaching. each group also had an after-class meeting with the instructor to evaluate their teaching. besides direct feedback on their teaching process, students also received evaluations on their lesson plans and teaching materials they used in the class. during the online meeting, students were given guided questions to reflect on their performance, such as: what did you learn from your experiences? do you find any challenges while preparing the lesson and teaching in the class? what do you suggest to yourself to improve your teaching quality? these processes help students recall their performance and receive feedback from instructors and peers. during the online interview, the course instructor as the first author, also showed the researcher’s notes to get validation from students. we ensured their statements were accurately documented in the researcher’s note for further analysis. through these sequence reflections from the first to fourth week, we gathered data about their initial beliefs on teaching and reflection on their teaching performances. in total, twenty interview transcripts were gathered as data in this study. later, we coded the discussion into the transcript and analysed data through data reduction and conclusion drawing. we categorized the data into two categories: pre-service teachers’ beliefs about teaching and their reflection. research findings and discussion research findings this section is divided into two main parts. the first part is pre-service teacher beliefs which consist of english teaching, confidence in teaching, classroom management, and teaching preparation. the second part is the pre-service teacher beliefs after reflection which also consist of the same dimension. table 1 records the frequency of dimensions that most frequently occur in the data and becomes the conclusion. after carefully assess all the data, we present in table 1 the most repeated theme by participants. as a matter of fact, we found there are many more minor findings, thus due to the word limit we display the findings as shown in table 1. later, we explain in detail for each dimension from prior beliefs and beliefs after reflections. table 1 findings of each dimension from prior beliefs and beliefs after reflections prior beliefs frequency beliefs’ after reflection frequency english teaching 25 english teaching 29 confidence in teaching 25 confidence in teaching 26 classroom management 20 classroom management 45 teaching preparation 28 teaching preparation 32 yoedo & puspitasari helping them to be ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 331 pre-service teacher’s prior beliefs english teaching regarding the beliefs about english teaching, fourteen out of nineteen pre-service teachers believed that all students had basic english knowledge. the pre-service teacher named eni said: “in my opinion, all students have basic english knowledge because they have studied english for about two years.” (eni) hence, the pre-service teachers believed students were familiar with words such as: sit down, silent please, come here, and ready. that is why they practiced teaching in english after the course instructor asked the pre-service teacher to teach in english. they believed that students would understand their simple sentences. nine pre-service teachers were optimistic that teaching aids promoted comprehension. the pre-service teacher named mary said, “i will look for creative ideas to make teaching aids that are not easily damaged and can be used by many students.” (mary) some other students thought teaching aids needed to be excellent and exciting to attract students’ attention. the pre-service teachers were enthusiastic about making their teaching aids since the department provided financial support. two pre-service teachers believed that students did not like studying english. the pre-service teacher yusuf said he thought english was too difficult for the students. “students are not enthusiastic about learning because the subject we teach is english.” (yusuf) confidence in teaching there are twenty-five statements concerning confidence in teaching. sixteen statements state that elementary school students do not like university students to teach them. a pre service teacher named darso gave the following reason: “the students surely do not want to be taught by university students.’ all preservice teachers called themselves ‘kakak’ instead of ‘bapak’ or ‘ibu”. (darso) eight statements raised the idea that teaching english is scary. one statement mentions that teaching english is easy. two pre-service teachers, dewi and ela, viewed teaching english differently. dewi thought teaching english was scary as she said: “i feel afraid because i have to teach english.” ela considered teaching english enjoyable: “it is easy to teach english to elementary school students because we use simple english and speak slowly.” only ela was not afraid of teaching english since her english levels of competence were high, and her public speaking skills were good. classroom management there are twenty statements regarding classroom management. eight statements mention that elementary school students will respect the pre-service teachers. one pre-service teacher named darman said, “i think the students will listen and obey us.” nine statements mention that elementary school students will focus on the lesson. “the students will enjoy the material and participate in class, said mini. three statements indicate that pre-service teachers will be able to handle disruptive students. tini confidently said, “i feel easy to handle students who like to play pranks on their friends.” all of them sound positive. yoedo & puspitasari helping them to be ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 332 teaching preparation there are twenty-eight statements concerning pre-service teachers’ beliefs on teaching preparation. seventeen statements show the expectation that their group would cooperate reasonably. brando said,” i assume my group can work well together to finish our task.” he was confident because he chose the members of his group. the course instructor let the preservice teachers choose their group members. nine statements explain that the teachers were not cooperative with the pre-service teachers. for example, dewi informed,” the teacher looks cynical.” two statements affirm that their teaching aids were easy to make. mira said, “i think we can make teaching aids easily and according to plan.” teacher’s reflection after teaching english teaching the nineteen pre-service teachers found that most students had no basic english knowledge. the students could not understand simple english instructions, such as: ‘sit down,’ ‘silent, please,’ and ‘come here.’ they also could not understand a simple question, ‘is it true?’ moreover, the simple words ‘ready,’ ‘finish,’ ‘try,’ or ‘plane’ was too difficult for them. the students were unfamiliar with the word ‘ready’ because the teacher asked in indonesian, ‘sudah siap?’ instead of ‘are you ready?’ the teacher also preferred to say ‘coba’ instead of ‘try.’ on another occasion, she said, ‘kalimat yang pertama coba, karlin.’ instead of ‘try the first sentence, karlin.’ the english teacher mostly communicated in indonesian in her english class. in return, her students did the same thing. students were not motivated to communicate in english. when the course instructor asked a student, “what is your name?” the student responded, “hah? the course instructor repeated, “what is your name?” then, the student said,” namaku selmi.” instead of “my name is selmi.” the student understood the question after the course instructor repeated her question. although the student understood the question, she did not respond in english. she was not accustomed to speaking english. the teacher preferred to ask her questions in indonesian and then repeat the question in english. once, she said,” ulangi ya, once again.” when the teacher asked, ‘is it true?’ nobody responded. the teacher translated her question into “apakah ini benar?”. the english teacher also made some mistakes. she wrote on the whiteboard, ‘it is a train. it is the bus. it is a car’ instead of ‘it is a train. it is a bus. it is a car’. she also mispronounced the words ‘six,’ ‘answer,’ and ‘question’ ‘she apologized for making some mistakes to the course instructor at the end of the class. her low levels of competence made her feel insecure being observed by the course instructor and the pre-service teachers. these students’ low english competence surprised the pre-service teachers. they prepared to speak only english as suggested by the course instructor. when they spoke only english, the students did not understand their message. hence, they used both english and indonesian. one pre-service teacher told the course instructor, “mam, their english is poor. they did not understand when we spoke english all the time.” another pre-service teacher apologized. “i am sorry, mam. we also used indonesian.” confidence in teaching there are twenty-six statements about confidence in teaching. ten statements prove that students like the pre-service teachers to teach them. darto said, “ternyata mereka menerima kita dan bahkan minta kita untuk mengajar lagi. (apparently, they accepted us and even asked us to teach them again.).” he was surprised that this reality contradicted his prior belief. two statements show that teaching english is scary, and nine mention the opposite. debi’s prior belief was that teaching is scary, but then she changed her mind. she said, “setelah mengajar saya merasa senang karena mereka mudah sekali memahami materi. (after teaching i feel happy because they easily understand the material)”. teaching english is scary yoedo & puspitasari helping them to be ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 333 because students are not interested in the teaching aids. it means that they cannot teach as planned. teaching english is no longer considered scary due to their success in teaching. five statements show that teaching english is not easy. other reasons are the uneasy game to play, their difficulty speaking loudly, and the absence of a team member and speaker sound from the field. “i cannot teach easily because many students talk to themselves, pay less attention, and are less eager to study” (dina). classroom management after the teaching activities, there are forty-five statements regarding classroom management. twelve statements deal with the student’s willingness to obey the pre-service teachers. only four statements prove that the students obeyed the pre-service teachers. the other eight statements show the forms of disobedience. twenty-two statements are about the students’ ability to focus on the lesson. seven statements mention that students can focus on the lesson. fifteen statements describe that students find it challenging to focus. instead of asking about the lesson, a male student asked a pre-service teacher named rini, ‘kakak punya pacar? (do you have a boyfriend?).’ eleven statements concern pre-service teachers’ capacity to control disruptive students. four statements show that pre-service teachers can control disruptive students. seven statements mention that pre-service teachers fail to handle disruptive students well. the reality is not the same as what the pre-service teachers imagine. there are problems and challenges that pre-service teachers have to face. the pre-service teachers realized that being a teacher is not easy. preparation takes time, and students are often difficult to manage in class. one pre-service teacher said that some students in her class did not return to class after recess time. she asked a student to call them. however, that student did also not return, and this caused a female student in the class to laugh at her failure. the pre-service teacher was frustrated and said, ”mood mengajar saya langsung hilang, ms. (my teaching mood suddenly disappeared, ms).” one student, yeriko, stated that his group’s biggest problem was classroom management. his group had no problem teaching english. however, they could not manage the students as they would have expected. for various reasons, all pre-service teachers felt relieved after the community service. firstly, they would not again meet the students who talked about them behind their backs and were disrespectful and disobedient. also, they now had more time to focus on other tasks since they were busy preparing and doing community service. this is understandable because the pre-service teachers worked hard to make teaching aids. there are twenty statements regarding classroom management. eight statements mention that elementary school students will obey the pre-service teachers. one pre-service teacher named darman said, “i think the students will listen and obey us.” nine statements mention that elementary school students will focus on the lesson. “the students will enjoy the material and participate in class, said mini. three statements indicate that pre-service teachers will be able to handle disruptive students. tini confidently said, “i feel easy to handle students who like to play pranks on their friends.” all of them sound positive. teaching preparation there are thirty-seven pre-service teachers’ statements concerning teaching preparation. six statements indicate that their group cooperates reasonably. eight statements note that their group does not cooperate reasonably. for example, marko explained,”tetapi kenyataanya kita kurang maksimal menyiapkan materi, jadwal masing-masing kadang bertabrakan untuk meet bareng, dan kita tidak ada waktu untuk latihan. (but in reality, we are not optimal in yoedo & puspitasari helping them to be ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 334 preparing material; our respective schedules sometimes collide to meet, and we do not have time to practice)”. twelve statements prove that the teacher was cooperative with the pre-service teachers. the teacher was friendly in discussing their teaching schedules. one statement mentions that the teachers were not cooperative with the pre-service teacher. karina reported, “ms the teacher was unfriendly. she did not respond to me in a friendly tone.” what surprised karina was that the teacher asked about her religion and then showed an unpleasant expression after knowing the answer. five statements about teaching aids prove that their teaching aids were not easy to make. four statements note that the pre-service teachers needed more time to finish. one statement mentions that the result was not as good as expected. marko said, “namun kenyataanya tidak sesuai harapan, alat peraganya mudah rusak/kurang kokoh itu karena waktu yang kita gunakan membuat alat peraga mepet (but in reality it is not as expected, the teaching aids are easily damaged/not sturdy because the time we used to make them was too short). before teaching, the pre-service teachers and the course instructor observed the english teacher who taught grades three and four. the teacher felt insecure in being observed, and when the pre-service teachers observed the teacher without the course instructor’s company, she asked them, “apakah hanya saya yang diobservasi?”(am i the only teacher being observed?) she looked unhappy. the teacher gave a different response when the course instructor observed her. she did not look unhappy but felt inferior. she said,”saya minta maaf karena tadi ada yang salah. murid-murid saya tidak sepandai murid-murid sekolah swasta.” (i apologize for making mistakes. my students are not as bright as students of private schools.) discussion regarding prior beliefs, sixteen statements show that elementary school students do not like university students to teach them. nine statements mention that the teachers will not cooperate with the pre-service teachers. eight statements explain that teaching english is scary. these statements show that most of the pre-service teachers do not have strong confidence. they are unsure about what skills they already possess. they do not realize that they have already received a good education. they are in the second year; which imply, they have made good progress in study. previous study indicates that pre-service teachers’ confidence sharply increased after they completed teaching courses (turgut, sahin, & huerta, 2016) and contributed to their teaching preparedness. another study also reveals that their grade mainly influences their confidence in the assessment related to english knowledge and self-efficacy (durgunoglu & hughes, 2010). however, it is our task to create a classroom experience that constantly reminds these preservice teachers about their calling as educator. a recent study indicates that knowledge gain does not contribute to behavior change, but reflection significantly boost individual decisions (weng et al., 2022). this study endorses the positive benefits of inserting reflection into classroom designs. this facilitates students to evaluate their prior beliefs and re-assess these beliefs after encountering the hands-on activity. it is expected that more courses could incorporate reflections into the activity to help learners improve their professional competency. another issue is the ability to work in a group. in this study, the pre-service teachers could choose their team members. the choice criteria include their closeness and english competence. some of them felt disappointed because their expectations were not met. marina said, “mimi is good at english, so she becomes our leader, but she is irresponsible. i am so upset and disappointed with her”. they should have recruited members willing to commit to working hard to avoid such disappointment. in this regard, we must teach students individual competencies and communicative skills. these students should be able to work yoedo & puspitasari helping them to be ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 335 collaboratively because they will work as a team teaching in the future. these are essential skills for their professional development (robutti et al., 2016). as education faculty, we emphasize the pedagogical competence and, most of the time, ignore the character’s development. we should equip our students with organization skills about their generational standard (patra & shastry, 2022). in the future, they will enter educational institutions as professional and work with colleagues. faculty of teacher education need to incorporate more collaborative projects in the curriculum; thus, our graduates will have better skills when they work in the corporate context. regarding making teaching aids, it is clear that some pre-service teachers did not have good time management. they did not realize they needed to provide enough time to make good teaching aids. they did not know how to prioritize. one pre-service teacher admitted that he liked to postpone doing his assignment. sometimes, preparing teaching aids can be time-consuming, and the teacher needs to schedule it. this experience awakened them that teaching requires a time management strategy; they could not solely come to the classroom without any preparation. teachers need more training in preparing teaching aids using the available resources (rajapaksha & chathurika, 2015) to improve their teaching quality. selfdiscipline also important in professional life, which result in the effective work flow. another issue is that the homeroom teacher was reluctant to be observed by these preservice teachers. her reluctance turns into an example for these students. we admit that this phenomenon is beyond our control. as classroom instructors we always encourage students to be reflective learners. we believe input as constructive feedback and results in the betterment of our teaching skills. thus, we sent students to experience real teaching through community service program. however, the homeroom teachers were not ready to be viewed by our students due to their personal reasons. to encounter this occurrence, we conduct class discussions on pros and cons visiting into that schools. pre-service teachers were surprised that they did not prepare in handling a big classroom size. through this experience preservice teachers are encouraged to have better preparation including reshaping beliefs as a teacher. teaching is not solely transferring knowledge, it is also bringing ourselves into the classroom. we let students see us in the classroom, thus individual self-control which include self-discipline and willingness to receive feedback are part of classroom management. conclusion bringing pre-service teachers into community service to experience real teaching experience brings many advantages to their professional development. this study emphasizes that real encounters with students help pre-service teachers identify their beliefs about english teaching. the reflection process through interviews with the course instructor also highlights the importance of classroom management courses. students face challenges in conducting a class with a good dynamic. they struggle to handle students when kids are creating chaos. many pre-service students focus more on the teaching material, methods, and aids before they come to the class. thus, they do not have a backup plan when unexpected behavior intervenes in the teaching process. teaching practice helps these students to be adaptive educators. in other hand, participating into communicty service contributes to the betterment of society. we could serve under privileged community nearby through our skills in academic profession. this study encourages course instructor to incorporate their course design with practical skills in particular a community service program. as it is also a mandatory task for indonesian lecturer to participate in these activity. teacher training programs should pay more attention to this topic. this study also possesses some limitations. we acknowledge that few participants are not generalizable to the more significant subject (puspitasari et al., 2020). however, the findings are current updates on our pre-service teachers’ beliefs on teaching english. we believe this can be a guideline to yoedo & puspitasari helping them to be ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 336 conduct more studies and recruit a larger sample size to get a bigger picture of teacher education in general. acknowledgement the authors declare there is no conflict of interest in this study. references belbase, s. 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(2013). foreign language reading anxiety: chinese as a foreign language in the united states. modern language journal, 97(3), 764–778. https://doi.org/10.1111/j.1540-4781.2013.12032.x https://doi.org/10.1007/s40299-021-00618-1 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.374 july 2021. vol. 9, no,3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 293-304 jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 293 english as a foreign language for students of stakn kupang: a study of learners’ needs 1junaity soften sine, 1desty a. bekuliu, & 2mardolitha loak 1english lecturer, jurusan pendidikan agama kristen, iakn kupang, indonesia 2student, jurusan pendidikan agama kristen, iakn kupang, indonesia corresponding author email: junenighty@gmail.com article info abstract article history received: june 2021 revised: july 2021 published: july 2021 the process in identifying the situation analysis of a target language is called needs analysis or needs assessment (na). it is important to consider na in order to be able to design effective and efficient learning process at stakn kupang. na is divided into two parts of analysis namely present situation analysis and target situation analysis. a quantitative approach was used in this research with a survey method. the findings showed: 1) in general, the english proficiency of the students of study program christian religious education in the academic year 2018-2019 was a beginner (basic); 2) there were several reasons why they stopped learning english such as the materials used were not applicable on a daily basis, their teachers did not use good teaching method, or the materials was not interesting and challenging; 3) students thought that learning grammar and the differences between bahasa indonesia and english is essential to be covered in textbooks; 4) students preferred their teachers to explain the grammatical theories before giving them practice activities; 5) even though students admitted that english is a difficult language, they agreed that english is very important to be mastered and it has become a language widely used for international occasions. keywords needs analysis; needs assessment; present situation analysis; target situation analysis; how to cite: sine, j. s., bekuliu, d.a., & loak, m. (2021). english as a foreign language for students of stakn kupang: a study of learners’ needs, jollt journal of languages and language teaching, 9(3) doi: https://doi.org/10.33394/jollt.v%vi%i.374 introduction english for specific purposes (esp) has been developed to answer the challenges of teaching english to non-english background students. in its early development, the focus of esp was merely about specialized vocabulary (register) in a particular field. however, it has been less effective in dealing with the needs for esp comprehensively that it reaches the stage of the analysis of the target situation. the target situation analysis is important because students may learn best when they are taught how to use the target language in a real life situation (dudley-evans & john, 1998). the process in identifying the target situation analysis is called needs analysis or needs assessment (na). unless na reaches this stage, it may contribute to focus target language learning. there might be an unavoidable lackness when the teaching is not based on na. various na research to create english learning curriculum and syllabus include fields like business english, medical english, or english for science and technology. a study traced the development in esp research published in elsevier journal during 1980-2001 found out that topics on needs analysis (na) and syllabus design had become the third most chosen topic (pradhan, 2013). another research on na topic was done to study na to develop an elt curriculum at an english medium university in turkey (akyel & ozek, 2010). this study evaluated the program that had been run to reconstruct learning strategies and materials to meet the students’ needs. http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& sine, bekuliu, and loak english as a foreign language ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 294 moreover, there was another study on the importance of english as an international language that it has become a compulsory subject in educational institutes in bangladesh (rauf, 2018). he then proposed a mixed research method study (by using questionnaire and interview) to conduct a formal na procedure at the department of engineering to see students’ perception on english, their preferred learning methods, and their expectations and suggestions. similarly, sonmez supports the fact that na plays a vital role to design an effective curriculum and he studied the research methods, data collection tools and analysis method used in na studies (sönmez, 2019). overall, these studies highlight the need for a na to contribute to an applicable and effective curriculum and syllabus design. in indonesia, english teachers and lecturers have shown concerns on the topic of na conducted to gain understanding about students’ needs and wants for a specific english course. the purposes were various ranging from creating english textbooks to evaluating the programs taught in elementary school, vocational school, and universities (fitriana & kusrihandayani, 2017; hidayati & nur’aini, 2020; oktariyani & juwita, 2020; suparti, 2018; syukur & nugraha, 2019; yulientinah et al., 2020). why does it all start with understanding learner needs? deciding what to teach and how to deliver the teaching of target language in the classroom may be very subjective because it is based on the authority and teacher’s preference and knowledge. learners shall be the first to be considered in na so it might result in a learner-centered learning (belcher & lukkarila, 2011). learner needs are the starting point before setting the goals or learning outcomes. a well-researched program would provide a complete understanding in designing the curriculum. english subject is a compulsory in first two semesters (1st and 2nd semester) in sekolah tinggi agama kristen negeri (stakn) kupang (now institut agama kristen negeri kupang), namely bahasa inggris i (basic english) and bahasa inggris pak (english for christian religious education). up to now, the consideration of what to teach and how to teach it relies on the english lecturers. the english subject curriculum only covers the description of the subject and has not given a comprehensive and complete picture of learning process which can help creating a syllabus design. there have been many resources for popular fields like business english or english for tourism etc. however, there are still few textbooks in english for religious education, especially for christian religious education. there have been some books which are combined to help teaching english for students of christian religious education program (grimes, 2008; kelly, 2004), yet the need for a specialized course design and teaching material is emerging. these two books are not effectively and efficiently used because it is either too heavy or too simple for the students. ideally, the process of designing curriculum and syllabus is started from na so it might meet student’s needs. therefore, this study covers the issue of the needs analysis for english for christian religious education subject at stakn kupang. esp and needs analysis english for specific purposes (esp) is part of english language teaching which aims at fulfilling the learner needs for a particular goal. there are some considerations to approach esp such as it should answer the non-english background learner needs or to provide teaching materials for those who need english in their job (richards, 2001). esp concept is divided into two main characteristics namely ‘absolute’ and ‘variable’ (strevens, 1988). while the former are related to its need for specialized or specific needs, the later deals with the learning skills and methodology. in other words, “absolute” refers to a concept that esp is designed different from a general english course focusing on the learner needs and language components related to particular discipline, job, or activity. on the other hand, “variable” deals with boundaries in language teaching. in addition to such sine, bekuliu, and loak english as a foreign language ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 295 division, esp has been categorized into occupational and educational dimensions (munby, 1978). jordan (1997) further elaborates that the first type is related to learner needs to use english in their jobs or duties, while the latter contains esp for learners’ academic purposes which has been the focus in this study. educational dimensions mean language learners’ main goal is related to needs either to perform english for general academic purposes (academic writing) or specific purposes (studying english for christian religious education). fundamentally, esp is a process and not a product which is based on the needs analysis (na) in order to understand why a learner studies english language (hutchinson & waters, 1987). in the light of this construct, na is defined by iwai (1999) as the information gathering activities which are conducted to provide a basis to plan a language course program (songhori, 2008). na is done to provide effective english for specific purposes (esp) courses. this analysis is triggered by the need to know the contents of a course and how to deliver it best (plesca, 2017). needs analysis is at the centre of esp as a basis for foreign language learning assessment. course designing should not be based on teacher’s intuition, thus na refocus the process on students’ purposes in learning a language (hyland, 2006). in general, berwick proposes na as educational technology which is created to measure precise and accountable learning goals (berwick, 1989). therefore, na can be defined as a method used to gather clear and scientific learning objectives. na, as a process, covers three phases: “(1) gathering information, (2) analyze information, and (3) create a training plan” (barbazette, 2006). information collected in na will be discussed in detail in the following part. each component is then examined and described before coming to a conclusion. the final report of this analysis can be used as suggestions for the organization to design an english language course/program. a program plan based on the assessment is beneficial since it would direct the course to the learners’ purposes and preferences. contents of needs analysis in order to collect information from a language learner, there are four ways to follow as they portray the content of esp proposed by strevens (richards, 2001) namely restriction, selection, themes and topics, and communicative needs. he further elaborates this concept by stating that a learner’s purposes in studying a language should include language skills, language functions, topics, and communication skill in a language course. the components of na applied in this study are grouped into two parts namely present situation analysis (psa) and target situation analysis (tsa). dudley-evans and st john (in hyland, 2006:74) elaborates psa as collecting information about the starting point where learner starts, their ambition, and their present language skills including things they want to study in the beginning of the course, skills, as well as perception. this data might be objective (concerning age, language skills, past experience in learning english) or subjective (dealing with learner needs, strength, and weakness). in addition to psa, tsa is related to the role of learners in the future including their language skills and knowledge they need to perform based on their discipline. this kind of information may be grasped through objective data such as the identification and observation of language use in context, as well as collecting and analyzing its genre. these two parts of na, which were used in this study, are described in the framework of needs analysis by hutchison and waters (in hyland, 2006) table 1 the framework of needs analysis present situation analysis target situation analysis why are learners taking the course? compulsory or optional why do learners need the language? examination, postgraduate or undergraduate sine, bekuliu, and loak english as a foreign language ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 296 whether obvious need exists personal/academic goals motivation and attitude what they want to learn from the course course, etc. how do learners learn? learning background and experiences concept of teaching and learning methodological and materials preferences preferred learning styles and strategies what genres will be used? lab reports, essays, seminars, lectures, etc. who are the learners? age / sex / nationality / l1 subject knowledge interests sociocultural background attitudes to subject or discipline what is the typical structure of these genres? move analyses, salient features, genre sets, etc. what do learners know? l1 and l2 literacy abilities proficiency in english writing experiences and genre familiarity what will the content areas be? academic subject, specialism within discipline, secondary school subjects who will the learner use the language with? native or non-native speakers reader’s knowledge – expert, beginner, etc. relationship: peer, teacher, examiner, supervisor where will the learner use the language? physical setting: school, university, conference linguistic context: overseas, home country human context: known/unknown readers psa is based on four main questions as presented on table 1 which is seeking the real situation of students at the time they take the english course. the inquiries help english tutors or teachers to know their students’ motivation, background knowledge, preferences when study, and personal background. such analysis may well be helpful resources to have a deeper portrayal of the students so tutors or teachers know where to start from. moreover, tsa is developed from six main questions which cover any benefits they want to pursue in the english course. this analysis helps to determine the content of the english course materials such as kinds of genres students need to learn, whether it is for academic or professional goals. the combination of both aspects of na is considered ideal due to the fact that na seeks to collect information about a learner. na then has been moved to another aspect called pedagogic needs analysis proposed by west (1998) (in songhori, 2008). however, the application of psa and tsa provides a significant contribution to the purpose of this na namely to identify gap between students’ current ability and future language goals. research method in conducting the study, the researchers spread questionnaires to students. needs analysis is done by examining the result of the survey descriptively. in the future, this report may well provide basis to design a better english course/program for students at stakn kupang. research design this study deals with a quantitative approach of descriptive survey research. this kind of survey research portrays the description of things in various areas like market research, public opinion polling, and many more (de vaus, 2002). in this approach, the two main sine, bekuliu, and loak english as a foreign language ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 297 components of na – target situation analysis and present situation analysis – was elaborated descriptively to read the trends and preferences of english language learners at stakn kupang. this kind of approach is explained by kerlinger (in sugiyono, 2013) as the quantitative description or the description of numbers which pictures trends, attitudes, opinion of a population by seeing its sample. population and sample the population covers all students of sekolah tinggi agama kristen negeri (stakn) kupang as many as 1791. sample is determined by a simple random sampling developed by isac and michael (isaac & michael, 1995) which states that if the population is 1800 with 5% error level, the representative sample taken is as many as 292 students. they are from semester i, iii, v, and vii in academic year 2018-2019. after spreading the questionnaire, there were 13 (thirteen) questionnaires were not given back so the total respondents became 279 students. following is the data of the respondents: tabel 2 data of the respondents semester total percentage (%) i 73 26 iii 73 26 v 72 26 vii 61 22 total 279 100 instruments in collecting the data, a questionnaire was used. the questionnaire used was taken from richards (richards, 2001:73-88), modified and translated into bahasa indonesia. it consists of 54 statements/questions covering 5 aspects of students’ needs – self-assessment, experiences in learning english, views on textbooks for learning english, views on approaches to teaching english, and views on english as a language. this questionnaire was translated to bahasa indonesia and adapted from needs analysis of cantonese learners in hongkong conducted by li and richards in 1995. there were three choices of likert scale indicating agreementdisagreement. data analysis the data analysis part was executed in two stages. first, after the data were collected, the researchers tabulated them and mark them. the next stage was analyzing by using a descriptive quantitative analysis to get the portrait of variable’s condition based on the responses of the respondents. the formula used to count the percentage was by dividing the frequency of answers with total respondents. at the end, the result was then presented in graphs. research findings and discussion research findings 1. self-assessment self assessment is part of the analysis to find out the language proficiency, past experiences in learning english and topics students were interested in. sine, bekuliu, and loak english as a foreign language ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 298 figure 1. english language proficiency based on figure 1, most students (48% and 27%) perceived themselves as either having lower or upper basic proficiency. only three percent of the respondents think they have advanced english language skills. figure 2. background/english language learning experiences based on figure 2, mostly students have no access to english courses whether it is private or not. on the other hand, they believe they are good language learners and use every opportunity to learn english at their best even though they do not have much spare time to study english. figure 3. topics based on figure 3, there are three topics that they think interesting and useful to learn such as introduction, reading articles about christian religious education (pendidikan agama kristen/pak) topics, and talking about topics on pak. on the opposite, they do not prefer topics about personal information and daily activities. 2. previous experiences in learning english in the second part of the questionnaire, the findings are about the frequency of fourteen (14) reasons students stopped learning english in the past. the result is presented on the following three figures: 48% 27% 17% 5% 3% basic (lower) basic (upper) intermediat e (lower) intermediat e (upper) 0% 20% 40% 60% 80% 100% pernah kursus pernah privat menggunakan kesempatan menikmati pembelajar bahasa banyak waktu 1 2 3 4 5 6 sangat benar benar tidak benar 0% 20% 40% 60% 80% berkenalan informasi pribadi aktivitas sehari-hari membaca artikel pak membicarakan topik pak 1 2 3 4 5 sangat benar benar tidak benar sine, bekuliu, and loak english as a foreign language ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 299 figure 4. reasons to stop learning english looking at figure 4, it can be said that all respondents have admitted all fourteen reasons to make them stop learning english. for example, they made no progress in their past experiences when study english because english is not used in their daily life activities. students also believe that english language (grammar, vocabulary, and pronunciation) are very difficult to learn. besides, either the teaching methods or materials are not interesting, motivating, and relevant. 3. views on textbooks for learning english when asked about their views on textbooks, there are seventeen (17) particular opinions to be elaborated based on figure 5 below: figure 5. views on textbooks based on figure 5, respondents seem to be openminded on every item offered to be included in their english textbooks. mostly more than 50% of them accept all seventeen ways to learn english. 4. views on approaches to teaching english there are seven approaches to teaching english that were being asked in the questionnaire, and the result shows the following frequency: 0% 20% 40% 60% 80% 100% tidak ada waktu tidak membuat kemajuan tidak ada kesempatan di luar kelas pelajaran tidak digunakan sehari-hari pelajaran sulit pengucapan sulit tata bahasa sulit kosakata sulit guru tidak mengajar dengan baik tidak suka metode mengajar guru materi terlalu sulit materi tidak relevan materi tidak menarik materi tidak menantang 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 sangat benar benar tidak benar 0% 10% 20% 30% 40% 50% 60% 70% berlatih dialog berlatih grammar berlatih pengucapan percakapan dengan native percakapan dengan sesama menghafal kosakata belajar buku teks di rumah belajar grammar belajar perbedaan bahasa berlatih soal berpasangan berlatih soal kelompok mengerjakan terjemahan menonton video/tv mendengarkan audio berbicara ke teman dalam bahasa inggris menggunakan bahasa inggris di setiap kesempatan situasi belajar memaksa saya berbicara bahasa inggris 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 sangat penting penting tidak penting sine, bekuliu, and loak english as a foreign language ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 300 figure 6. views on approaches to teaching english figure 6 has presented the approaches which can be used when teaching english. students agree on first five ways and seem not to bother them. the last two items concerning whether it is best to use english or not in the classroom have made them unsure. even though 72% agree to mix bahasa indonesia and english while teaching english, there are 36% respondents who still doubt whether it is more effective to use english only or not. 5. views on english as a language eleven points described in the following two figures have answered the question of how students see english as a language. figure 7. views on english as a language most respondents have positive views on english as a language. they believe that even though english language is not easy to learn, english is international language and relevant to their academic field (christian religious education). discussion needs analysis (na) is conducted to give a wider perspective and consideration on many aspects of learners including their language background, experiences, and goals when they start studying english. in this discussion, there are particularly five aspects to be elaborated, namely self-assessment, previous experiences in learning english, views on textbooks for learning english, views on approaches to teaching english, and views on english as a language. assessing oneself might be very subjective, but when being asked about their english language proficiency, most respondents identified themselves as basic (lower) for 48% and basic (upper) for 27%. it means more than halve respondents have very limited list of english vocabulary and grammar. studies conducted previously revealed the same finding showing majority of non-english department students were beginners (aflah & rahmani, 2018; dja’far, 2017; hermawati, 2015). on the contrary, only 3% respondents identified themselves as advanced. it is reasonable for them to feel not confident on their language competences, because english is not their major. however, as a means to assess the effectiveness of english course (plesca, 2003), these facts signal the need to adjust with students’ language level 0% 20% 40% 60% 80% 100% teori_latihan latihan_teori koreksi di depan kelas koreksi grammar koreksi pengucapan bahasa inggris saja campur_bahasa 1 2 3 4 5 6 7 setuju ragu-ragu tidak setuju 0% 10% 20% 30% 40% 50% 60% 70% kosakata sangat banyak tata bahasa sulit pengucapan sulit bahasa inggris sangat penting bahasa internasional tidak mudah dipelajari relevan dengan bidang ilmu menarik dipelajari suka mendengar percakapan bhs inggris bangga bisa bhs inggris senang berbicara dengan orang asing 1 2 3 4 5 6 7 8 9 1 0 1 1 sangat setuju setuju tidak setuju sine, bekuliu, and loak english as a foreign language ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 301 (beginner). the fact on the description of students’ language level has led to the later information on their experience on english courses. most students have never attended any english courses. they have no chances to join courses outside the english classroom. even though, in general students clarify the facts that they have put effort on studying english, enjoy it, and are good language learners, 71.3% of all respondents cannot allocate more time on learning english outside classroom. survey such as that has shown that joining english courses is more effective to develop better english language skills (alfian, 2019). in this first part of the survey, preferable topics were also questioned. students needed topics such as introduction, reading and having conversation based on academic situation. responding to the second part of this research about previous experiences in learning english, students explored the reasons they stopped learning english. more than 50% respondents admitted that they stopped learning english because they had no time, made no meaningful progress, had no chance to practice english outside classroom, and agreed that english is difficult to be mastered. the highest percentage of respondents (94.9%) thought they stopped learning english due to the fact that they learned something they did not make use of in their daily activities. this is in line with sari (2019) who found students perceived one of their learning obstacles was the fact that they did not use english in their day-to-day activities. in addition to it, they believe that pronunciation, grammar, and vocabulary are not easy for them to deal with so they never continue learning english. another higher frequent reason was related to english teacher or tutor. as many as 81.4% respondents blamed their teacher for not knowing how to teach english effectively and there were 75.3% respondents agreed on the opinion that they dislike teaching method used by their teacher. previous research finding into such fact has been consistent by admitting that teachers’ attitude and teaching methods play an important role in making english classroom satisfying for the students (todea & demarcsek, 2016). contrary to the opinion that teaching materials are difficult and irrelevant, students thought teaching materials are not interesting and challenging. another important part of needs analysis (na) is getting the picture of students’ views on english textbooks used in english classroom. based on the findings, students considered some activities to be included on textbooks such as practicing conversation, grammar, and memorize list of vocabulary. interestingly, there were 17.9% respondents thought it did not matter not to include “conversation with native speakers of english”. contrarily, there were 91.4% respondents believe that it was essential to study the differences between english and bahasa indonesia. in general they agreed with the ideas offered about english textbook. however, there were 35.5% students did not agree with the idea that textbooks put them in a situation where using or speaking english is a must. another study highlighted particularly the need to specialize english textbooks according to students’ discipline (cahyati et al., 2015; etfita & wahyuni, 2020). moreover, the content of a textbook can be evaluated through na whether or not materials are appropriate with students’ language competencies (rizal, 2013). consequently, this study suggests the importance of designing and using a textbook which is not only related to the specific discipline of students but also needs to be engaging for them. this basically can be done if english teachers or lecturers keep evaluating the textbook they are using. as previously mentioned in literature review, it is beneficial to keep in mind that na is an on-going process. approaches to teaching english cover the knowledge of effective ways to deliver learning process. students thought a teacher should explain the theory of grammar before giving them problems to test their understanding. more than 50% respondents accept the idea that teacher may correct any mistakes they make in front of the class including their grammatical-ill sentences or mispronunciation. when they were asked if it was ideal for teacher to use english all the time, a total of 78.1% of respondents did not agree and doubt sine, bekuliu, and loak english as a foreign language ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 302 such approach. on the contrary, as many as 81.7% respondents thought it was ideal to mix english with bahasa indonesia during learning process. this is an interesting finding because students seemingly prefer bahasa indonesia as a medium of instruction in the classroom context. despite the fact that it is ideal to teach english language in english, it is normally acceptable if non-english department students will presumably feel comfortable if their english class is not in english all the time. on the question of viewing english as a language, the overall responses were positive. even though, halve of them thought that english vocabulary are too many for them to master or grammar and pronunciation are somehow very difficult, there were 41% respondents who did not believe such thought. as many as 52% respondents agreed that english is used as a lingua franca for international communication. this result is supported by previous research which showed students were motivated to learn english because it is widely spoken all over the world (novianti, 2021). moreover, it was generally accepted that english is relevant to their discipline. interestingly, most students are proud whenever they speak english well and be able to have a conversation with foreigners. the optimistic perception of students is in line with a study conducted previously which stated that students showed positive attitude and high motivation in learning english (moiinvaziri, 2014). conclusion to conclude, five points have been made in the following: 1. self-assessment: in general, students of christian religious education department year 2018-2019 were dominantly beginners (basic). although they enjoyed learning english, they spent small amount of time to learn english. they were interested in topics such as conversation occurs when first meet someone and related to christian religious education. 2. previous experiences in learning english: overall, they argued that they stopped learning english because the english they had been taught was not used in daily life. they also thought that their teachers needed to improve their teaching methods and the teaching materials were not interesting and challenging. 3. views on textbooks for learning english: students preferred to include grammar and the differences between english and bahasa indonesia into their english textbooks. conversely, there was no need to cover real conversation with native speakers or putting them in the situation where they must speak english. 4. views on approaches to teaching english: students preferred their english teachers to explain theories before asking them to practice. in addition to it, most respondents did not agree if their teachers spoke only english during english classes. 5. views on english as a language: even though they admitted that english grammar is difficult to learn, respondents agreed that english was very important to be mastered and english is internationally used as a means of communication. moreover, english was considered relevant to the field of christian religious education and they were proud to be able to communicate in english properly. acknowledgement this study was fully funded by sekolah tinggi agama kristen negeri (stakn) kupang, east nusa tenggara, under the ministry of religious affairs of the republic of indonesia. sine, bekuliu, and loak english as a foreign language ……….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 303 references aflah, m. n., & rahmani, e. f. 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(2020). identifikasi analisis kebutuhan pembelajaran bahasa inggris ( non program studi bahasa inggris ) pada mata kuliah bahasa inggris khusus / english for specific purposes ( esp ) di program studi d4 akuntansi keuangan politeknik pos indonesia. competitive, 15(1), 1–12. http://ejurnal.poltekpos.ac.id/index.php/competitive jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4257 october 2021. vol. 9, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 471-479 jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 471 types, functions, and morphological process of reduplication in sumbawa besar dialect ismiati faculty of teacher training and education, cordova university, indonesia corresponding author email: ismiatisumarlin08@gmail.com article info abstract article history received: september 2021 revised: october 2021 published: october 2021 the study discusses the types, functions, and morphological processes of reduplication in the sumbawa besar dialect. data was taken from recorded conversation, which naturally occurred among the native speakers of sumbawa besar dialect. the native were also interviewed to gain deeply information. finding of this study describes some types of reduplication in sumbawa besar dialect namely full reduplication, partial reduplication, and reduplication variation of phoneme. in full reduplication, the word is fully repeated without any additional morpheme or phoneme to the base word. for example, the base word ‘lao’ (sl ow) is fully reduplicated becomes ‘lao-lao’ (slowly). partial reduplication is partly the repetition of the base word. for example, ‘barema’ (together) is the base form that is reduplicated by repeating the last phoneme to become ‘barema-rema’. ‘barema’ is the base and ‘rema’ is its phoneme which is repeated to form reduplication. reduplication variation of phoneme is the type of reduplication which combines two different word classes and meaning to create meaningful reduplication. as example, ‘sedo-gaso’ (supplies). ‘sedo’ is the first base word and the second word is ‘gaso’. those are combined to create reduplication becomes ‘sedo-gaso’ (supplies). function of reduplication in sumbawa besar dialect was to change word classes as verb is changed into noun and change singular form to plural form of the noun. in example, ‘mangan’ (eat) is the word class of verb which is changed into the word class of noun ‘mangan’-‘mangan’ (a picnic) in its reduplication. in another example, the word anak (a child) is the singular form of noun is changed into plural form anak-dadi (children) in its reduplication. keywords reduplication; sumbawa besar dialect; how to cite: ismiati. (2021). types, functions, and morphological process of reduplication in sumbawa besar dialect, jollt journal of languages and language teaching, 9(4), pp. 471-479. doi: https://doi.org/10.33394/jollt.v%vi%i.4257 introduction samawa language is a vernacular language which is mostly spoken by sumbawa ethnic in sumbawa island. mahsun (1994) found that sumbawanese have four dialects: jereweh, taliwang, tongo, and sumbawa besar. sumbawa besar dialect has been agreed as standard language for all of sumbawanese. each of the local dialects of sumbawa language has its own characteristics, forms, function, and meanings that are different from one another. for example the form and function of reduplication of one dialect must be different from another dialect. aziz and nolikasari (2020) assert that reduplication is the process of word formation through which words or morphemes are repeated. alwi (2003) states that repetition is the process of word reduction. a repetitive word goes through repetition as a whole or partial process or followed by sound changing. according to kosasih, (2008) in susanto (2008), there are two types of reduplication; full reduplication and partial reduplication. full reduplication describes that the basic word is repeated completely without any variation of phoneme or morpheme. in partial reduplication, the reduplication happens on the part of the basic word. the basic word is not completely reduplicated but partially. hudiyono and https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& ismiati types, functions, and morphological …….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 472 noviansah (2018) found some types of reduplication in dayak tunjung language namely whole reduplication, partial reduplication, and reduplication with phoneme change. reduplication in each language has its own function. alsamadani and taibah (2019) describe that the reduplication reduplication function in palembang is to generate a wide variety of semantics functions such as pluralization, iteration, distribution, and nominalization. then, samawa language is one of the languages which has variety of reduplications. kamus bahasa sumbawa (1982) encoded that reduplication in sumbawanesse is generally clasified to full reduplication. the form of its reduplication and meaning are far different from its basic from like bale “house” become bale-bale “houses”. however, in some case the meaning of its reduplication can be different from its basic from like “pidan” (when) become “pidan-pidan” (whenever). this research intents to analyze the types, functions, and morphological process of reduplication in the sumbawa language, particularly in sumbawa besar dialect. literatures on sumbawa language is still lack in numbers or not easily found in library. hariyani, et al (2018) found that sumbawa was categorized as under resources language where there is the only small number of books written and studies in the pieces of literature published to date. therefore, scientific study on samawa language needs to be conducted as additional kinds of literature for linguistics study and use to enrich the wealth of cultural treasures of indonesia. research method this study is categorized as descriptive study which applies qualitative approach. data was taken through several steps. first, the researchers recorded and noted the conversations which naturally occurred in the domain of family and neighbourhood. then, all the words that related to reduplication were noted, listed, and verified through interview with the native of sumbawa besar dialect as the informants. next, identified the types, meanings, morphological process and the functions of reduplication. research findings and discussion research findings types of reduplication reduplication in sumbawa besar dialect is presented in three types namely full reduplication, partial reduplication, and reduplication variation of phoneme as presented in the following tables. table 1 full reduplication no base word meaning reduplication meaning 1 balong good balong-balong good 2 pidan when pidan-pidan whenever 3 senang slow senang-senang slowly 4 angan imagine angan-angan imagination 5 mangan eat mangan-mangan picnic 6 lao slow lao-lao slow 7 boat job boat-boat jobs 8 kau you kau-kau you data in table 1 shows that full reduplication in sumbawa besar dialect is formed by fully repeating the base word. in example, ‘balong’ is the base word which is changed into its reduplication becomes ‘balong-balong’. ismiati types, functions, and morphological …….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 473 table 2 partial reduplication no base word meaning reduplication meaning 1 balangan walk balangan-langan window shop 2 barema together barema-rema together 3 tunung sleep tatunung-tunung always sleep 4 tokal sit tatokal-tokal always sit 5 manang stand tamanang-manang always stand 6 bakerek little by little bakerek-kerek little by little 7 kemes smile bakemes-mes smile 8 le late basngele-ngele too late 9 langan unexpected salangan-langan unexpected 10 rea big sarea-rea all 11 sai one basai-sai united 12 batungil batungil-tungil batungil-tungil close 14 batari wait batari-tari wait 15 tangame chew tangame-ngame always chew 16 meloe how much meloe-loe how much 17 bamudi later bamudi-mudi later table 2 describes partial reduplication. it is formed by repeating part of the base form. in example, the base form ‘balangan’ is changed into its reduplication becomes ‘balangan-langan’ in which its part phoneme ‘langan’ is repeated. table 3 reduplication variation of phoneme no base words meaning reduplication meaning 1 senap fresh senap-semu fresh 2 sipat behavior sipat-sato behavior 3 roro rubbish roro-rokat crumb 4 sedo sedo-gaso sedo-gaso supplies 5 sakiki help sakiki-sakoko help each other 6 gila crazy gila-ganta crazy 7 kerong slim kerong-kanyenyeng very slim 8 ngote talkative ngote-ngamin talkative 9 riam peaceful riam-remo peaceful 10 rame rame-ramia rame-ramia hectic 11 daru complement daru-reka complement 12 nyoro steal nyoro-nyangko steal table 3 shows reduplication variation of phoneme which is formed by combining two different morpheme or phoneme in example, the base word ‘senap’ is attached to another base ‘semu’ becomes senap-semu’ to form the reduplication variation of phoneme discussion types and morphological process of reduplication according to chaer (2003:12), reduplication is a morphological process of repeating the basic form totally, partially or the exchange of sound based on the basic form of word. the types of reduplication in sumbawa besar dialect is described as follows. ismiati types, functions, and morphological …….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 474 full reduplication full reduplication refers to repetition of the whole words. data of this study describes that the basic words in sumbawa besar dialect is fully repeated without adding morpheme or phoneme to the basic word. as stated by susanto (2008) that in full reduplication, the basic word is repeated completely without any variation of phoneme or morpheme. full reduplications in sumbawanese language, in dialect of sumbawa besar are presented as follows: 1) lao lao lao slow-adj (base form) slowly-adv (full red) 2) mangan mangan-mangan eat-v (base form) a picnic-n (full red) 3) angan angan-angan remember-v (base form) try to remember-v (full red) 4) boat boat-boat job-n (base form) jobs-n (full red) 5) balong balong-balong good-adj (base form) good-adj (full red) 6) ode ode-ode small-adj (base form) small-adj (full red) 7) tau tau-tau a person-n (base form) persons-n (full red) 8) senang senang-senang slow-adj (base form) slowly-adv (full red) 9) pidan pidan-pidan whenqustion word (base form) whenever-adv of time (full red) from the words list above, it can be explained that all words are classified as full reduplication of sumbawanese language, particularly in the dialect of sumbawa besar. it is called as full reduplication because all of the base form of the word is fully repeated without any additional morpheme or phoneme to the base word. for example, the base word ‘lao’ which means slow is fully reduplicated becomes ‘lao-lao’ meant slowly. full reduplication (full red) ‘mangan-mangan’ (a picnic) was formed from the base word ‘mangan’ (eat). the base form of the third word in the list is ‘angan’ means remember is changed to the form of reduplication becomes ‘angan-angan’ which means asking someone to remember. ‘boat’ is the base form which is repeated becomes ‘boat-boat’ which meant job. to form full reduplication in sumbawa besar dialect, the base words result another word classes. for example, the base form ‘lao’ (slow) is a word class of adjective results full reduplication ’ lao-lao’ (slowly) as part of adverb word classes. the base form ‘mangan’ (eat) is a word class of verb. reduplication form the base word ‘mangan’ is ‘mangan-mangan’ (a picnic) is part of noun word class. in another case, the form of fully reduplication in sumbawa dialect has the same word class with its base word. as example, the base word ‘ode’ (small) is adjective word class. reduplication of the base word ‘ode’ is ‘ode-ode’ (small) is also a word class of adjective. the base word ‘boat’ (job) has the same word class with its reduplication ‘boatboat’ (jobs) as part of noun classes. in addition, it can be described that full reduplication in sumbawa dialect shows different word classes and meaning from its base word. in example.‘mangan’is a base word which forms full reduplication becomes ‘mangan-mangan’. the two morphemes function as different word classes and have different meaning. ‘mangan’ is part of verb word class ismiati types, functions, and morphological …….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 475 which means ‘eat’ and ‘mangan-mangan’ is a word class of noun which has meaning ‘a picnic’. the base form’ pidan’ is a type of question word which has meaning ‘when’ and its reduplication ‘pidan-pidan’ is the word class of adverb of time which means ‘whenever’. the base form ‘senang’ is a word class of adjective which means ‘slow’ is changed to full reduplication becomes ‘senang-senang’ as part of adverb word class which means ‘slowly. finding of this research agrees to the finding of study which was conducted by researchers team from udayana university, structure dan kamusbahasa sumbawa (1982) which encoded that reduplication in sumbawanesse generally is included to full reduplication. the form of its reduplication and meaning are far different from its basic from like ‘bale “house” become bale-bale “houses”. however, in some case the meaning of its reduplication can be different from its basic from like “pidan” (when) become “pidanpidan” (whenever). partial reduplication susanto (2008) claimed that partial reduplication happens on the part of the basic word. in other word, the base word is not completely reduplicated. susanto introduced two forms of partial reduplication; single reduplication and complex reduplication. in sumbawa language, single reduplication as it appears in indonesian language laki’ becomes ‘lelaki’ was not found. there only found complex reduplication which means that to form such reduplication, the base word cannot stand by itself but it is completed by its part. partial reduplications in sumbawa besar dialect are presented below: 1) barema baremarema based form partialred together-adv of manner 2) bakemes bakemes mes based form partialred smile-v 3) bakerek bakerekkerek based form partial-red little by little-adv 4) balangan balangan – langan based form partial-red walk-v 5) batungil batungiltungil based form partial-red near-adj 6) batari batari tari based form partial-red waiting for-v 7) tanyangkok tanyangkuknyangkok based form partial-red lazy-adj 8) sarea sarea rea based form partial-red all-adv of quantity in the case of partial reduplication in sumbawa besar dialect, the base word is partially repeated to form partial reduplication. the last part of the base word is repeated. in other word, the last or the two last phoneme or syllable of the base word is commonly repeated to form the partial reduplication (partial-red). for example, the base form ‘barema’ (together) consists of three syllables ‘ba’, ‘re’ and ‘ma’ or consist of two bound morphemes, prefix ‘ba’ and suffix ‘rema’. to form partial reduplication of the base word’ barema’, the two last syllables ‘re’ and ‘ma’ are combined and repeated or the last bound morpheme ‘rema’ is repeated. the first syllable or prefix ‘ba’ of the base form is not repeated. another example is described from the base word ‘balangan’ which consists of three syllables; ‘ba’, ‘la’, ‘ngan’ or three bound morphemes; ‘prefix ‘ba’, and suffix ‘langan’. to form partial reduplication from the base word ‘balangan’, the two last syllables ‘la’ and ‘ngan’ are combined and repeated becomes ‘balangan-langan’. ismiati types, functions, and morphological …….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 476 partial reduplication in sumbawa besar dialect has the same meaning and same word class with its base form. it can be seen from this example, the base form ‘bekemes’ and its reduplication ‘bekemes-mes’ are part of adjective word class and both mean smile in english. the base form ‘batari’ has the same word clss and meaning with its reduplication ‘batari-tari’. both are part of verb word class and mean ‘waiting for’ in english. another example is described from the partial reduplication ‘sarea-rea’ and its base form ‘sarea’ are classified as adverb of quantity which mean ‘all’ in english. reduplication variation of phoneme susanto (2008) states that reduplication variation of phoneme is reduplication in which the basic form of word is different from its reduplication. this type of reduplication is found in sumbawa dialect. it shows irregular process of forming the reduplication. it means that the form of reduplication is different from its basic word. the explanation of reduplication of phoneme pariation in sumbawa besar dialect is presented bellow: 1) sedo sedo-gaso base form variation-red supplies-n 2) gila gila-ganta base form variation-red crazy-adj 3) kaputung kaputung-kapua base form variation red in rush-adv of manner 4) daru darureka base form variation-red ingredients 5) riam riam-remo base form variation-red peaceful 6) rame rame-ramia base form variation red crowded 7) roro roro-rokat base form variation red useless 8) senap senapsemu base form variation red fresh 9) mangan mangan-ngenta base form variation red eat the data above are categorized as reduplication of phoneme or morpheme variation. this type of reduplication describes the variation of the base form which is resulted by adding another phoneme or morpheme which has different form with its base form. in another word, the reduplication of variation is formed by combining the base form and another form of morpheme or phoneme. in example, the base form ‘sedo’ (supplies) is the base form of the word forms its reduplication by adding a new morpheme which has different form from its basic word. ‘sedo (supplies)’ becomes ‘sedo-gaso (supplies)’. ‘gaso’ (supplies) is another morpheme which is attached to the base form ‘sedo (supplies)’ to form reduplication of variation ’sedo-gaso (supplies)’. another example of this case can be describes from the base word ‘gila’ (crazy) which forms its reduplication by adding a new morpheme ‘ganta’ (crazy) becomes reduplication of phoneme variation ‘gila-ganta’ (crazy). in terms of the meaning and word classes, this type of reduplication shows that the base word has the same meaning and word class with its reduplication form. in example, the base form ‘kaputung’ and its reduplication ‘kaputung kapua’ are part of adverb of manner word class and both mean in rush or in a hurry in english. ‘daru reka’ as reduplication of base form daru’ in sumbawa besar dialect mean ‘ingredient in english and classified as the word class of noun. ismiati types, functions, and morphological …….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 477 in another case, this type of reduplication may have different meaning from its base word. as example, the base word ‘roro’ means rubbish and its reduplication ‘roro-rokat’ means useless. function of reduplication functions of reduplications in sumbawa dialect are presented as follows: change the word classes reduplication in sumbawa besar dialect can change the word classes as the change the adjective into adverb adj adverb (in reduplication case) 1. senang senang-senang (slow) base form + full-red (slowly) 2. lao lao-lao (slow) base form + part.red (slowly) 3. gila gila-ganta (crazy) base form + part.red (folly) 4. kameri kameri-kemore (happy) base form + part.red (happily) from the example above, it can be explained that function of reduplication in sumbawanese, the dialect of sumbawa besar is to change the word classes. as collins, at, el (2001) in rubino carl (2005) stated that reduplication can be used to form new words. the above data describes that the word class of adjective is changed into another form of word classes. in example, (1) the free morpheme ‘senang’ (slow) is part of adjective word class which is changed into reduplication form becomes ‘senang-senang’ (slowly) which is known as adverb in sumbawa besar dialect. the word ‘lawo’ (slow) (2) is adjective, then forms its reduplication becomes ‘lao-lao’ (carefully) which is part of adverb. (3) gila (crazy) is adjective is reduplicated becomes ‘gila-ganta’ (crazily) as adverb of manner. the word ‘kameri’ (happy) is adjective word class which is changed into adverb ‘kameri-kamore’ (happily). change singular to plural form of nouns another function of reduplication in sumbawa besar dialect can change the singular form into plural form of noun as the following examples: singular plural 1. tode tode-tode (a kid) base form + full-red (kids) 2. anak anak-dadi (a child) base form + phoneme (children) 3. tau tau-tau (a person) base form + full-red (people) 4. bale bale-bale (a house) base form + full-red (houses) the above data shows the change of singular nouns become plural form. as by hardy and montier (1988) in rubino carl (2005) pointed that function of reduplication is to form plurality. this data above shows the plurality of reduplication in sumbawa dialect. point (1) explains that the noun ‘tode’ (a kid) refers to an indefinite kid which then reduplicated to plural form becomes ‘tode-tode’ which refers to more than one kids. the word ‘anak’ is singular form of a child and its plural form is ‘anak-dadi’ (children). point (3) describes the word ‘tau’ (a person) as the singular form of its plurality ‘tau-tau’ (people). the last is the word ‘bale’ (a house) is singular noun of its plural form ‘bale-bale’ (houses). ismiati types, functions, and morphological …….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 478 conclusion finding of this study describes that the types of reduplication is sumbawa besar dialect is divided into full reduplication, partial reduplication, and reduplication variation of phoneme. in full reduplication, the word is fully repeated without any additional morpheme or phoneme to the base word. for example, the base word ‘lao’ (slow) is fully reduplicated becomes ‘lao-lao’ (slowly). to form the full reduplication, the word classes and meaning or the base word and its reduplication can be different or the same. partial reduplication is partly repetition of the base word. ‘barema’ is the base form which is reduplicated by repeating the last phoneme becomes ‘barema-rema’. in the case of this reduplication, the word classes and meaning of the base form are the same with its reduplication. reduplication variation of phoneme is the type of reduplication which describes different form with its base word. as example, ‘sedo-gaso’ (supplies) is the reduplication of base form ‘sedo’ (supplies). this type of reduplication shows the same meaning and word classes with its base form. in another case, this type of reduplication may have different meaning from its base word. function of reduplication in sumbawa besar dialect were to change word classes as adjective into adverb and change singular form to plural form of noun. acknowledgement i would like to express my gratitude to all people who support within the whole process of this study. references aziz, z. & nolikasari, v (2020). reduplication as a word-formation process in the jamee language: a variety of minang spoken in south aceh. journal studies in english language and education. vol. 7. no. 1 (2020). doi:https://doi.org/10.24815/siele.v7i1.15693. alsamadani, m., & taibah, s (2019). types and function of reduplication in palembang. journal of the southest asian linguistics society 12,1 (2019): 113-142. doi:http://hdl.handle.net/10524/52447. alwi, h et.al. (2003) tata bahasa baku bahasa indonesia. jakarta: balai pustaka. dalrymple, m (2011). plural semantics, reduplication, and numeral modification in indonesia. journal of semantics 29(2). doi: 10.1093/jos/ffr015. depdikbud (1989)..kamus sumbawa indonesia. jakarta: balai pustaka. hudiyono, y & noviansah, a (2018). the morphological processes of dayak tunjung language in desa mura jawaq kecamatan mook manaar bulatn kutai barat regency. proceeding of educational sciences international conference (esic 2019). http://doi.org/10.2991/esic-18.2019.19. hariyanti t, aida s, kameda h (2018). samawa language; part of speech tagset and tagged corpus for nlp resources iop conf. series: journal of physics: doi: 10.1088/17426596/1061/1/012007 mangga, s (2020). morphological analysis of manggarai language. journal of linguistics and education, vol. 10, no. 2. pp. 124-135, oct. 2020. http://doi.org/10.14710/parole.v10i2.124-135. mahsun (1994) penelitian dialek geografi bahasa sumbawa yogyakarta: tesis s3 universitas gadjah mada. http://doi.org/10.2991/esic-18.2019.19 http://doi.org/10.14710/parole.v10i2.124-135 ismiati types, functions, and morphological …….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 479 nursaly, b. r. (2019). adjective reduplication of sasak dialect meno-mene in karang bagu. voices of english language education society. vol. 3. no. 2; october 2019. p. 82-91. doi: 10.29408/veles.v3i2.1535.g922. otun, j. o. (2021). the study of reduplication and retriplication in the yoruba language. journal of language and literature. vol. 21. no.1. doi:https://doi.org/10.24071/joll.v21i1.2933. ratu, d m & maru, m g (2017). reduplication of mongondow language. a journal of culture, english language, teaching & literature. vol. 17. no. 2. desember 2017. https://doi.org/10.24167/celt.v17i2; saranza, r (2014). morphophonemic variation among kinamayo dialects: a case study. journal of literature, philosophy and reigion. vol. 6. doi: http://dx.doi.org/10.7718/iamure.ijlpr.v6i1.852.2 susanto (2008). the nature of reduplication in sumbawanesse: ikip mataram http://dx.doi.org/10.7718/iamure.ijlpr.v6i1.852.2 journal of languages and language teaching, vol. 5 no.1, may 2017 40 the use of bimanese vowel in english speaking muhayyah fpbs ikip mataram, kota mataram, ntb muhayyah33@gmail.com abstract this research was aimed at finding how bimanese vowels interfere bimanese students in speaking english. the techniques of collecting data were observation and video. the data was collected during the research subject did the presentation in the class. the data analysis used qualitative descriptive. based on the finding, it’s found there were positive and negative transfers. in positive transfer the bimanese vowels had similar sound in english so the students from bima were easy to pronounce the words for example, in vowel /a/ in a word argument, associate, after, discuss, /i/ in a word this, into, is, mean, /u/ in a word opportunity, role, argument, /e/ in a word recognize, based, object, /o/ in a word order, of, associate. in negative transfer because of bimanese have a strong accent, stress and intonation so in some words like /a/, /i/, /u/, /e/ and /o/ when they speak some words in english they keep making a mistake for example the word “recognize” (rɛkɔgnɑīz) was pronounce “rɛkɔgnɑīsɛd” by a bimanese student, the word “procedure” (prәʃīdɛr) was pronounce “prɔʃɛdɛrʊl” by bimanese student, the word “different” (dīfrәnt) was pronounce “difɛrɛn” by bimanese student, and the word “family” (fӕmәlī) was pronounce “fɛmili” by bimanese student. the bimanese vowel could give interference to the bimanese students during learning process because they still familiar with their language so in some words they keep make a mistake. key words: bimanese vowel and interference abstrak penelitian ini bertujuan untuk menemukan bagaimana vowel bima mempengaruhi siswa dalam berbicara bahasa inggris. tehnik pengumpulan datanya menggunakan observasi dan video. data dikumpulkan ketika subjek penelitian melakukan presentasi dikelas. analisis data menggunakan qualitative descriptive. berdasarkan pada penemuan, ditemukan bahwa adanya positif dan negative transfer. didalam positif transfer vowel bima memiliki bunyi yang sama dengan inggris jadi mahasiswa yang dari bima mudah untuk mengucapkan kata tersebut contohnya, didalam vowel /a/ didalam kata argument, associate, after, discuss, /i/ didalam kata this, into, is, mean, /u/ didalam kata opportunity, role, argument, /e/ didalam kata recognized, based, object, /o/ didalam kata order, of, associate. didalam negative transfer karena bima memiliki logat, penekanan, dan intonasi yang kuat jadi dalam beberapa kata seperti /a/, /i/, /u/, /e/, and /o/ ketika mereka mengucapkan beberapa kata didalam bahasa inggris mereka tetap membuat kesalahan contohnya dalam kata “recognized” (rɛkɔgnɑīz) di ucapkan “rɛkɔgnɑīsɛd” oleh mahasiswa yang dari bima, dalam kata “procedure” (prәʃīdɛr) diucapkan “prɔʃɛdɛrʊl” oleh mahasiswa yang dari bima, didalam kata “different” (dīfrәnt) diucapkan “difɛrɛn” oleh mahasiswa yang dari bima, dan didalam kata “family” (fӕmәlī) diucapkan “fɛmili” oleh mahasiswa yang dari bima. vowel bima bisa memberikan pengaruh kepada mahasiswa yang dari bima selama proses belajar karena mereka masih akrab dengan bahasa mereka jadi dalam beberapa kata mereka tetap membuat kesalahan. kata kunci: vowel bima dan pengaruhnya introduction bima have so many unique things like the language, culture, and customs. as with other areas, the bimanese language or nggahi mbojo is very unique because it has a strong dialect and accent the bimanese pronunciation has its own characteristics. when bimanese people talk it is would be journal of languages and language teaching, vol. 5 no.1, may 2017 41 very easy to know they are from bima or not because when they are speaking in indonesian or even in english their accent and dialect that very strong or the way they speak will be very easy to know if they are from bima. so that’s why the researcher interest to conduct a research under the title “the use of bimanese vowel in english speaking”, there are two reasons the first was because of the researcher interest with the language , the researcher found that the language was very unique and impressive, the second was one of the researcher classmate was from bima, when she present in front of the class the researcher found that the way she talk was very funny because of she’s strong accent and intonation when she talk in bimanese so it’s become a problem when she talk in english because of that in some word she got wrong pronunciation. so the researcher interest to do a research. learning or studying english as foreign language cannot be separated from the student’s first language. it means that, the student’s first language could give interference toward the acquisition of english. like bimanese people who learn english they found many difficulties, for instant their different culture, accent, stress, intonation, rhythm, motivation and etc. for example, because of bimanese language has an accent that really strong in some letter so when they speak in english language there are some words that got wrong pronunciation for example when bimanese people said the letter e the pronunciation was very clear, and it’s becomes a problem when they speak some word in english, for instant the words "element" the pronounce should be "ɛlemәnt" but the speaker of bimanese said "ɛlɛm-ɛn" with the pronunciation of the letter e is very clear, and another example is the word "cover" in english we say "cɑvɛɹ" but bimanese speaker said "cov-ɛr". so some students of bimanese difficulty to pronounce some words and also make a mistake in pronouncing the word occurred repeatedly since they were familiar with the accent and pronunciation of their words. review of related literature there are many definitions of speaking that have been proposed by some experts in language learning. brown (2001: 267) said that when someone can speak a language it means that he can carry on a conversation reasonably competently. in addition, he states that the benchmark of successful acquisition of language is almost always the demonstration of an ability to accomplish pragmatic goals through an interactive discourse with other language speakers. brown (2000: 252) communication may be regarded as a combination of act, a series of element with purpose and intent. from some of the definition it can be conclude that oral communication or speaking is a two way process between speaker and listener and involves the productive skill of speaking and receptive skill of understanding. it is mean that speaking is the process of sharing with another person with knowledge, interests, attitudes, opinions, or ideas. second language acquisition second language acquisition is the process by which people learn a second language. second-language acquisition (often abbreviated to sla) is also the scientific discipline devoted to studying that process. the field of second-language acquisition is a sub discipline of applied linguistics, but also receives research attention from a variety of other disciplines, such as psychology and education. according to stephen krashen (1981) language acquisition is very similar to the process children use in acquiring first and second languages. it requires meaningful interactions in the target language natural communication in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. second language refers to any language learned in addition to a journal of languages and language teaching, vol. 5 no.1, may 2017 42 person first language although the concept is named second language acquisition, it can also incorporate the learning of third, fourth, or subsequent languages. second language acquisition refers to what learners do it does not refer to practices in language teaching, although teaching can affect acquisition. the term acquisition was originally used to emphasize the nonconscious nature of the learning process, but in recent years learning and acquisition have become largely synonymous. transfer language transfer has been a central issue in applied linguistics, second language acquisition and language learning, with the change of the major theory in second language acquisition, theory of language transfer has also experienced ups and downs. transfer was considering the most important factor that contributed to error. the difficulties in language learning depended on how much the target language was similar or different from the native language. if two languages were similar or identical, positive transfer from the native language would promote sla if they were different, negative transfer from the native language would hinder the acquisition of the target language (lado 1957: 23). according to (dulay 1982: 101), there are two kind of transfer they are positive transfer and negative transfer. negative transfer refers to those instances of transfer, which result in error because old habitual behavior is different from the new behavior being learned. bimanese vowel vowel sound is a sound when the breath flows out through the mouth without being block by the teeth, tongue or lips. but, if it is associated with the tools of talk especially the shape, the position of tongue, and the word final. there was a difference vowel sound between one another’s. in bimanese there are 5 vowels they are /i/, /e/, /a/, /u/, /o/ (tama 1996). research method research design the method was applied in this research is qualitative. according to (creswell, 2007: 11) said that this research is a means for exploring and understanding the meaning of individual or group ascribe to social or human problem. this research will be conducted by using descriptive research design. this method aimed to describing the characteristic of particular individual or group (khotari 1990: 37). the researcher used a qualitative approach because the data from the informant collected in the form of words or statement that does not require calculation with numbers or syntactical analysis. in this research the field of the research at ikip mataram especially the faculty of education for language and art. the subjects were pure bimanese students of english department at the faculty of education for language and art, ikip mataram. the object of this research was bimanese language especially the use of bimanese vowel in english speaking. after all data has collected, analyzing the data technique of data analysis that used within the research was descriptive analysis. according to sugiyono (2012: 246) which is used model miles and huberman, state activities in analysis the data as follows: (1) reducing data refer to the process of selecting, focusing, simplifying, abstracting, and transforming the “raw” data that appear in field noted. data reduction occurs continuously throughout the life of any qualitatively oriented project, this is part of analysis. (2) displaying data. within the context of qualitative data analysis, a display is organized assembled of information that permit conclusion drawing and action taking. the most frequent form of display for qualitative data has been narrative text. (3) drawing and verifying conclusion. from the beginning of data collection, the qualitative analysis is beginning to decide what tings mean, is nothing regularity, pattern, journal of languages and language teaching, vol. 5 no.1, may 2017 43 explanation, possible configuration, and proposition. final conclusion may not appear until the data collection is over. research finding and discussion research finding during the research the researcher found two variations of the transfer speech sound produced by second language learners. they are positive and negative transfer. positive transfer is the correct utterance because both the first and second language has the same structure. while, negative transfer is the error because of the old habitual behavior is different from the new behavior being learned. positive transfer from bimanese into english the first language or a mother tongue could give the positive transfer if the sound or syllable of english and bimanese is similar. when bimanese students speak english they have some vowel that produces the same sound in english. here there are example proves that some of bimanese and english sound are similar. vowel /a/ it is just pronounced /a/ and in english was in a word argument, associate, after, discuss, submitted, material, agenda, are, allow, audience, start, format, party, cup, class, what, but, just, ask, mother, dramatic, father, coming, other, zodiac, active, drug, such, us, must, target, up, not, area, rubbish, part, abiotic, run, cutting, audience, character, higher, affect, attention, such, aspect, access, discuss, material, facilitator, other. vowel /i/ it is just pronounced /i/ and in english was in a word this, into, is, mean, before, think, itself, consist, discuss, submitted, report, president, committee, speech, speak, agree, business, with, officer, meeting, because, will, infront, speaking, listen, me, in, dictionary, meaning, if, without, prepared, instant, it, did, miss, indonesia, presidential, we, keep, different, discuss, dramatic, in, spirit, here, invite, people, teacher, picture, zodiac, see, getting, think, causing, music, thing, playing, activity, behavior, give, which, biotic, speech, minimize, tree, directly, people, simple, having, surely, live, important, simple, read, enough, going, began, healthy, intelligent, deliver, imitate, ladies, enough, combination, communicate, each, using, economic, benefit, internet, many, easier, material, motivation, stimulate, motivate, mistake, especially, learning, teaching, technology, social, facilitator, making, given, information, increase, improve, psychology, intellectual, every, being. vowel /u/ it is just pronounce /u/ and in english was in a word opportunity, role, argument, question, today, to, junior, football, student, serious, eventually, sure, together, do, good, should, doing, would, purpose, book, choose, useful, education, educator, improve, stimulate, computer. vowel /e/ just pronounce /e/ and in english was in a word recognize, based, object, president, when, context, process, maybe, content, next, objective, telling, set, example, itself, indonesia, presidential, question, say, never, celebrate, pass, away, and, expression, married, around, let, previous, wedding, stepmother, can, step, them, tell, special, memory, generation, better, happen, chance, then, parent, their, consistently, health, they, has, many, any, experience, club, action, making, change, our self, everything, blessing, well, environment, there, actually, being, animal, tropical, second, first, bad, whenever, wherever, anywhere, everywhere, factories, pay, above, plant, anything, friend, neighbor, learn, able, explain, began, maintain, children, gather, ladies, gentleman, deliver, today, intelligent, student, network, user, very, economic, aspect, education, educator, intellectual, material, access, develop, development, especially, computer, technology, making, lecture, every, being, process. vowel /o/ it is just pronounced /o/ and in english was in a word order, of, associate, before, floor, recognize, on, journal of languages and language teaching, vol. 5 no.1, may 2017 44 consist, form, topic, procedure, often, object, report, committee, context, opportunity, point, process, officer, format, content, of, know, for, or, automatically, so, objective, story, on, all, from, talk, okay, zodiac, joke, often, all, only, lost, provide, disorder, social. negative transfer from bimanese into english sound /ә/ in english becomes /ɛ/ in bimanese, example in a word “different” english speaker pronounce “difrәnt” but one of bimanese students said “difɛrɛn”, “ɛxɑmpәl” into “ɛxɑmpɛl”, “ɛxɑmpәl” into “ɛxɛmpɛl”, “ɑnʃәr” into “ɑnʃwɛr”, “ʤentәlmәn” into “ʤentәlmɛn”, “īnvɑīrәnmәnt” into “īnvɑīrɔnmɛnt”. sound /ī/ in english becomes /ɛ/ in bimanese, example in a word “report” english speaker pronounce “rīpɔrt” but one of bimanese students said “rɛpɔrt”, “rītɛrn” into “rɛtʊrn”. sound /ɑ/ in english becomes /ɔ/ in bimanese, example in a word “got” english speaker pronounce “gɑt” but one of bimanese students said “gɔt”. sound /ɑī/ in english becomes /ī/ in bimanese, example in a word “rising” english speaker pronounce “rɑīʃīƞ” but one of bimanese students said “rīʃīƞ”. sound /ӕ/ in english becomes /ɛ/ in bimanese, example in a word “family” english speaker pronounce “fӕmәlī” but one of bimanese students said “fɛmīlī”. sound /ɑī/ in english becomes /īɛ/ in bimanese, example in a word “society” english speaker pronounce “ʃәʃɑīәtī” but one of bimanese students said “ʃɔʃīɛtī”. sound /ɑī/ in english becomes /ɛ/ in bimanese, example in a word “bride” english speaker pronounce “brɑīd” but one of bimanese students said “brɛd”, “mīnīmɑīz” into “mīnīmɛʃ”. sound /ә/ in english becomes /ɔ/ in bimanese and /nɑīz/ become /nɑīʃ/, example in a word “recognize” english speaker pronounce “rɛkәgnɑīz” but one of bimanese students said “rɛkɔgnɑīʃɛd”. sound /ә/ in english becomes /ɔ/ in bimanese and /ī/ become /ɛ/, example in a word “procedure” english speaker pronounce “prәʃīdɛr” but one of bimanese students said “prɔʃɛdɛrʊl”. sound /i/ in english becomes /e/ in bimanese and /ei/ becomes /a/, example in a word “behavior” english speaker pronounce “bīheīvjәr” but one of bimanese students said “bɛhɑbīɔr”. discussion how bimanese vowel interfere bimanese students in english speaking and the research at ikip mataram especially at faculty of education for language and art department. the researcher choose 7 person as a subject and use three classes especially at speaking class, the researcher choose 7 subject because of in each class not only the bimanese students there but from many ethnic like sasak, sumbawa, flores and etc. dealing with this research the researcher just focus on the bimanese students as a subject and the researcher used three classes because the researcher want to compare one class to another class are every class produced the error or negative transfer not only in one class, so that’s why the researcher used three classes. then the researcher found that in three classes the research subject produced the error or negative transfer happen. conclusion and suggestion conclusion based on the finding, it could be inferred that bimanese vowels interfered the way bimanese students pronounce english vowels. this interference could be positive or negative. in positive include all of vowel (a, i, u, e, and o) and in negative include (a, i, e, and o). suggestion the students should check their english pronunciation to the standard pronunciation of english or pronunciation of native speaker of english.mthe students should practice more by their own to make their sound or pronunciation is similar with the standard english pronunciation. the english lecture should pay more attention journal of languages and language teaching, vol. 5 no.1, may 2017 45 to the students pronunciation errors and immediately correct he/she if they pronunciation got wrong. the selfcorrection of english pronunciation should be done by the students itself. references agnes kukulska hulme, 1999. language and communication. new york. oxford university press. brown. hd. 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(1989). language transfer. cambridge: cambridge university press. peter roach, 1991. english phonetics and phonology. cambridge university press selinker, l. 1972. interlanguage, international review apllied linguistics. stephen krashen, 1981. second language acquisition and second language learning. oxford: pregman. sugiyono. 2012. metode penelitian kuantitatif dan kualitatif dan r&d. bandung alfabeta, cv. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7497 april 2023. vol.11, no.2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 338-346 jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 338 teachers’ perspectives towards efl students’ speaking performance in post covid-19 pandemic era 1*hilda fauziyah, 1agus gozali, 1putu dian danayanti degeng 1english language education study program, faculty of cultural studies, universitas brawijaya, indonesia *corresponding author email: hildafauziyah26@student.ub.ac.id article info abstract article history received: march 2023 revised: march 2023 published: april 2023 the appearance of covid-19 in 2020 required educators and schools to use online learning and teaching method. this situation also limits students to practice their speaking face-to-face. however, after teachers and students adapt to online learning for 2 years, in 2022 suddenly learning process back to offline learning with certain regulations. due to that problem, this descriptive qualitative study came up intending to explore the perspective of the teacher regarding efl students’ speaking performance in the pandemic context and the factors affecting it. using a purposive sampling technique, three english teachers who teach english pre, during, and post-pandemic in one of the senior high school in malang has been interviewed in this research. the results of this study revealed efl students’ speaking performance during and after the pandemic differ, therefore teachers delivered their opinion regarding it and the factor affecting it. furthermore, it is suggested for future research to explore this topic more but using different methods and different samples. keywords teaching speaking; speaking performance; teacher’s perspective; covid-19 pandemic; how to cite: fauziyah, h., gozali, a., & degeng, p.d.d. (2023). teachers’ perspectives towards efl students’ speaking performance in post covid-19 pandemic era, jollt journal of languages and language teaching, 11(2), pp. 338-346. doi: https://doi.org/10.33394/jollt.v%vi%i.7497 introduction when learning a new language, speaking skill is an important aspect to acquire. this also comes with learning english. one of the four english skills that are important to be learned is speaking. not only important to be learned but also important to be mastered by students (mustafa, 2015). mastering speaking english will make students able to know what happens in the world and communicate with people. qureshi (2012) stated that people can connect with others, express their thoughts, and learn about others' ideas by mastering english speaking skills. speaking is an important part of communication. supramaniam and kholidi (2022) defined speaking as a valuable skill in communication. so, in order to communicate with others effectively, students must develop their ability in speaking. the ability to speak is needed because it is used to perform a conversation (leong et al., 2017). however, learning to speak is more challenging than learning other skills in english. bailey and savage (1994) stated that when it comes to learning a foreign language, the most demanding skill among the four skills is speaking. speaking english is challenging because students need to think about how to construct their ideas in words and convey their messages. moreover, the difference between pronunciation and the word itself made speaking challenging (supramaniam & kholidi, 2022; hidayatullah & haerazi, 2022). it is challenging for efl students because they need a great attempt in order to speak and it is not their first language (fauzan, 2016). thus, in order to reduce the challenge of learning to speak english, students need to practice their speaking regularly. stevick (1982:103) said that one of the english skills that need to be practiced with full expression is speaking. however, the appearance of covid-19 in 2020 https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:hildafauziyah26@student.ub.ac.id fauziyah, gozali, & degeng teachers’ perspectives towards efl ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 339 required educators and schools to use the online teaching-learning method (tafazoli, 2021) which limits students to practice their speaking and the lack of face-to-face interaction. this situation also required teachers to use online platforms such as google meet, zoom, and more to teach speaking which are unpredictable and have never been used before. furthermore, when implementing online learning using different platforms, most teachers are still not able to operate it and integrate various learning activities. lee & pyun (2019) stated that this situation could be caused by their digital literacy. however, after two years of conducting online learning, teacher and students started familiar with online platforms but in the middle of 2022, most of the schools in indonesia were back to offline learning with certain regulations from the government, including vaccination programs, mandatory mask-wearing, and strict health protocol. as saepul and mashur (2020) stated that in order to return to activities normally during the new normal era, educators have to follow strict health guidelines and adapt to a new situation. switching from online to offline learning, challenges teachers to adapt to a new learning environment (gozali et.al., 2020). it also challenges students in learning english, especially how they perform speaking in the classroom. several researchers have been done in conducted research on factors that affect efl students’ speaking performance. the first research was done by vietnam, tuan & mai, (2015) with the use of questionnaires and class observation as the instrument. this research investigates the problem of speaking, and what factors affect students speaking performance. the findings of this study indicated that the problem they faced was the students speak a little and often use vietnamese in the classroom. this study also demonstrated the students speaking performance was influenced by several factors, including their thematic knowledge, ability in listening (jupri et al., 2022), time preparation, and feedback given by teachers during the learning process (nugraha et al., 2022). ariyanti (2016) investigated what factors affected efl students’ speaking performance and focuses on psychological factors using qualitative methods. according to the findings of this study, students are too worried of making mistakes and have low self-esteem thus they prefer to keep silent in the classroom. then, jusuf et al. (2021) conducted a case study on eleventh-grade senior high school students using qualitative methods, and the findings revealed that there are internal factors and external factors such as language competence, psychological aspect, teaching method, classroom environment, and large scale of students that affect students’ poor speaking performance. regardless, research by supramaniam and kholidi (2022), focused on teachers’ and students’ perspectives and using a survey design involving 189 students and 8 teachers as participants, revealed that the biggest problem they found in the study was when speaking english students tend to be worried of making mistakes, and the main problem was students have little confidence because they were unfamiliar with english (kenza-tacarraocht & zamorano, 2022; karya et al., 2022). although previous research discussed factors affecting efl students’ speaking performance, studies that discussed efl students’ speaking performance post-pandemic in the indonesian context have not been observed. vietnam, tuan & mai, (2015) discussed efl students’ speaking performance but not in the indonesian context and pandemic context. while ariyanti (2016) only focused on psychological factors. then, jusuf et al. (2021) discussed internal and external factors in senior high schools in indonesia, but not in a pandemic context. finally, supramaniam and kholidi (2022) investigated the perspective of teachers and students regarding efl students’ speaking performance, but not in a pandemic context. therefore, this research was carried out with the questions: (1) “how are efl students’ speaking performance in post-pandemic from the perspective of teachers?” and (2) “what are factors that affect efl students speaking performance after the pandemic from the perspective of teachers?” fauziyah, gozali, & degeng teachers’ perspectives towards efl ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 340 the present study contributes to the field of language teaching by providing valuable insights into the selection of appropriate teaching methods and multimedia resources for enhancing students’ speaking performance. the findings of this investigation offer valuable guidance for teachers to gain a more profound comprehension of this area, thereby enabling them to select pedagogical strategies that cater to the individual needs and learning styles of their students. additionally, this study provides teachers with an in-depth understanding of the key factors that positively impact students’ speaking proficiency. by taking into account the insights gained from this research, educators can effectively design and deliver language lessons that foster the development of students’ speaking abilities. thus, this study holds significant implications for language teachers seeking to optimize their teaching practices and enhance their students’ speaking performance. research method in this research, the researcher implemented a qualitative approach using descriptive analysis as the research method. natural conditions are carried out in qualitative research, which is why qualitative research is often called naturalistic research (sugiyono, 2010). further, kumar (2011) describes the descriptive study as a study that attempts to describe a circumstance, provide information, or describe an attitude toward an issue. through the purposive sampling technique, three english teachers in one of the senior high schools in malang were selected as the subject of this study. the teachers were chosen based on their prior experience teaching english, namely speaking before, during, and after the covid-19 outbreak, which is relevant to the focus of this study. semi-structured interviews with participants were used to collect data. as hatch (2002) stated that the researcher can get new insight from participants’ perspectives by doing an interview. then, in order to explore the participants’ points of view, perspectives, and also experiences, the researcher provided several questions about how are teachers’ perspectives towards efl students’ speaking performance in the classroom after the pandemic, and several factors that affect students’ speaking performance after the pandemic. the interview guide was adapted and modified from alrasheedi (2021), which focuses on teachers’ views. the interview sheets contain ten questions, focusing on 5 aspects that are the results of this research. during the interview session, the researcher also developed the questions to find out more participants’ perspectives. the researcher used audio recording and transcribed the data into microsoft word then classified the result into 5 parts. research findings and discussion the researcher conducted a face-to-face interview with the participants and ask questions based on the 5 aspects. the first aspect is vocabulary knowledge and students’ speaking performance. the second aspect is students’ self-confidence in speaking english. the third aspect is students’ willingness to speak in english. the fourth aspect is multimedia factors improving students’ speaking performance. the last aspect is the teachers’ teaching methodology. here is the answer from the interview as follows. students’ vocabulary knowledge and speaking performance in this part, the researcher asks several questions regarding the relationship between vocabulary knowledge and students’ speaking performance. both teacher 1, teacher 2, and teacher 3 agreed that students can perform speaking better if they have better vocabulary knowledge. the more students master vocabulary, the more their speaking performance will improve. as teacher 1 delivered his opinion “...vocabulary is seen as a crucial part of the public speaking performance. that is why when students have less vocabulary knowledge they cannot perform speaking well...”. according to teacher 3, students' speaking performance is strongly influenced by their vocabulary knowledge, which is why she conducts vocabulary fauziyah, gozali, & degeng teachers’ perspectives towards efl ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 341 building and exams at every meeting during and after the pandemic to inspire students and help them memorize new vocabulary. besides, teacher 2 also said, “...i think most english teacher agrees that vocabulary and speaking performance are connected. both during and after the pandemic, vocabulary knowledge is an important factor for students’ speaking performance...”. that opinion is in line with the findings in observation by afna, m. (2018) that one variable (vocabulary knowledge) and one variable (speaking) have a positive relationship. if one variable (students’ vocabulary) is rising, one variable (students’ speaking) also rising. students’ self-confidence in speaking english several questions related to self-confidence in speaking english were asked in this part. “..there is a huge difference between students’ self-confidence during and after the covid-19 pandemic. during the pandemic, their confidence seems low. i think it is because they cannot grasp the material...” teacher 1 said. during the pandemic, the interaction was only done synchronously through online platforms including google meet, zoom, and others platforms which make students cannot get the material clearly. khanafiyah et al. (2021) discovered that various factors, including a lack of understanding of material and time preparation, reduced students' self-confidence during online learning. furthermore, research by pratiwi and prihatini (2021) also revealed that the most problem in speaking skills that students’ faced during the pandemic is confidence. on the other hand, teacher 3 gives a different opinion regarding this “...in my opinion, we as a teacher cannot see whether students are confident or not to perform, but we can provide support and create a classroom environment that makes them relaxed and confident to speak...”. teacher 2 also support this statement“...during online learning and offline learning, i always said to my students no need to worries if they make mistakes during the learning process, the most important thing is they want to try, and they will get a score...”. the encouragement given by the teacher during the learning process boosts students’ selfconfidence. this is supported h. begaj (2014) found that positive feedback from teachers, relationships between students and teachers, and teacher appreciation are all crucial determinants in students' self-confidence. student's willingness to speak in english after the pandemic, most of the students are still have the willingness to speak in english, despite their limits in vocabulary and how to pronounce it. teacher 1 and teacher 2 said, “...students are more willing to speak when the learning process is done in the classroom rather than through an online platform...”. the same opinion was also delivered by teacher 3 “...after the pandemic students look excited to learn in the classroom and their willingness to speak increases. while during pandemic i need to invite them one by one and they still don’t want to speak...”. this situation is in line with what riasati (2012) found in her study that a classroom atmosphere that makes students feel secure and relaxed helps them to speak more. teacher 1 adds “...during online learning, when i choose them to speak, most of them just do it because they need a score, not because they want to speak in english...”. teacher 2 and teacher 3 also give a similar opinion regarding this. they stated that sometimes students are suddenly out from zoom or google meet when the teacher invites them to speak or makes a lot of excuses so that they do not need to speak. it is understandable if this situation can be caused by the online learning environment or the unstable connection that makes them lazy to follow the speaking process. altunel (2021) found in her study that an online learning environment makes students feel more individualized and isolated which affects their willingness to communicate in english and less enthusiastic. however, the willingness to speak has a large influence on speaking performance. the more students are willing to speak, their participation in class will increases, and students can achieve better speaking performance. fauziyah, gozali, & degeng teachers’ perspectives towards efl ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 342 macintyre et al. (2001) stated a successful language student is one who is willing to communicate more. multimedia factors improving students’ speaking performance besides all the multimedia, ict became the most that affect students’ speaking performance, especially after the covid-19 pandemic. by implementing ict, students have more interest and motivation in learning speaking in the classroom.“...for example, today’s material is about asking and giving opinions, i divided them into several groups, then i played a youtube video. from the video, each group must present and guess what we are going to learn in front of the class in english. they look excited and the class is not boring...” said teacher 1. the youtube video which provides audio and pictures will be helpful for students vocabulary enrichment, learning how to pronounce a word or sentence, and gaining new ideas in producing a sentence. research conducted by riswandi (2016) revealed that implementing youtube in teaching speaking helped students improve their speaking performance and it can be seen from the speaking score that fulfilled the criteria of success in his study. further, teacher 2 mentioned, “...of course i implement ict in my class whether it is during the pandemic or after the pandemic. recently i used duolingo for students’ speaking performance and it works...” . the use of youtube videos gives a valuable addition to language teaching practices to enhance speaking performance in this study. teachers use their discretion to select appropriate videos and incorporate them effectively into their lesson plans, taking into account their students' needs and preferences (rahmawati et al., 2023; arndt & woore, 2018). by harnessing the potential of youtube videos, language teachers create a more engaging, authentic, and learner-centered approach to teaching speaking skills. the use of youtube videos as a teaching tool for enhancing speaking skills has gained increasing attention in recent years. youtube is an online video-sharing platform that allows users to upload, share, and view videos (lin, 2022). it provides a vast array of content that can be easily accessed, making it a valuable resource for language teachers to incorporate into their teaching practices. this is in line with hafifah (2021) in her study using a quasi-experimental study, duolingo enhances students’ speaking skills and is appropriate to be applied in class. furthermore, several kinds of ict including podcasts, youtube, quizziz, duolingo, etc can be used to improve students’ speaking performance depending on how teachers can process and utilize it in the classroom (hidayatullah & haerazi, 2022; kinasih & olivia, 2022). teacher 3 stated that she rarely utilized ict to teach speaking after the pandemic due to her low knowledge of technology and the time required to prepare to integrate it in the classroom, but she admitted that ict can improve students' speaking abilities. teacher’s 3 statement aligned with research by ekbert, s. and gao, s (2018) which revealed that better quality of teaching can be achieved with the implementation of ict, but it needs a lot of time to find and prepare the digital resources. the teaching methodology used by the teacher to reach the target or purpose of teaching, the teaching method is an important aspect that can be applied during the teaching and learning process. for teaching speaking, the method used is usually the communicative language teaching method. richard and rodger (1999: 69) stated that the main objective of language teaching is to develop communicative competence. in using the teaching method, teacher 1 and teacher 3 have the same answer. they stated, “...there is no specific method for teaching speaking during and after the pandemic. i just make sure my students actively participated in my class...”. the teacher’s statement showed that it is good to apply teaching methods in the class, but making sure students engage and actively participated is also important. every student has their own way to participate in class. some students tend to speak when they are in a pair on a group, while others fauziyah, gozali, & degeng teachers’ perspectives towards efl ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 343 prefer to speak with their teacher. so, the teacher needs to keep in mind that students’ behavior and backgrounds differ, therefore they cannot apply the same teaching method in the classroom. further, riazi (2008) mentions that different learners learn a language in different ways, which is why teachers need to remember that there is no fixed method when comes to teaching. different from teacher 1 and teacher 3, teacher 2 said that she usually used tpr (total physical response) or other methods such as ctl (contextual teaching and learning). she also adds “...after the pandemic, i often applied ctl for teaching. i think it’s the best method because students can connect the material given with their real life and practice it. i can see their improvement in speaking and their enthusiasm in learning...”. widodo, u. (2020) conducted experimental research in vocational high schools. the result showed that students who taught using ctl get a high score in speaking, and reveal that ctl is considered an effective teaching method. contextual teaching and learning (ctl) is an instructional approach that integrates academic content and real-world contexts to promote active and meaningful learning. ctl in practice is an effective method for teaching language, as it provides students with opportunities to use language in authentic situations, which can enhance vocabulary, pronunciation, accuracy, and fluency (muliani & sumarsono, 2019). the use of various methods helps students practice their speaking activities. teachers provide students with rich and varied contexts that can improve vocabulary acquisition . by learning new vocabulary in meaningful contexts, students can better understand and retain new words (nugraha et al., 2022; buana & irawan, 2021). for example, if students are learning the vocabulary related to food, they can be taken to a local market or a restaurant where they can see, touch and taste different types of food items. this real-life experience helps them to understand the words in a meaningful context and enables them to use the words accurately and fluently. conclusion following the data transcribed from the interview, it can be summed up that there are various aspects influencing efl students' speaking performance in the pandemic context from teachers’ perspectives as follows. first, vocabulary knowledge is an important factor that affects efl students’ speaking performance. students can perform speaking better if their vocabulary knowledge is better. second, teachers confirmed that during the pandemic efl students’ self-confidence was low due to the learning material that cannot be understood by students. thus, teachers can help by boosting students’ self-confidence by providing positive feedback, encouragement, and by creating a relaxed classroom atmosphere. third, teachers report that students are more likely to talk when learning takes place in the classroom rather than on online platforms. it is due to the relaxed atmosphere created in the classroom. fourth, ict is the best multimedia that affect students’ speaking performance based on teachers’ opinion. various kinds of ict including youtube, quizziz, and duolingo can help students improve their speaking performance. fifth, there is no fixed teaching methodology to teach speaking, but teachers can implement ctl (contextual teaching and learning) the improvement in students’ speaking performance and enthusiasm for learning. acknowledgement the authors would like to express their gratitude to the anonymous reviewers for their insightful comments and suggestions, which significantly improved the quality of this manuscript. the authors also acknowledge the participants who took part in this research, without whom this study would not have been possible. fauziyah, gozali, & degeng teachers’ perspectives towards efl ……….. jollt journal of languages and language teaching, april 2023. vol.11, no.2 | 344 references afna, m. 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(2015). factors affecting students’ speaking performance at le. asian journal of educational research, 3(2), 8–23. widodo, u. (2020). contextual teaching and learning: an alternative method to teach speaking. sell (scope of english language teaching, linguistics, and literature) journal, 5(2), 115-130. file:///c:/users/windows%2010/downloads/www.youtube.com https://doi.org/10.20414/jtq.v20i1.6150 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4399 january 2022. vol. 10, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 85-93 jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 85 the effectivvenes of task-based language teaching to teach speaking skills 1,2lume, 1muh. hisbullah 1faculty of teacher training and education, university of nahdlatul wathan mataram, indonesia 2co. author email: lumempd620@gmail.com article info abstract article history received: november 2021 revised: december 2021 published: january 2022 this study aims to find out the effectiveness of task-based language teaching to enhance speaking skills. it applied a method to teach speaking skills in smk nw darul abror kuta in central lombok. the research objectives are to know whether tasks-based language teaching is effective in teaching students speaking skills at ten-grade smk nw darul abror kuta in the academic year of 2020/2021. the research was conducted in six meetings, the first meeting was given a pre-test and the second meeting until the fifth meeting for giving treatment with the descriptive text material, and six sessions to give a post-test. the researcher uses quasi-experimental design. the population of the research was 127 students. the researcher used random cluster sampling to take the sample, and the samples of this research were eleventh-grade students of xi b as an experimental group that would be taught by using task-based language teaching and xi d as a control group would be taught by using the direct method. in experimental group consisted of 29 students, while the control group consisted of 30 students. the data was taken by test and analyzed by independent t-test. the mean score of students in the experimental group taught using taskbased language teaching is 66.38. in the control group, the mean score of students taught using the direct method is 60.3. the results of t-test computation, to was 3.079 while tt with the degree of freedom 57 in the level of significance 0.05, therefore, to was higher than tt.. it means the alternative hypothesis is accepted; task-based language teaching is effective to teach speaking skills. keywords task-based learning; speaking skill; vocational schools; how to cite: lume., & hisbullah, m. (2022). the effectiveness of task-based language teaching to teach speaking skills, jollt journal of languages and language teaching, 10(1), pp. 85-93. doi: https://doi.org/10.33394/jollt.v%vi%i.4399 introduction the learners who are studying english in a non-english speaking setting need to experience real communicative situations in which they learn how to express their own views and opinions (sevy-biloon & chroman, 2019; shin & brenna, 2018). they develop their oral fluency and accuracy on speaking skills, which are essential for success of foreign language communication (hartatik et al., 2016; angelina & garcia-carbonell, 2019). classroom interaction then, is necessary and useful as an educational strategy to enhance learning. it is in line with ellis (2003) who states classroom interaction strives to involve and support learners in the learning process. among the ways to create this language learning process in the classroom, task-based language teaching (tblt) presents opportunities to employ effective and meaningful activities and thus promotes communicative language use in the classroom (sumarsono et al., 2020). task-based language teaching (tblt) starts from an idea of taskbased learning to facilitate learners to have chances to practice speaking. it was greatly popularized by n prabhu (1987), who works with schools in bangalore, southern india (harmer, 2001). https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id lume & hisbullah the effectiveness of task-based ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 86 task-based language teaching (tblt) focuses on the use of authentic language and asking students to do meaningful tasks using the target language (chen, 2018; gan & leung, 2020). it is considered to be of great benefit in achieving communicative competence and increasing the motivation of second language learners (hsu, 2019). this method brings the learners to the real world and using the task as the vehicle and core unit in learning. taskbased learning is much more beneficial to the student because it is more learner-centered (chen, 2018), allows for more meaningful communication, and often offers a practical extralinguistic skill-building (east, 2019). as the tasks are likely to be familiar to the students, they are more likely to be engaged, which may further motivate them in their language learning. in addition, tasks endorse language acquisition through the kinds of language interaction they necessitate. task-based language teaching has progressively achieved its popularity in recent years. it has been recommended by various experts in the field of teaching methodologies as a way forward in english language teaching. prabhu stands as the first significant person in the development of tblt. his main contributions have been raising the english language teaching world awareness to tblt. prabhu (in richard and rodgers, 2001: 233) defines a task as "an activity which required learners to arrive at an outcome from given information through some process of thought, and which allowed teachers to control and regulate that process". willis (1996: 97) suggested that tblt is seen as a method fostering a learning environment that finds appropriate in all skills and often combines more than one skill in the same task. according to nunan (2004), task-based language teaching has strengthened as follows: 1) a need-based approach to content selection, 2) an emphasis on learning to communicate through interaction in the target language, 3) the introduction of the authentic texts into the learning situation, 4) the provision of opportunities for learners to focus not only on language but also on the learning process itself, 5) an enhancement of the learner’s own personal experience as important contributing elements to classroom learning, and 6) the linking of classroom language learning with language use outside the classroom. this research aims to investigate how effective task-based teaching tblt has been at the junior high school works with 12-14-year-old students who have disengaged from formal learning and have low motivations for second language learning, or any learning. the concept of teaching method used by the teacher in the classroom plays a significant role in the process of foreign language learning (sumarsono et al., 2020). in fact the considerable interest in the role of interaction in the context of learning becomes an important factor for the researchers of this field because it creates opportunities for the classroom community to develop knowledge and skills. another clear purpose of choosing tblt is to increase learner activity; tblt is concerned with learner-centered activity. it lies on the teacher to produce and supply different tasks that will allow the learner to experiment spontaneously, individually and originally with the foreign language. long (1985:95) defines each task will provide the learner with new experience with the foreign language and at this point the teacher has a very important part to play.the term task, which one of the key concepts in tblt is defined as a piece of work undertaken for oneself or for others, freely or for some reward. dealing with cases mentioned above, in teaching and learning process basically, english teachers have begun attempting to teach foreign language in a way that was more similar to first language acquisition. however, in fact their endeavor seems completely difficult to encourage students to speak english. feeling awkward to always say things in english sometimes attack students that it becomes problems toward english teaching. in addition when attempting to speak, learners must muster their thought and encode those ideas in the lume & hisbullah the effectiveness of task-based ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 87 vocabulary and synthetic structures of the target language. therefore, it brings about uncomfortable to use the target language toward students eventually. in smk nw darul abror kuta in central lombok, the english teacher teaches english by using monotonous teaching-learning activity in which he reads loudly a dialogue that has been written on the students’ workbook in the front of class as well as the meaning of the dialogue. after reading it, he instructs the students to repeat after him until the overall dialogue is read. then the teacher asks the students to practice the dialogue in pairs by using the textbook. the teacher seldom asks the students whether they are really understand the use of those expressions. on the other hand, the students‟ activities in the classroom only read a dialogue, write its meaning based on what the teacher’s say and then practice it in front of the class with their friend without knowing when they have to use the expression in real situation. research method research design this research will be experimental research because the researcher wants to establish possible cause and effect between independent and dependent variables. the independent variable “caused” or “probably caused” is the dependent variable, or in the word the independent variable influences the dependent variable (creswell, 2012: 295). the independent variable is task-based language teachings, while the dependent variable is speaking skill. experimental research seeks to determine if a specific treatment influences an outcome (creswell, 2014: 13). there are several different kinds of experimental design: the true experiment, the field or quasi-experiment, the natural experiment (cohen et al., 2007: 274). this research will be quasi-experimental design and use pretest-posttest non-equivalent group design. quasi-experiments include assignments, but not random assignments of participants to groups. the design will be as follow. table.1 pre-test and post-test design class pre-test treatment post-test experiment o1 x o2 control o1 y o2 annotation: o1:pre-test o2:post-test x:learning by task based language teaching y:learning does not use task based language teaching the dashed line separating the parallel rows in the diagram of the nonequivalent control group indicates that the experimental and control groups have not been equated by randomization–hence the term non-equivalent‟ (cohen et al, 2007: 283). both the class will be given pre-test and posttest, but they will get different treatment. the experimental group will taught by using task-based language teaching, while the control group will be taught by direct method. both the groups will be given pre-test and post-test. population and sample population is a group of individuals who have the same characteristic (creswell, 2012: 142). in this research, researcher chooses the eleventh grade of smk darul abror nw at kuta in central lombok the academic year of 2020/2021. in practice, quantitative researchers sample from lists and people available. a target population (or the sampling frame) is a group of individuals (or a group of organization) with some common defining characteristic that the researcher can identify and study (creswell, 2012: 142). the population of this research is all of the students at seventh grade students of the school which have four lume & hisbullah the effectiveness of task-based ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 88 classes. the total of the population was 127 students. sample is part of population and the target sample is b and d class. there were two samples in this study, experimental class and control class. experimental class is taken from b class consist of 29 students. control class is taken from d class consisted of 30 students. instruments in this study, there were two instruments that used in collecting the data; pretest and post-test. first, pre-test was administered to identify the students' ability in both groups; experimental group and control group before giving the treatment. second, post-test was administered to know the students ability after given treatment. post-test was held in the end of the research and after 4 times treatments in experimental group. the post-test was also administered to the both groups. data analysis experimental group and control group. the data analysis of pre-test and post-test was employed exactly the same steps as in the pilot data analysis. in addition, the data was calculated by using spss program. coolidge (2000) states that there are some specific assumptions that has to be fulfilled in using independent t-test appropriately. first, in each group, the participants have to be different. second, the scores are normally distributed in each group. third, the variances of two groups' score are equal. the calculation covers data description, normality distribution test, homogeneity test, and independent t-test. the description refers if tobtained>ttable with the degree of freedom = (n1+n2 – 1) on the significant level 5%, it could be concluded that there was significant influence of task-based language teaching in teaching speaking at the seventh grade of smk nw darul abror kuta in central lombok in the academic year of 2020/2021. research findings and discussion research findings the purpose of this research was to know whether task-based language teaching is effective to teach speaking skill at the seventh grade of smk nw darul abror in the academic year of 2019/2020. the researcher took two classes as the sample, there were xi.b andxi.d. the students of xi.b as the experimental group consisted of 29 students, while the control group was xi.d, consisting of 30 students. the experimental group was treated by using task-based language teaching, while the control group was treated by using direct method.the data were obtained from pre-test scores and post-test scores. the treatments were held in the experimental group twice a week for 90 minutes by using task-based language teaching. the data descriptions of the data were presented bellows: table. 2 resume of the scores descriptive statistics group minimum maximum mean median mode std. deviation pretest experimental 35 65 49.48 50.00 55 8.275 posttest experimental 50 80 66.38 65.00 65 7.780 pretest control 30 65 49.83 50.00 50 9.330 post test control 40 75 60.33 60.00 65 7.303 the data of pre-test scores in experimental group showed that the pre-test's highest score was 65, while the lowest one was 35. the mean of the scores was 49.48, the median was 50.00 and the mode was 55. the standard deviation of the data was 8.275. meanwhile, the lume & hisbullah the effectiveness of task-based ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 89 data of post-test scores in experimental group showed that the highest score of the post-test was 80, while the lowest one was 50. the mean of the scores was 66,38, the median was 65,00. and the mode was 65.. the standard deviation of the data was 7.780. dealing with the data of pre-test scores in control group, the data of the test showed that the highest score of the pre-test was 65, while the lowest one was 30. the mean of the scores was 49,83, the median was 50.00, and the mode was 50. the standard deviation of the data was 9.330. meanwhile, the data of post-test scores in control group showed that the highest score of the post-test was 75, while the lowest one was 40. the mean of the scores was 60.33,the median was 60.00, and the mode was 65. standard deviation of the data was 73.03. a normality test was used to test that the data distribution was normal or not. the normality testing was used in this research was kolmogorov-smirnov test. the sample was on normal distribution at the level of significance > 0.05. further explanation on normality test was presented at the table 2 as followed: table. 3 normality testing tests of normality group kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. gain percent experimental .144 29 .131 .948 29 .165 control .110 30 .200* .936 30 .070 the table above shows the result of the normality test. the samples were in normal distribution because the significant value. in the experimental class in the number of sample was 29, (sig)was 0.131 which was higher than 0.05. it could be concluded that the samples in the experimental group were normal. then, in the control group, the number of samples was 30, (sig) was 0.200 which was higher than 0 05. it could be concluded that the samples in the control group were normal. a homogeneity test was used to know whether the data was homogeneity or not. if significance > 0.05, it could be concluded that the data was homogeneous. further explanation on homogeneity was presented in the table 3 as followed: table. 4 homogeneity testing test of homogeneity of variance levene statistic df1 df2 sig. value based on mean .545 1 57 .463 based on median .482 1 57 .490 based on median and with adjusted df .482 1 56.947 .490 based on trimmed mean .532 1 57 .469 based on the table above, it could be seen that the (sig) based on mean is 0,463> 0, 05. it means the experimental post-test and control post-test group are homogeneous variant. 3. independent t-test. independent t-test could be done after the result of normality and homogeneity test were fulfilled. if tobtained (to) was higher that ttable (tt) for the degree of freedom (df) = n1+n2-2 and the level of significance (α) was 0.05, it meant that alternative hypothesis (ha) was accepted. further explanation was presented at table 4 as follows: lume & hisbullah the effectiveness of task-based ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 90 table. 5 independent t-testhypothesis df to tt α conclusion 57 3.079 2.002 0.05 significant the result of t computation showed that to was 3.079 while the tt for the degree of freedom (n1+n2-2) was 57 and at the level of significant 0.05 was 2.002. it could be seen that to was higher than tt (3.0795>2.002). it meant that the alternative hypothesis was accepted. task-based language teaching was effective to teach speaking at the eleventh grade of smk nw darul abror in the academic year of 2020/2021. paired sample t-test the paired samples t-test compares two means that are from the same individual, object, or related units. if tobtained (to) was higher that ttable (tt) for degree of freedom (df) = n1+n2-2 and the level of significance (α) was 0.05, it meant that alternative hypothesis (ha) was accepted. further explanation was presented at the experimental: table 5 and the control: table 6 as follows: table. 6 paired sample t-test experimental df to tt α conclusion 28 12.149 2.048 0.05 significant df to tt α conclusion 29 7.473 2.045 0.05 significant the result of t computation showed that t0 was 12.149 on the experimental group and 7.473 on the control group. while the tt for the degree of freedom (n1+n2-2) was 28 on an experimental group and 29 on the control group. and at the level of significant 0.05 was 2.048 on experimental group and 2.045 on the control group. it could be seen that to was higher than tt (experimental: (12.149>2.048) and control: (7.473>2.045)). it meant that the alternative hypothesis was accepted. discussion the researcher found the mean score after calculating the pre-test and post-test scores in experimental and control groups. the mean of pretest score of experimental group was 49.48 and the control class was 49.83. after the treatments were conducted, the researcher administered the post-test. from the data calculation, the researcher found the different mean scores of the post-test in bothgroups. the experimental group got 66.38 while the control group got 60.33. from the independent t-test calculation, it was known that the value of to = 3.079 was higher than tt = 2.002, the degree of freedom (n1+n2-2) = 57 and in a significant level 0.05. therefore, it can be concluded that teaching is speaking using task-based language teaching had an influence on students’ willingness in speaking achievement. the scores of students taught by using task-based language teaching were higher than students taught by using direct method. it could be clarified with a related theory that had been discussed in chapter ii that task-based language teaching refers to teaching second/foreign language that seeks to engage learners in interactional authentic language use by having them perform a series of tasks. this method had characteristic learners-centered and the task served as the means for achieving natural use of language (ellis, 2003:64). the learners’ role in tblt are act as a negotiator or interactor, capable of giving as well as taking; act as a performer and lume & hisbullah the effectiveness of task-based ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 91 listener, with little control over the content of the learning; and they take responsibility for their own learning, so the students got more chances to be active in teaching learning process. the strength of tblt was useful for moving the focus of the learning process from the teacher to the students, so the teaching-learning process could be focus on the students’ activities (shin & brenna, 2018; hartatik et al., 2016). the activities in class were dominated by the students, because they as the interactor/performer and they take responsibility for their own learning. by using this teaching model, the researcher could use some kinds of task which helps the students got their interest and explore them to can solve some kind of task. one of the strengths of tblt above was found during the researcher implementation that method in research at smk nw darul abror kuta in central lombok. in task-based language teaching, learners need to understand the forms, meanings and functions of language and take into consideration the social situation (angelina & garciacarbonell, 2019). it was in line with the statement from larsen-freeman and anderson that for communicative competence and linguistic competence, the knowledge of forms and meanings form parts of the communicative purpose in tblt (larsen-freeman & anderson, 2000). using some kinds of task the learners explored their attitude, opinions and reactions during the teaching learning process, so this method was effective to teach speaking for students. it was proven from the data calculation in a significant difference in mean score, and independent t-test calculation showed that the result is significant. the result of this research was supported by the theory above. conclusion this experimental research is carried out on the eleventh grade students ofof smk nw darul abror kuta in academic year 2020/2021. the result of t-test computation shows that tobtained (to) is 3.185 and ttable (tt) is 2.002 with the degree of freedom (n1+n2-2) 57 and in the level of significance is 0.05. the result provides that tobe higher than tt so the alternative hypothesis is accepted. it means that there is a significant difference in speaking between students taught by using task-based language teaching and students taught by using direct method. it can be seen from students’ score. the mean score of the experimental group is 61.37 and the mean score of control class is 52.5. it means that the experimental group (xi.b) is higher than the control group (xi.d). it can be concluded that the use of task-based language teaching is effective to teach speaking at the eleventh-grade students of smk nw darul abror kuta in the academic year 2020/2021. acknowledgement firstly, the researchers would like to say many thanks to mr. hisbullah for support the finishing this research. secondly, we also would like to say to principles of smk nw darul abror kuta mr. rafi’i, sh. during the process of collecting data, and the last we would like to say to lldikti viii under of ministry of research, technology, and higher education who has given us opportunity and support to conducted this research lume & hisbullah the effectiveness of task-based ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 92 references angelini, m. l., & garcía-carbonell, a. 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(2018). multicultural english picture books and critical response in asian efl classrooms. journal of asia tefl, 15(4), 1230–1238. https://doi.org/10.18823/asiatefl.2018.15.4.26.1230 skehan,p. (1996).second language acquisition research and task-based instruction. oxford: oxford university press. sugiono. 2011. statistikauntukpenelitian. bandung: alfabeta sumarsono, d., muliani, m., & bagis, a. k. (2020). the forcasting power of task-based language teaching and self-efficacy on students’ speaking performance. journal of languages and language teaching, 8(4), 412. https://doi.org/10.33394/jollt.v8i4.2848 lume & hisbullah the effectiveness of task-based ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 93 syakur. 1987. language testing and evaluation. surakarta: sebelasmaret university. tareqmitibmurad. 2009. the effectiveness of task based language teaching (tblt) in improving students’ speaking skills among the palestinian secondary efl students in israel and their attitudes towards english.jordan: yormouk university press. thornbury, scott. 2005. how to teach speaking. u.k: longman. widdowson, h.g. 2003.defining issues in english language teaching.oxford: oxford university press. willis, d.andj.willis. 2007. doing task-based teaching. new york: oxford university press. willis, jane. 1996. a framework for task-based learning. england: longman https://www.spssindonesia.com/2018/05/uji-homogenitas-kelas-eksperimen-kontrol-spss.html https://www.spssindonesia.com/2015/05/cara-uji-independent-sample-t-test-dan.html https://www.spssindonesia.com/2019/04/uji-independent-sample-t-test-n-gain-score.html https://www.spssindonesia.com/2018/05/uji-homogenitas-kelas-eksperimen-kontrol-spss.html https://www.spssindonesia.com/2015/05/cara-uji-independent-sample-t-test-dan.html table. 3 normality testing jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3845 july 2021. vol. 9, no,3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 336-343 jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 336 the comparison between sq5r and fix–up strategy in reading comprehension for efl secondary level learners 1,2delfia herwanis, 1rahmanita zakaria, 1ari renaldi, & 1irna sari 1education faculty, islamic state institute of takengon, indonesia 2corresponding author email: delfiaherwanis3@gmail.com article info abstract article history received: june 2021 revised: july 2021 published: july 2021 this study investigates the survey, question, read, recite, record, reflect and review (sq5r) method and fix–up strategy to increase students’ reading comprehension of descriptive texts at tenth grade of man 1 takengon. the purpose of this research is to find out the comparison of strategies between survey, question, read, recite, record, reflect and review and fix–up strategy. this study used quantitative research using experimental design. the sample of this study consisted of x-a and x-b classes. the x-a science class was treated as the experimental class, and the x-b class was designed as the control class. both classes consist of 20 students. the data of this study were attained using observation and reading tests. the results showed that the sq5r strategy was effective for efl secondary level learners to facilitate students to attain reading comprehension at the tenth grade of man 1 takengon. this study can be concluded that the sq5r strategy was more effective than the fix-up strategy in teaching reading comprehension classes. keywords writing instructions; elt learning; communicative learning; how to cite: herwanis, zakaria, r., d., renaldi, a., & sari, i. (2021). the comparison between sq5r and fix– up strategy in reading comprehension for efl secondary level learners, jollt journal of languages and language teaching, 9(3) doi: https://doi.org/10.33394/jollt.v%vi%i.3845 introduction reading activities in the teaching of english as a foreign language class are to enhance students’ skills, so they are able to understand and access english pieces of literature in the target language (chen, 2018; albiladi, 2018). english teachers have been exposing various reading materials and activities to develop students’ reading skills. specifically, they have been applying various instructional reading strategies to activate students’ linguistic competence (par, 2018; lee & chen, 2019; hanifah & afidah, 2018). in this study, the sq5q and fix strategies are applied to help students activate their reading skills with various reading activities. based on the researcher's observation in man 1 takengon, it was found that almost all students have some problems in reading comprehension ability. the students have difficulties finding the main idea or information in the text. sometimes, they got trouble expressing the words and stating the vital thing in the text. when the teacher asked some questions about the text, they did not know the text. the students were lack of vocabulary. they did not understand the meaning of the text if they did not open their dictionary. the students’ motivation was shallow in learning english. english lesson was seeing as tricky. they were not interested in learning english because they usually used indonesian and gayonese languages daily. the last, the teaching strategy was not suitable for the condition of students. it seems that the class was boring and not alive when reading the course. the researcher applies two strategies to give the solution for this problem. the survey, question, read, recite, record, reflect, and review (sq5r) and fix-up strategy. other researchers at other schools have implemented both strategies. http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:delfiaherwanis3@gmail.com herlina, zakaria, renaldi, and sari the comparison between sq5r ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 337 both strategies show the same results in improving students' reading comprehension skills. in this study, the researcher compared the two strategies to apply these two strategies to man 1 students and, at the same time, found which strategy was more effective to use in understanding descriptive text for man 1 takengon students. reading is a critical skill for english students to develop because it allows them to expand their knowledge, vocabulary, and information. through reading, one can gain a thorough understanding of the text. it could be because many students lack the basic knowledge necessary to comprehend a word, such as how a word combines with other words. it's difficult to glean information from the passage and even more challenging to conclude it. all these issues will affect the students' ability to comprehend the passage and their reading achievement. as a result, those students require strategies or techniques to overcome the obstacle. reading also provides access to information because it can provide the reader with valuable knowledge. we must learn to read. according to williams and burden (1997), reading is the process of comprehending a written text, which entails extracting as much information as possible from it. it means that the reader should manage each section of the text, as it is simple to comprehend the information contained within, and reading provides the reader with additional knowledge as they can learn and construct the text's meaning. additionally, snow defines reading comprehension as the process of simultaneously extracting and making meaning from written language through interaction and involvement. one could argue that reading is fundamentally an active process. according to harmer (2001); kirby (2007); moore et al. (2016), and moore (2014), reading comprehension is a receptive skill, and receptive skill refers to the processes by which individuals gather meaning from the discourse or text they have read. reading comprehension can be defined as a skill in which the reader does more than reading the text. it is a method of grasping the writer's concept and gleaning information from the text; it is about pronouncing or loud reading and comprehending the text and gleaning knowledge and writer massage from the text (miqawati & sultyo, 2014). reading and comprehension are inextricably linked because reading results in incomprehension. without reading comprehension, there is no communication, exceptionally written communication. based on richards & schmidt (2010), reading comprehension is how the meaning of a written text is comprehended. the purpose of reading and the nature of the text dictates the specific knowledge, skills, and strategies that the reader must employ to understand (indahwati, 2020). thus, reading comprehension encompasses a great deal more than decoding. reading comprehension occurs when the reader is aware of the appropriate skills and strategies for the type of text and understands how to apply them to accomplish the reading objective. to enhance the quality of teaching and learning, the teacher should employ an effective teaching method because it is in line with malia and yasin (2015) who informed that reading activities that are started from preview, question, and read strategies is able to help students enhance their background knowledge during the reading processes. as a result, the researcher wishes to use two reading techniques. the sq5r process and fix-up strategy. the sq5r is a development of the sq3r and sq4r methods. sq5r (survey, question, read, recite, record, reflect, and review) is a reading technique that is used to help students improve their ability to comprehend a text (sangcharoon, 2010). and the fix-up strategy is a strategy that can help the students understand the message of the text when they get stuck with certain words or certain sentences. this means that sq5r and fixup strategy is the reading methods designed to assist students in processing and improving their retention of written information, as well as a comprehension strategy that encourages students to become active participants in the reading process, focusing their attention on the text, attracting their motivation, herlina, zakaria, renaldi, and sari the comparison between sq5r ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 338 developing a long-term memory for comprehending the text, and increasing their reading achievement. sq5r method and fix-up strategy sq5r is a reading method for academic purposes that consists of seven stages: survey, question, read, recite, record, reflect, and review. walter pauk developed its (walter pauk, 2013). the sq5r is an adaptation of robinson's original sq3r technique. it consists of five steps: survey, question, read, recite, and review. when refined into a smooth and efficient method, students read more quickly, picking out key points and retaining them in their memory (francis. p. robinson, 1970). the sq3r has been enhanced to become the sq4r by adding a "record or write" step. students complete this step by writing a summary of the text. following that, pauk expanded on robinson's sq4r technique by including a reflection step, creating pauk's sq5r, including survey, question, read, recite, record, reflect, and review. it means that the sq5r method evolved from the sq3r and sq4r processes to address the shortcomings of the previous methods. and then, this method was created to assist students in efficiently learning, particularly in reading text, and students expected that learning to read would be simple. here are a few additional points (bepko learning center, 2012); (tonomchit, 2009); (meaningful learning from text through purposeful reading : sq5r, n.d.). the central idea is that the reader wishes to layer the information. adding layers strengthens concepts far more than removing them and reading straight through to complete the reading. what good is information if the reader does not comprehend or retain it? the sequence of the first three steps (s-q-r) is critical. they may appear banal, but each stage has a purpose. conduct the survey expeditiously. scan and turn the pages at a rate of approximately 4-5 per minute. according to the preceding explanation, the sq5r method can be defined as a reading method for study purposes that consists of seven stages: survey, question, read, recite, reflect, record, and review. demonstrate what the acronym s-q-r-r-r-r means: survey, question, read, recite, record, reflect, and review. it is a component of students' ability to learn more effectively from a text. it means that students will have little difficulty extracting information from the text (basar & gurbuz, 2017). fix-up strategy while it is not unusual for a reader to monitor the meaning of the reading material during the reading process, there are times when something makes no sense. typically, when confronted with this problem, the reader seeks out a technique for resolving it. one appropriate method for resolving this issue is to employ the fix-it or fix-up strategy. when students become stuck on certain words or sentences, the fix-up strategy can assist them in comprehending the text's message. a reader can benefit from a fix-up strategy, and it applies to all readers, including students. when a reader has difficulty reading a text, the fix-up strategy assists them. as janette states, a fix-up strategy is one that a reader uses to help them escape when the text becomes confusing. according to klingner., vaughn., & bordman (2015), readers employ the fix-up strategy when they cannot comprehend what they hear or read. judi moreillon (2007) asserts that the fix-up strategy provides readers with processes for regaining meaning, such as rereading, reading ahead, or figuring out unknown words. then, one of the strategies that can assist students in comprehending a text is the fix-up strategy. according to trehearne (2004), a fix-up strategy is used when readers experience a loss of concentration or a break in concentration. the fix-up strategy is what you use to assist yourself in becoming unstuck while reading perplexing texts (cris tovani, 2000). additionally, moreillon stated in his study that fix-up options are tools that readers can use to navigate their way home and make sense of what they herlina, zakaria, renaldi, and sari the comparison between sq5r ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 339 read. in a nutshell, the fix-up strategy is a reading comprehension strategy used to assist readers in becoming unstuck while reading text and making sense of what they read. additionally, gerald (2009) stated that the term "fix-up strategy" is frequently used to refer to a technique in which readers search backward and occasionally forward in a text in order to resolve a meaning blockage encountered while reading. to use it effectively, readers must first understand that it is critical to monitor meaning as they read and that good readers will pause when they encounter a problem. in short, a reader should recognize that he or she does not understand the meaning of a particular word in the text and then attempt to determine the meaning by rereading, utilizing prior knowledge, thinking, and reflecting on resolving the issue. after identifying the cause, the reader can visualize, retell, and make observations about what they have already gleaned from the text. research method this study employs a quantitative methodology. quantitative research is a method of investigation that is based on the positivism philosophy. it is a process of data collection that utilizes statistical formulas and many specific data. it means that the quantitative approach is the method by which the researcher interprets and collects data from the research using statistics or numbers. cresswell (2009) stated that a quantitative approach is one in which the investigator primarily relies on postpositivist claims for knowledge development (i.e., cause and effect thinking, reduction to specific variables and hypotheses and questions, use of measurement and observation, and testing theories), employs inquiry strategies such as experiments and surveys, and collects data on predetermined instruments that yield statistics. as stated previously, the quantitative approach is one in which the researcher develops knowledge about the variable and hypothesis by statistical data, experiments, and test to collect data. research design the objective of quantitative research is to ascertain the effect of treatment on two classes of experimental and groups. it means that a quantitative approach was applied in this study to the entire sample divided into two classes as an experimental class. however, the treatment is used to both of classes. the sample used in this research was x scince2 class as the experimental class 1 and the experimental class 2 x. both classes consist of 20 students. techniques of data collection there are observation and test. population and sample according to ary, d (2002) a population is defined as all individuals who belong to a well-defined group of people, events, or objects. the population size has a significant impact on the population's trajectory. if it is large, the researcher will almost certainly encounter difficulties conducting the research, such as a lack of funds, energy, and time. to circumvent these difficulties, the researcher may collect a sample. the population of this study is comprised of all tenth-grade students in man 1 takengon, a total of 221 students. the sampling technique used in this study is random sampling. the researcher took a sample order to teach reading using the sq5r method to 20 students and to teach reading using fix-up strategy to 20 students in man 1 takengon's tenth grade. instruments the instrument in this study applied observation sheet and test sheet. the purpose of observation was to observe the students' physical condition and their habits during the learning process. the observation focused on several factors, including students' reading ability, their problems, and their motivation. the reading comprehension test used in this study was administered by providing a reading text, instructing students to read it, and then posing questions based on the information found in the text. herlina, zakaria, renaldi, and sari the comparison between sq5r ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 340 data analysis the data analysis of this study applied descriptive statistics and inferential statistics. the purpose of descriptive statistics is to provide information about the research subject using data from the group that conducted the research. meanwhile, inferential statistics is a technique of statistics that involves analyzing a sample of data and determining the effect on populations. after collecting data, the researcher will calculate the students' scores and compare the scores of the experimental using fix-up strategy and the experimental class using sq5r method used independent sample t-test spss. research findings and discussion research findings this study investigates the comparison between the sq5r method and fix–up strategy to increase students’ reading comprehension of descriptive texts. the english teacher was applied the sq5r method and fix up strategy in teaching reading skills. the students’ reading achievement was different results. the mean score of students’ reading skills in the sq5r class was 82.75, while the mean score of it in the fix-up strategy was 76.4. the mean score of students’ reading skills and the score of t-test can be presented in table 1 and 2 as follows. table 1 the score of t-test class n mean std. deviation std. error mean the result of test sq5r 20 82.7500 6.43898 1.43980 fix-up 20 76.4000 7.84320 1.75379 table 2 independent samples test the result of test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper equal variances assumed .712 .404 2.798 38 .008 6.350 2.26 1.756 10.943 equal variances not assumed 2.798 36.611 .008 6.350 2.26 1.750 10.949 from table 3 of the independent samples test above can conclude, there is the significance (2-tailed) 0,008, it means if the significance (2-tailed) < 0,05, there is a significant difference result between sq5r class and fix-up strategy class. the sq5r method was more effective in improving students’ reading comprehension ability than the fixup strategy. it is the primary reason for the study's findings that sq5r is more effective than the fix-up strategy at improving students' reading comprehension skills. discussion this study aims to investigate the comparison between the sq5r strategy and fix-up strategy to enhance students’ reading skills. according to malia and yasin (2015), reading comprehension is the active process of deriving meaning from a text; it entails drawing on herlina, zakaria, renaldi, and sari the comparison between sq5r ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 341 prior knowledge, comprehending vocabulary and concepts, inferring, and connecting key ideas. that is, reading comprehension is the reader's activity of deriving meaning from text (aziz et al., 2019; haryati & hidayati, 2017). as a result, the researcher wishes to advocate for the result in reading ability acquisition. to assist students in comprehending the text, the researcher introduces a reading comprehension technique. that is the method known as the survey, question, read, recite, reflect, record, and review (sq5r). the sq5r method is one method for teaching english, particularly reading. based on the teaching practice, english teacher feel easy to guide students in accomplisong their reading activities. it is in accordance with indahwati (2020) who state the question, read, and recite activities can help students administer their skills to read any text. in addition, this method can help students become more adept at reading english and answering questions as students must complete all of the steps in this method (schmitterer & schroeder, 2019). additionally, students read the text more carefully. after researching reading using and learning the sq5r method, the researcher observes some improvements in the students' reading ability. three stages comprise the outcome of teacher observation. the first step is to prepare. the teacher rarely begins preparing the lesson plan during this stage. following that, delivering material, the issue is that the teacher did not communicate the purpose of teaching before the lesson began. the teacher rarely motivated the students. teaching was incapable of clearly answering students' questions or of satisfying them. the final stage is implementing a method or strategy for teaching-learning, in which the teacher employs a standardized strategy for delivering material. the teacher then gave the standard illustration and example without modification. the fix-up strategy is a strategy that can help the students’ understand the message of the text when they get stuck with certain words or certain sentences. this strategy can increase students’ reading comprehension ability, too, but lower than using the sq5r method. meaning the students’ score test using the sq5r method higher than teaching reading comprehension using fix-up strategy. conclusion the test data results for the sq5r class and the fix-up strategy class indicate that both methods are capable of increasing students' reading comprehension ability, but the results of teaching reading using the sq5r were significant compared to the results for students in the fix-up strategy class. acknowledgement on this unique occasion, the writer wishes to express her heartfelt appreciation: 1) she appreciates her adoring husband for his eternal love, prayers, and support, and the rest of her incredible family for their prayers and support. 2) she expresses gratitude to dr. zulkarnain, m.ag, for his leadership of the state institute of islamic studies takengon and his support in writing this study. 3) she would like to express his heartfelt appreciation to the reviewer and editor of this journal for their invaluable time spent encouraging, guiding, suggesting, and advising her until this study is finished and published. herlina, zakaria, renaldi, and sari the comparison between sq5r ….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 342 references albiladi, w. s. 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(1997). psychology for language teachers. cambridge university press. meaningful learning from text through purposeful reading : sq5r. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3488 april 2021. vol. 9, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 250-256 jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 250 the analysis of noun derived from adjective in barack obama's speech and the teaching of grammar 1terra tampangella & 2 titi rokhayati 1english student, fkip, purworejo muhammadiyah university, indonesia 2english lecturer, fkip, purworejo muhammadiyah university, indonesia corresponding author email: trokhayati@umpwr.ac.id article info abstract article history received: january 2021 revised: march 2021 published: april 2021 the study was mixed-method research. this research deals with a derived noun from an adjective found in barack obama's speech. the research objectives are to find the position of the derived noun from adjectives in the sentence pattern found in barack obama's speech and to describe the application of noun derived from adjective to teach grammar. in collecting the data, the researchers read the script. then, the data are identified derived nouns from adjectives. the data are analyzed in relation to the theory of derived nouns from the adjective. the types of data are quantitative and qualitative. the result shows that there are three positions of the noun derived from adjectives based on sentence pattern. they are 30 svo (subject + verb + object) (50%), 18 sva ( subject + verb + adverb ) (30%), 12 svc ( subject + verb + complement ) (20%). the teacher could apply the derived noun in pre-teaching by describing barrack obama's characters while teaching by explaining part of speech and post-teaching by strengthening the use of noun derived from adjective as one of part of speech in which it becomes the most important piece in a sentence. keywords writing instructions; elt learning; communicative learning; how to cite: tampangella, t., & rokhayati, t. (2021). the analysis of noun derived from adjective in barack obama's speech and the teaching of grammar, jollt journal of languages and language teaching, 9(2), 250256, doi: https://doi.org/10.33394/jollt.v%vi%i.3488 introduction communication is a process by which a message or information is exchanged from a sender to a receiver. it involves a systematic and continuous process of telling, listening, and understanding. communication is a part of human life. it happens every time and everywhere. with communication, people can understand what people want to convey to others and also respond to them. everybody has their way to our communications with others. the basic component of communication is language. there are so many kinds of languages in the world, including english. english is the number one language in the world. many countries already use the english language for daily communication. english is a language that everyone must master because english is an international language. there are more than 70 countries that use the english language to be the first language. besides, there are some components such as grammar and vocabulary. one of the most important language items that should be taught to students is grammar. grammar is an important part of learning english. when students can not understand well about grammar, learners will be confused to arrange the sentence in english. grammar explains the forms and structure of words and how they are arranged in sentences. in other words, grammar provides the rules for the common use of both spoken and written language so we can more easily understand each other. there are hundreds of grammar rules but the basics refer to sentence structure and parts of speech. the part of speech explains the ways words can be used in various contexts. altenberg (2010) states that part of speech is the name given to a group of words that has something in common, such as where they can go http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& tampangella and rokhayati the analysis of noun ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 251 in a sentence. connected with making a sentence, they are eight parts of speech. they are noun, verb, pronoun, adjective, adverb, determiner, preposition, and conjunction. a noun is a part of speech that names a person, place, thing, idea, action, or quality. many students do not understand the importance of a noun. nouns are important because they refer to places, objects, and people and the more sophisticated abstract concepts. nouns give important messages in a sentence. there are several derivations from nouns. noun derivation is a process with which it can easily expand the vocabulary. there are kinds of noun derivation, a noun derived from a verb, a noun derived from an adjective. noun derives from a verb is a word spelled with a final consonant preceded by either two vowels or additional consonants or with a vowel preceded by a consonant. there is an example of a noun derived from a verb ( moral+-ize). adjectives, in terms of semantic sense, refer "to express property concepts" (pustet, 2006, p. adjectives, in terms of semantic sense, refer "to express property concepts" (pustet, 2006, p. one of the most important in nouns is a noun derived from an adjective. they have special forms to show numbers, and in some cases, to show gender. they cannot show tense or voice. they are usually the subjects or the objects of a verb or are used with a preposition. they only 'case from' that they have in the possessive. nouns have no degrees of comparison. in a text, there are written text and spoken text. one of the spoken texts is speech. speech is the production of sounds that make up words and sentences. these sound units are combined so that they make up words and sentences. one of the important people in which his speech can influence other people is barack obama. he is the number one person in the united states of american as a president from 2007 until 2017. he has good skills and good speech in front of the public. he has a good speech to attract his audience. the importance of barack obama's speech to the people is to understand the importance of nouns derived from an adjective. people find nouns derived from adjectives from barack obama's speech. for that reason, the researchers want to analyze barack obama's speech, especially in the use of nouns derived from an adjective. hopefully, this study gives benefits the teaching of grammar because of its importance. research method research design this research can be categorized as mix-method research in which represents research that involves collecting, analyzing, and interpreting quantitative and qualitative data in a single study or in a series of studies that investigate the same underlying phenomenon (leech n, onwuegbuzie a, 2008). however, the quantitative method is also needed to process some data that can only be represented in numbers and tables. nonetheless, this research does not use a too complicated formula to present the finding. the quantitative method is only used to calculate the percentage of the noun derived from the adjective. meanwhile, the qualitative approach described and gave details analysis of information in the form of sentences. it represents an interesting and various way of doing research. the data of this research are nouns derived from adjectives found in barack obama's speech. the researcher analyzed the noun derived from adjectives based on the suffix. the instrument of the research is the researchers themselves. according to sugiyono (2011) in qualitative research, there's no other choice than to use man as the main instrument of the research. sugiyono (2011) states that the researcher as a human instrument determines to focus on the research, select the subject of the research, collect data resources, analyze data, interpret data, and make a conclusion as the result of the research. the researchers collect the data of nouns derived from an adjective that was applied to the words in barack obama's speech. then, the researcher identifies nouns derived from adjectives found in barack obama's speech. after that, the researchers classify the types of the tampangella and rokhayati the analysis of noun ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 252 noun derived from adjectives in the table then, describe the structures. at first, this step was carried out by showing the structure of nouns derived from the adjective. the object of the are five speeches script of barack obama. this study randomly selected five speeches that contain 14515 words from american rhetoric.com. refer to the former website. the main contents consist of 5 themes. instruments the main instrument used in this research is the researchers themselves. the documentation is chosen as another instrument because the researchers use the script of barack obama's speech. first, researchers find barack obama's scripts, then try to find all the nouns, then select the adjectives derived from the noun. data analysis the researchers collect the data of nouns derived from an adjective that was applied to the words in barack obama's speech. then, the researchers identify nouns derived from adjectives found in barack obama's speech. next, the researcher classifies the types of the noun derived from the adjective in the table. then, describing the types of the noun derived from an adjective. at first, this step was carried out by showing the formation of the noun derived from the adjective. second, describe the noun head and the suffix. the last the researchers determine the steps of the teaching of the noun derived from the adjective in english class. research findings and discussion research findings the noun derived from adjectives there are many kinds of noun, the focus of the research was analyzed the noun derived from adjective found in barack obama speeches. table 1 the noun derived from adjective found in the barack obama speech no noun derived from adjective adjective affix 1 urgency urgent cy 2 business busy ness 3 hopefulness hopeful ness 4 stability stable ity 5 flexibility flexible ity 6 responsibility responsible able 7 generosity generous ity 8 possibility possible ity 9 wilderness wilder ness 10 seniority senior ity 11 awareness aware ness 12 seriousness serious ness 13 happiness happy ness 14 righteousness righteous ness 16 loyalty loyal ity 17 presumptuousness presumptuous ness 18 smallness small ness 19 differences different ence 20 equality equal ity 21 independence independent ence 22 security secure ity 23 greatness great ness 24 darkness dark ness 25 differences different ence 26 absence absent ence tampangella and rokhayati the analysis of noun ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 253 based on the table above, the researcher concludes thatnouns derived from adjectives were found in barack obama's speech. the noun derived from adjectives is noun with affix ness, a noun with affix -ity, a noun with affix -ence. the position of the noun derived from an adjective on the sentence pattern tabel 2 type of noun derived from adjective based on the sentence pattern no. sentence pattern number percentage 1. svo 30 50% 2. sva 18 30% 3. svc 12 20% total 60 100% notes: svo : subject-verb-object sva : subject-verb-adverb svc : subject-verb-complement based on the calculation above, svo is the most dominant type of sentence pattern where the nouns derived from adjectives have the object position. the percentage of svo is dominant because it has 50%. and then, it was followed by sva in a percentage of 30%. the last is svc in the percentage of 20% discussion the researchers analyzed nouns derived from adjectives found in barack obama's speech one by one. firstly, the researchers identify the noun derived from adjectives found in barack obama's speech. secondly, the researchers describe the construction of nouns derived from adjectives found in barack obama's speech. finally, the researchers explained the changes in nouns derived from adjectives. in this part, the researcher explains the analysis of nouns derived from adjectives found in barack obama's speech. the detailed explanations are as follow: the position of the noun derived from the adjective in the sentence svo ( subject+verb+object) the sentence "you feel the same urgency" consists of the subject, verb, and object. the subject in the sentence is you. the verb in the sentence is feel. and the object is the same urgency (urgent + cy). based on the sentence above, the researcher concludes that the pattern of the sentence is svo. the second sentence is "now business not only has the ability to move jobs wherever there's a factory". in this sentence above, there is a subject, a verb, and an object and three adverbs, one before the subject to explain the whole sentence now, second before the verb, not only, third after the object to explain the object in the form of clause wherever there's a factory. the object is the ability (able + ity) to move jobs and the verb is has. the sentence seems difference structures such as if you feel the same hopefulness. in this sentence, there is a subject, a verb, and an object. the subject in the sentence is you. the verb in the sentence is feel and the object is the same hopefulness (hopeful + ness). if is an adverb of condition since it is a dependent clause. that is what is produced our unrivaled political stability. in the sentence, there is a subject, a verb, and an object. the subject in the sentence is what. the verb in the sentence is produced in the form of the verb phrase. and the object is our unrivaled political stability (stable + ity). based on the explanation above, the researcher concludes that svo is used in the sentence. the other example is so you all had the flexibility. in the sentence above, there is subject, a verb, and an object. the subject in the sentence is you all. the verb in the sentence had, the tampangella and rokhayati the analysis of noun ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 254 object is the flexibility (flexible + ity). so in the beginning of the sentence is adverb of purpose. republicans will have to recognize our collective and responsibilities in this sentence, there is a subject, a verb, and an object. the subject in the sentence is republicans. the verb in the sentence will have to recognize our collective in the form of verb phrase, and the object is our collective and responsibilities (responsible + ity). the sentence "a people met the generosity" seems different structure. the sentence consists of a subject, a verb, and an object. the subject in the sentence is a people. the verb in the sentence is met. and the object is the generosity (generous + ity). the sentence "will have to accept responsibility for instilling" consists of verbs, and an object. it has no subject. the verb in the sentence will have to accept. and the object is responsibility (responsible + ity) for instilling. based on the explanation above, the vo is the sentence pattern with the omitting of the subject. he takes the reins of an organization that's wandering in the wilderness. in this sentence, there is a subject, a verb, and an object. the subject in the sentence is he. the verb in the sentence is takes. and the object is the reins of an organization that's wandering in the wilderness (wilder + ness). based on the explanation above, the researcher concludes that svo is the sentence pattern. sva (subject, verb, adverb) the sentence "now, keep in mind that i am ranked 99th in seniority" consists of subjects, verbs, and objects. the subject in the sentence is now, keep in mind—the verb in the sentence that. and the object is that i am ranked 99th in seniority (senior + ity). based on the explanation above, the researcher concludes that svo is used in the sentence. and we heard a king's call to let "justice roll down like waters, and righteousness like a mighty stream. in the sentence above, there is a subject, a verb, and an adverb. the subject in the sentence is we. the verb in the sentence heard, the complement is a king's call, and the adverb is to let "justice roll down like waters, and righteousness (righteous + ness) like a mighty stream in the form of the adverbial clause. the clause "which shows excellent situational awareness" consists of a subject, a verb, and an adverb. the subject in the sentence is which. the verb in the sentence is shows. and the adverb is excellent situational awareness. let us resolve that all nations including my own will act with the same seriousness. in this sentence, there is a subject, a verb, and three adverbs. the subject in the sentence is all nations including my own in the form of the noun phrase. the verb in the sentence is will act, and the adverbs are let us resolve (adverbial clause), that (sub-ordinate conjunction), with the same seriousness (serious + ness) (in the form of prepositional phrase). based on the explanation above, the reseacher concludes that sva is used in the sentence. if we committed ourselves to invest in these possibilities. in this sentence, there is a subject, a verb, an object and two adverbs. the subject in the sentence is we. the verb in the sentence is committed the object is ourselves. there are two adverbs in this sentence, they are if (as an adverb of condition) and to investing in these possibilities (possible + ity) (as an adverb of purpose). based on the explanation above, the sentence pattern is svoa, and the noun derived from adjective has the position as an adverb. svc ( subject+verb+complement) the sentence "these are life, liberty and the pursuit of happiness consists of a subject, a verb, and complements. the subject in the sentence is these. the verb in the sentence is are. and the complement is the life, liberty and the pursuit of happiness (happy + ness). based on the explanation above, the researcher concludes that svc used in the sentence. has my loyalty. in this sentence, there is no subject, a verb, and a compliment. the verb in the sentence is has. and the complement is my loyalty (loyal + ity). the sentence has no subject. the sentence is vc pattern. the sentence "i recognize that there is a certain presumptuousness consists of 2 subjects, 2 verbs, and a compliment. the subject in the sentence is i, and there that there is. the verbs in the sentence are recognized and is. and the complement is the a certain tampangella and rokhayati the analysis of noun ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 255 presumptuousness (presumptuous + ness). based on the explanation above, the sentence is complex sentence with double s v. the sentence "what's stopped us is the failure of leadership the smallness of our politics" consists of a subject, a verb, and a compliment. the subject in the sentence is what's stopped us. the verb in the sentence is is. and the complement is the failure of leadership, the smallness (small + ness)of our politics. based on the explanation above, the sentence consist of svc, the complement is in the form of the noun phrase. there have been differences between america and europe. in this sentence, there is a subject, a verb, and a complement. the subject in the sentence is there. the verb in the sentence is have been. and the complement is differences (different + ence) between america and europe. based on the explanation above, the sentence pattern is svc. based on the discussion above, it is found that the most dominant sentence pattern is svo where the object is a noun derived from an adjective for the reason that what barrack obama intend in his speech is he wants his people to do what he said about some policies related to his country and also about game. he mostly used the svo pattern for the reason that word order refers to the way words are arranged in a sentence. the standard word order in english is svo. to determine the proper sequence of words, in this case, the students should understand what svo is. teachers may use barack obama's speech to teach grammar to help english students learn more about nouns derived from an adjective.the aim of teaching grammar using nouns derived from adjective is to help english students understand the noun derived from the adjective. barack obama's speech can be used as the material to help english students to have experience. it can help them to improve their grammar mastery in the teaching-learning process. in pre-teaching teacher can give the story about the popularity of barrack obama, the american president who is charismatic, a good listener, attractive and impressive. he can make the students interested in barrack obama's figure then explain barrack obama's speech, which is always smart and interesting. in the whilst teaching, the teacher shows a piece of speech script of barrack obama, then relates it to part of speech. one of them is a noun. the noun can be classified into kinds and some derivation, from a verb or from the adjective. giving the examples is the next step, then discusses with the piece of speech script and asks them to find nouns, especially nouns derived from adjectives. the post teaching can be done by analyzing the noun derived from adjective and their position in the sentence pattern. conclusions there are 26 nouns derived from adjective found in the barack obama speeches, which have suffix -cy, -ness, -ity, and -ence. there are three types of sentence pattern where nouns derived from adjectives have the positions of o, a, and c in barack obama's speech script. nouns as objects in the sentence were the most frequently used in the speeches. nouns as adverbs were the second, and nouns as complement were the third. the phenomenon of this study corresponds with several theoretical concepts of the noun derived from the adjective. based on its types, they are 30 o (50%), 18 a (30%), 12 c (20%). the researchers apply noun derived from the adjective in teaching grammar inserted in the topic of part of speech and making use of barrack obama's speech as the materials by breaking out the sentences and finding out the noun especially nouns derived from adjective at the eleventh grade of senior high school. in teaching nouns, teachers should begin to explain the elements that can construct the noun (pradnyan i., et.al., 2014). it can illustrate to the students in constructing nouns, especially nouns derived from adjectives. it is very important as the students often find difficulties in constructing nouns derived from an adjective. tampangella and rokhayati the analysis of noun ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 256 references alternberg, evelyn p. & robert m. v. 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(2009). basic english grammar. daily writing tips. payne, j., huddleston, r., & pullum, g. k. (2010). the distribution and category status of adjectives and adverbs. word structure, 3(1), 31-81. retrieved from http://www.lel.ed.ac.uk/~gpullum/e1750124510000486.pdf. pradnyan i., et.al. (2014). developing students' mastery on noun phrase in sentence construction of the eleventh graders through constituent test. e-journal of english language teaching society (elts) vol. 2 no. 4 2014 – issn 2331-1841 pustet, r. (2006). adjectives. encyclopedia elsevier. o'hair, d. 2009. a pocket guide to public speaking. united states of america. o'hair, d., et al. (2010). a pocket guide to public speaking. new york: bedford/ st. martin's. quirk, r., greenbaum, s., leech, g., & svartvik, j. (1985). a comprehensive grammar of the english language. new york: longman sugiyono. (2011). metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. jitpranee, j. a. (2017). study of adjective types and functions in popular science articles. international journal of linguistics. issn 1948-5425. 2017, vol. 9, no. 2 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.8162 july 2023. vol.11, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 537-546 jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 537 the correlation between students’ learning anxiety and speaking skills in lower secondary school 1*dessy mutiara syahbani, 1tri wintolo apoko 1english education department, faculty of teacher training and education, university of muhammadiyah prof. dr. hamka, indonesia *corresponding author email: mutiaradessy99@gmail.com article info abstract article history received: may 2023 revised: june 2023 published: july 2023 speaking skill, which involves the ability to communicate orally, demands selfconfidence and composure when interacting with others. furthermore, speaking in the english language poses a significant challenge for many students, often inducing nerves and anxiety. the purpose of this research was to examine the correlation between students' learning anxiety and their speaking skills at the lower secondary school level. to investigate this relationship, a quantitative research approach with a correlation design was adopted. the data collection involved the administration of a questionnaire (flcas) to assess students' learning anxiety and an english-speaking test to evaluate their speaking skills. the questionnaire used in this study was adapted from the work of horwitz et al. (1986) to measure students' learning anxiety. the collected data were analyzed using the spss program version 25. the target population for this englishspeaking of all second-grade students, totaling 102 individuals. through simple random sampling, 41 students were selected as respondents. the analysis of the data yielded results indicating the acceptance of the alternative hypothesis (hi) and the rejection of the null hypothesis (h0) (0.046 < 0.05). thus, the findings suggest a significant correlation between students' learning anxiety and their speaking skills. in summary, the research findings support the existence of a relationship between students' learning anxiety and their proficiency in speaking skills. the study contributes to the understanding of the challenges faced by students in developing their speaking abilities, particularly in the context of english language learning. keywords learning anxiety; speaking skills; foreign language anxiety; how to cite: syahbani, d. m., & apoko, t.w. (2023). the correlation between students’ learning anxiety and speaking skill in lower secondary school, jollt journal of languages and language teaching, 11(3), pp. 537-546. doi: https://doi.org/10.33394/jollt.v%vi%i.8162 introduction in reality, many students are currently faced with a new language problem, especially in english. meanwhile, english has been used as an international language in many countries in the world. this is supported by badrasawi et al. (2020) and suparlan (2021) who stated that english is a medium to communicate with all people in the world that is widely accepted regardless of their language and cultural differences. so, students need to develop their speaking skills to communicate effectively. moreover, speaking is the most essential skill in english (suadiyatno et al., 2020). this is what makes students have good abilities in english as the aim of english instruction in schools is to encourage the students to be capable of mastering various areas of the target language, such as conversation, vocabulary, pronunciation, and grammar (wasiq & helmand, 2021). the students who are not used to using english will feel afraid to speak english. in addition, they feel tense, embarrassed, and anxious. more specifically, anxiety in english learning is commonly felt by students in several lectures and it could affect the students’ language skills, mainly in speaking skills. speaking skill is a tool of daily oral communication, and students should have adequate confidence in front of people when speaking (asysyfa et al., 2019; aulia & apoko, 2022). https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:mutiaradessy99@gmail.com syahbani & apoko the correlation between students’ ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 538 when speaking in english with confidence, people are more likely to start conversations in that language wherever they are (lee & hsieh, 2019). cameron (2001), as cited in (jannah et al., 2022), stated that speaking is the way to communicate and use the language so that others can understand it. (rao, 2019) as cited in (irawati, 2021) said that speaking skill is essential not only for communicating in english but also for developing communication so that communication goals can be achieved. it makes speaking a difficult skill to master compared to other skills. (pratolo et al., 2019) stated that speaking skill, especially in english, is hard. it was because the students’ speaking skill was influenced by a variety of aspects. according to brown (2004) as cited (bohari, 2020) stated that grammar, vocabulary, comprehension, fluency, and pronunciation were all theists of speaking skills. speaking english in an efl classroom is challenging for students because it is not easy to speak a new language where they are not native speakers. they generally feel nervous when they should speak in english. thus, their feeling can be an obstacle for them to speak english. the factor that causes students to think that in learning, especially speaking, is anxiety. it is a problem in learning called learning anxiety. siregar & perwana, (2020) stated that learning anxiety is a psychological phenomenon that causes problems such as worrying about the students while learning. in this research, learning anxiety which is meant is the anxiety in learning english as a foreign language. students who have anxiety will have negative emotional reactions such as fear, especially in learning english. meanwhile, anxiety is a fear that occurs as a reflection of something bad that will happen. it is supported by reber and sapir & aronson as cited in (oflaz, 2019) who explained that anxiety is a fear based on the emotion characterized by a feeling that something negative will happen, such as uncertainty, loss of control, distress, restlessness, and worriedness. another view from previous research stated that anxiety has differences from fear. anxiety has no clear object, whereas fear has a clear object. according to abdullah et al. (2022), there were several types of anxiety, such as trait anxiety, state anxiety, and situation-specific anxiety. meanwhile, horwitz et al. (1986) (as cited in miskam & saidalvi, 2019) stated that types of foreign language classroom anxiety could be communication apprehension, fear of negative evaluation, and test anxiety. horwitz (as cited by toyama & yamazaki, 2021) explained that people who were anxious about learning a foreign language had higher learning difficulties and struggle with their grades, which could influence their academic achievement. therefore, the research above showed that anxiety is the most severe variable that can prevent students' success in foreign language learning. so, the students have to suffer from learning anxiety, which can bring negative effecon in learning english. moreover, it is supported by daubney et al. (2017) (as cited in dryden et al., 2021) stating that foreign language anxiety was a negative emotional reaction that happened when a person learned or used a foreign language in public, such as in front of a class. according to other experts in this study, horwitz et al. (1986) stated that foreign language anxiety is described as a set of self-confidence related to language learning in the classroom. based on those definitions, it is deduced that foreign language anxiety is the negative response that arises during language learning, especially in the classroom or public places that are the center of attention. there are numerous kinds of research investigating anxiety and speaking skills. chen et al., (2022) found a negative correlation between foreign language anxiety and speaking performance through computer-based tests although the relationship was non-significant. they also provided strategies for students with speaking anxiety in online-texting tests. another research revealed that the students were anxious about learning english and had different anxiety levels (noviyenty, 2021). another relevant research used the mixed method to investigate speaking in-class anxiety, focusing on a non-english major first-year student at cecac, and it reported factors contributing to the student’s speaking anxiety and the student's self-perceived language proficiency (tran, 2022). in addition, several factors caused the syahbani & apoko the correlation between students’ ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 539 students to feel anxious, and strategies for the teacher to reduce their learning anxiety in english. those studies stated that english is a foreign language in indonesia, and not ale students use it in their daily communication (suciati, 2020). they use english only at certain times. they still use their native language, indonesian in the english foreign language classroom. thus, there is a high level of anxiety and a significant relationship between speaking anxiety and speaking skill skills strategies to overcome the problems. based on the explained relevant studies, this current research is rarely conducted as it focuses on showing other insights into the students’ learning anxiety and speaking skills in a lower secondary school. this research aimed to find a significant correlation between the students’ learning anxiety and speaking skills in lower secondary school. thus, the research question addressed was: is there a significant correlation between students’ learning anxiety and speaking skills in lower secondary school? research method this research examined the correlation between students’ learning anxiety and speaking skills in a lower secondary school. thus, a suitable design for offers research was a quantitative approach with correctional design. the researcher collected the data by using a questionnaire to measure the students’ learning anxiety. meanwhile, english speaking test was used to measure their speaking skills. the questionnaire was distributed in the first step to collect data and did the english-speaking test to perform the speaking skills. to analyze the data, spps programs version 25 was utilized if the data correlated or not. research design this research used quantitative research by applying a correlational design to gain the relevant data of two variables (creswell, 2012), namely students’ learning anxiety and their speaking skill in lower secondary school. in addition, quantitative research was used for this research as the data was presented with numerical data and evaluated with statistical analysis. it is supported by (allen et al., 2013) who stated that quantitative research is one of the research that concerned with gathering and evaluating the structured data that might be shown numerically. the primary goal of quantitative research was to create trustworthy and reliable measures that could be applied for statistical analysis. population and sample the respondents of this research are the nd-semester students in the 2022/2023 academic year of an islamic lower secondary school in depok, west java. this has three types of classes, such as fullday class, tahfidz class, and regular class. the population of the respondents consists of students from second grade with 102 students. of 102 students, 41 students with 22 male and 19 female students responded to the questionnaire and performed an english-speaking test. they were selected from a random sampling of the student population size. instruments in this research, the data were collected by using two instruments, namely a questionnaire and an english-speaking test. the foreign language classroom anxiety scale (flcas) was used as a questionnaire form by horwitz et al., (1986). the questionnaire, which had 23 statements, was administered after the original version was translated into the indonesian language. it was employed through a paper-based questionnaire that the students filled out. the questionnaire includes several aspects that contribute to foreign language anxiety. there are communication apprehension, fear of negative evaluation, and test anxiety. there are 5 statements for communicative apprehension, 8 statements for fear of negative evaluation, and 10 statements for test anxiety in each aspect. the questionnaire responses include a five-point syahbani & apoko the correlation between students’ ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 540 likert scale. 1 indicates strongly disagree, 2 indicates disagree, 3 indicates enough, 4 indicates agree, and 5 indicates strongly agree. the second instrument is the english-speaking test. this research used the test to assess student’snts’ speaking skills. one topic which is about recounting text with the given theof on holiday or personal experience was provided in the english lesson. the students performed their spoken english within 2-3 minutes and their performances were recorded. in testing english speaking skills, brown (2004) as cited in (syahidah & umasugi, 2021) stated that speaking assessment used several criteria, such as grammar, vocabulary, fluency, pronunciation, and comprehension. the score in the english test contains 5 points for excellent; 4 points for very good; 3 points for good, 2 points for adequate; 1 point for poor. the results of the test showed information about their level of english-speaking skills. in collecting the data, firstly the students were asked to fill out a questionnaire to find out their anxiety levels when learning english. in the next meeting, two ratters tested their speaking skills using an english-speaking test. each student had 3-5 minutes to perform their spoken english. data analysis the researchers employed a data analysis technique to analyze the data that has been obtained. the data were gained from the speaking test as an instrument for english speaking skills and a questionnaire asan learning anxiety instrument. the validity and reliability tests were employed to test the questionnaire of the independent variable on the dependent variable. seven statements were declared invalid as a result of the validity test such as numbers 2, 5, 7, 16, 20, 26, and 27. meanwhile, 23 statements were found to be valid. it could be said valid as the r-result from the r-table is bigger than 0.361 with a significance level of 0.05. the data was then subjected to a reliability test. the reliability test score was 0.809, placing it in the category of very high reliability. the data were then tested using the normality test, regression linear test, correlation test, and hypothesis testihypothesisesis testing was performed to test the research hypotheses after determining the solution to the problem. the data were analyzed by spss program version 25. then, the normality test by using kolmogorov smirnov and shapiro-wilk provided that the significance value is more than 0.05. thus, the data were normally distributed. meanwhile, simple regression linear test was used to show the relationship between students’ learning anxiety and speaking skills. then, the researchers did the correlation test by using pearson product moment which provided the category of correlation. here is the table of the category of pearson product moment correlation: table 1 pearson product moment correlation range category 0 – 0.19 very weak 0.2 – 0.39 weak 0.4 0.59 sufficient 0.6 – 0.79 strong 0.8 – 1.0 very strong research findings and discussion research findings the data findings were gathered using a questionnaire for students’ learning anxiety and an english test for speaking skills as the instruments. the findings of the data were evaluated using descriptive analysis. here is the outcome of the descriptive analysis: syahbani & apoko the correlation between students’ ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 541 table 2 descriptive statistic n range minimum maximum sum mean std. deviation variance learning anxiety 41 51 51 102 3211 78.32 12.177 148.272 speaking skills 41 15.5 6.5 22.0 564.5 13.768 4.1414 17.151 valid n (listwise) 41 the research sample, as shown in table 2, consists of 41 students. they were filling out the questionnaire as an instrument of the student’s learning anxiety and did the englishspeaking test as an instrument of speaking skills. from the sample, it is found that the mean score of students’ learning anxiety as inan dependent variable was 78.32, and speaking skills as dependent variable was 13.768. the minimum score of students’ learning anxiety was 51 and maximum was 102. meanwhile, the speaking skill for the minimum score was 6.5 and maximum was 22. the range of students’ learning anxiety was 51 and 15.5 for speaking skill. from this analysis, the frequency distribution is determined for each variable in the following table. table 3 frequency of learning anxiety interval frequency percentage 51 58 2 5% 59 66 4 10% 67 74 10 24% 75 82 9 22% 83 90 10 24% 91 98 5 12% 99 106 1 2% 41 100% as it can be seen from table 3, there were 2% of students that had the highest score in learning anxiety while the lowest score is 5% of the total of participants. besides, there were as many as 24% of students who had a score of 67-74 and 83-90. the other results obtained were as much as 10% with a total frequency of students as many as 4 students, 22% as many as 9 students, and 12% as many as 5 students. in conclusion, the students’ learning anxiety score ranged between 67 and 74, and also 83 and 90 as the majority scoring of their learning anxiety. table 4 frequency of speaking skills according to table 4, there was 7% of students that had both the higher and lower scores in english speaking test. furthermore, there were 29% of students who had a score between 11.4 and 12.8. the other results obtained were as much as 17% of students who had a score between 13.8 15.3; 16.3 17.7; and 83 90. the other results were as much as 10% with a interval frequency percentage 6.5 – 7.9 3 7% 8.0 – 10.4 4 10% 10.5 – 12.8 12 29% 12.9 – 15.3 7 17% 15.4 – 17.7 7 17% 17.8 – 20.1 5 12% 20.2 – 22.6 3 7% 22.7 25 0 0% 41 100% syahbani & apoko the correlation between students’ ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 542 total frequency of students as many as 4 students and 12% as many as 5 students. in conclusion, the student’s speaking ranged from 10.5 to 12.8 as the mostly score got in english speaking test. the normality test is the following stage once the data findings have been obtained. the normality test determined whether the data were distributed normally or not. the spss program can be used to view it. the following is the result of the normality test. table 5 test of normality kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. learning anxiety .099 41 .200 .982 41 .739 speaking skills .114 41 .200 .963 41 .194 *this is a lower bound of the true significance a. lilliefors significance correction based on table 5, it can be seen that the results of the significance of the data have different results with two different types of normality tests. in kolmogorov-smirnov, the significance values of both the students’ learning anxiety and speaking skills were 0.200. meanwhile, the other type, shapiro-wilk, had different results for two variables. the significance of students’ learning anxiety was 0.739 and 0.194 for speaking skill. if the data was normally distributed, it had a significance greater than 0.05, and vice versa. if the significance value is less than 0.05, the data is said to be not normally distributed. based on the data shown above, it was clear that the results of all significances value, including kolmogorov-smirnov and shapiro-wilk were normally distributed. it is because the results of significance are 0.200 > 0.05, 0.739 > 0.05, and 0.194 > 0.05. the researchers performed a simple linear regression to establish the relationship between the two variables once the data has been normally distributed. it used anova table that explained the examination with ftest. it also shown the relationship between learning anxiety and speaking skills with significance value less than 0.05. the end result is as follows. table 6 anovaa model sum of squares df mean square f sig 1 regression 67.237 1 67.237 4.238 .046b residual 618.811 39 15.867 total 686.049 40 a. dependent variable: speaking skills b. predictors: (constant), learning anxiety according to the table above, the f value is 4.238 with the significance level of 0.046. the data can be said to have a relationship if it has a significance value < 0.05, and vice versa. if a significance value is more than 0.05, the data does not have relationship. based on the data presented above, the results of significance were 0.046 < 0.05. it is clear that there was a relationship between both students’ learning anxiety and speaking skills. another simple linear regression was to explain the relationship or correlation value, namely model summary. it contains the magnitude of correlation of learning anxiety as independent variable to speaking skill as dependent variable. here is the result. syahbani & apoko the correlation between students’ ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 543 table 7 model summary model r r square adjust r square std. error of the estimate 1 .313a .098 0.75 3.9833 a. predictors: (constant), learning anxiety from table 7, it was a simple linear regression analysis that explained about correlation (r), coefficient determination (r square), adjust r square, and std. error of the estimate. it is found that the relationship or correlation (r) value was 0.313, and the coefficient determination (r square) was 0.098. it indicated that there was a 9.8% the effect of correlation or relationship on the students’ learning anxiety to speaking skills. meanwhile, adjusting r square is used when the research has two or more independent variables. after knowing the value of the relationship or correlation (r) and the coefficient determination (r square), the hypothesis in the research is accepted or not. in order to discover if it is accepted, the spss program was used. here is the value of the coefficient in this research. table 8 coefficients unstandardized coefficients standardized coefficients model b std. error beta t sig. 1 constant 22.107 4.098 5.394 .000 learning anxiety -.106 0.52 -.313 -2.059 .046 a. dependent variable: speaking skills as it can be seen from table 8, the significance value is 0.046. the data could be said to be correlated if it has a significance value < 0.05. it means that hi is accepted, while h0 is rejected. the data found is 0.046, and the significance value is 0.046 < 0.05. thus, the data that has been found is correlated with students' learning anxiety and speaking skills. another result, as can be seen from the table above, the significance value is as follows. table 9 correlation analysis learning anxiety speaking skills learning anxiety pearson correlation 1 -.313* sig. (2-tailed) .046 n 41 41 speaking skills pearson correlation -.313* 1 sig. (2-tailed) .046 n 41 41 a. correlation is significance at the level 0.05 level (2-tailed) according to table 9, it can be seen that the pearson correlation is -0.313. it means that it has a negative direction on the results of the correlation between the two variables. the negative results showed that if students' learning anxiety has a high score, then the speaking skills will have a low score, and vice versa. if students' learning anxiety has a low score, speaking skills will have a high score. thus, it could be said that the level of correlation between these two variables has a weak level with a negative direction. syahbani & apoko the correlation between students’ ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 544 discussion the aim of this research was to discover the correlation between students’ learning anxiety and speaking skills in lower secondary school. the students considered that english is one of the complicated subjects in the school. they needed to speak english during the learning process. the students were anxious to speak english in front of the class as they feared of being wrong. the anxious arose when the students were required to speak english and found some mistakes, such as incorrect sentences in grammar and mispronunciation (nadia & hilalina, 2020). the feeling of pressure in speaking english during learning process could hinder students' learning to speak english confidently. thus, they tried to avoid it. meanwhile, the previous studies also found that the fear of negative evaluation was the most dominant types of foreign language anxiety. the students were confident when they spoke english, and their anxiety decreased. even if they made errors in grammar or pronunciation, they had to be confident in order to avoid being evaluated by others when speaking english (plantika & adnan 2021). overall, the result showed that there was a correlation between students’ learning anxiety and speaking skill in lower secondary school. it is evidenced by the hypothesis testing that indicated the result was less than 0.05, namely 0.046 with the negative direction. the other result pointed out that 2% of students’ learning anxiety got higher scores than other students and 5% got lower scores. meanwhile, 7% of students’ speaking skills got both higher and lower scores than other students. this current result is supported by a study conducted by megawati (2019), and it showed that there was a considerable correlation between students’ anxiety and their speaking skill. it revealed a negative correlation between speaking anxiety and speaking skills where if the student had a high level of anxiety, their speaking skills were low, then vice versa. meanwhile, the category of correlation was in strong level. meanwhile, another study done by putri & refnaldi (2020) revealed that the students’ speaking skill was in the fair category. the half of the students got score around 60 to 74 that means the half students were in good in speaking english and the other half students were in below average. related to this current result, the students’ anxiety in speaking english was influenced by some factors such as grammar, pronunciation, shyness, and self-confidence (rajitha & alamelu, 2020). based on the findings in this study, the implication is that it could help the students to better understand the contribution of learning anxiety to speaking skills experienced by them. the students need to prepare well to reduce their anxiety related to speaking in front of the class, communicating, and being afraid of making mistakes (fang & tang, 2021). if they are well-prepared, their confidence will increase and thus reduce their anxiety. in addition, teachers can also encourage them to be more confident in speaking english, especially during learning. teachers can provide a pleasant learning atmosphere so that students can feel comfortable during english learning. the limitation of this research was that only certain school and grade of the students to fill out the questionnaire and english-speaking test. there were only 41 students who completed the data. thus, this research could not generalize that it represented all the students in others regions. in addition, there is time constraints. the researcher had to adjust the time to the research place related to the time used at the time of data collection. finally, the further research is expected to have more participants and time management better. conclusion based on the results and discussion, it is therefore concluded that there is a correlation between students’ anxiety and speaking skill. it is proven that the result of correlation was 0.313 which means that it is in the weak category. in addition, there was only 9.8% of the students’ learning anxiety to speaking skills. as learning anxiety contributed to english speaking skill, it is important to recommend that students in lower secondary schools should syahbani & apoko the correlation between students’ ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 545 consider the grammar use and pronunciation as external factors. the more they practice english by correcting the grammar use and by practicing their pronunciation, their spoken english would be better. by having adequate skills of english, students would be more confident in using english. in addition, they would not be afraid of using english expressions. acknowledgement the researcher would like to thank the principal of islamic lower secondary school of al-kautsar, who permitted the researcher to do the research in the school as the research place. in addition, appreciation was delivered to the students who were co-operative during the whole data collection process, starting from filling out the questionnaire as the instrument of students’ learning anxiety and the english test as the instrument of speaking skills. references abdullah, s., altun, m., & hama, f. m. 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(2021). language speaking anxiety in efl classes at english department, kandahar university. international journal of scientific and research publications (ijsrp), 11(2), 730–741. https://doi.org/10.29322/ijsrp.11.02.2021.p11091 jollt journal of languages and language teaching, vol. 7 no.2, november 2019 128 the effect of recipe demonstration technique on students’ writing competence in procedural text valia alviana english teacher, tourism department, smkn 1 batulayar email : oceanvalia@gmail.com abstract this study was aimed at finding the effect of recipe demonstration technique towards students' writing skill in the procedural text at the food and beverage department. it was found that the students of smk negeri 1 batulayar have problems in implementation writing procedural texts, thus the researcher conducted a quasi-experimental class. this research involved 62 students at grade tenth of smk negeri 1 batulayar. the purpose of this research was to find out the effect of recipe demonstration toward students’ writing skill in procedural text. in collecting the data, the researcher conducted all procedures of data collection, starting from pre-test, treatments, and ended up with post-test. the quantitative data was obtained through the result of post-test of the experimental and control class. the analysis method used was independent sample t-test to find out the effect of using recipe demonstration toward students writing skill in procedural text. while the qualitative data was obtained through observation, the researcher acts as the main instrument in identifying the selected students' worksheet through a desk study within five aspects assessed in a procedural text. in this research, the researcher used the technique of data analysis which is involving three steps: (1) data reduction, (2) data display, and (3) conclusion drawing/verification. the researcher got the result by using spss analyses, and the score of t-test indicated that the sig-2 tailed< 0.05 and the t-test shows > t-table, that is the result of the t-test is 3.562 while t-table is 1.66, and it can be concluded that the hypothesis that the researcher set is accepted. in conclusion, the implementation of recipe demonstration is effective to increase students' writing competence in the procedural text of students' at f & b department smk negeri 1 batulayar. keywords: recipe demonstration, writing competence, procedural text. abstrak tujuan penelitian ini untuk mengetahui dampak dari penerapan teknik demonstrasi resep terhadap kemampuan siswa dalam menulis teks prosedur. berdasarkan hasil penelitian, ditemukan bahwa siswa smkn 1 batulayar memiliki beberapa kesulitan dalam menerapkan teks prosedur, oleh karena itu peneliti melakukan quasi eksperimen. penelitian ini melibatkan 62 siswa kelas satu smkn 1 batulayar. dalam mengumpulkan data, peneliti melakukan berbagai prosedur dalam mengumpulkan data di awali dengan pretest, treatment, dan diakhiri dengan post-test. data kuantitative didapatkan melalui hasil post-test pada kelas ekperimental dan kelas kontrol. metode analisis menggunakan independents sample t-test. sedangkan pada data kualitatif didapatkan dengan cara melalui observasi dimana peneliti bertindak sebagai instrument utama dalam mengidentifiksasi sampel dari hasil kerja siswa dari kelas ekperimen dan kelas kontrol, penilaian hasil kerja siswa berdasarkan lima aspek penilaian pada teks prosedur. dalam penelitian ini, peneliti menggunakan teknik analisis data yang meliputi tiga tahapan ; (1) data reduction, (2) data display, dan (3) conclussion drawing/ verification. peneliti menemukan hasil penelitian dengan menggunakan analisis spss, dan skor dari t-test menunjukakan bahwa sig-2 tailed<0.05 dan t-test menunjukkan >t-table, dimana hasil dari ttest adalah 3.562 sedangkan t-table 1.66. berdasarkan hasil tersebut, bias disimpulkan bahwa hipotesa yang dilakukan oleh peneliti dapat diterima. kesimpulannya, penerapan teknik demonstrasi resep dikatakan efektif dalam meningkatkan kemampuan siswa dalam menulis teks prosedur pada kelas boga smkn 1 batulayar. kata kunci: demontrasi resep, kompetensi menulis, teks prosedural mailto:oceanvalia@gmail.com jollt journal of languages and language teaching, vol. 7 no.2, november 2019 124 introduction the researcher had constructed a preliminary study to see the classroom situation and students' performance. based on the preliminary, the researcher found that the students had many problems in writing procedural text, such as (1) difficulties to explore their ideas; (2) could not recognize the steps and mention the language features of a procedural text. some students did not mention the language features of procedural text; (3) problems used the proper word in writing. some of them could not write the words correctly; (4) problems in producing grammatically correct sentences. the students' sentences were not grammatical and the meaning of the sentence is confusing. the students often made mistakes in applying the appropriate structure of present tense in the text; (5) difficulties to use mechanic (punctuation and spelling) in writing. the students forgot to give coma in their writing, for example in punctuation. the causes of the problems came from the students’ cultural background, linguistic knowledge, and the classroom situation (haerazi, et al., 2018). the students' are passive during the teaching and learning process. usually in the classroom applied to lack of effective facilities act as the additional factor. the classroom situations are: (1) the students often play and chat with friends during teaching-learning process; (2) some of the students did not finish the writing assignment during the lesson, for example the students did not get enough ability to write, they always opened the dictionary regularly or turned around to get the answer from their other classmates and most the students did not write notes given by teacher; (3) students were not active and creative to ask the lesson what they did not understand, for example, they reported that they were confused because they did not understand the material, so they just kept; (4) some of the students were not active when the teacher asked them to do the task in front of the classroom, for example they were not confident with their answer. from those situations, there is a problem that students confronted difficulties in understanding and constructing a procedure text. based on the result preliminary study there is a problem should be solved which inspired this study by applying a recipe demonstration. due to those problems, the writer believes one of the ways to solve the problem and help the students is the teaching aid or media. the appropriate of choosing and using media is quite important because it can make students interested in the teaching and learning process. it can be interpreted that using media to teach the writing of procedure texts is really important and truly recommended since it can help students improve their procedural texts writing. the effort to help students write the procedure text is by applying the appropriate technique. one of the techniques that are recommended by many researchers is the demonstrative technique. the demonstrative technique is effective in teaching writing procedure text. by demonstration from the teacher, the students will involve conceptualizing class material (procedure text) so that the learning process becomes effective, efficient and interesting. besides, students will be more active because they will find something new and different from what they usually get in the class and surely they should connect it with their experiences. the researcher chooses demonstration as a technique in teaching writing procedural text because demonstration allows students to see and listen to the detail or specific information jollt journal of languages and language teaching, vol. 7 no.2, november 2019 125 to do or make something then the students asked to write the procedure text. in line with the previous statement, studies about teaching using the demonstration technique have been conducted before and the researcher found some previous researches that have been conducted about using demonstration. the first researcher named huda (2015), in his research "improving students' ability in writing procedure text through demonstration". the result of his research showed that students' ability was improved in each cycle after they were taught using demonstration. they were better in their procedure text's writing. it was signed by their improvements of each writing component, i.e. content, organization, vocabulary, language use, and mechanic. while the research conducted by yanti (2015), in her research “increasing students’ ability in writing procedure text by using demonstration technique at the eleventh grade students”, assumes that demonstration technique can increase students ability in writing procedure text. furthermore, a researcher named amalia (2016), in her research “the effect of demonstration technique on students’ writing of procedure text at the eighth grade concluded that demonstration technique is effective in teaching procedure text because it showed a significant effect on students‟ writing of procedure text at eighth grade. the following researcher named jupri (2018) in his research "using video recipe to improve the junior high school students' ability in writing procedure text", the results of his study revealed that the utilization of video recipe can improve the junior high school students' ability in writing procedure text. finally, based on the reasons above the writer would like to research "the effect of recipe demonstration technique towards’ writing competence of procedural text at the food & beverage department". research method research design in this research, the researcher applied a mix method approach, in which quasi-experimental study was conducted to answer the first research question and a descriptive qualitative study to respond to the second research question. as goddard and melville's view, quasi-experimental research is primarily concerned with cause and effect. therefore, in this research, the researcher identified the variables of interest and try to determine if changes in one variable (called the independent variable, or cause) result from changes in another (called the dependent variable, or effect). the researcher applied an experimental study using two-class of the sample; control and experimental class to investigate the effect of demonstration recipe technique towards students' writing of procedural texts. the experimental class was the class given a treatment using a recipe demonstration technique; meanwhile, the control class was given a treatment using the teacher's presentation. the researcher also used pretest before giving the treatments and posttest following the treatments. research instrument creswell (2011) states that instruments are a tool to measure, to observe and to document data of research. in this research, the research instruments for quantitative and qualitative design are described in the following subchapter. quantitative hughes (1989, p. 22) proposed "a test is said to be valid if it measures accurately what is intended to be measured." it is also one of the requirements of quantitative research. the research instrument in this research was written a test jollt journal of languages and language teaching, vol. 7 no.2, november 2019 126 given in pre-test and post-test. the pre-test and the post-test had different topics of procedure texts that have been prepared by the researcher. in the pre-test, the researcher asked the students to make a procedural text about "how to make a chicken sandwich," while in the post-test, the students were asked to make two procedural texts about "how to make a chicken sandwich " and "how to make banana split". in determining the score or assessment, the researcher used written score criteria in writing competence as suggested by hughes (2003). the scoring rubric of the test provides a measure of the quality of performance based on five criteria namely (1) content, (2) organization, (3) vocabulary, (4) language use, and (5) mechanic. the blueprint of scoring is shown in table 3.3. table 1. score criteria in writing competence no. item analysis score criteria 1. content 1. 30-27 (excellent to very good) relevant to the assigned topic. 2. 26-22 (good to average) mostly relevant to the topic. 3. 21-17 fair to poor: inadequate development of the topic. 4. 16-13( very poor) not enough to evaluate. 2. organization 1. 20-18 (excellent to very good) well-organized, logical sequencing 2. 17-14 (good to average) logical but incomplete sequencing. 3. 13-10 (fair to poor) lacks logical sequencing and development. 4. 9-7 (very poor) no organization, or not enough to evaluate. 3. vocabulary 1. 20-18 (excellent to very good) word form mastery, appropriate register. 2. 17-14 (good to average) occasional of word/ idiom form, choice, usage, but the meaning is not obscured. 3. 13-10 (fair to poor) frequent errors of word/ idiom form, choice, usage but meaning confused or obscured. 4. 9-7 (very poor) little knowledge of english vocabulary, idioms, word form, or not enough to evaluate. 4. language use 1. 25-22 (excellent to very good) few errors of agreement, tenses, number, word order/function, articles, pronouns, prepositions. 2. 21-18 (good to average) several errors of word-order/function, articles. 3. 17-11 (fair to poor) frequent errors word order/function, articles, pronouns, preposition. 4. 10-5 (very poor) dominated by errors, does not communicate, or not enough to evaluate. 5. mechanic 1. 5 (excellent to very good) few errors of spelling, punctuation, capitalization, paragraphing. 2. 4 (good to average) occasional errors of spelling, punctuation, capitalization. 3. 3 (fair to poor) frequent errors of spelling, punctuation, capitalization. 4. 2 (very poor) dominated by errors of spelling, punctuation, capitalization. qualitative jollt journal of languages and language teaching, vol. 7 no.2, november 2019 128 in the qualitative study, the researcher acts as the main instrument in identifying the qualitative improvement within five aspects assessed in a procedural text. the researcher investigated selected works of the students and collected the data using notetaking. the researcher applied some steps to analyze students' works. the researcher used criteria of assessment that consists of five elements—content, organization, grammar, vocabulary, and mechanics. these elements are regarded as the main part of the generic structure in writing. research finding and discussion research findings the score of t-test indicated that the sig-2 tailed<0.05, therefore, it can be concluded that the hypothesis that the researcher set is now accepted. the result of statistical analysis can be seen in appendix 6. the t-test shows > t-table, that is the result of the t-test is 3.562 while t-table is 1.66. from the result that the researcher obtained from the statistical analysis is indicated that recipe demonstration is effective to increase students' writing competence. by the use of recipe demonstration technique in writing class focusing on procedural text, students’ worksheet showed that three selected categories demonstrated various improvements within aspects of procedural that covers (1) content, (2) organization, (3) vocabulary, (4) language use, and (5) mechanic. in assessing the students’ score in order to determine the level of the students’ achievement, the researcher used five aspects of writing. the content aspect refers to the substance of writing, the experience of the students’ main idea or the unity of the text which is completed the three elements (goal, material, steps). the text is identified by seeing the topic sentence and the sentence of the topic should express the main idea of the whole paragraph. from the organization aspect, it refers to the logical organization of the content (coherence). it is related to the ideas that stick together so that ideas run smoothly within the paragraph. while in the grammatical aspect, it refers to the use of the correct grammatical forms and syntactical pattern. the correct organization is identified from the form the construction, and it should be a well-formed sentence. next, in the vocabulary aspect, it refers to the selection of words which are suitable with the content. it can be identified by seeing the students' words choice of diction to convey ideas to the reader. the last, in terms of mechanics aspect, the students are expected to use the conventional graphic of the language by identified the usage of spelling, punctuation, and capitalization within the paragraph. the result of the students' assessment in improving their writing competence will be described in each of the aspects as follow: a. content in this aspect, student she had an improvement in writing procedural text from fair to good, she completed the elements of the procedural text (goal, material, steps). while students sme had completed the element of the procedural text from poor to good and student sle had a slight improvement in this aspect from poor to fair. in conclusion, she, sme, and sle had improved their writing in this aspect. b. organization in this second aspect, student she applied the steps that she demonstrated well, it increased from good to very good. while student sme improvement is quite significant from average to good, he got clear order in this aspect. it is different from student sle, he was still struggling in order, however, she had improved from poor to average. jollt journal of languages and language teaching, vol. 7 no.2, november 2019 129 c. vocabulary in this aspect, student she had improved her vocabulary from good to very good, she applied for the ordinal number in wring steps of making a chicken sandwich. while student sme did well in using ordering words, his mark increased from fair to very good and student sle applied imperative words and listed complete ingredients, therefore sle had improved from fair to good. d. language use in language use, student she applied appropriate preposition and it had improved from poor to very good. while student sme improved his language use from very poor to average, he was also able to apply appropriate preposition. then, student sle had an improvement in language use from poor to average because sle put an appropriate article in the text. e. mechanics in this aspect, student she had improved in the mechanic aspect, it increased from fair to good. she was getting better in spelling and capitalization. while student sme had an improvement in this aspect from very poor to good, she had only a few errors of spelling in his worksheet. student sle was getting better in punctuation. sle's mark increased from very poor to good. in conclusion, it was found that student's writing scores taught by using the recipe demonstration technique were better. it showed that there was a significant difference in students' writing score after implementing the recipe demonstration technique. thus, the result of the present study supported the ideas that there was a significant effect of using recipe demonstration technique on students' writing of procedure text. as a result, the demonstration technique promoted the learning process which facilitated students to practice their writing confidently. recipe demonstration technique made the students take part in the class learning process and had helped them to balance their own types of learning such as auditory, visual and kinesthetic. besides, the strength of the recipe demonstration technique could develop their ideas in creating procedural text and their ideas would be useful for them in the cooking class. discussion the implementation of the recipe demonstration was a suitable teaching technique to improve the students' competence in writing procedure text. it means that the use of recipe demonstration can be used in the process of teaching writing. using recipe demonstration had made the students able to write paragraph easily because the demonstration gave them clear instruction in every aspect such as organization, the use of diction, the students were able to use appropriate language structures, correct grammatical sentences and it gave fun atmosphere in the classroom and it made the students' interested in the lesson. it was in line with haerazi and irawan (2019) who found the clear model texts provided helped learners to compose sentences effectively. students gave more responses when the teacher asked them to pay attention to the demonstration in the classroom. using the recipe demonstration was also effective to improve the students' motivation and the students' learning activities during the teaching-learning process. students were active in the class during the lesson. teaching method, says dewey, is the method of art, of action intelligently directed by ends (dewey, 1966, p. 170). as every artist should be thoroughly acquainted with materials and tools with which he works, so the teacher must be in possession of the methods used by others, which experience jollt journal of languages and language teaching, vol. 7 no.2, november 2019 130 has shown to be more efficient in the process of acquiring knowledge. however, knowing or owning these, as dewey calls them, general methods is not in opposition to the individual initiative and creativity of the teacher. if they are acquired as intellectual aids in sizing up the needs, resources, and difficulties within the framework of his experience, they are of constructive value (dewey, 1966, p. 172). at the same time, the method and medium are the result of the individual's specificity and could be understood as various individual methods. they reflect the individual approach to the problem, as well as different abilities, past experiences, and interests. dewey believes that there are several attitudes that are central in the process of intellectual dealing with subject matter: directness or straightforwardness with which one goes at what he has to do, flexible intellectual interest or openness of mind for learning, intellectual integrity, honesty and sincerity, as well as undertaking responsibility for the consequences of the act (dewey, 1966, p. 173-179). in line with the statement above, there were some benefits of using demonstration technique that the researcher experienced in teaching the procedural text because it helped the students to easily memorize the lesson. the use of teaching media in the classroom had given such a great benefit to the students who have limited english speaking backgrounds. the demonstration provided an effective bridge in that learning process of writing. while the use of materials, such as the ingredients of the chicken sandwich recipe to teach the procedural text, had motivated the students during the lesson. moreover, it could be a great way to assess their understanding of more abstract concepts, vocabulary, and visual information. one of the most effective ways to encourage information to make that important jump from the limited short-term memory to the more powerful long-term memory is to pair text with media and information presented visually is processed extremely quickly by the brain. not only does enrich the students understanding of the media they consume, but it can also enrich their enjoyment too, especially when the students try to demonstrate the recipe in front of the class. in teaching through demonstration, students are set up to potentially conceptualize class material more effective as shown in the study in which specifically focuses on the media of demonstration presented by the teacher. demonstration applied when students unable to understand the application of theories using recipe demonstration in teaching procedural text is used to portraying ideas such as ingredients, the types of equipment of cooking and the actions of making the chicken sandwich. by applying the recipe demonstration technique, the researcher can communicate the idea and explain the lesson in order to help the students to have a clear understanding of the learning material. references amalia, f. (2017). the effect of demonstration technique on students’ writing of procedure text (a quasi-experimental study at the eighth grade of smp al fath cirendeu in the academic year 2016/2017). a skripsi of department of english education, faculty of educational sciences of syarif hidayatullah state islamic university, jakarta. anderson, mark and anderson, cathy (2003) text types in english 3, south yarra: mc millan education ltd. atlee, nancy (1995) advancing writing skills: a guide to authentic writing. jollt journal of languages and language teaching, vol. 7 no.2, november 2019 131 san luis obispo: dandy lion publications. clouse, barbara fine (2007) jumpstart: a sentence-to-paragraph work text with readings. new york: mcgraw-hill. creswell, john w. (2011) educational research: planning, conducting, and evaluating, quantitative and qualitative research. boston: pearson education. dewey, j. (1966). experience and education. in garforth, f.w. john dewey: selected educational writings. london: heinemann. dietsch, betty mattix. reasoning & writing well: a rhetoric, research guide, reader, and handbook, fourth edition. new york: mcgraw-hill, 2006. gerot, linda and wignell, peter (1994) making sense of functional grammar. sydney: gerd stabler antipodean educational enterprises. haerazi, h., irwansyah, d., juanda, j., & azis, y. a. (2018). incorporating intercultural competences in developing english materials for writing classes. journal of language teaching and research, 9(3), 540-547. http://dx.doi.org/10.17507/jltr.0903.13 haerazi, h., & irawan, l. a. (2019). practicing genre-based language teaching model to improve students’ achievement of writing skills. ijeltal (indonesian journal of english language teaching and applied linguistics), 4(1), 9-18. http://dx.doi.org/10.21093/ijeltal.v4i1. 246 hughes, arthur (1989)testing for language teachers. new york: cambridge university press. huda, m. m. (2015). improving students' ability in writing procedure text trough demonstration (a classroom action research with of seventh grade students of mts al islam jepara in the academic year of 2014/2015). undergraduate (s1) thesis, uin walisongo. jupri, j. (2019). using video recipe to improve the junior high school students’ ability in writing procedure text. jollt journal of languages and language teaching, 6(2), 108-115. https://doi.org/10.33394/jollt.v6i2.1262 mark, & kathy, a. (2003). text types in english. south yara: macmillan education australian pharr, donald and santi buscemi (2005) writing today. new york: mcgrawhill. walter, carlene (2015)procedural writing grade three. new york: the medium. yanti, h. (2015). increasing students’ ability in writing procedure text by using demonstration technique (an experimental study to the eleventh grade students’ of sma negeri 4 langsa). iain zawiyah cotkala langsa. http://dx.doi.org/10.17507/jltr.0903.13 http://dx.doi.org/10.21093/ijeltal.v4i1.246 http://dx.doi.org/10.21093/ijeltal.v4i1.246 https://org/10.33394/jollt.v6i2.1262 research finding and discussion research findings the score of t-test indicated that the sig-2 tailed<0.05, therefore, it can be concluded that the hypothesis that the researcher set is now accepted. the result of statistical analysis can be seen in appendix 6. the t-test shows > t-table, that is the... jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3501 april 2021. vol. 9, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 257-263 jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 257 improving writing skill of narrative text by using short video at sma negeri 1 silau kahean 1catri novita f. manalu, 2natalia widya pasca tarigan, 1mila kristi sitopu, & 1ayu paulina silaban 1english student, fkip, university of prima indonesia 2english lecturer, fkip, university of prima indonesia corresponding author email: catrinovitafranciska@gmail.com article info abstract article history received: february 2021 revised: march 2021 published: april 2021 video technology in elt has been increasingly used to help students to improve their language skills. various videos are designed to present elt materials. this study aims to investigate the use of short videos to improve students’ writing skills of narrative texts at the senior high school. this study is categorized as classroom action research. the data consist of qualitative and quantitative data. the instruments used to attain the qualitative data are observation and documentation, while the quantitative data are collected using writing tests. this study is carried out in two cycles. the use of short videos helps students understand the generic structures of narrative texts. during learning processes, students are asked to analyze the narrative structures from the introductory to the conclusion paragraph. the improvement of students’ narrative texts is made in the second cycle. the students’ writing achievement is 76.25 in the second cycle. the students’ achievement achieves the passing grade. therefore, the use of short videos is able to improve students’ writing skills of narrative texts at the senior high school. keywords writing skills; narrative texts; short videos; how to cite: manalu, c. n. f., tarigan, n. w. p., sitopu, m. k., & silaban, a. p. (2021). improving writing skill of narrative text by using short video at sma negeri 1 silau kahean, jollt journal of languages and language teaching, 9(2), 257-263, doi: https://doi.org/10.33394/jollt.v%vi%i.3501 introduction nowadays, in the modern era, technological sophistication and human resources are very influential, including language. language is a communication system, sounds, words, and grammar used by people in certain regions or countries. many languages are spread all over the world, and one of them is english. english, an international language, means everyone who wants to connect with other people from different countries uses english. in the world of education in indonesia, english is taught both from elementary schools, junior high schools, high schools to tertiary institutions. similar to indonesian, which has four language skills, english also has four skills. the four skills in english are listening, speaking, reading, and writing (uma & ponnambala, 2001). every skill in english is interconnected. all of these skills are very important and must be mastered in english. however, in this study, the authors only focus on writing skills. students still have difficulty writing. some of the factors that cause students to experience difficulty in writing are lack of vocabulary, the method of treatment provided is less attractive. especially in the era of the covid-19 pandemic, which made the learning system that was once face-to-face become courageous, so that students needed to learn online. students also do not understand the use of grammar, word choice, use of tenses and sometimes hesitate when writing so that they cannot find ideas in writing. according to (asmuti, 2002) by mastering writing skills, the writers can elaborate their ideas in a http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:catrinovitafranciska@gmail.com manalu, tarigan, sitopu, and silaban improving writing skills of ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 258 systematic arrangement. students still have difficulty writing.in writing, students must look at the type of text to be written. researchers took several previous studies that in improving students 'narrative text writing skills using video by fadila (2015). in her research, videos can improve students' writing skills in the narrative text through films. films can improve writing narrative text skills. the results obtained from this study are the results of the post-test cycle 1 with a class average of 72.4. and the results of the post-test cycle ii with an average of 83.1. then by (kristiani vera br ginting et al., 2020), in their research, the result also shows that video can improve the writing skill of narrative text with the result in pre-test score 63.69, in the first post-test 72.50 and 78.02 in the second post-test. then, indasari (2010) also found improving students’ writing skills of narrative texts by using short videos. the result shows that a short video can improve the writing skill of narrative text with the pre-test 68.22, 7 for the post-test in cycle 1 75.58, and 78.31 for the post-test in cycle 2. there are many types of text in english, but the researchers only focused on narrative text in this research. the narrative text is text in the form of imaginary, true stories created by fairy tales, created by a person or group of people to entertain readers—for example, cinderella, snow white, fox and cat, and others. in classroom learning, teachers need media to deliver lessons to students. lots of media are used in learning, but in this study, researchers will use video. the video used by researchers in this study is a video “the legend of lake toba.” by using video, students understand better. the video uses audiovisual so that students will be interested in writing. based on the problem above, the researcher wants to conduct a research entitled “improving students’ writing skill of narrative texts by using short videos.” this teaching-learning uses integrated teaching with focuses on teaching writing. the advantage of this research is that it is proven that the media increases students' curiosity to calculate everything that is on their minds. especially in the era of the covid-19 pandemic, this media can be applied to online and face-to-face meetings. the videos used do not have to be given face-to-face, but instead can be shared via class group and via zoom. the researcher in conducting the action put the target in sma negeri 1 silau kahean. research method research design research is an activity to find solutions to problems by gathering information and analyzing it systematically and objectively. the research design is a unitary, detailed, and specific plan for obtaining, analyzing, and interpreting data. researchers in this study used classroom action research: identification, planning, action, observation, and reflection. the source of data used in this study were students of sma negeri 1 silau kahean. there are nine classes in this school. because there are so many populations, the researchers only choose one class used as a simple sample of the study. the class used in this study was class xi mia 2, which consists of twenty students. instruments researchers provide training to students as an instrument in gathering information about their comprehension to write narrative text. in this study, researchers used qualitative and quantitative data instruments. the quantitative data were obtained, calculating the mean score of the test. the organization of sentences, structure, grammar, content, and understanding is part of the researchers' tests—the qualitative data from class observation, documentation. to analyze the quantitative data, the researchers used steps to collect the data, compare the students' scores, calculate the percentage of the students' scores, and conclude. manalu, tarigan, sitopu, and silaban improving writing skills of ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 259 data analysis data analysis techniques include planning, the researcher provides material, observation aids, and a sheet of test instruments used by researchers for the teaching and learning process. action, at this stage, the researcher asks students to watch a short video then rewrite the story in their own words. observations, this stage is carried out simultaneously with the implementation stage. reflection, at this stage, the researcher observes whether the short video is successful or not. if it does not match the criteria, the researcher must revise the strategy and proceed to the second cycle. the researchers conducted by the researcher is in the form of grammar, understanding, content, and sentence structure. five categories of assessing students' quantitative ability: excellent, good, poor, and fail. it can be presented in table 1 as follows. table 1 students’ achievement category score category ability ability 80-100 excellent able 70-79 good able 51-69 poor unable o-50 fail unable research findings and discussion research finding this study is classroom action research that consists of steps; planning, action, observation, and reflections (kemmis & mc taggart, 1999). due to classroom action research, there some writing teaching-learning problems to be solved in this study. before doing action activities, researchers identify writing problems. then, the problems faced are solved using short videos. identifying the problem after the researcher made observations, the researchers found several problems in writing narrative text skills in class xi mia 2, namely there were 25% who did not like writing english, 60% of the students were neutral, 15% liked writing english. according to students' opinions. as many as 75% of students still difficult to express their ideas in expressing their thoughts, and 25% of students easy to express their ideas/thoughts. all the students thought it took them a long time to write. after conducting the research, the researcher found problems that arose by students in the class. after doing the pre-test, the mean score of the students was 61.75. based on the results of the pre-observation and pre-test conducted by the researchers, it can be seen that the writing ability of the eleventh-grade students at sma negeri 1 silau kahean is still low. this should be improved by applying teaching techniques. in the teaching and learning process, researchers used video to improve students' writing skills. implementing classroom action research cycle 1 this cycle is carried out in 2 meetings, namely face-to-face meetings and online meetings. in the first cycle, the researchers used planning, action, observation, and reflection. at the planning stage, the researchers prepare material from the internet. researchers choose materials suitable for students. researchers chose cartoon videos that were easy for students to understand. the title of the video used is "the legend of lake toba". the duration of this video is about 8 minutes. next is the action stage. in this stage, the researchers applied teaching techniques using video. there are 2 meetings in this cycle. but it is divided into one face-to-face meeting and one online meeting. this is because of the anticipation of the manalu, tarigan, sitopu, and silaban improving writing skills of ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 260 prevention of the covid-19 case. at the first meeting, the researcher conducted face-to-face research. first, the researchers gave a mask, greeted the students, and checked the attendance list of students. it didn't take long for researchers to prepare all the preparations for video playback using a laptop connected to the focus and speakers. researchers show the video twice. after the video was shown, the researchers explained several important things in writing narrative text, such as the generic structure consisting of orientation, complications, and resolution. then the researchers asked students to make paragraph text as an exercise in accordance with the structure of the narrative text. furthermore, at the second meeting, the researchers conducted online teaching using the zoom application. after all, students joined, the researcher began teaching by alluding to what had been explained in the previous meeting. after explaining, the researcher sent a video that was shown in class to a group of students via whatsapp. after the students watched the video, the researchers asked the students to make conclusions from the story in narrative text using the generic structure and tenses described. students finish writing. the researcher asks that the results of their writing be brought to a face-to-face meeting. after that, the researcher ended the teaching process by reminding us that there were still further meetings. then the observation stage, at the first meeting, all students take the class. in this meeting, students still have difficulty understanding the past tense. this is evidenced by an error when the researcher asked students to write down sentences in the past tense. they also lacked vocabulary. this was proven when there were still many students who asked researchers about vocabulary. at that time, many students made a noise because they borrowed dictionaries from each other. at the second meeting, not all students took the zoom class. in this meeting, students play an active role in research. here the researcher asks students to watch the video that has been played. after watching the video, the researcher asked them to write the conclusion of the story in the form of narrative text. then the reflection stage after analyzing the results of observations in cycle one, the researchers then reflected on studying the teaching and learning process he had been doing so far. researchers find student progress in writing. the results of the observation showed that the students achieved improvement after taking action. in the first cycle, the students' average score increased. this can be seen by comparing the pre-test and post-test results during the implementation of the action. the final average score of students from the results of the posttest cycle i was 70.55. this is better than the mean pre-test score performed before the action, 61.75. however, in this cycle, the researchers still found some weaknesses in writing students' stories. students have difficulty mastering vocabulary. cycle 2 in this cycle, the first stage is the plan. to overcome the weaknesses that appeared in cycle 1, the researchers made a revision of the lesson plans in cycle 2 based on the results of observations and reflections from the teaching and learning process in cycle 1. because in the previous cycle, students still lacked vocabulary. in the material of cycle 2, the researchers added some vocabulary exercises because of the results cycle 1, student still lacked vocabulary. in this cycle, the same as the first cycle, this second cycle also uses two meetings that are still focused on writing using the same video. the material used in this cycle is almost the same as the previous cycle. next stage of action, in the second cycle, the researchers applied the same techniques in teaching. there are two meetings in this cycle, one meeting via zoom and one meeting face to face. the third meeting was conducted online. like the previous meeting, the researchers greeted students through the class whatsapp group and provided a code that students would use to join the zoom class. after all the students joined, the researchers began teaching by checking the attendance of the student. then, the researchers touched on the teaching at the next meeting. the researchers then explain the narrative text, such as its understanding, the manalu, tarigan, sitopu, and silaban improving writing skills of ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 261 type of narrative text, its generic structure, and the tenses used in the narrative text. the researchers gave time and waited for the students to watch until it was finished. then students write narrative text according to the narrative text structure. fourth meeting, this meeting is held face-to-face at school. once the researchers enter the class, the researchers greet the students and check the student attendance list. the researchers began the lesson with several activities, such as collecting the results of writing narrative text that the students had done at home and asking questions about the narrative text. then the researchers invited students to watch the video again. the video is still the same as the video that was played at the previous meeting. the researchers prepared everything to play the video-assisted by several students. the students are interested in watching the video. after completion, the researchers asked students to rewrite the video they watched into narrative text using a generic structure. all students finish writing, and the researchers ask students to collect their writing results. then observation stage third meeting at the third meeting, not all students took the zoom class like the previous meeting. in this meeting, the researchers provided several guidelines in writing narrative text. researchers provide some vocabulary to students related to the story. the fact is that students enthusiastically follow and respond to lessons during the learning process. sometimes there are also students who joke in the learning process. fourth meeting, at this meeting, all students were present to actively participate in the research. when the video is playing, all students pay attention to the video. some students seemed to protest by showing expressions of not wanting to write anymore, but they did it even though they were a little forced. while writing, several students ask each other about their writing. some are busy borrowing dictionaries and so on. active class until the meeting is over. reflection stage in cycle 2, the researchers found several improvements. so that students are motivated and interested in the teaching and learning process. they are also more confident in writing individually after watching the video. they also find it easier to develop their ideas. there have also been some improvements in students' writing skills. students are better able to use past sentences correctly. in addition, the test scores in cycle 2 showed an increase in results. the average pre-test score in cycle 2 was 61.75, while the average posttest score in cycle 1 was 70.55, and the average post-test score in cycle 2 was 76.25. the graduation of students’ writing skills of narrative texts can be presented in figure 1 as follows. figure 1. students’ writing skills 0 20 40 60 80 100 pre-test post test (cycle 1) post test (cycle 2) manalu, tarigan, sitopu, and silaban improving writing skills of ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 262 discussion from the research results, short videos can improve students' ability to write narrative text. short videos can stimulate students to make narrative easier because they can visualize the storyline and then write them down on paper. teachers very effectively use this method because learning to write is not monotonous and makes students not feel bored (rahman & tarbiyah, 2020). students also became more confident in writing after watching the video. the students also find it easier to develop their ideas. students are better able to use sentences in the past tense correctly. it is in line with miner and stefaniak (2018), who inform that the use of video in instruction can encourage students to accomplish their learning tasks. during the learning process, students are provided with writing exercises. in pairs, students discuss the writing topics going to write. when students face difficulties understanding the topic, students are asked to watch videos relating the topic. in addition, students also are provided with videos containing generic structures of the narrative text. students need to keep going with their writing exercises. it is in accordance with faridha (2019); haerazi et al. (2020) who argues that videos are very helpful for students to reconstruct their knowledge of topics going to write because the videos can be designed in the form of auditory and visual clues. in this study, researchers used two cycles. in the first cycle, the researchers carried out the fourth stage, namely planning, action, observation, and reflection. in the planning stage, the researcher prepared everything needed in the research. then, action is carried out. at this stage, the researchers taught by providing material and displaying the short video face to face and online (widodo, 2016). the next step is observation. at this stage, the researchers observe students during the learning process. the last one is reflection. at this stage, the researchers find the results of the students' writing ability. in the results found by researchers in this cycle, there were some students who still had difficulty writing narrative text. this was evidenced by the results of the tests carried out. there were still many errors in the use of tenses, generic structures, and lack of vocabulary. then in the second cycle, the researcher also used the fourth stage as in the previous cycle. in this cycle, the student's ability to write narrative text had increased compared to that in the first cycle. this is evidenced by the use of tenses. the generic structure in this cycle is much better. from the test results starting from the pre-test, the mean score of students was 61.75, which increased when the video was given, wherein the post-test 1, the average score increased to 70.55, and in the post-test 2, the average score became 76, 25 this means that the use of short videos as props can improve students' ability in writing narratives. short videos are one of the learning media that is very effective in the learning process, especially during the covid 19 pandemic that we are facing today. this is evident because short videos can be used in face-to-face and online learning. conclusion based on the findings above, the researchers concluded that teaching writing using short videos as media could improve students' writing skills. the students become easier to generate and organize ideas as their writers. the videos that the students watch can provide students with specific topics. the students can write scene by scene in the video so that they will produce systematic writing according to the structure of the narrative text from start to finish. by using short videos in writing classes, students are more motivated to join writing classes. the video features an interesting and audible moving image so they can relax before writing a story. the use of audiovisual methods, it can generate enthusiasm for students to develop their writing. manalu, tarigan, sitopu, and silaban improving writing skills of ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 263 acknowledgemen we would like to praise and thank god for the helping and blessing that he had given to us to finalize the thesis entitled “improving writing skill of narrative text by using short video at sma negeri 1 silau kahean”. researchers this thesis is proposed as one of the requirements in complementing the undergraduate program (s1) english education study program. references anggraini, y.  a., yasin  & desmawati, r. (2014). improving students’ writing skill of narrative text through video at grade xii ipa 2 of sman 2 bukit tinggi. journal english language teaching, 2(2), 78–92. agusta, d. (2015). improving students’ ability in writing narrative texts using short animated stories at class viii c of smpn 2 sanden, bantul in the academic year of 2013/2014. core.ac.uk. faridha, n. (2019). the effect of video in teaching writing skill across different personality. jees (journal of english educators society), 4(1), 61. https://doi.org/10.21070/jees.v4i1.1808 ginting, k. l. v, dinda. s & cahaya. r, nita. p & sri ninta. t. (2019). improving students’ skill in writing narrative text through animation movie. linguistic, english education and art (leea) journal, 3(1), 230–237 https://doi.org/https://doi.org/10.31539/leea.v3i1.1000 haerazi, h., utama, i. m. p., & hidayatullah, h. (2020). mobile applications to improve english writing skills viewed from critical thinking ability for pre-service teachers. international journal of interactive mobile technologies (ijim), 14(07), 58. https://doi.org/10.3991/ijim.v14i07.11900 hamzah, a. (2016). the use of videos to improve students’ writing skill on narrative text in english learning process. jurnal nalar pendidikan, 4(2), 137–143. indasari, n. (2010). improving students’ writing skill of narrative texts by using short videos. journal publication universitas islam negeri raden intan lampung. martono, r. d. a, abdul. a & muh. asrori. (2001). improving students’ skill in writing narrative text through animation movies. fkip uns journal systems, 2(3), 402–409. merindriasari, k. iwan, s & wardah. (2015). the use of animated short film as media for teaching english narrative writing. jurnal ilmiah universitas tanjung pura, 4(2), 1– 9. miner, s., & stefaniak, j. e. (2018). learning via video in higher education : an exploration of instructor and student perceptions learning via video in higher education : an exploration of instructor and. journal of university teaching and learning practice, 15(2). http://ro.uow.edu.au/jutlp/vol15/iss2/2 rahman, m. a., & tarbiyah, f. (2020). the use of the assure model in developing animation video as english teaching materials for islamic kindergarten students. international journal of innovation, creativity and change, 11(10), 1–19. warni, j. (2018). the use of islamic history videos through swell strategy to improve senior high students ’ narrative writing achievement. jurnal pendidikan dan pengajaran, 5(1), 53–62. wattini. (2016). using short video to improve the students’ writing in narrative text at the eighth grade of mts ar-roudhloh pajaran. jurnal ilmiah edukasi & sosial, 7(1), 75– 80. widodo, h. p. (2016). engaging student teachers in collaborative and reflective online video-assisted extensive listening in an indonesian initial teacher education ( ite ) context. electronic journal of foreign language teaching, 13(2), 229–244. https://doi.org/10.21070/jees.v4i1.1808 https://doi.org/https:/doi.org/10.31539/leea.v3i1.1000 https://doi.org/10.3991/ijim.v14i07.11900 http://ro.uow.edu.au/jutlp/vol15/iss2/2 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3321 april 2021. vol. 9, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 160-169 jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 160 factors contributing students’ speaking anxiety suparlan english lecturer, faculty of english language education, institut pendidikan nusantara global, indonesia corresponding author email: suparlanalen@gmail.om article info abstract article history received: february 2021 revised: march 2021 published: april 2021 anxiety is a dimension of foreign language speaking that is heavily investigated in the efl contexts. the anxiety in speaking needs to find out factors making students feel anxiety in speaking. this study aims to find out the factors contributing to students’ speaking anxiety in speaking at mts. darul ishlah ireng lauq lombok barat. this research is classified as a case study using the descriptive qualitative method. the research object covers factors contributing to students’ speaking anxiety. to find out the data, questionnaires and interview activities are carried out. the questionnaire is used to know the factors making students’ anxiety in speaking. the results are in the form of a percentage. meanwhile, the interview activities are oriented to strengthen the students’ responses based on the results of the questionnaire. the data are then analyzed using qualitative ways. the steps of qualitative data analysis cover data condensation, data display, and conclusion drawing or verification. based on the result of the analysis, there are 10 (ten) factors contributing to students’ anxiety, such as being afraid to speak in english, being afraid of teacher’s consequence, lack of self-confidence, fear of being less competent than other students, embarrassment, insufficient preparation, fear of making mistakes, limited vocabulary, habit in using the english language, and language test. a detailed explanation of the findings is elaborated in the discussion part of this article. keywords anxiety; speaking skills; how to cite: suparlan. (2021). factors contributing students’ speaking anxiety, jollt journal of languages and language teaching, 9(2), 160-169, doi: https://doi.org/10.33394/jollt.v%vi%i.3321 introduction english is a medium to communicate with people around the world. english speaking skill is considered to be an important skill. students should have a good command of communication skills in english to prepare for their future careers and lives. due to english is considered a foreign language, students can only develop their speaking ability in the classroom, but they do not use this chance to enhance their speaking ability. it happens because of many factors. one of them is foreign language anxiety (galante, 2018; passiatore et al., 2019). because of this, students are not comfortable speaking in front of others. also, they cannot manage their emotion-related to nervousness, lack of self-confidence, and shyness (durdukoca & atalay, 2019). to be able to speak in english correctly, they should overcome those problems, and besides, if someone wants to have a good command of communication skills, someone should have enough vocabulary and use it in good order, speaking by using good grammatical, having good fluency in communication and also pronouncing the words properly. however, in reality, when the researcher conducted observation at mts. darul islah ireng lauq lombok barat, speaking is considered as one of the difficult skills. the difficulties might affect students’ ability to speak, particularly in a foreign language. furthermore, speaking is an anxious triggering activity that makes students anxious when they are in the classroom. many learners are highly anxious because of participating in speaking activities. in fact, speaking is the most anxiety-provoking language skill in a foreign language situation. http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& suparlan factors contributing students’ speaking … jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 161 according to saville-troike (2006), anxiety has received the most attention in sla research, and lack of anxiety is an important component of self-confidence. anxiety correlates negatively with second language proficiency measures, including grades awarded in foreign language classes (mulyono, 2019). it means that higher anxiety tends to go with lower levels of success in second language learning. in addition to self-confidence, lower anxiety may be manifested by more risk-taking or more adventuresome behaviors. further, they become more anxious when given questions or asked to perform in front of the class because they are afraid to make mistakes and thoughtless competence. those problems faced by students in speaking are caused by linguistic competence, such as the lack of vocabulary, poor grammar, lack of idea to speak, wrong intonation, and inappropriate pronunciation (mulyono, 2019; perez-castillejo, 2019). aside from linguistic competence, students also have difficulty relating to their psychological traits, such as lack of confidence, fear, and anxiety (woodrow, 2016; galante, 2018). besides, the teacher’s contribution in the teaching-learning process has an important role in building their speaking ability; however, the teacher is seldom to prepare situation where students have a large opportunity to practice their speaking. so there is no chance to avoid their difficulty in linguistic competence and psychological traits. actually, while someone often practices their language little by little, anxiety will be decreased, and speaking can make students able to solve their problems in linguistic competence (blote et al., 2009; tsiplaksides & keramida, 2009). the statement indicates that students with anxiety are likely to avoid such activities in which require them to speak in a foreign language because of fear of making mistakes and over the risks when speaking. therefore, it is important to determine the causes or factors contributing to students’ speaking anxiety. this study aims to investigate factors contributing to students’ speaking anxiety at junior high schools. this study explores factors that are causing students to feel anxiety when they speak in front of peer classmates and even public spheres. research method research design this study is classified as a case study using descriptive qualitative study. a case study is basically an intensive study of an individual or group seen having a particular case (mashulah, 2013). a case study refers to a single instance of some bound system, ranging from one individual to a class, a school, or an entire community (mckay, 2006). the research object cover factors making students feel anxious when they speak in public. the data are gathered through interview data, narrative accounts, classroom observations, verbal reports, and written documents. the main instrument of this study is interview sheets—researchers present data in the descriptive form. a descriptive qualitative study is used in this research because the researcher's data is based on qualitative methods. thus, the researcher explains the results of the data in a descriptive form. the descriptive design was appropriate with this research since it describes the factors that cause the students’ speaking anxiety in speaking at mts. darul ishlah ireng lauq lombok barat. research subjects the subjects of this research are students from mts. darul ishlah ireng lauq lobok barat, which is an eighth-grade student of mts. darul ishlah. the eighth-grade students are chosen as the subject of the research in consideration that they have learned english for several years and are capable of representing their opinion related to the statement of the problem. further, the total number of students is 42, consisting of 2 (two) classes, so the researcher used all of the population as the sample. meanwhile, the object of the research was speaking because speaking was considered as one of the difficult skills that the students have faced. suparlan factors contributing students’ speaking … jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 162 research instruments the questionnaire was used as the research instrument. the questionnaire was the adaptation and translation of flcas (foreign language classroom anxiety scale) developed by horwitz et al. (1986). there are 33 questions in the questionnaire, and it was written in the indonesian language to help the students understand the content easily. this instrument has 33 question items that ask respondents to respond to foreign language learning anxiety situations and reflect the three components of foreign language anxiety: communication apprehension, test anxiety, and fear of negative evaluation (ganschow & sparks, 1996: 199). for example, they ask questions about students’ anxiety in situations like speaking in front of the language class, taking exams in a language course, and perceiving other students’ evaluations of them. twenty-four of the items are positively worded, and 9 of the items are negatively worded. since the item 2, 5, 8, 11, 14, 18, 22, 28, 32 are negative, the score was reversely computed. minor modifications are made to the instrument. for example, “foreign language” was changed to“english language.” the spread of the items can be seen in the table below: table 1 questionnaire items variable domains no. items total (+) (-) foreign language classroom anxiety communication apprehension 1, 4, 9, 15, 24, 27, 29, 30 14, 18, 32 11 items test anxiety 3, 6, 10, 12, 16, 17, 20, 21, 25, 26 5, 8, 11, 22, 28 15 items fear of negative evaluation 7, 13, 19, 23, 31, 33 2 7 items total 24 items 9 items 33 items after having the result of flcas, the researcher conducted interviews to get further and detailed information about what factors make students anxious in speaking class. the utilized interview in this study includes three questions that address issues relating to the factor contributing to anxiety on the students' english speaking skills in their classrooms. the interviews are held individually. the interviews take two weeks, and each one lasted approximately (10-15) minutes. later, in interviewing students, the researcher used the semistructured individual interviews where, according to robson (in irzeqat, 2010: 41), the semistructured interviews enable the researcher to access the interests and involvement of the interview. techniques of data collection in collecting the data from students, the researcher used two instruments which are a questionnaire and interview. the questionnaire was the adaptation and translation of flcas (foreign language classroom anxiety scale) developed by horwitz et al. (1986). meanwhile, the interview was conducted by the researcher after seeing students’ anxiety scale. firstly, the questionnaire taken from flcas was distributed to the students. the questionnaire was a technique of collecting data by delivering or distributing a questionnaire to the respondent with the hopes that they responded to the questionnaire (mashulah, 2013: 34). according to sugiyono (2009: 63), there are two types of questionnaires: a close form questionnaire and an open form questionnaire. open form questionnaire was a question that hopes the respondent to write his or her answer about something descriptively. on the other hand, a closed-form questionnaire helped the respondent answer quickly because the researcher gives an alternative answer. in this research, the researcher used a closed form questionnaire. suparlan factors contributing students’ speaking … jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 163 the students were given some questions with 5 (five) alternative answers (strongly agree, agree, neither agree nor disagree, disagree, strongly disagree), which had to be chosen by the students. secondly, the questionnaire’s result was collected and analyzed; students who had high anxiety in speaking class were conducted to interview. thirdly, an interview was one of the techniques of collecting data that was done by dealing a question directly to the interview. according to allport, as quoted by jehoda in sutrisno’s book, if we want to know what people feel, what they remember, their emotions and motives, and the reasons for acting as they do, why not ask them (mashulah, 2013). it means that interview helped the interviewer to know what the interviewee feels about something. in this research, the researcher interviews the students that had high anxiety in speaking class. it is used to know more detailed information from students in order to support the data obtained through the questionnaire. data analysis according to miles & huberman (1994: 12), four data analysis components were called the interactive model. those components are data condensation, data display and drawing and verifying conclusions. the data condensation refers to the process of selecting, focusing, simplifying, abstracting, and/or transforming the data that appear in the full corpus (body) of written-up field notes, interview transcripts, documents, and other empirical materials. the result of the questionnaire and interview is selecting and focusing on the statement of the problem that states the factors contributing to students’ speaking anxiety in speaking at mts. the results of data condensation are displayed inline with research problems. it is named as data display process. for about 1 (one) week, the researcher organized and compress the result from the questionnaire and interview that have been selected in data condensation. it was about factors contributing to students’ speaking anxiety in speaking at mts. darul ishlah ireng lauq lobok barat. after that, the data was concluded. the last stream of analysis activity was conclusion, drawing, and verification. conclusion drawing, in our view, was only half of a gemini configuration. conclusions are also verified as the analyst proceeds. verification may be as brief as a fleeting second thought crossing the analyst’s mind during writing, with a short excursion back to the field notes; or it may be thorough and elaborate, with lengthy argumentation and review among colleagues to develop “intersubjective consensus” or with extensive efforts to replicate a finding in another data set. research findings and discussion research findings there are two kinds of data used in this research, and the research finding presents the result of the research based on those data. the first data obtained from the result of the questioner are given to the students about foreign language anxiety (fla). the second data obtained from the result of the interview with the students is used to support the data obtained through the questionnaire. the data obtained from the questioner data from questioner were collected to measure the level of anxiety experienced by the students in the english classroom. it utilized linkert’s scale, which ranges from 1 to 5 for negative statements and 5 to 1 for positive statements. the positive statements were in questions numbers 2, 5, 8, 11, 14, 18, 22, 24, 28, and 32. meanwhile negative statements were in questions number 1, 3, 4, 6, 7, 9, 10, 12, 13, 15, 16, 17, 19, 20, 21, 23, 25, 26, 27, 29, 30, 31, and 33. after that, the researcher counted the data manually following oetting’s scale (1983). it was categorized into five levels: very relaxed, relaxed, mildly anxious, anxious, and very anxious. to be more specific, the participants chosen were the students who gained suparlan factors contributing students’ speaking … jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 164 higher speaking anxiety. the table bellow shows the level of foreign language classroom anxiety scale. table 2 the criteria of students’ anxiety in speaking range level 124-165 very anxious 107-123 anxious 86-106 mildly anxious 65-85 relaxed 33-63 very relaxed the following chart summarizes the data about the students’ level of anxiety. table 3 students’ speaking anxiety level no students level 1. lsh 64 relaxed 2. h 66 relaxed 3. ffa 71 relaxed 4. ash 71 relaxed 5. sw 71 relaxed 6. mzh 72 relaxed 7. mkaw 74 relaxed 8. mzi 77 relaxed 9. hi 80 relaxed 10. a 80 relaxed 11. mu 83 relaxed 12. zk 83 relaxed 13. lst 84 relaxed 14. ks 84 relaxed 15. ha 85 relaxed 16. ram 87 mildly anxious 17. ja 88 mildly anxious 18. hy 90 mildly anxious 19. pep 90 mildly anxious 20. apa 92 mildly anxious 21. stw 92 mildly anxious 22. dsh 93 mildly anxious 23. il 93 mildly anxious 24. sj 94 mildly anxious 25. lzy 94 mildly anxious 26. y 96 mildly anxious 27. m 96 mildly anxious 28. yh 97 mildly anxious 29. hh 98 mildly anxious 30. sr 98 mildly anxious 31. k 99 mildly anxious 32. aki 100 mildly anxious 33. as 100 mildly anxious 34. hk 101 mildly anxious 35. i 102 mildly anxious 36. es 106 mildly anxious 37. ls 107 anxious 38. n 109 anxious 39. la 112 anxious suparlan factors contributing students’ speaking … jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 165 40. hm 121 anxious 41. li 126 anxious 42. aas 129 anxious based on the table and chart above, it could be concluded that 6 (six) students were an anxious level, 21 (twenty-one) students at a mildly anxious level, and 15 (fifteen) students were in relaxed level. related to the result of students’ level anxiety, the researcher analyzed the most thing that was caused students’ anxiety. the researcher found that students afraid to speak in english caused students' anxiety greatly. the result of responding no. 1 “i never feel quite sure of myself when i am speaking in my english class" is (43%), no. 4 “it frightens me when i don't understand what the teacher is saying in the foreign language.” (50%) , no. 9 “i start to panic when i have to speak without preparation in english class" is (45%), no. 24 “i feel very self‐conscious about speaking the foreign language in front of other students.”, (31%) and no. 27 “i get nervous and confused when i am speaking in my language class.” (34%) . those five numbers are included in the domain of communication apprehension (based on the domains constructed by horwitz et al., 1986). these students were exceedingly shy when they had to speak english in front of others. they were easily embarrassed and nervous because they felt that everyone was looking at them and judging them. then, the situations that make students anxious are the statement no. 3 “i tremble when i know that i'm going to be called on in language class.” (43%), no. 10 “i worry about the consequences of failing my foreign language class.” (48%), no. 12 “in language class, i can get so nervous i forget things i know.” (39%), no. 16 “even if i am well prepared for a language class, i feel anxious about it.” (42%), no. “i can feel my heart pounding when i'm going to be called on in language class.” (48%), no. 25 “language class moves so quickly i worry about getting left behind.”, and no. 26 “i feel tenser and have more pressure in english class than in other classes” (31.6%). those two numbers are included in the domain of test anxiety (based on the domains constructed by horwitz et al., 1986). these students were test-anxious either because of undue expectation of test results or because of unpleasant test experiences in the past. last, anxious students were worried that they were less competent than their classmates. they highly endorsed the statements in no. 23, "i always feel that my classmates speak better english than i" (36.8%) and in no. 7 "i think that my classmates’ english is better than mine" (36.8%). those two numbers are included in the domain of fear of negative evaluation (based on the domains constructed by horwitz et al., 1986). these students were apprehensive about others’ evaluations and anticipated that their classmates would evaluate them negatively. also, anxious students were caused by fear of making mistakes. they endorsed statement no. 2 in a reverse item, “i don't worry about making mistakes in english class” (50%). it means that 50% of the students worry about making mistakes in english class. further, students anxious because of embarrassment and lack of preparation, this statement supported by item no. 13, “it embarrasses me to volunteer answers in my language class.” (31%), and no. 33 “i get nervous when the language teacher asks questions which i haven't prepared in advance” (32%). those three numbers are also included in the domain of fear of negative evaluation (based on the domains constructed by horwitz et al., 1986). it figured out that factor that was caused foreign language anxiety of mts. darul ishlah ireng lauq lombok tengah is afraid to speak in english, be afraid with teacher’s consequence, lack of self-confidence, fear of being less competent than others students, embarrassment, and insufficient preparation, and fear of making mistakes. this finding corresponded with the three components of foreign language anxiety of horwitz, horwitz, and cope (1986). the data obtained from the interview after counting students' level anxiety, the researcher found 6 (six) students were in anxiety level. by using audio recording, the researcher interviewed them. the data obtained suparlan factors contributing students’ speaking … jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 166 from the interview showed that most of them were anxious because of lack of preparation, afraid of making a mistake, language test, teacher’s punishment, limited vocabulary, habit in using the english language, fear of negative evaluation from friends. the interviewee’s quotation supported those statements above; participant 1: i ever feel anxious when the teacher asks me a question, and i do not know what to say because i do not know the meaning. participant 2: i feel anxious while the teacher comes to class and gives a test. participant 3: sometimes i feel anxious while i come forward, afraid of making mistakes and afraid if my friend gibe at me. participant 4: i feel anxious if my teacher asks me to ask questions, and i am afraid the teacher will give me punishment if i can not answer it, and i am afraid if my friends laugh at me. participant 5: i am anxious if the teacher asks me to read in front of the class, and i do not have preparation. after that, i am afraid if my friends laugh at me. participant 6: i am anxious if the teacher calls me to speak english in front of the class, english is a foreign language that we seldom use in our daily lives. discussion the research question of this study is what factors are contributing to students’ speaking anxiety in speaking at mts. darul ishlah ireng lauq lobok tengah. to attain the data, the researcher distributes questionnaires and interview sheets to english students. dealing with the anxiety, this study defines anxiety is a dimension of a distinct complex of self-perceptions, beliefs, feelings, and behaviors relating to language learning. it arises from the uniqueness of the language learning process (krashen, 1982; russell, 2020). most students still feel anxiety in speaking classes because they have low vocabulary acquisition, insufficient pronunciation knowledge, and a low accuracy level to pronounce english words. these findings confirm what macintyre and gradner (2007); and macintyre and legatto (2010) found in their studies. since students have speaking anxiety, english teachers carry out various strategies to help their students to diminish their anxiety. for instance, teachers provide students with the introduction of pre-tasks to prepare students for a main speaking task. teachers also divide students into pairs and small groups in discussion sessions before moving to the main speaking activity (piazolli, 2011; saglamel & kayaoglu, 2013; atas, 2015). according to the result of the flcas (foreign language classroom anxiety scale) questionnaire, students from language program class are mostly categorized as mildly anxious students there are 21 (twenty one) meanwhile there are 6 (six) students categorized as anxious students and 15 (fifteen) categorized as relaxed students. the students from the anxious level were focused on this study. based on the result of the questioner which 42 students responded, the factors that caused language anxiety in speaking english are being afraid to speak in english, being afraid of teacher’s consequence, lack of self-confidence, fear of being less competent than other students, embarrassment, insufficient preparation and fear of making mistakes. next, related to the interview, there were 6 (six) factors contributing to anxiety. the first students could not have enough preparation. the second afraid of making mistakes. this factor hindered the students from taking the courage to speak. the third language test, some particular language test made them anxiety because they do not know what to answer. the fourth teacher’s punishment made students afraid to speak. the fifth because of students’ limited vocabulary, they do not know the meaning of what the teacher asks. the sixth habit in using the english language in indonesia, fear of negative evaluation from friends. this factor has become an obstacle that made the students feel anxious in performing their speaking. so it could be concluded, there were 10 (ten) factors that were contributing to students’ anxiety, such as 1. being afraid to speak in english, 2. being afraid of teacher’s consequence, 3. lack of self-confidence, 4. fear of being less competent than others students, 5. embarrassment, 6. insufficient preparation, 7. fear of making mistakes, 8. limited vocabulary, 9. habit in using english language, and 10. language test. suparlan factors contributing students’ speaking … jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 167 conclusion based on the data analysis and the discussion in the previous chapter, the researcher finally concludes that students from language program classes were mostly categorized as mildly anxious students. there are 21 (twenty-one). meanwhile, 6 (six) students were categorized as anxious students and 15 (fifteen) categorized as relaxed students. the result of this research shows that there were 10 (ten) factors that are contributing to students’ anxiety, such as 1. being afraid to speak in english, 2. being afraid of teacher’s consequence, 3. lack of self-confidence, 4. fear of being less competent than others students, 5. embarrassment, 6. insufficient preparation, 7. fear of making mistakes, 8. limited vocabulary, 9. habit in using the english language, and 10. language test. acknowledgement firstly, the researcher wishes to express the deepest gratitude to allah swt. the almighty for the mercies and blessing to the completion of this research. the researcher would also like to deliver deepest appreciation to the parents, big family, and friends for encouragement and continual support so that the research is accomplished. further, the researcher would like to deliver the deepest appreciation to mts. darul ishlah ireng lauq lombok barat has given the opportunity to the researcher to do the research. as there is no such thing quite perfect in the world, the researcher honestly appreciates all constructive criticism for the completeness of this research. references anderson, c. & bachman, f. l. 2009. assesing speaking. new york: cambridge university press. anderson, p. l., zimand, e., hodges, l. f., & rothbaum, b. o. 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(2006). anxiety and speaking english as a second language. relc journal, 37(3), 308-328. https://doi.org/10.18326/rgt.v12i1.13-27 https://doi.org/10.7358/ecps-2019-020-passi https://doi.org/10.1177/0265532218777783 https://doi.org/10.1111/flan.12461 research subjects research instruments techniques of data collection jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3449 january 2021. vol. 9, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 117-125 jollt journal of languages and language teaching, january 2021. vol.9, no.1 | 117 using mobile-based formative assessment in esl/efl speaking 1mehedi hasan, 2a b m shafiqul islam, & 3israt jahan shuchi 1post-graduate researcher, york university, canada 2lecturer in english, king khalid university, kingdom of saudi arabia 3lecturer in english, girls’ community college, king khalid university, kingdom of saudi arabia 3corresponding author email: shafiqju30@gmail.com article info abstract article history received: january 2021 revised: january 2021 published: january 2021 with the widespread application of smartphones in and outside the classroom, mobile-based teaching and learning is drawing much attention and hence being extensively practised nowadays across the globe. recently, using smartphones for assessment purposes has been a new phenomenon and the researchers are still examining what processes the use of mobile-based assessment tools may include and what outcomes and challenges they can cause to teachers and students in terms of learning/teaching performance, motivation and attitudes. there have been a good number of research studies on the use of mobile assisted language learning (mall) or mobile learning (ml) in efl or esl classroom but not much literature is known about the mobile-based language assessment, especially mobile-based formative assessment (mbfa). hence, this study attempts to shed light on mbfa and review the recent literature available on it and its effective utilization in developing esl/efl speaking skill. this paper uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. the literature revealed that mbfa practices in esl/efl speaking classes are effective to a certain extent and some tools and procedures seem to be more effective than others depending on the design principles and strategies used by teachers or app developers. keywords smartphones; mobile-based formative assessment(mbfa); speaking skill; design principles and strategies; how to cite: hasan, m., islam, a. b. m. s., & shuchi, i. j. (2021). using mobile based formative assessment in esl/efl speaking. jollt journal of languages and language teaching, 9(1), 117-125. https://doi.org/10.33394/jollt.v%vi%i.3449 introduction since the invention in 2007, smartphones have overtaken many roles of traditional personal computers (pcs) or laptops. recently, advanced technologies such as 5g networks, touch screens, photos and video options, code reading capabilities, voice and image recognition, mp3/4 players, screen sharing facilities, gps, sms, mms, email, internet and newly introduced mobile-based applications like google translate, youtube, facebook, and web 2.0 resources have helped smartphones overcome the limitations the pcs and laptops had in the late 1990s and early 2000s. moreover, portability and affordability have made such mobile devices more popular and given an upper hand over pcs or laptops. nowadays, smartphones appear to be more useful than pcs and laptops and are being widely used as a popular educational tool in modern-day classrooms. many research studies demonstrate that mobile-based teaching and learning is becoming immensely popular throughout the world. wang and smith’s (2013) study about using mobile phones in teaching reading and grammar, li and hegelheimer’s (2013) research on using “grammar clinics” a web-based mobile application, as an autonomous learning tool in helping learners make their english writing better through self-editing options and kim, rueckert, kim, seo’s (2013) study about http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id hasan, islam, & shuchi using mobile-based formative ……….. jollt journal of languages and language teaching, january 2021. vol.9, no.1 | 118 students’ engagement in learning activities outside the classroom from their community of practice greatly speak of the extensive application of smartphones. besides the above uses, smartphones are also being used for assessment purposes in recent years. tarighat and khodabakhsh (2016) investigated the feasibility of whatsapp on smartphones in assessing speaking as a summative assessment tool and found that students had a mixed attitude towards mobile-based summative assessment. samaie, mansurri, nejad and qaracholloo (2016) conducted a study on 30 english learners in iran and found that most of the learners showed a negative attitude towards using whatsapp as a self-assessment and peer assessment tool on their smartphones. laborda et al. (2014) carried out a dynamic assessment with a group of learners and proposed a powerful low-cost mobile-based assessment tool for the language paper of the college entrance exam. thus, it is evident that mobile-based assessment is quite recent and researchers are still experimenting with the feasibilities, challenges, impacts on student learning performance, motivation and teacher/learner attitudes around mobile-based assessment tools. this study reviews the current research studies on formative assessment or assessment for learning (aforl) and attempts to show how smartphone-based formative assessment is being practised in english as a second language (esl) or english as a foreign language (efl) classroom. there has been a considerable amount of research on how mobile assisted language learning (mall) or mobile learning (ml) has been used in efl or esl classroom but not much literature is known about the use of mobile-based language assessment, especially mobile-based formative assessment (mbfa). the most comprehensive review on mobile-based assessment was carried out by nikou, and economides (2018). the authors studied 43 articles on mobile-based assessment published in different research journals from january 2009 to february 2018 and found that the majority of mobile-based formative assessment research studies were done with elementary students and on stem (science, technology, engineering and mathematics) subjects. hence, this study aims to review the recent literature on mbfa in developing esl/efl speaking skills. this paper thus attempts to investigate the following three research questions: 1) how does mbfa support the contemporary view of formative assessment? 2) what are some current practices of mbfa in esl/efl speaking classes? and 3) what are the effective design principles for mbfa in esl/ efl speaking? based on the current mobile based assessment practices and research on l2 formative assessment, this paper recommends some strategies that els/efl teachers can use for making mbfa more effective. as the mobile-based assessment is a new arena in esl/efl assessment, the literature that only supports mobile-based esl/efl formative speaking assessment was considered to be studied and reviewed. this paper is divided into four sections. the first section gives a brief overview of the formative assessment and mobilebased formative assessment. the second part examines the relevant/available literature on mbfa in esl/efl speaking class. the third section describes the affordances and limitations of mbfa in esl/efl speaking class. the last portion recommends strategies that teachers can use in designing mbfa in their esl/efl speaking classes. research method using the qualitative research method, this review article uses already available materials and looks for dominant themes or recurring ideas and tries to find new research directions. the goal of qualitative research is to uncover emerging themes, patterns, concepts, insights, and understandings from the existing literature (patton, 2002). thus, this research reinforces support for prevalent theories, adds knowledge to current literature on this research topic and provides an excellent overview of the current literature on the topic. based on the secondary references/works, this study includes relevant articles and books in order to re-analyze, interpret, or review the past available data in this area. as this is hasan, islam, & shuchi using mobile-based formative ……….. jollt journal of languages and language teaching, january 2021. vol.9, no.1 | 119 a small-scale study, all the materials available on the subject of the present research are not included. however, we attempt to find such literature that fits the topic and follows a particular set of inclusion and exclusion criteria while selecting the research materials for review. although we found that studies on mobile based formative assessment in esl/efl speaking are scarce at any level of education, the review for this paper focused only on the studies at university level adult esl/efl speaking classrooms. for studying the theoretical background of relevant theories and research, peer-reviewed journal articles and books, which got published during the last few decades, were reviewed. this paper also used the york university library database, google scholar, and online peer-reviewed journals as data source. to gather data, this study searched articles with keywords such as ‘mall-based formative assessment, ‘the efficacy of mall-based assessment’, ‘formative assessment in mall-based teaching/learning’, ‘mobile formative assessment tools’, ‘perceptions of mbfa’, ‘formative assessment’ and ‘formative assessment in speaking’. to find additional supporting information for the review purpose, a reference list of selected articlesboth conceptual and empirical was meticulously chosen for answering the research questions. all findings and relevant information were recorded with specific reference and then a general synthesis of the arguments was drawn to look for coherence among concepts or themes. research findings and discussion formative assessment generally contrasted with summative assessment uses the assessment to guide teachers/learners to decide what the next step in the teaching/learning process would be (green, 2014, p.14). it is often used interchangeably with assessment for learning (aforl) (lee, 2007, p. 200). growing success (2010), a document published by the ministry of education, ontario, canada which is also refereed as a guideline for assessment, evaluation, and reporting in ontario schools, defines aforl as the “process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there” (p. 31). it occurs before and during the instruction to let teachers determine students’ readiness and interest, their knowledge and skills, and preferred learning strategies. teachers gather information through observation, conversation or students' works to determine how a learner is progressing in achieving the lesson objectives. they usually provide descriptive feedback and coaching for improvement, scaffold instruction, make adjustment to learning approaches and differentiate instruction. growing success (2010) also mentions the framework for aforl which includes some processes and strategies to support student learning. the processes are: knowing where the students are going, where they are in and what needs to be done to help students learn. in aforl, a teacher firstly uses designed tasks, questions, observations and group or pair work to elicit information about student learning and uses these data to adjust information. second, based on the collected data the teachers provide descriptive feedback to reduce the gap between students’ current position and the learning goals. the feedback motivates students to produce their best work and also teaches how to selfassess, peer asses and group assess by providing models to follow. finally, self, peer and group assessments help students identify their individual needs and actions they need to take as a short and long-term individual goal. the goal of aforl is “to move each student from guided practice to independent practice, based on the student’s readiness” (growing success, 2010, p. 35). the strategies used in aforl consist of identifying learning objectives, using effective prior learning activities to elicit information about student learning, giving feedback that supports learners' needs, engaging students as learning resources for one another and developing individual goal setting (pp. 32-34). green (2014) argues for two types of formative assessment approaches: interventionist and interactionist. in the former, the teacher gives the learners a pretest and sees how the learners perform. in the latter, the teacher participates in the assessment test by hints and clues and tries to hasan, islam, & shuchi using mobile-based formative ……….. jollt journal of languages and language teaching, january 2021. vol.9, no.1 | 120 see the learners’ potentials. in the interactionist approach, the learners mediate meaning and construct zone of proximal development“the distance between what they are able to do with support from others and what they are able to do independently” (p. 209) which help both teachers and learners decide the next steps in teaching and learning. mobile based formative assessment this section describes the potentials of mobile phones in the classroom and interprets how the formative assessment criteria as stated in the previous section apply to mobile-based assessment. a good body of recent research discusses the use of mobile phones in language classrooms. wang and smith (2013) summarize three key reasons for using mobile phones in classrooms. firstly, access to the internet through phone data or wifi is easier than ever before. secondly, the screen size of the phone has increased in the last decade which made it easy to read, write and do other educational activities. finally, the processor and the data storage capacity of mobile phones are now comparable to pc. all these factors provide educators and learners greater freedom to use phones inside the classroom (p. 117). mobile phones can also facilitate multimodality as all modern phones are equipped with photo, video camera, qr reader, voice recorder, mp3/4 player, gps, internet, email, short messages, multimedia services, which eventually help both teachers and learners use authentic materials, engage in interactional activities and create a vibrant learning environment. stockwell & hubbard (2013) argue that portability and dynamic interactivity are the two major pedagogical features which have made smartphones suitable for language learning and teaching and also can be efficient devices for language assessment purposes (p. 2). the processes and strategies mentioned in the previous section can be applied in mobilebased assessment. hwang and chang (2011) conducted a study in southern taiwan to evaluate the effectiveness of mbfa tool in a local culture course. they implemented the formative assessment-based mobile learning (faml) guiding mechanism with three pieces of software and then developed several management functions for teachers. the faml tool claims to implement the characteristics of the mobile learning (ml) environment proposed by bruce and bishop (2002) (hwang and chang, 2011, p. 357). the faml tool provides each learner with a real-world learning environment. the system guides the learners to “observe real-world learning objectives and interact with them” (p. 1024). students respond to the questions on faml and the system provides descriptive feedback in the form of “hints or supplementary materials to the students”. students are prompted to find answers by observing the target task characteristics and they need to find answers on their own. the faml selects items for a student. if the student answers the items correctly, the answer is removed from the pool but if the answer is incorrect, “an accumulative total of correctness is reset.” thus, the faml implements three characteristics: “repeated answering”, “non-answer provision” and “immediate feedback”, as mentioned in wang, wang, wang, huang, and chen (2004) (as cited in hwang and chang, 2011). hwang and chang (2011) conducted a pretest and post test with the experimental and controlled group to understand the effectiveness of the formative assessment-based mobile learning (faml) tool mentioned in the previous section. after participating in the faml activity, the post-test result showed that the experimental group scored higher than the controlled group which indicates that the faml is “helpful to the students in improving their learning achievements in a mobile learning environment” (hwang and chang, 2011, p. 1028). the results also indicated that after faml, the experimental group students displayed a higher level of learning interest and positive learning attitudes than the controlled group. the literature above suggests that mbfa is effective to a certain extent in different educational esl/efl settings. chen and chen (2009) provide a more detailed description of mbfa tools in a computer classroom. they present a mbfa tool to identify the formative assessment rules of an individual learner for the performance promotion of web-based learning. they claim that web-based learning portfolios can help teachers precisely assess the learning performance of the individual learner. this helps teachers understand the learners' needs and design courses. they used the extended personalized e-learning system (pels) that includes learning assessment, feedback module and hasan, islam, & shuchi using mobile-based formative ……….. jollt journal of languages and language teaching, january 2021. vol.9, no.1 | 121 teacher formative assessment module for assessing learner performance and learner feedback. the pels automatically collects data for individual learners during the formative assessment process. the following is a simplified description of the pels steps. first, learners log in to the system through individualized devices such as mobile phones, tabs, laptops etc. second, the learners perform personalized tasks based on the course materials. all records are stored in the database. third, the teacher can assess learning performance during the learning process. he/ she can check the student attendance, responses for teacher questions, and time spent on learning, and make comments for individual learners. fourth, the formative assessment and feedback are analyzed. fifth, based on the analysis, inferences are made on the learning performances of individual learners. sixth, the teacher conveys the evaluation results to the individual learners to assist in learning reflections and adjust learning strategies. finally, based on the results, the teacher can adjust his/her teaching strategies. pels thus gathers the following key factors: a) reading rates b) total time spent c) learner ability assessed by pels d) correct response rate e) time spent for individual task and f) final grade. the teachers' personal digital assistants (pda) which is embedded in the pels, provides a) attendance b) accumulated score to questions and answers c) degree of concentration and d) accumulated score on teacher comments (p. 259-260). although the study is designed for another discipline, it is evident that the ples steps follow the same processes and strategies prescribed in growing success (2010) and can apply to any esl/esl classroom. to determine the effectiveness of personalized e-learning system (pels) tool, chen and chen (2009), conducted a study with two three grade classes in taipei. the pretest and posttest results showed the learners’ abilities in the subject area increased by using the proposed assessment tools. the researchers were also satisfied with the tool design interface and function though they mentioned that correct data for the gathered learning portfolio needed to be promoted. previous research demonstrates that formative assessment can be used successfully in web based learning. orsmond, merry, and callaghan (2004) reveal how web-based formative assessment is useful for peer and self-assessment and can contribute to overall learning. buchanan (2001) shows how webbased immediate feedback helps learners analyze learners’ needs. wang (2010) concludes that practice, immediate feedback and revision options on web-based assessment tool allow learners to learn better. effectiveness and limitations of mobile-based formative speaking assessment this section primarily deals with the tools and strategies used in mobile-based formative assessent along with highlighting the effectiveness as well as the limitations of mbfa in esl/ efl speaking class. tarighat and khodabakhsh (2016) used a mobile-based assessment in their efl speaking classroom. to assess speaking in a general english language course, they asked the students to respond to specific tasks through whatsapp. each student was asked to record their two-minute responses to a pair of photos on whatsapp and share with the specific group. the students were not provided with a score; instead, descriptive feedbacks in the form of comments were given on grammar, vocabulary, pronunciation and overall performance. scores were assigned when all students submitted their responses. majority of the participants in the research stated that they could hear their voice, take part in an english learning activity outside the classroom, comment on other learners' speech, spend time speaking solo for one or two full minutes, find an opportunity to do extra practice at home without stress (p. 412). however, they mentioned that some of the students cheated on the task. instead of speaking on their phone, they read a prewritten response. some students also complained that the tasks required them to record over and over and it was time-consuming. a few students also thought that mobile-based task (homework) was good but not the assessment. samaie, nejad and qaracholloo (2016) explored the efficacy of whatsapp as a tool for formative assessment study with 30 iranian efl students. each participant had to rerecord for 5 minutes on a given topic and share the recorded audio on whatsapp with the group members. each participant had to self-assess and peer-assess based on the rubric provided. the rubric included linguistic features such as grammar, accent, pronunciation, vocabulary range and fluency, content, topic, relevance and cohesion (p. 116). after the assessment, participants were hasan, islam, & shuchi using mobile-based formative ……….. jollt journal of languages and language teaching, january 2021. vol.9, no.1 | 122 interviewed over the tasks. the findings showed that mobile-based assessment had negative effects on the participants’ attitudes. the participants suggested that mere assigning grades or scores did not help them learn and demanded a proficient assessor who could provide feedbacks on their work. in other words, students argued that “a single grade assigned by a peer of the same proficiency level could not lead to pedagogical benefits” (p. 120). the students’ negative responses echo the theoretical underpinning formative assessment that a formative assessment should be accompanied by a descriptive feedback so that learners can understand their strengths and needs. but their study does not follow this basic formative assessment strategy. this study also demonstrates that learners could not learn much as there was no interaction and negotiation of meaning among leaners (interactionist approach). students also thought that the tasks were not authentic as learners usually did not respond to one another through audio recording. they concluded that any tool being used for formative assessment purposes for language skills should be based on communicative pedagogical features. gromik (2012) studied the effect of using video recording features of mobile phones on efl students in japan. all participants had to record themselves on phone for about 30 seconds in english for 14 weeks and emailed their performance to teachers for feedback on their grammar and pronunciation competence. the data collected over a period of 14 weeks showed that there was a “46% improvement in word production and a 37% increase in words uttered per second” (p. 226). the participants explained that viewing others' videos and getting their feedback on their videos helped them improve. most of the students mentioned that they felt motivated and they enjoyed working in the project (p. 227). he also mentioned that he based his project on the constructivist approach where learners were able to negotiate and co-create meaning. the activities such as viewing others’ video and getting feedback support the basic process of formative-based interactionalist approach of assessment. hu and gallagher (2013) reported a technology-aided undergrad biology formative assessment project throughout the semester. students had to take 16 tests to self-assess over 11 weeks. the assessment included vocabulary and quizzes which provided unlimited attempts throughout the semester. students could access through their phones or computer. they were also encouraged to produce videos of the surrounding test environment so that the designers could know in which situation students were using the apps or devices. the result of the collected data shows that students took the tests in their free time in their usual study location or on travel (p. 555) and the response to the quizzes rose over the semester. however, the use of the selfassessment tool shows “a significant correlation between the frequency with which a student used the quizzes and his/her performance in the final qmp4 test” (p. 556). the above literature suggest that teachers/researchers use a variety of mobile based formative speaking assessment tools and strategies and some worked better than the others. however, most of the tools followed the basic formative assessment process and strategies. for example, tarighat and khodabakhsh (2016) used designed task (two-minute speaking on whatsapp), descriptive feedback (comments on speaking items by teachers), self-assessment (see individual score), and peer assessment (comment on other students’ speech), and thus elicited information about students’ needs and took actions according to the teachers’ needs. the assessment tool also motivated students to move from guided practice (speaking solo on whatsapp) to independent practice (extra practice at home), giving and receiving feedback from teachers and peers and consequently engage students as learning resources for one another and develop individual learning goals (growing success, 2010, pp. 32-34). although the whatsapp appears to be an effective tool for most of the students, some students mention the tool as timeconsuming and not good for assessment. other researchers also used different tools but followed the basic aforl framework at a varied degree and found that despite having some limitations, mobile based formative speaking assessment is effective to a certain degree and it encourages learners to participate asynchronously, motivates learners and contributes to overall learning. hasan, islam, & shuchi using mobile-based formative ……….. jollt journal of languages and language teaching, january 2021. vol.9, no.1 | 123 recommendations it is evident from the above discussion that there is a mixed experience of teachers and learners about mobile-based formative speaking assessment. some research studies claim that they could apply mobile-based formative assessment quite effectively and successfully while others could not. therefore, this section examines to see why some formative assessment designs are more successful than the others. hu and gallagher (2013) claim to have successfully implemented their mbfa tool and mention several design principals in the paper. below is the simplified description of their design principles. firstly, the learners should have the open access to the assessment tool which means that the learners can access the tools as many times as they want over some time. they claim that open access requires learners to take “responsibility for managing their own time and learning” (p. 554). however, they mentioned that some learners chose not to access at all. therefore, they suggest that some part of the formative assessment needs to be included to the summative assessment which is usually graded at the end of the term. secondly, the mobile-based assessment quizzes should be short and limit the uses of description or pictures. they argue that as students use phones on travel, they lose interest if the test includes items which are long or difficult to read. thirdly, the task should be designed in a way that provides changes in descriptive feedback and revision. this encourages self-learning, self-testing, continuous learning (as opposed to the typical end-of-semester cramming), thereby providing greater opportunities for developing conceptual integration across material from the entire course (p. 554). samaie, nejad and qaracholloo (2018) suggest that while using apps like whatsapp or other social media platforms in academic settings, “pre-established all-inclusive educational plans and policies” are required to implement or control the process of self and peer-assessment. otherwise, they warn that “there would not be any guarantee for a successful assessment” (p. 123). hwang and chang (2011) claim that mobile-assisted learning strategies or tools need to be situated in a real-world environment so that learners can get the authentic task to learn from. in terms of the design framework for esl/efl formative speaking assessment, chen and chen’s (2009) personalized e-learning system (pels) can be used to design any mobile-based speaking task. they recommended a flowchart for web-based formative assessment on page 260 of their paper. their model followed the formative assessment processes and strategies as well as steps prescribed on page 28 in growing success (2010). therefore, it is recommended that esl/efl teachers can use this tool as a design framework in their esl/efl speaking class. in addition, this paper puts forward 5 principles adapted from stockwell and hubbbard (2013) for mbfa tools. first, teachers should think of the affordances and limitations of the activities, tasks and apps before designing the assessment. for example, teachers should think if a tool like whatsapp is suitable for a speaking task or a writing task or how students might react/respond to the apps if the tools do not support their learning styles or strategies. second, teachers should use short and scaffolded tasks to create a stress-free learning environment for learners. for example, a pronunciation task may focus only on identifying contrastive features of sound and the next task can focus on the production of the sounds. third, they should provide accommodation for all levels of learners. for example, the teacher can give multiple opinions to respond to (fill in the blanks or multiple choice questions) or allow students to participate in synchronously or asynchronously. fourth, teachers should learn the features of any specific apps and then train students on how to use them inside or outside the classroom. they should co-construct rules or policies of the use of the apps in that specific assessment. lastly, they should maintain equity, that is, a teacher needs to make sure that all students have access to the internet and the types of devices required to carry out certain tasks or activities. conclusion this review article endeavours to study the recent relevant literature on mobile-based formative assessment (mbfa) in esl/efl speaking class. it demonstrates the current practices of mbfa in esl/efl speaking classes and reveals that mbfa practices in efl speaking classes hasan, islam, & shuchi using mobile-based formative ……….. jollt journal of languages and language teaching, january 2021. vol.9, no.1 | 124 are effective to a certain extent. based on the design principles and strategies used by teachers or app developers, some tools and strategies appear to be more effective than others. this paper also highlights some current design principles for mbfa in esl/ efl speaking classroom. the review thus concludes that since mbfa is a new area in esl/efl research, further research is required to investigate the fundamental design principles for such tools in the language classroom. future research may focus on mbfa in learning/teaching reading, writing and listening in order to see how the design principles apply and explore the strengths and limitations of such tools, and strategies in mbfa. in the end, we recommend that esl/efl teachers should experiment with the tools in their classroom and use the tool that suits their lesson purposes. references buchanan, t. (2001). the efficacy of a world-wide web mediated formative assessment. journal of computer assisted learning, 16(3), 193-200. https://doi.org/10.1046/j.13652729.2000.00132.x chen, c.-m., & chen, m.-c. (2009). mobile formative assessment tool based on data mining techniques for supporting web-based learning. computers & education, 52(1), 256– 273. https://doi.org/10.1016/j.compedu.2008.08.005 green, a. (2014). exploring language assessment and testing: language in action. routledge. gromik, n. a. (2012). cell phone video recording feature as a language learning tool: a case study. computers & education, 58(1), 223–230. https://doi.org/10.1016/j.compedu.2011.06.013 hu, y., & gallagher, m. (2013). mobile-aided formative assessment for an undergraduate biology course. international journal of social science and humanity, 553–558. https://doi.org/10.7763/ijssh.2013.v3.302 hwang, g.-j., & chang, h.-f. (2011). a formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. computers & education, 56(4), 1023–1031. https://doi.org/10.1016/j.compedu.2010.12.002 kim, d., rueckert, d., kim, d.-j., & seo, d. (2013) students’ perceptions and experiences of mobile learning. language learning & technology, 17(3), 52–73. retrieved from http://llt.msu.edu/issues/october2013/kimetal.pdf. laborda, j. g., royo, t. m., litzler, m. f., & lópez, j. l. g. (2014). mobile phones for spain's university entrance examination language test. journal of educational technology & society, 17(2), 17-30. retrieved january 19, 2021, from http://www.jstor.org/stable/jeductechsoci.17.2.17 lee, i. (2007). assessment for learning: integrating assessment, teaching, and learning in the esl/efl writing classroom. canadian modern language review, 64(1), 199-213. http://dx.doi.org/10.3138/cmlr.64.1.199 li, z. & hegelheimer, v. (2013). mobile-assisted grammar exercises: effects on self-editing in l2 writing. language learning & technology, 17(3), 135–156. http://llt.msu.edu/issues/october2013/lihegelheimer.pdf ministry of education, ontario, canada. (2010). growing success: assessment, evaluation and reporting in ontario's schools. http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf nikou, s. a., & economides, a. a. (2018). mobile-based assessment: a literature review of publications in major referred journals from 2009 to 2018. computers & education, 125, 101–119. https://doi.org/10.1016/j.compedu.2018.06.006 orsmond, p., merry, s. & callaghan,a. (2004). implementation of a formative assessment model incorporating peer and self‐assessment. innovations in education and teaching international, 41(3), 273-290. https://doi.org/10.1080/14703290410001733294 patton, m. q. (2002). qualitative research and evaluation methods (3rd ed.). thousand oaks, https://doi.org/10.1046/j.1365-2729.2000.00132.x https://doi.org/10.1046/j.1365-2729.2000.00132.x https://doi.org/10.1016/j.compedu.2008.08.005 https://doi.org/10.1016/j.compedu.2011.06.013 https://doi.org/10.7763/ijssh.2013.v3.302 https://doi.org/10.1016/j.compedu.2010.12.002 http://www.jstor.org/stable/jeductechsoci.17.2.17 http://dx.doi.org/10.3138/cmlr.64.1.199 http://llt.msu.edu/issues/october2013/lihegelheimer.pdf http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf https://doi.org/10.1016/j.compedu.2018.06.006 https://doi.org/10.1080/14703290410001733294 hasan, islam, & shuchi using mobile-based formative ……….. jollt journal of languages and language teaching, january 2021. vol.9, no.1 | 125 ca: sage. samaie, m., nejad, a. m., & qaracholloo, m. (2016). an inquiry into the efficiency of whatsapp for selfand peer-assessments of oral language proficiency. british journal of educational technology, 49(1), 111–126. https://doi.org/10.1111/bjet.12519 stockwell, g., & hubbard, p. (2013). some emerging principles for mobile-assisted language learning. monterey, ca: the international research foundation for english language education. retrieved from http://www.tirfonline.org/english-in-the-workforce/mobileassisted-language-learning tarighat, s., & khodabakhsh, s. (2016). mobile-assisted language assessment: assessing speaking. computers in human behavior, 64, 409–413. doi: 10.1016/j.chb.2016.07.014 wang, t. h. (2010). web-based dynamic assessment: taking assessment as teaching and learning strategy for improving students’ e-learning effectiveness. computers & education, 54(4), 1157–1166. https://doi.org/10.1016/j.compedu.2009.11.001 https://doi.org/10.1111/bjet.12519 http://www.tirfonline.org/english-in-the-workforce/mobile-assisted-language-learning http://www.tirfonline.org/english-in-the-workforce/mobile-assisted-language-learning https://www.researchgate.net/deref/http%3a%2f%2fdx.doi.org%2f10.1016%2fj.chb.2016.07.014?_sg%5b0%5d=gzybvid7l5eqozueiamxcaydxm0jx20--qce5cudxqmzakj-pkucdtzabdlnnlqcfhhh67r-4vu04mirdlfjt3j51w.h6gquyxjj9zambrjqeiiwvn0v4iedq6svwebvdtewl0idff8t6jtryvavmqdilk9bxtzzgbwbxo4njro68atia https://doi.org/10.1016/j.compedu.2009.11.001 journal of languages and language teaching, vol. 5, no. 2, november 2017 62 the effect of two picture game towards students’ speaking anxiety muh. mahrup zainuddinsabri sma negeri 1 jerowaru, lombok timur, ntb sabri33@gmail.com abstract this research is aimed to find out the effect of two picture game towards students’ speaking anxiety at sman 1 jerowaru. the research was experimental research and the research design that was used quasi experimental, control and experimental group design. the population of the study was the ips 1 and ips 2 students of sman 1 jerowaru which consisted of two classes. two classes were chosen as the samples, those were ips 1 as experimental class, and ips 2 as control class. they were chosen by using sampling technique. experimental class was treated by using two picture game, and control class was treated by slowly reveal. the data of the research were primarily gathered from post test and questionnaire, where the result of mean scores of an experimental class, was higher than the result of mean scores of control group. then, in analyzing the data of the research the researcher used spss. based on the analysis of the data above, it was found that t-test (to) score was 8.271 with the degree of freedom (df) = 20 and t-table (tt) was 000 at the significant level =0.05 it was showed that t-test is lower than t-table, in can be concluded that two picture game was not effective for students’ anxiety in speaking at sman 1 jerowaru. key words: two picture game, speaking and anxiety. abstrak penelitian ini bertujuan untuk mengetahui pengaruh two picture game terhadap kecemasan berbicara siswa di sman 1 jerowaru. penelitian ini merupakan penelitian eksperimental dan desain penelitian yang menggunakan desain kuasi eksperimental, kontrol dan eksperimen. populasi penelitian adalah siswa ips 1 dan ips 2 sman 1 jerowaru yang terdiri dari dua kelas. dua kelas dipilih sebagai sampel, yaitu kelas ips 1 sebagai kelas eksperimen, dan ips 2 sebagai kelas kontrol. mereka dipilih dengan teknik pengambilan sampel. kelas eksperimen diterapkan dengan menggunakan permainan dua gambar, dan kelas kontrol diterapkan dengan perlahan pengungkapan gambar. data penelitian terutama dikumpulkan dari tes dan kuesioner, dimana hasil skor rata-rata kelas eksperimen, lebih tinggi dari pada hasil skor rata-rata kelompok kontrol. kemudian, dalam menganalisis data penelitian peneliti menggunakan spss. berdasarkan analisis data di atas, ditemukan bahwa t-test (to) score sebesar 8.271 dengan derajat kebebasan (df) = 20 dan t-table (tt) adalah 0,00 pada tingkat signifikan = 0,05 ditunjukkan uji t yang lebih rendah dari t tabel, dapat disimpulkan bahwa permainan dua gambar tidak efektif untuk kecemasan siswa dalam berbicara di sman 1 jerowaru. kata kunci: two picture game, berbicara dan kecemasan. introduction speaking is a tool or media by means of communication, there are two kind of language use to communicate with others such as verbal and nonverbal. verbal language means conventional way used in speaking. by mastering speaking, we can convey ideas, arguments, and messages, which lie in the structure and meaning of all languages. however, both of written and journal of languages and language teaching, vol. 5, no. 2, november 2017 63 spoken differs from written language has fewer full of sentences and less formal in the used of vocabulary. luoma s. (2004: 1). based on the researcher’s observation on des-12-2016 at sman 1 jerowaru, the researcher found that the students are was worry and got difficult how to pronounce what they want to deliver. moreover, the method was used by the teacher in teaching speaking is slowly reveal kind of guessing pictures. it makes students get bored in the class. anxiety is feeling that appears when they worry, nervous, fearful in unsuitable situation. because most of them when they try to speak english in front of the class, student got high anxiety automatically the students will be difficult to speak well, worry and nervous, and then they forgot about the appropriated words in making sentences they often used grammatical error and they could not to speak fluent in the class, but also when anxiety of student is low, automatically the student will be active and enjoy in speaking. dixon (2015: 5) anxiety is negative way causes us to watch ourselves ineverything we do and it is not difficult to appreciate how this selfabsorption can lead us to believe that we are the only one with such a problems. review of related literature according to richard (2008: 20) the mastery of speaking skill in english is a priority for many second-language or foreign-language learners. consequently, learners often evaluate their success in language learning as well as the effectiveness of their english course based on how much they feel they have improved in their spoken language proficiency. brown (2003: 151) speaking is a productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy and effectiveness of a test-takers listening skill, which necessarily compromises the reliability and validity of an oral production test. john c. nemiah (2016: 9) an anxiety attack is consist of the feeling of anxiety, alone, without any associated idea, or accompanied by the interpretation that is nearest to hand, such as ideas of the extinction of life, or of a stroke, or of a threat of madness;. or, finally, the feeling of anxiety may have linked to it a disturbance of one or more of the bodily functions—such as respiration, heart action, vasomotor innervation or glandular activity. from this combination the patient picks out in particular now one, now another, factor. he complains of “spasms of the heart,” “difficulty in breathing,” “outbreaks of sweating,” “ravenous hunger,” and such like; and, in his description, the feeling of anxiety often recedes into the background or is referred to quite unrecognizably as “being unwell,” “feeling uncomfortable,” and so on. two picture game two picture games is a game which imagining and explaining connections between pictures, according to wright (2006: 32) to do this game, you will need a big picture size where researchers will use two seemingly images and asks the students to imagine and describe the relationship between two picture. here are procedures of teaching by using two-picture game based on wright (2006: 31). take two seemingly unrelated pictures and ask the learners to suggest a connection between them. some learners will suggest very reasonable connections. and some learners will suggest crazy connections. in one sense, the latter are more useful since more people will pay attention and think about them. researchers will divide the class into two groups and each group filled by man and women. imagining and explaining connections between pictures, objects or words you will need two pictures big enough for all the learners to see. journal of languages and language teaching, vol. 5, no. 2, november 2017 64 research method research design the research is a quasi-experimental. where in this research, the researcher was used non-equivalent in order to examine the effect of two pictures in speaking anxiety. according to kothari (2004: 5) experimental research is characterized by much greater control over the research environment and in this case some variables are manipulated to observe their effect on the variables. the approach was used quantitative approach is the presentation of data in form of numeric and to analysis the data in using statistics. the design of this research is experimental group and control group. based on two groups the researcher was used post-test only, where the researcher was gave posttest to both of group student, for to find out the respond or ability of the student, and then the researcher was gave the questionnaire to the student to find out anxiety of student. population and sample according to miller (2005: 53) a population is defined as collection of all the possible object, people or scores of a particular type. based on the statement above, the population in this research the population of this researcher is the entire second grade of sman 1 jerowaru in academic year 2016/2017. it consists of two classes (xi ips 1, xi ips 2), where xi ips 1 consists of 21 students, xi ips 2 consists of 21, with total number 42 students. according to kothari (2004: 55) a complete enumeration of all items in the population is known as a census inquiry. in this research employed two classes xi ips 1 = 21 and xi isp 2= 21 with total 42 students as a sample. based on the total number of population, the researcher divided classes namely experiment class and control class. to determine the sample of this research, the researcher uses sampling technique because all of the population as sample. xi ips 1 class will be experimental group and xi ips 2 class will be control group. research instrument in this research, the researcher used two kinds of instruments to collect the data with speaking test and questionnaire. to find out the effect of teaching speaking by using two picture games, the researcher provides oral test and recording test as an instrument of this study. the scoring of the test and record are highly subjective and the researcher divides as five criteria, which are the scores of pronunciation, grammar, vocabulary, fluency and comprehension. there is a questionnaire sheet for responding of students’ speaking anxiety. the students was gave a paper sheet by the researcher. and the researcher will guide the students’. here the researcher used scale likert, scale questionnaire where the scale likert scale is counted by 5 strongly agree, 4 agree, 3 rather agree, 2 disagree, 1 very disagree. in this research, the technique of data analysis divided into two general type methodologies, namely; descriptive analysis included (mean, median, mode, and standard deviation) inferential analysis and correlation (the branch of statistics analyzed sample data to draw conclusions about a population research findings this research is aimed to find out the effect of two picture game towards students’ speaking anxiety at sman 1 jerowaru. the research was experimental research and the research design that was used quasi experimental, control and experimental group design. the population of the study was the ips 1 and ips 2 students of sman 1 jerowaru which consisted of two classes. two classes were chosen as the samples, those were ips 1 as experimental class, and ips 2 as control class. they were chosen by using sampling technique. experimental class was treated by using two picture game, and control class journal of languages and language teaching, vol. 5, no. 2, november 2017 65 was treated by slowly reveal. the data of the research were primarily gathered from post test and questionnaire, where the result of mean scores of an experimental class, was higher than the result of mean scores of control group. then, in analyzing the data of the research the researcher used spss. based on the analysis of the data above, it was found that t-test (to) score was 8.271 with the degree of freedom (df) = 20 and ttable (tt) was 000 at the significant level =0.05 it was showed that t-test is lower than t-table, in can be concluded that two picture game was not effective for students’ anxiety in speaking at sman 1 jerowaru. conclusion and suggestion in this chapter the researcher was explained by using two picture game from experimental post test was lower than post test from control. the researcher concludes by using two picture game the students’ were still difficult to improve their speaking in teaching learning process. beside that by using slowly reveal was still effective to teach student speaking in the class. based on the statistical analysis, the value of t-table was 0,000 from (df) 20, it was clear that the t-test was lower than t-table. it means that the alternative hypothesis was rejected. meaning that, two picture game does not have any priorities effect towards students’ anxiety of english speaking at sman 1 jerowaru in academic 2017/2018. the teacher should be more creative to make students anxiety increased in using media or strategy that students do not feel bored in the class. the students were become more confident in their own abilities, and they can motivate themselves to resolve the difficult situation, because they have high anxiety. the researcher hoped that other researchers had to find a more effective strategy for making anxiety of students increased, because two pictures game that teachers was used not really able to control the students only in the class. references brown, h. douglas. 2001. teaching by principle. second edition. san francisco: san francisco university. brown, h. douglas. 2004. language assessment principle and classroom practices. san francisco state university. clease jeff. 2015. i feel good magazine – free self-improvement online magazine http://www.ifeelgoodmagazine.com caroline t. 2003. practical english language teaching young learners. new york: mc. graw. hill. creswell. w. john. 2013. research design_ qualitative, quantitative, and mixed methods approaches-sage publications. los angeles | london | new delhi | singapore | washington. dixon terry. 2015. anxiety understanding problems published by help-for www.help-for.com. kothari , c. r. 2004. research methodology. methods and techniques 2nd revised edition. new age international publishers. horwizt, m.b., horwizt, e.k. and cope, j.a. (1998). foreign language classroom anxiety. the modern language journal. luoma sari. 2004. assessing speaking (cambridge language). luoma sari. 2004. assessing speaking cambridge university press. miller, steve. 2005. experimental design and statistic. second edition. london and new york: routledge. nemiah john c. 2016. anxiety: signal, symptom, and syndrome e-book international psychotherapy institute. right andrew. 2006. published in the united states of america by cambridge university press, new york. richards. 2008. teaching-listeningspeaking cambridge university press. journal of languages and language teaching, vol. 5, no. 2, november 2017 66 sudijono, anas. 2008. pengantar statistis pendidikan. jakarta: p.t. raja grafindopersada. sugiyono. 2016. statistical untuk penelitian. bandung: alfa beta. journal of languages and language teaching, vol. 7 no.1, mei 2019 38 the analysis of a short story "untuk ibu": microstructural approach and practice of discourse dyah kusumastuti english lecturer, univeristas muhammadiyah purwokerto email: dyahkusumastuti@ump.ac.id abstract this paper aims to describe any cohesion to achieve coherence and the intrinsic elements of a short story titled "untuk ibu" (for mother) by kusuma wijayanti on annida magazine. discourse analysis is done through the micro structural and the practice of discourse approach. the results of the discourse analysis of the short story titled "untuk ibu" meet all the other good grammatical aspects of cohesion as well as lexical aspect. the presences of grammatical and lexical cohesion build up the short story into a cohesive and coherent. from grammatical aspect, the short story has person references, comparative and demonstrative reference, substitution of clausal, ellipsis, causal conjunction, and conjunctions of time addition/additives. while from the lexical aspect, it has reps anaphora and reps tautotes, synonyms of words and phrases with free morpheme synonym bound, antonyms type compound and opposition relations, collocation, hyponymy, and equivalency. the results of the analysis of the practice of discourse show that short story "untuk ibu" has the main theme of patience and compassion of a mother on her daughter. the main character is the mother and ayu, some others characters are mas danu, yu yu, supi, mar, parto sopa and lik darmi. plot is a mix that began with the exposure of problems in the form of regret the “i” (aku) figure against the behavior of naughty in opposition to the mother and then continued with the depiction of a cause of regret, and then ends with a meeting among the figures i (ayu) and mother (advanced/progressive grooves). the background of the story majority happened at home (madiun). in addition, this story has the first-person perspective i or ayu and occurs in javanese. key words: discourse analysis, microstructural approach, grammatical, and lexical abstrak artikel ini bertujuan untuk mendeskripsikan piranti kohesi untuk mencapai koherensi cerpen dan mendeskripsikan unsur-unsur intrinsik cerpen berjudul “untuk ibu” karya kusuma wijayanti pada majalah annida. analisis wacana dilakukan melalui pendekatan mikrostruktural dan pendekatan praktik wacana. hasil analisis kewacanaan cerpen “untuk ibu” memenuhi semua piranti kohesi baik aspek gramatikal maupun aspek leksikal. keberadaan kohesi gramatikal dan leksikal membangun cerpen menjadi kohesif dan koheren.. dari aspek gramatikal, cerpen memiliki referensi persona, referensi komparatif dan referensi demonstratif, substitusi klausal, elipsis, konjungsi sebab akibat, konjungsi waktu dan konjungsi penambahan/aditif. sedangkan dari aspek leksikal, cerpen ini memiliki repetisi anafora dan repetisi tautotes, sinonim frasa dengan kata dan sinonimo morfem bebas dengan morfem terikat, antonimi jenis oposisi majemuk dan oposisi hubungan, kolokasi, hiponimi dan ekuvalensi. hasil analisis praktik wacana menunjukkan bahwa cerpen “untuk ibu” bertema utama kesabaran dan kasih sayang seorang ibu pada anaknya. tokoh utama adalah ibu dan ayu, beberapa tokoh pendukung asih, mas danu, yu mar, yu supi, lik sopa dan lik darmi. alur/plot cerita adalah alur campuran yang dimulai dengan pemaparan masalah berupa penyesalan tokoh aku terhadap perilaku nakalnya pada ibu kemudian dilanjutkan dengan penggambaran sebab penyesalan (alur flash back/mundur), lalu diakhiri dengan pertemuan antara tokoh aku (ayu) dengan ibu (alur maju/progresif). latar sebagian besar terjadi di rumah (madiun). menggunakan sudut pandang orang pertama aku atau ayu. secara luas terjadi di komunitas/suku jawa. kata kunci : kajian wacana, pendekatan mikrostruktural, gramatikal, leksikal mailto:dyahkusumastuti@ump.ac.id journal of languages and language teaching, vol. 7 no.1, mei 2019 39 introduction short story is a part of literary work that gets more appreciation and place in the heart of society. this is evident from the increasing number of magazines and tabloids that provide space for the short storytellers to be creative, in fact, there are specific books containing a collection of short stories. the nature of the narrative means that it is intact as a story rather than analysis, description or argumentation, whereas fictitious means the basis of story writing based on imagination of the author. this literary work is solid and laconic in which it is straight to the goal. in line with this, there is a classic definition that a short story should be readable in just one sitting. the reader can finish the story in a short time at once and he can take a lesson from a story he had read. hence, it is interesting to do a study of the short story. it is also caused by the number of results of the works of short story writer with a variety of themes and context of an explanation that will never run out to be explored. from the discourse analysis point of view, short story is part of the discourse of the narrative (sumarlam, et.al, 2003: 17) which is concerned with the time sequence, spoken by the person of the first or third in a certain time, oriented on the offender and all parts are fastened in chronological order. a text is called as discourse when it meets the elements of coherent and cohesion of the discourse. this is explained by sumarlam (2003: 15) that discourse is if it is viewed from its physical structure must be cohesive and from the inner structure is coherent. this paper is focused on the short story “untuk ibu” (for mother) by kusuma wijayanti in the annida magazine issue no. 1 th.x 27 september 2000. through the study of discourse, this short story is analyzed from the aspect of cohesion (the aspect of grammatical) and coherence (the aspects of lexical). in addition, the study is developed with the practice of discourse which is analyzed from the intrinsic elements of the short story (theme, plot, flow and so on). literature review the nature of short story the short story is part of the discourse of a narrative that has a person in the form of figures/actors, time and place as the background of the story and other things that complement the story so as not to seem monotonous to enjoy the reader. in addition, aspects of language also play an important role in the discourse of the narrative of this type because the short story has a language unit, it is described by bustanul and abdul (2000: 3) that the unit of language meant consecutive sentences, phrases, words and sounds. therefore, short stories can be examined by performing a discourse analysis of the various approaches. the approach of discourse analysis of the short story “untuk ibu” used microstructural approach and discourse approach. microstructural approach includes cohesion and coherence or study a short story in terms of grammatical and lexical mccarthy, michael & clancy, brian. (2018). this is also explained by sumarlam (2003: 23) that the relationship of inter-division of discourse can be distinguished into two kinds, namely relations of the form (cohesion) including grammatical structure and relations of meaning that include the lexical structure (coherence). the concept of cohesion refers to the elements of discourse (words or sentences) that have solid and intact relevance (mulyana, 2005: 26). it is also strengthen that the concept of coherence is a relation or interweave between words, or sentences in a text (eriyanto, 2008: 242). klimova, blanka & hubackova, sarka. (2014) stated that the aspect of grammatical discourse includes reference, substitution, ellipsis, and conjunctions. furthermore, from the lexical aspect sumarlam (2003: 23) also journal of languages and language teaching, vol. 7 no.1, mei 2019 40 mentions (2003: 35) mentions the tools of discourse analysis which include reps, synonyms, collocation, hyponymy, antonyms, and equivalence. the descriptions of the tools of discourse analysis are as follows: grammatical aspect a. reference a reference is a type of grammatical cohesion in the form of units of a particular lingual which refers to units of other lingual that precede or follow it. references classified in three types namely person, comparative and demonstrative reference (halliday and hasan, 1976:37). references include the first singular subject (aku, saya, hamba, -ku, ku-/i) and the first plural subject (kami, kami semua, kita/we); the second singular subject (kamu, anda, kau-, -mu/you) and second plural subject (kamu semua, kalian/you); the third singular subject (ia, dia beliau, di-, -nya/he, she, he, his) and the third plural subject (mereka, mereka semua/they). while demonstrative reference includes demonstrative place and demonstrative of the time. demonstrative reference place that is close to the speakers (this, here), somewhat near (it, there), far (there), and mention a place explicitly (solo, yogyakarta). in addition, comparative references i.e. compare two or more things that have a resemblance or similarity in terms of shape, form, attitude, nature, character, behavior and more. words that are used to compare for example the demonstrative of reference such as like (seperti/bagaikan). b. substitution substitution is a type of grammatical cohesion in the form of settlement of certain units of the lingual (which are mentioned) with other lingual unit in discourse to acquire elements of distinction. halliday and hasan in brown and yule (1996:200) stick to simple substitution in which an expression may simply be replaced in the text. seen in terms of its lingual unit, substitution can be differentiated into substitution of nominal, verbal, phrasal and sentence. sumarlam (2003:30) explained that the substitution function is to support the solid discourse which also serves to bring the variation form, creating a narrative dynamics, eliminate the monotonous and obtain an element of distinction. c. ellipsis ellipsis is a type of grammatical cohesion in the form of omission of the specific units which had been mentioned previously. the omitted element can be from the word, phrase, clause or sentence. moreover, the section that can be eliminated is subject, predicate, object or any other part. the omitted elements are marked with the zero constituents (ø). mulyana (2005:28) also adds that the constituent element is actually exist but accidentally removed or hidden, hence the use of the ellipsis is for the effectiveness and efficiency of the language. d. conjunction the conjunction is a type of grammatical cohesion which is connecting the one element and other elements in a discourse. the elements can be assembled units of lingual such as words, phrases, clauses, sentences and larger items or paragraphs. lexical aspect several types of tools for the analysis of the discourse of lexical aspect under this proposed by sumarlam (2003); (a) reps (repetitions), reps is the repetition of lingual units (sounds, syllables, words or parts of a sentence) that are considered essential to put pressure in an appropriate context; (b) sinonimi (indeterminate words), sinonimi can be interpreted as another name for the journal of languages and language teaching, vol. 7 no.1, mei 2019 41 same thing or object; or phrase meaning more or less the same as the expression of the other; (c) antonimi (antonym), antonimi can be interpreted as another name for other things or objects; lingual unit which means the opposite of lingual units with the other; (d) collocation, collocation is specific associations in using words tend to be used side by side; (e) hiponimi, hiponimi can be defined as a unit of language (words, phrases, sentences) that its meaning is considered is part of the meaning of lingual units to another; and (f) equivalence (match), equivalence relation is a match between a particular lingual unit with other lingual unit in a paradigm. by using the tools of cohesion as has been mentioned, it is expected that the discourse coherence can occur (bustanul & abdul, 2000: 116). next, on the approach to the practice of discourse associated with the analysis of the intrinsic elements in short stories. this approach is used because the discourse that is analyzed is the short story, where this literary work has elements of an intrinsic element forming the story. from arianto through her blog mentions intrinsic elements referred to in the short story is an issue, idea or issue that is the basis of the story (the theme); the series of incidents or events in the story (plot/plot), can be either grooves forward/backward flow/progressive, flashback and the flow of the mixture; the place, time and atmosphere of the occurrence of events in the story (background/setting); the giving nature on a character or the perpetrator in the story (character/characters); the position of the author of the story (the viewpoint/point of view). research method the type of the research is qualitative study while the methodology used is discourse analysis which essentially reveals the protagonist characters namely ayu (the main character) and her mother. the paper aims at finding out the cohesion and coherence or study a short story in terms of grammatical and lexical (mccarthy, michael & clancy, brian (2018)). in addition, to highlight the aspects of grammatical and lexical aspects as well as the moral value from the story, examples from the text are given. besides, the paper also explores the intrinsic elements such as themes, plot, setting, characters and viewpoint. research finding and discussion analysis of aspects of the discourse in the short story "untuk ibu" is done with the mikrostruktural approach consists of grammatical and lexical aspect with descriptions of the data as follows: grammatical aspect a. references reference is divided into three types namely person, comparative and demonstrative reference. reference of the first, second and third person either single or plural in the short story "untuk ibu" contained in the data: aku menendang-nendang apa saja yang ada di dekatku. kursi, meja yang semula kugunakan untuk bermain menjadi sasaran kemarahanku. (1) “i kick all the things that close to me. chair, table which i used to play are becoming my fury” betapa teganya kami, anak-anaknya, mempercayakan ibu pada orang lain. padahal ibu dengan susah payah membesarkan kami semua. (2) “it is poor that we trust other people to take care of our mother, even though she had been so hard in taking care of us” journal of languages and language teaching, vol. 7 no.1, mei 2019 42 sebenarnya mas danu tidak mengizinkan aku pergi sendiri. ia berjanji akan mengantarkanku sampai ke jakarta. (3) “actually mas danu didn‟t allow me to go alone. he promised to accompany me to jakarta” semua orang yang melihatku pulang sama sekali tak menyapaku. aku jadi geli. terang saja mereka tak mengenaliku. (4) “all people who saw me went home did not greet me at all. it is because they didn‟t know me.” data (1), (3) and (4) show the free singular pronominal reference first person aku (i) (ayu). data (1) indicates also that the subject „i‟ latched onto single left-hand words kugunakan (i used). then, on the data (1), (3) and (4) there is also a single i latched onto the right in the word mengantarkanku (accompany me), aku (me), kemarahanku (my fury), melihatku (saw me), menyapaku (greet me), and mengenaliku (know me). beside the first singular person, the (2) data shows grammatical cohesion endofora which are divided into kataforis and anaforis. through the first plural reference, kataforis is demonstrated by a word “his” that refers to the first word anak-anaknya (his sons) which the element is on the right, while the anaforis is demonstrated by the second word “we” refers also to the words anak-anaknya (his sons) which the element is on the left. data (3) shows the third singular subject “he”, because it refers to mas danu (the element is on the left). then the data (4) shows that the third plural subject “they” is existed as well, it shows a type of grammatical cohesion which is called endofora anaforis because it refers to the element is on the left i.e. to the phrase „semua orang‟(everyone). while the comparative reference is to compare two or more things that have a resemblance or similarity and are usually marked with words such as „like or as (seperti)‟, it can be seen in data: aku menghindari tatapan ibu yang seperti menembus perasaanku. (5) “i avoid seeing my mother who gazed at me which is like it touches my feeling” ibu selalu berusaha membantu segala kesusahanku. seperti misalnya saat umptn 1997. (6) “my mother always helps me to solve my difficulties. like when i had umptn (tes entrance for college) in 1997.” the (5) data shows that there is a function which compares the gaze as if with a tool that can touch. then the data (6) comparisons is shown with the word „as‟ means the mother always helps the character i (ayu) at any time without having to know the time. the demonstrative reference is divided into two types namely the demonstrative of time reference (present, past, upcoming, and neutral) and demonstrative reference of place (close, somewhat near, far, and explicit). in the short story "untuk ibu" demonstrative reference time and place indicated on the data: meski ibu terlahir di zaman penjajahan. (7) “even though my mother was born in colonial era” dulu, aku pergi dengan celana jeans, kemeja panjang dan tak lupa topi benry kesayanganku. sekarang kan bajuku sudah modern. (8) “in the past, i wore my pants, long shirt, and my lovely benry hat. now my clothes are modern” lalu sebulan kemudian kuterima kiriman cap pos dari madiun. (9) “then one month later i accepted a transfer from madiun” journal of languages and language teaching, vol. 7 no.1, mei 2019 43 aku terus melangkah masuk ke pesawat yang akan mengantarkan aku ke kota padang. (10) “i stepped in the plane which it will take me to padang” ibu yang tidak tahu persoalannya meminta bola itu dan memberikannya untukku. (11) “my mother who did not know the problem then asked the ball and gave it to me” ya yang ini, pagar putih ini. (12) “yes, this white fence.” data (7), (8) and (9) show the demonstrative of reference of time past, present, and future tense in which is indicated by the phrases colonial era and said it used to be, while the present is indicated by the word „now‟, „a month later‟ showed that the referenced is the submissions from madison who came a month later. data (9), (10), (11) and (12) show the demonstrative reference site, which is explicitly mentioned place names i.e. madiun and padang (data (9) and (10)). data (11) said it showed the ball is referenced far away from the perpetrators. data (12) indicates that a character/perpetrators is near the white fence that is referenced from the word „this‟. b. substitution substitution is done by replacing the lingual unit (which has been called) with other lingual unit in short to obtain elements of distinction. in the short story "untuk ibu" substitution shown in data: kucium tangan ibu. kugenggam erat. rasanya ingin begini terus. (13) i kiss her hand. hold it tightly. i want it forever. data (13) showed a clausal substitution in which said this was the substitution of the previous clause i.e. i kiss her hand. hold it tightly. these data show that there is a distinct impression gained readers due to the substitution of the word against the clause. c. ellipsis ellipsis is a particular lingual unit which has been mentioned earlier. the ellipsis in the short story "untuk ibu" is shown in the following data: ibu kaget, dan terbangun. menatapku lama sekali. (14) ibu kaget, dan ø terbangun. ø menatapku lama sekali. (14a) “my mother is shocked, and ø woke up. ø looked at me for long time.” ibu kaget, dan ibu terbangun. ibu menatapku lama sekali. (14b) “my mother is shocked, and she woke up. she looked at me for long time.” data (14) or (14a) show that the the ellipsis of the word “mother” (ibu). this shows the alignment of the discourse so that it is more practical, can be enjoyed by readers and motivate readers to find more creative elements that are contracted than if the mother's word used consecutively as in (14b). d. conjunctions in the short story "untuk ibu", there is a conjunction of the shown in the data below: tak biasanya ibu sakit. karena ibu selalu sibuk, tak pernah berdiam diri. (15) “it‟s unusual that my mother is sick. since she is always busy, she never wants to keep silent” setelah usai ujian terakhir aku nekat pergi sendiri. (16) “after the final exam was finished, i go alone” tapi harus menunggu cutinya keluar. dan itu berarti aku harus menunggu sebulan lagi. (17) journal of languages and language teaching, vol. 7 no.1, mei 2019 44 “but i have to wait the decision of my days off. and it means that i must wait for a month later.” data (15) shows a causal conjunction “since”. it states a causal relationship as shown in clause. data (16) shows the time “after”. data (17) shows the two types of conjunctions namely conjunction of opposites: with a word “but” and the addition of the (additive) “and”. lexical aspect a. reps (repetitions) in the short story "untuk ibu" the kinds of reps are available in the following data: apa yang telah kulakukan pada ibu? apa yang membuatku marah, padahal ibu hanya memintaku shalat. (18) “what i've done to my mother? what pissed me off, mom just told me to pray.” kutapakkan kaki lagi di kota yang telah memebesarkan aku dengan segala keunikannya. kota yang telah lama menanti kedatanganku. kota yang meninggalkan kenangan indah masa kecilku. (19) “i stepped my feet in the city that has been grew me up with all its uniqueness. the city has been waiting me for so long. the city that left wonderful memories to my childhood.” data (18) shows the repetition because anaphora reps is on the first phrase in each sentence with the phrase “apa”. data (19) appears tautotes reps where the repetition of a word several times mentioned in a construction i.e. the word “kota” (city) is repeated three times. b. sinonimi (indeterminate words) sinonimi on short story "untuk ibu" is shown in the following data: setelah kejadian itu hampir selama seminggu aku tak berani menegur ibu. aku takut sekali. (20) “after the incident was gone for almost a week i could not dare rebuke the mother. i'm scared as hell.” aku tahu, ibu tak akan pernah menunjukkan kemarahannya padaku. (21) i know, mom will never show her anger at me. data (20) showed the word “scared” (takut) has synonymous to “dare”. data (21) is a type of free morpheme which is similar to bound morpeheme where the word “mother” (ibu) is free morpheme and in which it is synonymous with the morpheme (bound) – her. c. opposition (antonym) the short stories "untuk ibu" has the data which are related to the device with the following data which indicate antonyms: agar aku bisa hidup tanpa merasa terbebani perasaan yang selama hidup menghantui kemanapun aku pergi. terus menyiksaku, mengejar bahkan tanpa rasa ampun mereka berani mencemoohku.(22) “in order that i can live without feeling down that haunts my life wherever i go. constantly abused me, pursue even without the taste of sake they dare talk negatively.” “dik ayu nggak ingin pulang?” tanya mas danu. pulang?. tentu saja aku ingin sekali pulang mas. (23) "dik (sister) ayu did not want to go home?" asked mas danu. go home?. of course i'd love to go home, mas (old brother). data (22) indicates the presence of multiple oppositions i.e. the oppositions occur in some words (more than two). while on the data (23) shows the opposition is in a javanese family terms between sister and brother (dik and mas). journal of languages and language teaching, vol. 7 no.1, mei 2019 45 d. collocation the collocation in the short story "untuk ibu" is shown from the following data: sekarang sedang musim tanam padi. kulihat dari jauh yu mar, yu supi, lik sopa dan lik darmi yang sudah semakin tua menuntun sepeda tua menuju ke sawah. (24) “it is now the rice planting season. seen from far away, yu (old sister) mar, yu supi, sopa and lik darmi already getting old bikes lead heading to the old rice fields. data (24) indicates the occurrence of collocation with the use of the words of paddy and rice planting season. this shows the unity of the discourse with the word that collocated and mutually supportive. e. hiponimi the following data shows the occurrence of hiponimi in the short story "untuk ibu": ibu masih menidurkan aku dengan ceritacerita si kancil yang cerdik dan si licik belalang yang kedinginan dan ditolong oleh semut, si gajah yang tak terkalahkan. cerita yang selalu sama setiap hari. (25) “my mother still puts me with stories of the ingenious kancil and the crafty grasshopper who freezes and rescued by ants, the unbeatable elephants. the story is always the same every day.” data (25) suggests that the hiponim of the story is the clever kancil, the scheming grasshopper who freezes and rescued by ants, the elephants are unbeatable. f. ekuvalensi (match) the short stories "untuk ibu" has equivalence (match) is shown in the following: aku, yang sedang asyik bermain, bersikeras ingin menyelasikan main dan salatnya nanti saja. (26) “i, who is fun to play, insisting to finish playing and decide to pray later.” ibu mencubit pahaku. aku jadi kalap, padahal cubitan ibu tak begitu sakit. (27) “my mother pinched my thigh. i'm so angry, instead it does not so hurt actually.” data (26) shows the word play (bermain) is equivalent based on the origin word play (main). data (27) indicates the word to pinch (mencubit) is equivalent that derive from the same basis i.e. pinch (cubit). both of these data indicate the similarity where a number of words are the results of the process of afix from the same origin of the morpheme. analysis of the practice of discourse a short story has several elements that are forming the story that would later be called as intrinsic elements. these elements are analysed with the approach of discourse practices, as well as in the short story "untuk ibu" that includes themes, plot, setting, characters and viewpoint. 1. theme patience and compassion of a mother to her daughter become a central theme in the short story "untuk ibu". this is apparent from the reaction of her when her daughter (ayu) is behaving mischievously. no matter how naughty her daughter is, she still loves her daughter, no ridges at all. the mother stays happily to help her daughter‟s distress, tells story of lullabies, feeding even still wakes up at midnight, does tahajud and prays for the prayer for her daughter. pray for ayu‟s examination in umptn and so that ayu can pass it. when her mother is sick, she would love to meet ayu. she pleaded to god almighty in order not to be late to meet her mother, and god grant the ayu‟s du'a. when she returned home, she could still be holding and kissing the hands of her mother. journal of languages and language teaching, vol. 7 no.1, mei 2019 46 2. plot the plot of the short story "untuk ibu" is a mixture in which the character of ayu recounts with groove back and continued with the forward plot. at the beginning of paragraphs, it is told how her behaviour remorsed on her mother because of the events of the previous days, where in the next paragraphs ayu told herself what made her regret, there is inner conflict within ayu, it indicates that the author tried to build conflict on the main character, ayu, (personagainst-self) from the beginning of the narrative and the middle part of the story. the forward flow is shown as the year 2000, ayu was in padang and heard about her mother's illness, conflict was happening again in ayu, so there are no regrets for life for what she did on her mother, then she begs prayer so that she would not be late for meeting and asking apologizes to her mother. 3. background or setting the background stories on the short story "untuk ibu" took place in various setting include home, travel of mothers and ayu to the airport, the university of andalas, padang, madison, and in villages. but the majority of background occurs at home. social status of the family told that the families is from intermediate social status to the top expression in a village in madison because the mother could send her children on secondary education (college) with proven ayu who lectures at andalas university padang. the trip to the airport also indicates a social status. in addition, the social background in the recent culture is clearly visible is the story of the people of east java precisely (madiun), this is evident also from the java language vocabulary that is used, for example, gerah (sick), dalem (apa), kondur (pulang) and sare (sleep). 4. characters the central character in the short story "untuk ibu" is mother and ayu. it is caused by a story dominated by the conflicts themselves ayu and the role of the mother. in addition, the character of mother and ayu take a lot of narrative. other figures such as asih, mas danu, yu supi, yu mar. parto sopa and lik darmi were aided to launch and vary the storyboard. the main character, mother, is described as having properties that are patient and compassionate. the mother did not have the nature of spiteful because she never showed anger when the character of ayu constantly was acting unruly. mom even portrayed as a mother who never tired of doing good and even pray for kindness to her children. the other main character is me (ayu) is portrayed as a mischievous child and over the course of time, ayu told sorry with her naughtiness on her mother so she wants to immediately apologized for her behaviour. this is shown in paragraphs at the beginning of the story. the author of ayu also showed how sorry and at the end of the story the author narrates a poignant meeting between mother and ayu. other figures such as asih, mas danu, yu supi, yu mar. parto sopa and lik darmi are supporting characters who are not explicitly described by the author. asih serves as a maid, mas danu is the brotherin-law of i, then yu mar, yu supi, lik sopa and lik darmi are people/farmers in the village of main character. the flat impression portrayals from a character especially the mother who is indicated by the depiction of the character which tends to be one-sided. those are as a patient, the reaction of the mother did not explore reasonably when her daughter pee carelessly or kicked the table, it was described that she was not angry at all. its nature will be more humane if an angry journal of languages and language teaching, vol. 7 no.1, mei 2019 47 mother described for example by rebuking because of her daughter's naughty behavior. 5. perspective/point of view the author wrote through the submission of a story with a first person perspective (i named ayu) as the narrator then expected the reader to feel the effects of empathy to get involved in the story. through the character of i, the author wanted to show the meaning of patience and compassion of a mother on her daughter. a mother who is always there who described as loyal woman who wants to always help the trouble of her daughter and pray for the good life of her children. conclusion the results of the discourse analysis of the short story "untuk ibu" meet all the other good grammatical aspects of cohesion as well as lexical aspect. from grammatical aspect, the short story has references person (i, ii, iii, singular and plural); comparative and demonstrative reference, substitution of clausal, ellipsis, causal conjunction; the conjunction of time and the addition/additives. while the lexical aspect, this short story has reps anaphora and reps tautotes, synonyms of words and phrases with free morpheme, sinonimo bound morpheme, antonimi which divided into two types namely compound and opposition relations, collocation, hiponimi and equivalent. the existence of the lexical and grammatical cohesion builds up a discourse into a cohesive and coherent. the result of the analysis of the practice of discourse shows that short story "untuk ibu" has a main theme of patience and compassion of a mother on her daughter. the main character is the mother, and ayu, some other characters asih, mas danu, yu supi, yu mar. parto sopa and lik darmi. plot is a mix that began with the exposure of problems in the form of regret of figure “i” against the behavior of her naughty to her mother and then continued with the depiction of a cause of regret (flash back/rewind grooves), and then ends with a meeting among the ayu and her mother (advanced/progressive grooves). the background occurred majority at home (madison). using the first person perspective i or ayu dominantly, it is widely occurring in community/tribe of java. suggestion the short story is the literary works which deserve appreciation. in terms of the linguistic approach to explore interesting analysis of discourse of cohesion and coherence to see a short story, this is done because it is very useful to know the integrity and the unity of a discourse. besides the analysis of discourse practices approach aims to know clearly the elements forming the story. so it is recommended that more short stories that can be analyzed to see the wholeness and the unity discourse as well as the intrinsic elements. journal of languages and language teaching, vol. 7 no.1, mei 2019 48 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(13 januari 2009). cerpen / cerita pendek. diambil pada tanggal 13 januari 2010, dari http://smileboys.blogspot.com/2009/01/ cerpen-ceritapendek.html. brown, g. & yule, g. (1996). analisis wacana. (diindonesiakan oleh i.soetikno). jakarta: pt. gramedia pustaka utama. bustanul, a. & abdul, r. (2000). prinsipprinsip analisis wacana. jakarta: direktorat pembinaan dan pengabdian pada masyarakat. eriyanto. (2008). analisis wacana (pengantar analisis teks media). yogyakarta: lkis yogyakarta. halliday, m.a.k. & hasan, r. (1976). cohesion in english. london: longman group ltd. klimova, blanka & hubackova, sarka. (2014). grammatical cohesion in abstracts. procedia social and behavioral sciences. 116. 664-668. 10.1016/j.sbspro.2014.01.276. kusuma wijyanti. (27 sepetember 2000). cerpen berjudul “untuk ibu”. annida no. 1 th.x 2000. 22-25 mccarthy, michael & clancy, brian. (2018). from language as system to language as discourse. this chapter, co-written with michael mccarthy, is due to appear in the forthcoming 'routledge handbook of english language teacher education' edited by steve walsh and steve mann. mulyana. (2005). kajian wacana, teori, metode dan aplikasi prinsip-prinsip analisis wacana. yogyakarta: tiara wacana. sumarlam, et al. (2003). teori dan praktik analisis wacana. surakarta: pustaka cakra. http://smileboys.blogspot.com/2009/01/cerpen-cerita-pendek.html http://smileboys.blogspot.com/2009/01/cerpen-cerita-pendek.html jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v9i2.3528 april 2021. vol. 9, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 212-219 jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |212 an analysis of english language teaching activities during covid-19 pandemic at smp purnama jakarta 1yulia firza safira, 2muhamad sofian hadi, & 2zaitun 1english student, fip, muhammadiyah university of jakarta, indonesia 2english lecturer, fip, muhammadiyah university of jakarta, indonesia corresponding author email: zaitun.hateem@gmail.com article info abstract article history received: february 2021 revised: march 2021 published: april 2021 this study was led to know the activities of english teaching during the covid19 pandemic at smp purnama jakarta. this study utilized a qualitative descriptive method, while the information assortment methods utilized interviews, observation, and documentation. interviews were led with an english teacher who teaches at smp purnama jakarta, while polls were given to a few students at smp purnama jakarta. the subjects of this investigation were an english teacher and a few students at smp purnama jakarta. the outcomes show that learning during the pandemic is way different from the regular learning (inperson) that was done before the covid-19 pandemic. the distinction that can be seen is that the instructional framework, which was initially up in-person, turned out to be totally internet or technology-based by utilizing google meet, google classrooms, whatsapp, youtube, and other applications. keywords english teaching activities; teaching techniques; technology in elt; how to cite: safira, y. f., hadi, m. s., & zaitun. (2021). an analysis of english language teaching activities during covid-19 pandemic at smp purnama jakarta. jollt journal of languages and language teaching, 9(2), 212-219, doi: https://doi.org/10.33394/jollt.v9i2.3528 introduction humans use language as a tool to express their thoughts and feelings. it is in line with martinez & castillo (2015) that stated language is only human subjects in however much they speak, say, and know. it is a coming thing from within the speaking subject that shows the significant deliberate motivation behind the individual speaker. with language, humans are able to understand each other. according to ethnologue, also known as the world's languages, as cited in stein-smith (2017), there are 7,099 languages on the planet. however, there is a language that extremely broad spoken worldwide. it connects individuals from divergent nations, backgrounds, and languages. it is english. as reported by rao (2015), english is the main language widely used in the world. it is also the most generally utilized language on global trade, diplomacy, mass entertainment, global media communications, and scientific publications. those are the reasons to teach english. it isn't just essential but mandatory for foreign learners, including indonesia. thus, the researcher leads this study on how english teaching-learning activities at smp purnama jakarta. the world health organization (who) has concluded that covid-19 has been assigned as a pandemic that happens all through the world (zanke et al., 2020). who announced that the covid-19 epidemic a public health emergency of international concern was. the covid-19 outbreak spread external the city of wuhan on january 30, 2020 (shereen et al., 2020). at the end of 2019, wuhan, a developing business center of china, experienced an outbreak of a novel covid-19 that murdered over 1,800 and infected more than 70,000 people within the first fifty days of the pandemic. this outbreak then spread to all parts of the world. presently, in excess of 105.000,000 individuals are influenced by the covid-19 outbreak around the world. the covid-19 pandemic outbreak has changed all parts of human existence on the planet, including indonesia. in consonance with caraka et al. http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:zaitun.hateem@gmail.com safira, hadi, and zaitun an analysis of english language … … jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 |213 (2020), covid-19 has a serious and boundless effect, particularly in indonesia. it was first revealed in indonesia on march 03, 2020, quickly spread to each of the 34 provinces by april 09, 2020. from that point forward, covid-19 has proclaimed a condition of the public debacle and well-being crisis. currently, in excess of 1.110,000 individuals are influenced by covid-19 in indonesia. world pioneers create exacting principles to foresee the spread of covid-19. who prescribes a few normalized well-being conventions to envision the spread of covid-19, for example, wearing masks, washing hands, not shaking other people's hands, and keeping up social and physical distancing. feng et al. (in suppawittaya et al., 2020) informed that everyone needs to follow the standard recommendation of prioritizing self-hygiene, including hand-washing whenever possible, using alcohol to clean substances that are touched, and using medical face-mask rationally when exposed to high-risk areas. it is in line with lotfinejad et al. (2020) concerned about standard recommendations, especially hand hygiene. they stated hand hygiene with alcohol-based hand rub (abhr) is commonly utilized around the globe as one of the best, simple and low-cost techniques against covid-19 crosstransmission. the covid-19 pandemic outbreak has changed all parts of human existence. all life orders change immediately with this pandemic. individuals are not permitted to leave their homes, go to work, neither go to schools in the name of social distancing. as stated in pajarianto et al. (2020), the republic of indonesia's government, via the ministry of education and culture and keep up by every local government, shifted student learning from schools to their homes through the study from home model. this is the right decision of the government since it supports the social distancing idea. in keeping with aslam (2020), social distancing is a strategy to limit crowd interactions and prevent the spread of disease within groups of individuals. this is a typical practice that has been done overages to limit the spread of the virus by restricting its proliferation rate (r0) among communities. based on unesco's data as cited in abidah et al. (2020) in indonesia by wednesday (3/25/2020), as many as 68,265,787 students were affected by the covid-19. it brought about changes in teaching and learning interactions in schools. the problem is teachers and students are not permitted to do in-person learning. this disarray likewise affects teaching and learning activities at smp purnama jakarta. in this way, the writer aims to expose the english teaching and learning process during the smp purnama jakarta pandemic period. research method in this paper, researchers find out how the english language teaching during the covid-19 pandemic works. this review also concerned the teaching techniques and media that teachers utilized during the outbreak. research design the method utilized in this exploration is the subjective study with the sort of phenomenological research. according to qutoshi (2018), phenomenology as a way of thinking gives researchers a theoretical rule to comprehend phenomena at the degree of subjective reality. the writer utilized this technique since the writer needed to learn and dissect teachers' experience in teaching. hence, with this study technique, the researcher could investigate the english teaching activity during the pandemic period. research subject the writer selected smp purnama jakarta as the research object as it is located in the center of the city, and it has various backgrounds of the students. the subject in this study is an english teacher who teaches at smp purnama jakarta. in this research, the writer discusses with one english teacher at smp purnama jakarta. the teacher teaches two grades: grade 7 and 9 with a total of six classes compared to another english teacher in the school who only safira, hadi, and zaitun an analysis of english language … … jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 |214 teaches one grade, which is grade 8 with few classes. the writer picked one exploration subject in light of the fact that the teacher is a key source who has met the necessities as a key witness. as indicated by martha and kresno (2016), there are four standards in deciding key witnesses. those must be functioning members in the group, association, or culture being investigated, associated with the "recent" explored culture; have sufficient time, and convey data in their own language (normal). instruments in this research, the instruments that the researcher used are interviews, observation, and documentation. the interview subject is the english teacher. the observation is conducted on seventh and ninth-grade students. meanwhile, the documentation is taken by handwriting while interviewing the teacher and some pictures. moreover, statements from respondents were also upheld and explained by a few students at smp purnama jakarta. in this study, writers noticed fifty students at smp purnama jakarta. data analysis the model that was utilized in analyzing the data on this study is qualitative method phenomenological research. first, the researcher organized all the data or a comprehensive picture of the english teaching activities during the covid-19 pandemic at smp purnama jakarta that has been collected. second, the researcher read the data as a whole and made side notes about the data that is considered important then did the data coding. third, the researcher found and classified the meaning of the english teacher's statements by doing horizon listing, namely that each statement is initially treated to have the same value. furthermore, statements that are irrelevant to the topic and questions or statements that are repetitive or overlapping are eliminated so that what remains is only horizons (the textural meaning and the constituent or compiler elements of the english teaching activities during the covid-19 pandemic at smp purnama jakarta that are not distorted). next, the statements were then collected into units of meaning and then a description of how the english teaching activities during the covid-19 pandemic at smp purnama jakarta occurred. then, the researcher developed an overall description of the english teaching activities during the covid-19 pandemic at smp purnama jakarta to find its essence. then developed a textural description (regarding the english teaching activities during the covid19 pandemic at smp purnama jakarta that occurs in the respondent) and a structural description (which explains how it occurs). afterwards, the researcher then provided a narrative explanation of the essence of the english teaching activities during the covid-19 pandemic at the smp purnama jakarta understudy and got the meaning of the english teacher’s experience of it. in the last one, the researcher made a report on the experiences of the english teacher. after that, the combinations of these images are written. research findings and discussion research findings the information is taken from the english teacher and fifty students at smp purnama jakarta in the finding and discussion. the writer shows the outcomes of the information from interviews, observation, and documentation that have been dissected. the writer focuses on the information assortment of the english teaching activities in pandemic time at smp purnama jakarta. the following are a portion of the discoveries acquired by writer from interviews with english teachers at smp purnama jakarta regarding english language teaching activities during the covid-19 pandemic. changes in english teaching and learning activities safira, hadi, and zaitun an analysis of english language … … jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 |215 learning during the covid-19 pandemic has critical changes, particularly in the learning framework. learning that at first occurred conventionally or in-person transformed into online learning. in light of the outcomes of interviews with respondents, the respondents gave the following assertions: table 1 interview results no theme/question efl teachers’ responses 1 what are some drastic changes in english teaching and learning activities before and after the covid-19 pandemic at smp purnama jakarta? t: “…the learning framework has drastically changed. before the pandemic, we studied conventionally in the classroom and met in person. if students do not understand a material, they can immediately ask questions, and we (the teachers) can immediately explain, but now it is not the case. likewise, the exercises and quizzes, if previously students used paper and stationery now they use smartphones. it's just that our assessment is a little different. we still use offline reports…” in light of the information above, the writer can sum up that the learning framework that is utilized by the english teacher at smp purnama jakarta before and after the covid-19 pandemic is not the same. before the pandemic, the teacher utilized a conventional approach in teaching where the teaching and learning activities occur in the physical classroom, while after the pandemic, it becomes totally internet-based. the same thing goes along with the practice of exercises and quizzes, where it becomes online-based. the different thing is just on how the teacher assesses the students where they still utilize the conventional way to provide the report cards to the parents. the utilization of lecturing strategy in english teaching during the pandemic period in teaching english during the pandemic, the teacher utilized some techniques. one of them is the lecturing strategy. the teacher gives an explanation of the learning material to students utilizing the video conference feature on google meet. given the outcomes of interviews with respondents, the respondents gave the accompanying assertions: table 2 efl teachers’ response no theme/question efl teacher’s response 1 what kind of media and teaching strategy that you use during the covid-19 pandemic? t: “…i use textbooks as usual to explain the material i discuss. it's just that i did it through google meet media…" in light of the information over, the teacher utilized the lecturing technique in teaching english. the teacher does the lecturing technique by explaining the material via google meet. via google meet is used to deliver their teaching materials. this media provides teachers with many features to learn virtually. students and teachers can interact with each other. the utilization of task-based learning technique in english teaching in pandemic period other than utilizing the lecturing technique. teachers additionally use task-based learning strategies in getting the hang of during the covid-19 pandemic. the task based learning technique is completed after the teacher gives an explanation of the material, teacher gives assignments in a two ways. either sent by google classroom or google meet itself. coming up next is the teacher's assertion regarding to the learning strategy: safira, hadi, and zaitun an analysis of english language … … jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 |216 table 3 efl teachers responses no theme/question efl teacher’s response 1 is there any other teaching strategy that you use during the covid-19 pandemic and how do you do that? t: "…i give assignments to students. i give them in two ways. the first (way) i send via google classroom and the second (way) i give it directly during google meet…" 2 how about the collection of those assignments? t: "…the collection of assignments is carried out in two ways. the first way is to fill in or answer directly on google classroom and the second way (students’ assignment book) to be photographed and then immediately send it to me personally on whatsapp…" in light of the information above, the tasks giving and collection are carried out in two ways. first, on google classroom or google meet and second, on whatsapp.” discussion teaching and learning activities during the covid-19 pandemic changed radically, including the strategies and media utilized by teachers when teaching. learning that at first occurred offline (in-person) turned out to be totally internet-based. teaching and learning activities during the covid-19 pandemic have carried a few changes to students, teachers, and even guardians. this assertion is in accordance with the assessment of duraku and hoxha (2020), who said that the covid-19 has affected the education, well-being, and functioning of all parties involved and benefiting from educational systems in the world. the teacher said that he generally offers help and inspiration to students so they don't feel exhausted when contemplating comfortable during this covid-19 pandemic. the presence of high inspiration by the teacher can likewise build learning inspiration for students. this assertion is in accordance with the assessment of hooda (2018), who said that a teacher who is enthusiastic about students learning and the content would find themselves motivated to go well beyond the minimum in developing activities that benefit students’ learning. an enthusiastic teacher can make a tremendous difference in student motivation and engagement in regard to learning. this also goes along with the statement of yolanda and hadi (2019) that stated the teacher has the responsibility to guide students besides also giving students support and motivation so that they can improve their english skills. the teacher expressed that teaching activities in the pandemic period had an adjustment in administration as a syllabus and lesson plans. the teacher presents the schedule as a framework of the fundamental material or abilities that students should master inside a specific timeframe. the syllabus depends on government guidelines and is controlled by the ministry of education and culture. it goes straight with the assessment of richards (as cited in sabbah 2018) states that a syllabus is a specification of the content of a course of instruction that lists what will be taught and tested. the educational plan highlights incorporate topic, etymological goals, sequencing, and material to address the issues of specific students in specific settings. the teacher just uses a portion of the fundamental abilities in the schedule in teaching-learning activities during the covid-19 pandemic, so not all material is instructed because it is beyond the realm of imagination if all the material is instructed in internet learning. in the pandemic period, teachers utilized two sorts of teaching techniques, lecturing and task-based learning strategy. lecturing strategy is done by the teacher by giving explanations through google meet. the meaning of the lecturing technique is in accordance with the safira, hadi, and zaitun an analysis of english language … … jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 |217 assessment of sutherland (1976), who stated that the lecturing method or technique is defined as a continuing oral presentation by the professor (or teacher); it is presumably a synthesis of his own reading, research, and experiences, interpreted in light of his own insights. moreover, teachers additionally use task-based learning strategies. offering tasks to students is the primary focal point of learning that the teacher will utilize as proof of participation and appraisal. the teacher's utilization of task-based learning strategies is in accordance with jeon and hahn's assessment (as cited in murat 2011). he contends that taskbased language learning or teaching (tblt) has become a significant topic in the field of second language acquisition in terms of fostering process-focused syllabi and devising communicative tasks to enhance learners’ real language use via the emergence of the communicative language teaching approach. the respondent said that internet or informal learning strategies urge students to be autonomous in learning. this assertion is in accordance with the assessment of stickler and emke (as cited in wang and cheng 2019) that informal learning is a germane to the rise of lifelong learning, where learners are depicted as autonomous, social agents who actively seek learning tools, resources, and opportunities available in their surrounding environment (kalaja et al. 2011). autonomous learning should be possible by perusing the material, dissecting the material, and recordings given by the teacher. this can make students familiar with gathering and overseeing data acquired identified with learning material. the utilization of teaching media during the covid-19 pandemic is identified with the utilization of information and communication technology (ict). teachers and students at smp purnama jakarta use mobile phones for teaching and learning activities during the covid-19 pandemic. the utilization of mobile phones is in accordance with the assertion from basak, wotto & belanger (2018), who contends that mobile learning is complementary of both traditional understandings as well as e-learning. the teacher utilized the teacher to help english teaching and learning activities during the pandemic incorporate utilizing the google meet, google classroom, whatsapp, youtube, and other applications. the utilization of these media is relied upon to make learning more pleasant. this assertion is in accordance with the assessment of paechter & maier (2010), which say that students appreciated online learning for its potential in providing a clear and coherent structure of the learning material, in supporting self-regulated learning, and in distributing information. during the pandemic at smp purnama jakarta, the teaching and learning activities happened in-person and transformed into virtual ones. in teaching and learning activities during the covid-19 pandemic, teachers solely use the internet-based learning technique. internet-based learning is a learning process that utilizes the internet and digital media. when teaching during the pandemic, the media utilized by teachers are the utilization of some applications, for example, google meet, google classroom, whatsapp, and youtube. conclusion in this part, the writer needs to create a conclusion from the outcomes of the study that have been done. english teaching and learning activities during the covid-19 pandemic have a few changes. the changes are in the learning framework, which at first regularly ran (in-person) to internet-based learning. so that learning administration should likewise be changed to be totally on the internet, for instance, learning materials utilizing audio, video, youtube, and google classroom. the technique utilized by the teacher when teaching english during the covid-19 pandemic were utilizing lecturing strategy and task-based learning strategy. the teacher completes the lecturing strategy by giving an explanation from the textbook material through google meet. the teacher additionally utilized a task-based learning strategy. the teacher safira, hadi, and zaitun an analysis of english language … … jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 |218 gave a few tasks to the students through google classroom or google meet, then students do the assignments and submit them to google classroom or whatsapp. the lessons have two capacities, for assessment and attendance. the media utilized by the teacher in teaching and learning activities during the covid19 pandemic is by utilizing the google meet, google classroom, whatsapp, youtube, and other applications. the teacher gives material as audio, picture, and video to students. moreover, the teacher likewise utilizes youtube as a learning medium to don't feel tired and be keener on learning materials. different media utilized by the teacher is the utilization of google classroom to give daily test questions, midterm tests, and last semester tests. references abidah, a., hidaayatullaah, h. n., simamora, r. m., fehabutar, d., & mutakinati, l. (2020). the impact of covid-19 to indonesian education and its relation to the philosophy of "merdeka belajar". studies in philosophy of science and education (sipose) , 1 (1), 38-49. aslam, f. (2020). covid-19 and importance of social distancing. basak, s. k., wotto, m., & bélanger, p. (2018). e-learning, m-learning, and d-learning: conceptual definition and comparative analysis. e-learning and digital media , 15, 191-216. caraka, r. e., lee, y., kurniawan, r., herliansyah, r., gio, p. u., kaban, p. a., et al. (2020). impact of covid-19 large scale restriction on environment and economy in indonesia. global journal of environmental science and management (gjesm) , 6, 65-84. duraku, z. h., & hoxha, l. (2020). the impact of covid-19 on education and on the wellbeing of teachers, parents, and students: challenges related to remote (online) learning and opportunities for advancing the quality of education. 1-28. hismanoglu, m., & hismanoglu, s. 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(2020). effects of social distancing, selfquarantine, and self-isolation during the covid-19 pandemic on people's well-being, and how to cope with it. international journal of science and healthcare research , 5 (2), 12-20. sutherland, t. m. (1976). the lecture method. 29-33. wang, h.-c., & chen, c. w.-y. (2019). learning english from youtubers: english l2 learners' self-regulated language learning on youtube. innovation in language learning and teaching . yolanda, d., & hadi, m. s. (2019). using puppet games in teaching speaking for tenth graders of senior high school. english language in focus , 2 (1), 1-8. zanke, a. a., thenge, r. r., & adhao, v. s. (2020). covid-19: a pandemic declare by world health organization. ip international journal of comprehensive and advanced pharmacology , 5, 49-57. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4288 october 2021. vol. 9, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 371-384 jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 371 stance in advanced academic writing by saudi efl postgraduates: a corpus-based study of critique writing abdulwahid qasem al zumor applied linguistics, king khalid university, saudi arabia corresponding author email: aalzomr@kku.edu.sa article info abstract article history received: september 2021 revised: october 2021 published: october 2021 whether the postgraduate students in the efl context are adequately trained to express their authorial voice in academic writing in an appropriate tone has not been clarified enough in the literature. the aim of this study is to explore the linguistic resources used by saudi postgraduate students of applied linguistics to construct stance when they write critique essays. to achieve this goal, a corpus of 78000 words was built from 73 critique essays collected in five years. to analyze this corpus, lancsbox corpus analysis software was used to generate the concordances with frequencies of key words in context. the model of corpus analysis used was hyland’s (2005) which views stance as a construct within a model of interaction in academic discourse that comprises boosters, hedges, attitude markers, and self-mentions. the major findings of the study showed that the most frequently used stance markers were hedges, followed by attitude markers, then boosters, and finally self-mentions. in addition, the linguistic resources used in these strategies of stance construction by the students in this particular context need to be enhanced in order to conform with conventional standards of academic writing. to meet this ambitious requirement, the study recommends explicit instruction, training, and showcasing these textual resources as they occur in high quality discipline-specific publications. keywords efl writers’ stance; hedges; boosters; attitude markers; self-mentions how to cite: al zumor, a. q. (2021). stance in advanced academic writing by saudi efl postgraduates: a corpus-based study of critique writing, jollt journal of languages and language teaching, 9(4), pp. 371384. doi: https://doi.org/10.33394/jollt.v%vi%i.4288 introduction one of the major goals of teaching composition courses to postgraduate students should be to enable them to become autonomous members of the academic writing community. this ambitious goal entails that academic writing instructors should focus their efforts on training advanced students not only on conventions such as unity, coherence, support and sentence skills but also on building and reflecting a sense of voice and stance in their writing (escobar & fernández, 2017, p. 99). since the act of writing is inevitably influenced by writer’s life histories and experiences, it should not be introduced to postgraduate students as simply the communication of ideas in an impersonal and detached manner but as an activity through which they construct a credible representation of their professional identity with authorial presence (attarzadeh & khansir, 2016; bahrami et al., 2018; hyland, 1998; yoon, 2017). research can draw on the key resources that novice academic writers in the efl context possess and propose pedagogical recommendations regarding the gaps that need to be filled and, therefore, potentially contribute to supporting the emerging community of authors. the objective of the present study is to explore stance-taking strategies as used by postgraduate students of the master program of applied linguistics when they write a critique essay at a saudi university. in order to achieve this purpose, the present study followed (hyland, 2005) model of approaching interaction in academic writing with its major components of stance and engagement. hyland refers to stance as “the way writers present themselves and https://e-journal.undikma.ac.id/index.php/jollt/index about:blank about:blank al zumor stance in advanced academic … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 372 convey their judgements, opinions, and commitment. it is the way that writers intrude to stamp their personal authority onto their arguments or step back and disguise their involvement” (hyland, 2005, p. 176). it is expressed through expressions of hedges, boosters, attitude markers, and self-mentions. by engagement, hyland means how “writers relate to their readers with respect to the positions advanced in the text.” it comprises the ways writers bring readers into the discourse to anticipate their possible objections. the five main elements of engagement are reader pronouns, personal asides, appeals to shared knowledge, directives, and questions. hyland’s (2005) model this theoretical framework has attracted the attention of a large number of researchers in the field of academic writing in different language contexts. google scholar metrics report that it has been cited more than 1700 times and its impact is likely to continue. the present study focuses on stance only because the author aims basically at exploring the linguistic resources used by the emerging saudi scholars of applied linguistics to express their personal views and authorial voice. review of related studies stance, voice, attitude, and appraisal hood (2010, p. 6) argues that “the assumption that a written report of academic research constitutes an entirely objective representation of empirically derived facts is one that is now unlikely to be made within any discipline or research tradition.” this recognition has led to much of analytical research in applied linguistics that aims at the evaluation of written academic discourse. evaluation in this context can mean taking stance, expressing voice, or appraisal of academic knowledge. stance and voice are often used interchangeably, though they also overlap. voice can be considered as community-oriented like disciplinary voice (hyland, 2008) while stance can refer to the individualized assessment and personal evaluation and commitment by the writer. both stance and voice can be used to refer to the expression of writer’s perspectives, authoritativeness, and presence (hyland, 2012). expressions of evaluative language can also be analyzed with reference to attitude as one of the major components of appraisal theory within the theoretical framework of systemic functional linguistics. according to (wei et al., 2015, p. 235), the appraisal theory ( martin & white, 2005) attempts to explain how language is used to evaluate, to adopt stances, to construct textual personas, and to manage interpersonal positioning and relationship. stance in efl/esl argumentative texts research in the literature on expressing “stance and voice” in a foreign or second language raises the concern that students in such contexts are rarely taught the features which express interpersonal aspects of language, and academic writing in english is introduced to them as impersonal and faceless (escobar & fernández, 2018, p. 98; hyland, 2012, p. 137). other relevant studies emphasize the perspective from which academic writing should be al zumor stance in advanced academic … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 373 approached. advanced efl students should understand the purpose of academic writing is not only informative or ideational. it is rather a social act that enhances a writer-reader interaction (al-mudhaffari et al., 2020; hyland, 2012). similar findings argue that advanced learners can master the basic rules of syntax and morphology, but encounter the challenge of using rhetorical skills, particularly the construction of writer stance (chang & schleppegrell, 2011; connor & upton, 2016; al-mudhaffari et al., 2020) . they also lack awareness of the appropriate degree of directness and indirectness in demonstrating their stance towards the epistemological content of a text. some studies refer to stance and voice as evaluative language (martin & white, 2005) or attitude. for example, lee (2008) investigated how undergraduate students express evaluative language in high-graded and low-graded persuasive essays. the study revealed that, while high-graded writers maintained their formality, they exploited multiple attitude-invoking judgment strategies in a skillful manner. this finding might have been caused by the type of subjects who participated in the study. they were a mix of native and non-native english speakers. some other relevant studies refer to stance strategies as appraisal resources (alramadan, 2020; j. r. martin & white, 2007). alramadan (2020) investigated the introductions of applied linguistics research papers that are written in english and modern standard arabic by: (1) published english-speaking academics, (2) published saudi academics and (3) saudi efl master’s degree students. results also showed that “the stance construed by the efl writers did not reflect the exclusive influence of any of the two cultures involved, but represented an inter-genre with a blend of different features coexisting in the same text.” this result is expected given the level of writers “master’s degree” and the instructional environment “efl”. considerable body of research on stance and authorial voice of second and foreign language postgraduate writers has equally emphasized the need for explicit instruction of attitude conventions and rhetorical features of academic writing (alramadan, 2020; al-rubaye, 2015) that includes modelling stance (cheung, 2017) and voice in contexts of concordances (yoon & römer, 2020). research on stance as expressed by advanced efl writers has not received enough attention. existing literature shows the focus has been mainly on the expression of stance in the published research of esl student-writers. usually, they are required to publish at an advanced stage in their study. the focus of the current study is on the linguistic resources advanced efl student-writers employ to articulate stance while they are still in the early stages of their preparation process to join authors community. given the characteristics of academic writing instruction in the efl setting, it is hypothesized that challenges are more serious. to explore how saudi postgraduate students of applied linguistics construct stance in their persuasive arguments, the current study attempts to answer the following research questions: 1. what are the actual linguistic resources the saudi postgraduate students of applied linguistics use to express stance in their critique writing? 2. what knowledge do the saudi postgraduate students of applied linguistics have about linguistic resources to express stance? research method research sample the author of this research taught advanced academic writing course to the ma applied linguistics students at a saudi university several times since 2015. the average number of ma students who join the applied linguistics program annually is 15. majority of them come from south saudi arabia. one of the topics in this course is how to write a critique essay. the students are usually taught the structure of this writing genre. in their second year, they are required to submit a publishable research paper before they graduate. however, they are not explicitly taught how to express authorial stance when they critique the arguments and assumptions of other authors with the exception of little exposure to “self-mention” in critique al zumor stance in advanced academic … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 374 essays. i intentionally ask every new student intake to write a critique essay on a published article that discusses learning barriers in the saudi context after permission sought from the author. the average number of words of each critique essay submitted by the students is 1068. fifty submissions came from female students and twenty-three were written by male students. method and corpus the corpus-based approach was used to answer the first research question. the actual linguistic resources used by saudi postgraduate students to express stance were identified by building a corpus of 73 critique essays which make 78000 words. corpus approach is empirically based and provides an opportunity to test assumptions about language use against patterns found in naturally occurring discourse and then to review our pedagogical practices accordingly (biber et al., 1994, p. 171). to gauge the participants’ knowledge about the components of stance in hyland’s model, the tool used was an open-ended questionnaire. the data were collected from a convenience sample of twenty students sampled on the basis of availability. all of them had already submitted critique essays based on the aforementioned published article. the open-ended questions elicited responses about students’ knowledge and use of stance markers “boosters, hedges, attitude markers, and self-mentions” in both english “the participants’ foreign language” and arabic “their native language”. data analysis the data collected from the open-ended questionnaire were analyzed by using thematic analysis. this analysis tool is used to identify patterns within and across data in relation to participants lived experience, views, and perspectives (clarke & braun, 2017, p. 297). to analyze the essays and search for frequency of specific instances of linguistic markers that express stance, lancsbox “lancaster university corpus toolbox” was used. it is a free corpus analysis software package that supports analysis of word and phrase frequencies and distributions in addition to supporting statistical comparisons (mcenery et al., 2019). research findings and discussion the quantitative results generated by lancsbox show the most frequently occurring stance markers as used by the saudi postgraduate students of applied linguistics in their critique essays. the top ten markers of each stance component of hyland’s model were searched and quantified. the most frequently used markers were hedges (878 instances), followed by attitude markers (741), then boosters (650) and finally self-mentions (580). nivales (2011) believes that the use of hedging in novice writers’ articles can be considered as a genuine representation of uncertainty. this finding may not corroborate hyland & milton (1997, p. 835) who found in a study with a corpus of 1,000,000 words that the “non-native speakers of english failed to employ epistemic commitment by representing a more authoritative stance in english.” literature of the use of hedging and boosting by non-native english writers reveals fuzzy findings (hinkel, 1997). hedges according to aull & lancaster (2014, p. 160) “hedging refers to a wide range of linguistic resources for decreasing epistemic commitment and expanding discursive space.” table 1 below presents the statistics of hedges occurrence in the corpus of this study. the first column lists the top ten stance expressions used to express hedging. the second column shows the frequency of occurrence of each hedge marker in the whole corpus. the third column calculates the hedging markers’ normalized frequency of occurrence per 10,000 words. the figures in the last column indicate the number of essays in which each stance marker appears. this description of columns applies to all other stance markers. the highest frequency of al zumor stance in advanced academic … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 375 occurrence goes to the lemma “general” and its variants like “generally, generalizing, generalization”, while the lowest frequently used hedge word is the modal verb “could”. table 1 hedges hedge marker frequency per 10k texts: n=73 general* 238 30.48 61 may/might 215 20 68 should 174 22.28 58 claim 69 8.84 31 assume* 65 8.58 27 would 63 8.07 33 must 58 7.43 25 think 58 7.43 31 argue* 56 7.17 31 could 56 7.43 35 the data clearly show that most of the linguistic resources used by the participants in their critique essays are modal verbs. they comprise 65% of the top ten hedge expressions. modal verbs are the most typical realization of hedges and boosters in english (orta, 2010). the following examples illustrate how the postgraduate students use modal verbs to express their stance: (1) however, there are many factors that might form a barrier to the learning process. (2) this may lead the reader to misunderstand the meaning. (3) a major problem that should have been considered by author … (4) as a saudi student, i could easily agree or disagree with some points of this research paper. (5) in general, the research is not organized. (6) i think that the use of the word “most” in some of the points without adding statistics is not persuasive. (7) the researcher argues that the outcomes of english education are unsatisfying due to late exposure to english language. (8) we obviously assume this is a matter of limitation. (9) most of these reasons seem to be reasonable. (10) i would prefer the usage of the word “challenges”. such potential in the postgraduate students to hedge even though they were not explicitly taught to do so should be encouraged and refined in order to help them meet the expectations of experienced academic writing community. the examples above indicate the writers are aware of their interactive role with the readers of their critical reviews as well as the authors of the text that is critically appraised. although the data analysis reports other instances of hedge markers as shown in table1 to express stance by the student-writers of critique essays in this study, these linguistic resources appear to be limited in scope and the evidence gained from the current corpus illustrates heavy dependence on modal verbs. explicit training should include the range of various possible resources to express hedging such as evidential verbs, mental process verbs, approximative adverbs and downtoners and minimizers. al zumor stance in advanced academic … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 376 boosters the second highest frequency of linguistic resources to express stance in the current corpus are boosters. they “allow writers to express their certainty in what they say and to mark involvement with the topic and solidarity with their audience (hyland, 2005, p. 179).” they increase authorial commitment and minimize space for alternative views. table 2 below shows the top ten booster markers as used by the student-writers in this study. table 2 boosters boost marker frequency per 10k texts: n=73 very 152 19.46 51 without 83 10.63 44 found 72 9.22 46 a lot 72 9.22 39 show* 62 7.94 39 accurate 45 5.76 30 strong* 39 4.99 25 clearly 34 4.35 25 believe 32 4.1 19 much 28 3.59 20 as table 2 shows, the intensifier “very” tops the list of boosters followed by other words which may not be listed among the most common boosters that are used by experienced academic writers to express stance. aull & lancaster (2014, p. 162) found that “there is a general trend of more developing academic writers using more boosters and fewer hedges, whereas the opposite is the case with use of hedging, which are used more frequently by the more advanced writers.” the results of this study do not corroborate this finding. more hedges were used by the participants although they can be considered as developing academic writers because they are still in the first year of their master studies. the only adverb that occurred among the top ten boosters is “clearly”. research on boosters usually refers to a list of predefined adverbs to illustrate the most commonly used boosting resources by experienced academic writers. the list includes really, extremely, completely, absolutely, definitely, certainly, strongly, highly, remarkably, etc. some of them have occurred in our corpus, yet with very low frequency of occurrence. the following extracts are examples that illustrate boosters in the current corpus. (1) the author is very persuasive in his writing. (2) some information is not fairly interpreted and without evidence to justify the claims. (3) he [the author] circulates some ideas a lot. (4) the writer showed views worthy of research. (5) the information provided in the article is accurate. (6) the article is strong in its structure and topic. (7) i think the author clearly conveyed his ideas. (8) i believe this article does not add much regarding teaching in saudi arabia. (9) in conclusion, this is a much-needed paper with an important message. (10) overall, i find this article quite informative. al zumor stance in advanced academic … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 377 the overall findings of the current study are similar to the findings of serholt (2012) who investigated the overall frequency in which swedish advanced learners of english use hedges and boosters in their academic writing. the study found that both males and females displayed substantially less use of boosters than hedges. attitude markers both hedges and boosters are used by writers to express epistemic stance. attitude markers, on the other hand, are used to indicate the writer’s affective attitude to propositions conveying surprise, agreement, importance, frustration, rather than commitment (hyland, 2005, p. 180). attitude is most explicitly expressed by attitude verbs, affective adverbs, and evaluative adjectives. in the current study, the range of attitude markers used to express stance by the saudi postgraduate students of applied linguistics is broader than the range of those markers used in hedging and boosting. to maintain consistency in data analysis, i have selected the top ten attitude markers as they appeared in the corpus. see table 3 below. table 3 attitude markers attitude marker frequency per 10k texts: n=73 important 168 21.51 56 agree 109 13.96 53 only 96 12.29 33 fail 77 9.86 35 good 72 9.22 41 main 55 7.04 37 great 50 6.4 27 disagree 49 6.27 36 significant 38 4.87 26 useful 24 3.07 18 the most frequently occurring attitude markers in this study as shown in table 3 reveal their function. words like important, agree, good, great, significant, appropriate, and so on are used to assist writers to convey their evaluation and personal attitude towards propositions in the text that was critiqued. they clearly inform the readers about the authors’ point of view and their positions towards academic texts. azar & hashim (2019, p. 166) classified the types of attitude markers into four: linguistic resources that express significance, limitations and gaps, emotion, and assessment. the following examples from the corpus illustrate how attitude markers are used in critique writing context by postgraduate efl students. (1) dr. author’s article shows very important facts regarding language learning in saudi arabia. (2) i do agree to a certain extent with him on the difficulties that saudi students face. (3) he depended only on his experience of teaching. (4) dr. author fails to show evidence to support his claim. (5) overall, this article is good. (6) this is the main idea of the author’s article. (7) dr. author has made a great effort to figure out the obstacles which prevent saudi students from learning. al zumor stance in advanced academic … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 378 (8) as a saudi student, i could easily agree or disagree with some points of this research paper. (9) the information shown in the article is significant and cover almost all aspects causing learning barriers in the saudi society. (10) this article is very useful. among the top ten attitude markers, seven are adjectives. this observation indicates that the range of attitude markers used by the participants in the current corpus is not expansive. very few verbs and adverbs are used to express the student-authors attitude towards the propositional content of text. this weakness might be attributed to writing in a foreign language setting as well as lack of explicit instruction of the different types of linguistic resources that can be used to express authorial stance. blagojević (2009, p. 65) classified attitude markers into six categories that include adverbs, adverbial phrases, verbs, adjectives, modal verbs, and nouns of specific semantic content. any explicit training on stance markers should take these categories into consideration. self-mention the last component of hyland’s model of stance analysis is self-mentions. this strategy refers to the use of first person pronouns and possessive adjectives to introduce propositional, affective, or interpersonal information (hyland, 2005). they play a significant role in communicating with the audiences and constructing authorial identity. in the present corpus, the writers used these linguistic markers frequently as demonstrated in table 4 below. table 4 self-mention 1st person pronoun frequency per 10k texts: n=73 i 380 48.66 65 we 101 12.93 37 my 61 7.81 31 our 25 3.2 16 me 13 1.66 10 the following excerpts illustrate how saudi postgraduate students of applied linguistics utilize self-mention to articulate their voice and communicate their stance. (1) i will begin to critique this article by objectively summarizing the text. (2) based on my careful reading of the author’s research paper, i believe that the given information is not up to date. (3) we cannot say that the author argued logically. (4) we cannot say that most of the adult learners in saudi arabia have no childcare responsibilities. (5) in my point of view, i believe that one of the huge weaknesses in the article is that the researcher was biased. (6) my feedback and reaction is positive toward the author’s ideas and i support them. (7) barriers that act like obstacles on the way of learning are very common and can be seen in our day-to-day teaching activities. (8) i agree with this point because we see these difficulties in our daily lives whether in school or in street. (9) the title of the research attracted me but i experienced difficulties while working on this research specifically when i was trying to find out the thesis statement. (10) this made me think about the reasons, and i believe it will be a great contribution if any scholar investigated this field. al zumor stance in advanced academic … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 379 the examples 31 to 40 demonstrate clearly that the academic writers in this study have instilled their voice into their claims, positions, and interactions with the text and their audience. although they expressed their views against using self-mention in academic writing as will be shown below, the use of self-mention strategy 580 times implies that even novice writers can reflect their identity as insiders (alharbi, 2020) and are aware of the importance of protecting themselves in their texts and that “[a]cademic writing is not just about conveying an ideational content, it is also about the representation of self ” (hyland & nelson, 2002, p. 1091; yazılarda et al., 2017). we may infer from the above self-mention examples that the first-person pronouns and possessive adjectives in their singular and plural forms have relatively different functions in this corpus. the first person singular pronoun “i”, the possessive adjective “my” and the object pronoun “me” straightforwardly articulate the writer’s epistemic and attitudinal stance towards other authors’ propositions, whereas, the first person plural pronoun “we” and the possessive adjective “our” as demonstrated in instances 33, 34, and 37 are reader-oriented and perform the function of bringing the reader to the discussion for persuasive purposes in order to construct a writer-reader dialogue (hyland, 2001). problems in presenting authorial stance although some student-writers in this study demonstrated their ability to articulate stance through boosters, hedges, attitude markers and self-mentions, substantial instances of stanceexpressing statements seemed to be problematic in the sense that they may deviate from the conventions of expressing authorial stance in the academic writing community. to confirm this potential divergence this divergence, bahrami et al. (2018, p. 70) noted that “in soft disciplines, [like applied linguistics], novice writers often fail to keep a fine balance between being humble (i.e., acknowledging others‟ perspectives) and authoritative (i.e., expressing [their] own interpretations and points of view directly) and this has led to failure in publication in many cases.” below are selective examples of such problematic usages as they occurred in the present study’s corpus. (11) another fallacy is when the writer said that saudi students practice english only in classes which is a hasty generalization. (12) the writer did not succeed in covering all the barriers. he only discussed some problems from his point of view. (13) i completely disagree with the author because as a saudi english student at kku i had four courses concerned with listening and speaking. (14) i strongly disagree with the false connection between the family’s poor educational background, salaries, and children’s weak educational progress. (15) i do not trust the accuracy of the information that he has mentioned about saudi community. the use of phrases like “fallacy, hasty generalization, completely disagree, accuracy of the information” seem to be a result of transfer of training as such expressions are found in the course textbook. in the advanced academic writing course, the postgraduate students of applied linguistics are taught a topic on critique writing and such phrases introduced to them in the context of how to do critical reading and what they should appraise. unfortunately, they are not taught how authorial stance should be articulated constructively. the consequence is that viewing oneself as an author like in the task given to the postgraduate student students in this research might have led them to be authoritative and therefore to feel they have the right to project their subjectivity into the text (bahrami et al., 2018). due to inadequate linguistic knowledge, novice writers may “select a strategy which they believe conveys a socially appropriate illocution but which actually carries an inappropriate degree of directness, al zumor stance in advanced academic … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 380 deference, or assertiveness for an academic register” (hyland & milton, 1997, p. 193). the same concern applies to the following examples from the corpus. (16) his interpretation of information also is clearly affected by his negative image of saudi people. (17) he must have done a survey or a study before he made this accusation. (18) but when he mentioned the barriers of learning in saudi arabia, he didn’t use any appropriate methods to provide evidence. (19) therefore, according to the previous sources, many of author’s claims were not fair or accurate and [were] devoid of logic. (20) i find this work as weak and unworthy because of the absence of sources and also because of the hasty generalizations that author made which reduces its value. (21) author fails to provide logical reasoning for some issues. (22) the analysis of the learning barriers in this article lacks credibility and statistical evidence. (23) he doesn’t mention any reliable source of information concerning the abovementioned barriers. the above examples vary in the types of criticism. some stance statements target the author and his credibility and objectivity; others evaluate the article’s methodology, analysis, cited sources, and the logic of argumentation. (24) i would not recommend this work to anyone because it is not written properly, and it based most of its argument on false information or unproven claims. this style of critique writing as illustrated in the last example or the previous one confirms the findings of hyland & milton (1997, p. 193) that the academic writing of many l2 learners is characterized by firm assertions, authoritative tone, and strong writer commitments when compared with the academic discourse of native speakers. to address this problem, esl/efl academic writing instruction should include explicit teaching of how to write effective pragmatic argument to help students establish a balance between hedging and toning down the claims and being polite, respectful, and constructive (uysal, 2012, p. 150). knowledge about l1 and fl writing this section reports the results of an open-ended questionnaire that asked twenty of the participants in this study about the knowledge they possess about stance markers in both their l1 (arabic) and their fl (english). the goal was to explore the potential impact of this type of knowledge on the postgraduate students’ linguistic choices while constructing their stance in the critique essay writing. bahrami et al. (2018) argue that although explicit knowledge of conventions and rules is necessary for writing, it cannot be enough for writing effectively and coherently,. the first question in the survey was framed as follows: "boosters" in academic writing refer to the use of linguistic devices to express authors' certainty and confidence in relation to the information they present. do you use them? give examples. do we have boosters in arabic academic writing? give examples.” the answers provided to these questions revealed that students’ knowledge about boosters in english and arabic seems to quite blurred. (1) i am not experienced in arabic academic writing, but i am certain that there are boosters. (2) sometimes i use them when i’m sure of the given information. (3) when it comes to arabic, i honestly have no background, but i think the same is happening with arabic (4) i don't know about arabic, but i think we have. (5) i do not have any idea about boosters! al zumor stance in advanced academic … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 381 (6) i don't know if we have a particular term to describe them in arabic (7) yes, we do have boosters in arabic. moreover, these replies imply that the participants’ knowledge about boosting in their arabic l1 is inadequate. arab students of english and applied linguistics are not required to do academic writing tasks in arabic and topics like stance are not taught in their school education. only eight of the twenty respondents provided examples of both arabic and english boosters. a similar question was asked about hedging knowledge. fourteen respondents stated that they know hedges and use them; twelve of them provided examples from both english and arabic; four students replied that they do not know about hedges. the following three examples illustrate the students’ responses: (8) i do use them, because i believe it shows respect to the audience who may be knowledgeable and more sophisticated than me. (9) i think in argumentative writing authors should avoid hedges. (10) to be honest, i am lacking in many skills of writing. (11) yes, i use hedges in both english and arabic academic writing such as “possibly, seems, looks like and it might be.” the interpretation of why hedges were used more than any other stance markers can be attributed to the respondent’s tacit knowledge about the importance of hedging by novice writers. the third question in the open-ended questionnaire elicited responses regarding postgraduate students’ knowledge of attitude markers. fifteen respondents replied positively that they know attitude markers and use them. one of them wrote, “i don’t know about arabic academic writing.” five students stated that they don’t know about attitude markers. (12) i use them. unfortunately, x claims, argues...etc. i don’t know about arabic academic writing. (13) i use a lot of attitude markers in my writing to express different attitudes. (14) yes, i use them in english academic writing and we have attitude markers in arabic like “as well as, as a result, and consequently. (15) i do not know about attitude markers. in example (14), although the respondent affirmed his/her knowledge and use of attitude markers, the two illustrative examples do not belong to this category. the last question in the survey inquired about “self-mention” as follows: what do you think of using “first person pronouns” or “self-mention” such as "i" or "we" in academic writing? do you think this is professional in arabic academic discourse? is it fine to use them in english academic writing? fifteen of the respondents consider “self -mention” to be against the appropriate academic conventions and practices. this finding agrees with hyland & nelson (2002) remark that pledging one’s personal opinion in your results with a first person commitment is a risky strategy, and often novice writers lack the confidence to take. although the majority of the respondents to the open-ended questionnaire are against using “self-mention”, it was found to be used quite considerably when they had to write their critique essays where they were mandated to articulate their voice and express their stance. this was probably a result of the explicit exposure to this strategy in the sample critique essays. al zumor stance in advanced academic … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 382 conclusion the present study has attempted to explore how saudi postgraduate students of applied linguistics articulate stance when they critique a published article. the contribution of this research lies in investigating stance taking strategies by postgraduate english users in a foreign language context. much of the previous research on stance of novice academic writers has been conducted in an esl context and the examined genre in such setting is usually published or non-published research. the conclusion this study has reached is that saudi postgraduate students use the four components of stance, namely hedges, boosters, attitude markers, and self-mention although they are not explicitly trained on such strategies. the study has proven that the selected linguistic resources to express stance by the participants require to be enhanced in order to conform with and emulate the conventions of stance articulation by expert academic writers. assisting our emerging scholars to achieve this ambitious goal necessitates taking practical actions by postgraduate programs planners, developers, and course instructors. some feasible recommendations include explicit instruction in authorial stance-taking in academic writing syllabuses, explicit introduction of social engagement aspects of academic writing, explicit training on textual resources student writers need to express epistemic stance, raising novice writers’ degree of noticing while critically reading papers written by expert authors to help them internalize review genre conventions, and systematic feedback by instructors on the appropriateness of students’ stance-expressing resources. references al-mudhaffari, m., hussin, s., & hoabdullah, i. 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(2020). quantifying disciplinary voices: an automated approach to interactional metadiscourse in successful student writing. in written communication (vol. 37, issue 2). https://doi.org/10.1177/0741088319898672 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.7993 july 2023. vol.11, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 433-446 jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 433 utilizing concept maps to enhance students’ writing skills 1*susi astiantih, 2sofyan sukwara akfan 1english lecturer, fkip, usn kolaka, indonesia 2english lecturer, fkip, umu buton, indonesia *corresponding author email: sasiastiantih@gmail article info abstract article history received: may 2023 revised: june 2023 published: july 2023 writing is one of the difficult skills in a language. the difficulty of writing includes spelling, punctuation, word choices, and so on. however, many students already studied writing since middle school. as a result, many of them have not yet been able to write correctly. the aim of this paper is to find out an increase in descriptive writing skills by utilizing a concept map. this study used descriptive and quantitative research on car design. the sample was 20 students using purposive sampling. the instrument was an objective test. the procedure for collecting data used to test distribution and analysis data. the finding showed that students had excellent to very good achievement in writing skills through concept maps. it was indicated by the results of the mean score in the post-test. it indicates that the student’s writing ability was in good to very good criteria. it means that writing a descriptive text with a concept map was better than writing descriptive text without a concept map. this research found the pedagogical implication that concept maps help teachers in providing active learning, creative, effective, and fun for students according to learning style. newly, it can increase awareness of teachers on students’ learning difficulties and efforts to overcome their obstacles in writing. keywords writing skills; descriptive text; concept maps. how to cite: astiantih, s., & akfan, s. s. (2023). utilizing concept maps to enhance students’ writing skills, jollt journal of languages and language teaching, 11(3), pp. 433-446. doi: https://doi.org/10.33394/jollt.v%vi%i.7993 introduction writing is an essential skill in english education and encompasses various language components such as spelling, grammar, vocabulary, context, and punctuation. it holds significant importance, particularly in written communication. siahaan (2008) affirms that writing serves as a means for writers to convey information to readers. in indonesian senior high schools, english writing has been taught to students for a considerable period of time. to develop english writing skills in senior high school, students need to become proficient in various types of text. one such type is descriptive text, which involves providing a detailed account of a specific object, animal, person, or other subject. to excel in this text type, students should regularly engage in writing activities that focus on describing their surroundings (fadli et al., 2022; fatiani et al., 2021). students should practice identifying, describing, and creating descriptive text using the generic structure and linguistic features associated with this text type, such as using the identification and description components, employing the simple present tense, and utilizing appropriate conjunctions (hammond as cited in sasongkos, 2017) in a preliminary study conducted by rubiah (2014), it was observed that senior high school students encountered difficulties when it came to writing a simple composition, specifically in generating ideas and coherently organizing them. consequently, they experienced a lack of motivation to learn further. this situation called for an effective teaching technique to address these challenges. therefore, nowadays, teachers need to adopt a https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id astiantih & akfan utilizing concept map to … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 434 unique approach when teaching writing (kazemian et al., 2021; haerazi & kazemian, 2021), particularly focusing on descriptive text and one approach that can be used to increase writing skills is with a concept map. in writing, a concept map is a visual tool that helps organize concept ideas. it involves creating a graphical representation of concepts and their relationships, allowing writers to brainstorm, plan, and structure their thoughts more effectively. by using concept maps, writers can visually see the connections between different ideas, identify key points, and develop a coherent and logical flow in their writing. concept maps serve as a valuable tool for generating ideas, organizing content, and improving the overall structure and clarity of written work. in fact, for international students writing academic english such as concept maps can be useful. in addition to other challenges, english language learners face the challenge of using a second language to write academic texts that are coherent (ideas are clear to the reader) and cohesive (presentation sequence and connection between ideas are clear). the research has supported the idea that concept maps help with this (wan mohammed & omar, 2008; villalon & calvo, 2011; min, 2014). utilizing of concept map in education is a creative way for students how to learn about a certain subject. by doing concept mapping, it can help students to study more and funny in supporting learning english at school. in accordance with novak (1970) explained that concept maps have come to be used much more widely in different subject areas and with different types of learners. they graphically represented different ideas written in circles or other shapes, and include lines or arrows showing directionality between the ideas. they also include words or phrases which describe the precise nature of the connection between the ideas. in addition, lee et. al, (2007) analyzed the possibilities of applying concept mapping with writers of divergent abilities. nevertheless, the theories still lack of confirmation what skill is specifically to be learned. by utilizing a concept map, it can make the emphasis on writing skills more effective rather other skills. besides that, some researchers have shown finding related to the use of concept map in learning writing for students. previous research that was done by al-shaer (2014) about the effectiveness of employing through utilizing a concept map at al-quds open university (qou). then, jaya (2003), he founds the students’ learning atmosphere from observation and field notes described enjoyable of students’ learning interaction by utilizing a concept map. his questionnaire results indicated 47% of the student’s responses were “strongly agree” and 53% of their responses were “agree” for the benefit of concept mapping implementation. as mentioned, it can be said that the concept map has a good effect on improving students’ motivation and giving real experience to students. the second research was done by kurniati (2019) it is stated that concept mapping promotes collaborative learning and communication. students can collaborate in creating concept maps, discussing and sharing ideas, and providing feedback on each other’s work. this collaborative approach enhances peer interaction, engagement, and a deeper understanding of writing concepts. furthermore, research has shown that using concept maps as pre-writing activities helps students overcome writer’s block, stimulate creativity, and reduce anxiety about writing tasks. it provides a structured framework for students to brainstorm ideas and organize their thoughts before starting the actual writing process. the other research was done by rubiyah (2018). the findings revealed that using concept maps improved students’ average scores in descriptive writing. the proper implementation of the concept mapping technique by the teacherresearcher resulted in increased students’ enthusiasm and engagement throughout the learning process. additionally, it effectively enhanced student participation and active involvement in classroom activities. therefore, based on previous research and to determine whether the concept map can enhance students’ writing skills at the senior high school level, it is crucial to conduct research using the concept map as a medium. this research will provide insights astiantih & akfan utilizing concept map to … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 435 into the quality of students’ outcomes in learning writing skills and confirm the concept map’s efficacy as valuable tool for teaching writing, particularly in descriptive text. a theory of concept mapping concept mapping, also known as mind mapping or knowledge mapping, is a technique used to visually represent relationships between ideas or concepts. while concept mapping has been widely used in various fields, including education, its history in the context of writing learning can be traced back to the late 20th century. the origins of concept mapping can be attributed to the work of educational psychologist joseph d. novak and his colleague, albert j. canas. in the 1970s, novak developed the concept mapping methodology as a tool for organizing and representing knowledge. he believed that concept mapping could enhance learning by encouraging meaningful connections between concepts and facilitating the construction of mental models. rubiya (2018) stated that a concept map is a visual tool that illustrates the connection between ideas, images, or words, similar to how a sentence diagram reveals the structure of a sentence, a road map depicts the layout of roads and towns, or a circuit diagram demonstrates the functioning of an electrical device. in a concept map, each word or phrase is linked to another and ultimately connects back to the initial idea, word, or phrase. by showcasing relationships, concept maps enhance logical thinking and study abilities, enabling students to perceive how individual ideas interrelate to form a comprehensive framework. furthermore, zimmaro and cawley as cited in wan and omar (2008) have described concept mapping as a method of structuring thoughts in a way that enables a logical and coherent flow, concept mapping involves a central theme or topic, accompanied by interconnected branches that illustrate the relationship between ideas. this process assists students in logically composing paragraphs, as the points within the concept map circles guide organizing sentences into cohesive paragraphs. considering the aforementioned statement, it is evident that concept mapping holds significant value for students when it comes to writing effectively. similarly, white (2011) describes a concept map as a representation of the relationships among a set of interconnected concepts and ideas. it serves as a tangible depiction of how the mind comprehends a specific topic. constructing a concept map encourages individuals to reflect on their existing knowledge and identify areas where further understanding is needed. in a concept map, concepts are typically depicted as single words enclosed in rectangles or boxes and they are connected to other concept boxes through arrows. the arrows are accompanied by words or brief phrases that define the relationships between the connected concepts. major concept boxes often have multiple lines extending to and from several other concept boxes, creating a network of interconnections. furthermore, concept mapping has been integrated into writing instruction and curriculum design. educators incorporate concept mapping as a teaching tool to guide students in planning, organizing, and revising their writing. by analyzing and modifying their concept maps, students can refine their arguments, identify gaps in their thinking and improve the overall coherence of their written compositions. toi's (2009) study reveals that the implementation of mind mapping can significantly enhance children's word recall compared to the use of lists, resulting in memory improvements of up to 32%. similarly, research conducted by d'antoni and zipp (2005) involving 14 physical therapy students found that 10 of them agreed that employing the mind map technique enabled them to better organize and integrate the information presented in their coursework. so utilizing mind mapping for lesson planning can assist teachers and trainers in establishing a coherent plan or teaching pathway while also enhancing the retention of the subject matter. this approach contributes to astiantih & akfan utilizing concept map to … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 436 increased teaching confidence and facilitates the smooth progression of educational programs (boyson, 2009). miller (2008) as cited in rubayah (2018) presents a comprehensive framework that outlines seven sequential stages for effectively applying the concept mapping technique in the context of writing. these steps provide a structured approach to guide the process of concept mapping for writing purposes. the stages can be summarized as follows: step 1: begin by determining the overall subject or main theme, which serves as the central focus of the writing piece. this central theme is represented by a circle or square, positioned at the center of the concept map. step 2: engage in a brainstorming session to generate ideas and concepts associated with the general topic. jot down these ideas on a separate sheet of paper. step 3: select words and phrases that align most effectively with the overarching theme and provide supporting information for the main concepts. these selected words and phrases will serve as the main components of the concept map. step 4: transfer the chosen words or phrases onto the paper containing the central topic. position them around the central circle or square, encircling or squaring them off. connect these subtopics to the main topic using lines, indicating their relationship and association. step 5: repeat the brainstorming and branching process for each of the circled subtopics, ensuring that a sufficient number of ideas and information have been gathered for writing. step 6: utilize the concept map as a tool for organizing the writing. ensure that ideas that exhibit close connections on the concept map are also closely interconnected in the written piece. this helps to maintain coherence and logical flow in the writing. step 7: regularly refer back to the concept map throughout the writing process. the concept map serves as a visual representation of the key points and their interrelationships, aiding in maintaining focus and ensuring that all relevant information is included. by following these sequential stages, writers can effectively utilize concept mapping as a tool to organize their thoughts and ideas, facilitating the development of wellstructured and coherent written work. the concept map serves as a visual guide, helping writers to visualize the relationships between concepts and maintain clarity and coherence throughout the writing process. fahim and rahimi (2011) provide valuable insights into the considerations essential for constructing an effective concept map, in line with the aforementioned steps. these considerations can be summarized as follows: the initial step in creating a concept map involves the identification of a central idea that will serve as the focal point of the map. additionally, key concepts that are integral to understanding the central idea need to be determined and included in the map. the types of relationships that exist between and among the concepts must be specified. this entails clearly defining the nature of the connections or associations between concepts. these relationships could include causal links, hierarchical relationships, or associations based on similarities or differences. the establishment of connections or associations between concepts is crucial. this step involves visually representing how concepts are interconnected or associated with one another. by clearly depicting these connections, the concept map aids in the understanding of the relationships between different concepts. the organization of concepts in a hierarchical manner is vital. this hierarchical structure involves arranging the concepts in a way that ranges from the most general to the most specific. this organization helps establish a clear understanding of the relationships and dependencies between the concepts, providing a structured framework for comprehending the overall concept map. connections between concepts that share horizontal relationships should be established, highlighting their interrelatedness. similarly, connections should be made between concepts that exhibit hierarchical relationships. these connections visually represent the associations and dependencies between different concepts, facilitating a clear understanding of their interconnected nature. by considering these aspects, one can construct a comprehensive and visually engaging concept map that effectively represents the astiantih & akfan utilizing concept map to … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 437 relationships between key concepts. the insights provided by fahim and rahimi (2011) offer a valuable guide for creating concept maps that promote a deeper understanding of complex topics and enhance knowledge organization. additionally, novak and canas (2006) highlight some significant elements of concept maps; first, the inclusion of a well-defined hierarchical structure within the map. second, the capacity to identify and establish new connections between concepts, and last, the incorporation of specific examples or instances to enhance the understanding of a particular concept. typically, these examples or instances are not enclosed within ovals or boxes, as they pertain to specific events or objects and do not represent concepts themselves ( refer to figure 1) figure 1. illustrates the structure of a concept map, as outlined by novak and canas ( 2006:02). in their work, novak and canas provide a definition of a concept. research method the study employed classroom action research as the research design, following a cyclic approach. as described by kunto (2006), classroom action research involves the active participation of a teacher in their classroom or school, with a focus on enhancing and refining the learning process and practices. according to mulyasa (2009), this research design encompasses four key steps: planning, acting, observing, and reflecting. for data analysis, the researcher employed quantitative procedures in this study. to assess the students' engagement during the teaching and learning process, the data was analyzed and presented descriptively. the analysis focused on the data obtained from the writing test, which provided insights into the students' performance. additionally, to gauge the improvement in the student’s writing skills, quantitative data from the pre-test and post-test were utilized. the analytical scoring rubric was applied to objectively assess and compare the students' writing abilities before and after the intervention. research design the study design employed in this research was a collaborative classroom action research (car) which focused on enhancing the students' writing ability through the use of astiantih & akfan utilizing concept map to … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 438 concept mapping. the car followed a cyclic process consisting of several stages, including a preliminary study to identify and analyze the problems, action planning, implementation, observation, and reflection. these stages were adapted from kemmis and mctaggart (2000:595) as cited in astiantih figure 2. adapted from kemiis and mctaggart in astiantih 2022 planning the researcher engaged in thorough preparation before implementing the action, drawing on the findings of the preliminary study. this preparation involved several key aspects, including designing an appropriate concept mapping model and developing a lesson plan for teaching writing. additionally, the researcher focused on creating suitable materials and media for the instructional process and establishing success criteria. the success criteria were defined as follows: first, the students' mean score in their final writing should reach a minimum of 70, based on a scoring range of 25 to 100. second, if 70% of the students actively participated in the writing activities and their levels of involvement were rated as "good" or "very good," it would be considered indicative of success. implementation in the implementation stage, the plan for teaching and learning writing through concept mapping was put into action following the completion of all necessary preparations. the researcher took on the role of the implementer, while an english teacher was designated as the observer responsible for conducting observations during the teaching and learning process. observation during the observation stage, data collection was conducted through various means such as writing tasks, observation checklists, field notes, and portfolios. these instruments were utilized to gather data and determine whether the success criteria were met or not. additionally, the collected data helped in identifying aspects of the strategy that required modifications in the subsequent planning phase. reflection during the reflecting stage, two types of conclusions were drawn: cycle-based conclusions and a conclusion. the cycle-based conclusions were made to assess the effectiveness of each cycle and determine whether additional cycles were necessary to achieve the desired outcomes. these conclusions helped guide the decision-making process for further implementation. the conclusion was made to summarize the overall findings and improvements made in the teaching model for writing through concept mapping. this final conclusion provided a comprehensive description of the enhanced teaching model, highlighting the key aspects that had been refined and optimized throughout the study. astiantih & akfan utilizing concept map to … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 439 population and sample the population was sma negeri 1 bau-bau which is located at jl muh. husni thamrin no.29, tomba’ district, wolio, bau-bau, southeast of sulawesi. the school is comprised of three classes: ten grade, eleven grade, and twelve grade. on average, each class has 20 to 25 students. in terms of english classes, the school allocates four sessions of 40 minutes per week for each class, with two sessions of 40 minutes for each meeting. the sample of research subjects consisted of 20 students from the ten grade during the 2022/2023 academic year. the selection of these ten-grade students was based on several factors. firstly, their writing ability was found to be unsatisfactory. secondly, they faced challenges in generating ideas, maintaining relevance to the topic, and selecting appropriate words in their writing. lastly, out of the observation, grade x2 was chosen for the study due to their lower performance in writing compared to grade x1. instruments the research utilized various instruments to collect data in order to achieve its objectives. these instruments included field notes, questionnaires, and portfolios. field notes were employed to observe and document the classroom conditions during the teaching and learning process in writing. these notes provided valuable insights into the instructional environment, including interactions between the teacher and students, classroom dynamics, and any noteworthy observations related to the writing instruction. questionnaires were administered to the students on two separate occasions: before a pre-test and after a post-test. the initial questionnaire aimed to assess the students' english language proficiency and identify any learning difficulties they encountered, particularly in writing. this pre-test questionnaire provided a baseline understanding of the students' abilities and challenges prior to the implementation of the concept maps technique. the second questionnaire was administered after the implementation of the teaching technique, specifically using concept maps for writing instruction. it aimed to gather feedback from the students regarding their perceptions of the concept maps technique and its impact on enhancing their english writing skills. the post-test questionnaire allowed for an assessment of the students' perceptions of the effectiveness of the concept maps technique and provided valuable insights into their experiences and opinions. portfolios were utilized to collect the students' final scores and assess their progress throughout the research process. the portfolios contained samples of the students' written work, showcasing their development and improvement over time. these portfolios served as a means to evaluate the students' overall performance and the impact of the concept maps technique on their writing skills. by utilizing these instruments, the research aimed to gather comprehensive and diverse data, including observational data, self-reported perceptions, and objective measures of performance. this multi-faceted approach provided a holistic understanding of the effects of the concept maps technique on the students' english writing skills and allowed for a thorough analysis of the research findings. data analysis the analysis of the data will involve calculating the average scores of the pre-test and post-test for both cycle 1 and cycle 2. the writer will then compare the results of the pre-test and post-test to determine the outcome. these results will be compared against the minimum standard (kkm) set by the school, which is at least 70. if, after cycle 1, some students have not achieved success, the researcher will proceed with cycle 2. classroom action research typically requires a minimum of two cycles. therefore, if most of 20 students are successful in cycle 2, there is no need to continue with additional cycles. the research used quantitative techniques in the analysis the data. a test, which is a tool used to assess knowledge, astiantih & akfan utilizing concept map to … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 440 intelligence, ability, or attitude of individuals or groups, was conducted by the researcher. the test comprised a pre-test conducted before implementing the technique of concept map and a post-test at the end of the second cycle. these tests were used to measure the students' scores in writing skills. to measure the student’s score the scoring rubrik is taken from weigle (2002:116) table 1 rubrics of writing skills component of scoring scores indicators vocabulary 4 3 2 1 a few errors in choice of words some errors in choice of words occasional errors in choice of words frequent errors in choice of words grammar 4 3 2 1 a few grammatical inaccuracies some grammatical inaccuracies numerous grammatical inaccuracies frequent grammatical inaccuracies organization 4 3 2 1 most of the sentences are related to the main idea some sentences are related to the main idea few sentences related to the main idea the sentences are unrelated to each other content 4 3 2 1 relevant to the topic and easy to understand rather relevant to the topic and easy to understand relevant to the topic but is not quite easy to understand quite relevant to the topic but is not quite easy to understand the scoring system for each component of writing ranges from 1 to 4, with 1 indicating poor performance, 2 indicating fair performance, 3 indicating good performance, and 4 indicating very good performance. scale for 20 students can be presented as follows. 1 (poor): 0% 25% of students meet the criterion (0-5 students) deemed as a failure. 2 (good): 26% 50% of students meet the criterion (6-10 students) deemed as a failure. 3 (better): 51% 75% of students meet the criterion (11-15 students) deemed as a success. 4 (very good/best): 76% 100% of students meet the criterion (16-20 students). deemed as a success. research findings and discussion research findings cycle 1 planning during this stage the researcher selected materials based on the teacher's annual program, which was based on the syllabus at the school. the chosen material focused on description text, specifically with subject of self-introduction. after that the researcher prepared the material, created a lesson plan, and designed the stages for implementing the action. in this stage teaching aids were prepared, including self-introduction texts and sheets of paper. these materials were included in the lesson plan appendix for the class action research. the researcher prepared an observation checklist for the use of the concept mapping technique, which would be used to assess the teaching and learning process during the first cycle. then pre-tests and post-tests were prepared for the first cycle to evaluate students' progress.after that a list of students' names and scores for the first cycle was prepared.all these preparations were aimed at achieving the objective of the teaching and learning process, which was to enhance students' writing skills through the given materials. implementing the collaborative teacher and the researcher entered the classroom, and the teacher began the class by greeting the students. after that the teacher then asked the class leader to lead the prayer. before starting the lesson, the teacher gave the researcher an opportunity to astiantih & akfan utilizing concept map to … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 441 introduce herself and explain the purpose of her visit to the class. afterwards, the teacher checked the attendance list of the students. prior to the lesson, the researcher administered a 60-minute pre-test on self-introduction to the students, before using concept mapping. she divided the test and moved around the class to supervise the students while they were taking the test. during the pre-test, the students wrote a self-introduction text. many of them sought assistance from their peers and even asked the teacher about the structure of a selfintroduction. the students were still unsure about arranging the sentences to form coherent paragraphs. the teacher emphasized the importance of the students completing the test independently, as it was intended to assess the comprehension of each student. observing during the first cycle, the researcher conducted observations of both the students and the teacher using checklists specifically designed for student observation and teacher observation. the main objective of this activity was to assess the teaching and learning process, gather relevant data, and observe the dynamics of the class. the students' various activities and participation were documented and recorded in a table for further analysis. reflection during this stage, in order to determine the notable progress in writing paragraphs for self-introduction or introducing others, the researcher analyzed the data obtained from the pretest and post-test conducted during the first cycle. cycle 2 follows a similar structure to the previous cycle, aiming to assess the students' progress in writing using the simple present tense. this is done as the achievement level in this area did not meet the desired success indicator after the completion of cycle i. planning the writer developed a lesson plan comprising three components: the opening, teaching and learning process, and closing. in the opening segment, the writer allocated 10 minutes for greetings, attendance check, motivation, and introducing the topic to capture the students' attention and pique their interest. the subsequent 70 minutes were dedicated to the teaching and learning activities, encompassing material review before, discussing grammatical errors, and exploring expressions within their writing. finally, the last 5 minutes of the lesson were designated for the closing phase. implementing the writer provided feedback on the students' first post-test and expressed appreciation for the significant improvements observed in their writing, particularly in terms of organizing and developing ideas. then the writer began writing sentences with incorrect grammar on the whiteboard. the students attentively observed and some of them attempted to identify the errors in the sentences. once the writer had written three sentences, she initiated a discussion by asking the students to point out any grammatical mistakes present in the sentences. after that the writer organized the class into four groups according to their seating arrangement. each group received a whiteboard marker. the instructions were provided clearly by the writer. initially, the students were tasked with selecting a memorable moment they shared together. following that, they engaged in a competition with the other groups to create their concept maps on the whiteboard. observing in general, the implementation of concept maps during the second cycle proceeded smoothly, and the students demonstrated improvement in their writing skills. during the third meeting, the writer shifted the focus to a discussion on grammar. various examples were presented, and the students engaged in collaborative discussions. however, many of them encountered confusion when it came to using the past tense and understanding the passive astiantih & akfan utilizing concept map to … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 442 voice. the writer provided clear explanations and assessed the students' comprehension through questions. despite the grammar discussion, the class atmosphere remained somewhat unmotivated, and the students grew bored. to lighten the mood, the writer introduced a game that involved drawing concept maps and turned it into a friendly competition among the four groups. this activity sparked excitement and enthusiasm among the students. group x2 stood out, exhibiting excellent teamwork and cooperation, resulting in a highly successful game. reflection the writer observed positive outcomes during the second cycle. firstly, there was a noticeable improvement in the students' writing skills. the four indicators—organizing ideas, developing content, using correct grammar, and vocabulary all displayed progress as anticipated by the writer. secondly, the students' motivation levels increased, leading to greater engagement and active participation in writing classes. this change could be attributed to the introduction of concept maps, which incorporated visual elements such as colours, images, and branches, effectively capturing students' attention and guiding them through the writing process, thus making it easier for them to accomplish their tasks. furthermore, the classroom environment during the writing process became more conducive compared to before. the students demonstrated attentiveness and a cooperative attitude, creating a positive learning atmosphere. in the end of the second cycle, the students’s average score who passed the minimum mastery criteterion around 85% of the total 20 students. the graph below depicts the progression of average scores for decriptive wrting among the students, from the preliminary study through cycle 1 and cycle 2. figure 3. displays the average scores achieved by the students in their descriptive writing assignments. discussion the research findings indicate that the incorporation of the mind mapping strategy has yielded positive effects on enhancing the students' proficiency in writing descriptive texts. while not all students reached the maximum level of proficiency, a majority of the participants demonstrated noticeable improvement in their writing skills, as evidenced by the assessment results obtained during both the cycle and post-test stages. the implementation of the mind-mapping technique yielded favorable outcomes in terms of enhancing descriptive prelimenary cycle 1 cycle 2 percent 10% 50% 85% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% astiantih & akfan utilizing concept map to … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 443 writing abilities. furthermore, the students expressed their interest in and appreciation for this technique, finding it easier to compose descriptive texts using the mind-mapping approach. they exhibited increased motivation and confidence in their writing endeavors. these positive responses from the students highlight the effectiveness of the mind-mapping strategy in supporting their learning and engagement in descriptive writing tasks (al-zyoud et al., 2017; batdi, 2015). during cycle i, it was observed that approximately 27% of the students successfully completed the activity, which falls within the "good" category of performance. this indicates a significant proportion of students demonstrating competence in applying the mind-mapping technique to their writing tasks. due to this, the utilization of the mind mapping strategy in the teaching of descriptive writing has proven beneficial in enhancing students' proficiency (davies, 2011; fesel et al., 2016). the majority of participants showed improvement in their writing skills, expressing interest, motivation, and confidence in their ability to compose descriptive texts. the findings support the effectiveness of the mindmapping technique in facilitating the development of descriptive writing abilities among students. the findings from the post-test revealed a substantial increase in the average percentage of students who successfully completed the activity, reaching 85% and classified as the "very good" category. these activities specifically focused on the procedural aspects involved in writing a descriptive text. the implementation of the mind mapping technique, guided by appropriate model procedures provided by the lecturer, effectively enhanced the students' writing skills. the incorporation of various stages within the mind-mapping approach facilitated the writing activity, enabling students to develop their descriptive writing abilities (lin, 2019; wahid & sudirman, 2023). in light of these results, it can be concluded that the researchers successfully demonstrated the efficacy of the mind-mapping technique in enhancing students' writing abilities in the context of descriptive texts. the use of mind mapping as a teaching method effectively addressed the research problem of improving students' skills in writing descriptive texts (wahid & sudirman, 2023). furthermore, the students responded positively to the implementation of the mind-mapping method for teaching descriptive writing, indicating their engagement and appreciation of this instructional approach. this positive response from the students aligns with the observed improvement in their scores, further supporting the enhancement of their writing abilities in the realm of descriptive texts. overall, the research findings substantiate the effectiveness of the mind-mapping technique in facilitating the development of students' writing skills (lin, 2019). the significant increase in the percentage of students successfully completing the writing activity, coupled with their positive responses and improved scores, validates the benefits of utilizing mind mapping as a pedagogical approach for enhancing students' proficiency in writing descriptive texts. the implementation of the mind mapping technique in writing skills has proven to be a motivational factor for students, actively engaging them in the teaching and learning process. students were able to contribute their existing information, knowledge, and experiences to generate and develop ideas and concepts related to the topic. this aligns with the perspective of buzan as cited in khoirah (2014), where mind mapping is described as a graphic organizer with major categories branching out from a central idea, and subcategories represented as branches of larger branches. it serves as a visual tool for generating ideas, notetaking, organizing thoughts, and developing concepts. furthermore, the utilization of mind mapping during the writing stage allowed students to generate and develop ideas and information, visually representing meaningful relationships in a map format. once the words and ideas were generated and organized, they were grouped into respective categories, facilitating the easy and comprehensive development of ideas. as a prewriting technique, mind mapping serves as a valuable tool for enhancing vocabulary development. it aids astiantih & akfan utilizing concept map to … … jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 444 students in building background knowledge, brainstorming, and generating words and ideas related to the topic. based on the findings, it can be concluded that the implementation of the mind-mapping technique has the potential to enhance students' writing achievement. the results obtained from this classroom action research, conducted over two cycles, provide evidence that the application of the mind mapping technique effectively improves students' writing skills. conclusion the successful implementation of the two cycles highlights the significance of acquiring knowledge in a specific field or subject to activate students' prior knowledge. additionally, mind mapping serves as a valuable writing technique, particularly beneficial for students who face challenges with the fundamental structures of language. furthermore, this approach offers practical solutions to address complaints related to a lack of ideas and vocabulary. ultimately, incorporating mind mapping sessions into composition writing makes the process more dynamic and exciting, adding a sense of liveliness and adventure for students. based on the findings, it can be concluded that during cycle i, only 3 students of 20 students who exceeded the minimum mastery criterion (kkm) of 7.0 or around 27% of the students were able to successfully complete the activity, which falls into the "good" category. however, in the post-test, there was a significant improvement, with the average percentage of students successfully completing the activity increased to 85%. this improvement categorizes the students' performance as "very good." a positive outcome observed was that the class environment became less disruptive and more dynamic and enjoyable. moreover, the collaboration and 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(2023). the effect of mind mapping technique on students’ writing skills. journal of languages and language teaching, 11(1), 39. https://doi.org/10.33394/jollt.v11i1.6692 white, a., moon, b., hoffman, r., novak, j., & canas, a. (2011). the use of concept mapping in ecological management: a case study involving grassland ecosystems in victoria, australia. applied concept mapping: capturing, analyzing, and organizing knowledge. crc press, boca raton, fl, 151-167. https://doi.org/10.33394/jollt.v11i1.6692 journal of languages and language teaching, vol. 5, no. 2, november 2017 84 the effect of structured dyadic methods (sdm) towards students’ critical thinking in reading siti hairunisah smp muhammadiyah mataram, ntb sitihairunisah12@gmail.com abstract this research was aimed at finding out the effect of structured dyadic methods (sdm) towards students’ critical thinking in reading. the research was experimental research and design was used pre experimental design with pre-test and post-test. the population of study was the eighth grade students of smp muhammadiyah mataram which consists of one class. the sample of this study was one class consists of 17 students as experimental group without control group. the method used was pre experimental research with one group pretest-posttest design. the technique in collecting data the students were given pretest, treatment and posttest. the data were analyzed by using t-test. the result showed that the structured dyadic methods (sdm) has positive effect because t-test 3.903 ≥ t-table 2.120 in 0,05 percent level of significant. based on the result of this investigation, it was proved that the null hypothesis (ho) was clearly rejected. therefore the alternative hypothesis (ha) is accepted. thus this study can be concluded there has significance effect of structured dyadic methods (sdm) towards students’ critical thinking in reading at eight grade students of smp muhammadiyah mataram in academic year 2017/2018. key words: reading, structured dyadic methods (sdm), critical thinking. abstract penelitian ini bertujuan untuk mengetahui pengaruh dari structured dyadic methods (sdm) terhadap berpikir kritis siswa didalam membaca. jenis penelitian ini adalah penelitian eksperimental dengan pre test dan post test. populasi penelitian ini adalah semua siswa kelas viii smp muhammadiyah mataram yang terdiri dari 1 kelas. sampel penelitian ini digunakan 1 kelas terdiri dari 17 siswa sebagai kelas eksperimental tanpa kelas kontrol. metode yang digunakan adalah jenis penelitian pre exksperimental dengan bentuk 1 grup pre test dan post test .tehnik dalam pengumpulan data siswa diberikan pre test, pengajaran dan post test. nilai yang di peroleh di analisis menggunakan rumus t-test. hasil analisis itu menunjukan bahwa structured dyadic methods (sdm) ada efek positif karena nilai t-test 3.903 lebih tinggi dari pada t-table 2.120 didalam tingkat lefel signifikan 0,05. berdasarkan hasil penelitian ini, terbukti bahwa alternative hypothesis (ha) diterima. adapun null hypothesis (ho) tidak diterima. dengan itu bisa disimpulkan bahwa ada pengaruh yang signifikan dari structured dyadic methods (sdm) terhadap berpikir kritis siswa didalam membaca pada siswa kelas viii di smp muhammadiyah mataram tahun akademik 2017/2018. kata kunci: membaca, structured dyadic methods (sdm), berpikir kritis. introduction reading is one of the most essential skills to be mastered in language learning. especially reading is one of the important skills in teaching english. reading becomes essential for everyone to increase their knowledge. this idea is supported by the fact that reading has become a part of our daily life. reading is the practice of using text to create meaning (johnson, 2008: 3). students need to practice a lot in order to have a good reading skill. journal of languages and language teaching, vol. 5, no. 2, november 2017 85 however in learning reading based on the observation in smp muhammadiyah mataram, the students often found many problems in thinking critically. the problem that students were lack of constructing the meaning in reading, especially analysis, cannot formulated the main of the problem, evaluated the text, making inference, find it difficult to distinguish statement of variable facts, and students were lack of vocabulary, some of them were still confuse to translate the sentence from english into indonesian, and many more. in addition, it also caused by the students who did not pay attention when the teacher explain the material in front of the class, and student also still depends on teacher guide and a dictionary. one of the causes, the teacher used traditional way of teaching reading and monotone, and the teacher gave material and assignment without encouraging the students think critically, and make instruction to making group but did not gave clear instruction for division each member of group and it causes some students active and the other just silent. based on the problem above, to embody students’ critical thinking in reading, structured dyadic methods (sdm) one of the alternative methods that can be used as the alternative way the english teacher can implement in the class. sdm is one of the systems of cooperative learning there are a method which just implicates two students (dyads/pair) in one group, one student as a teacher (tutor) and another one as student (tutee), (huda, 2011: 127). thus, sdm can promote critical thinking because it is useful to encourage students in reading and help them think to solve the problem. from these reasons, the researcher interest in studying the effect of structured dyadic methods (sdm) towards students’ critical thinking in reading at eighth grade student of smp muhammadiyah mataram in academic year 2017/2018. review of related literature according to johnson (2008: 3) reading is the practice of using text to create, meaning. the two key words here are creating and meaning. if there is no meaning quay being created, there is no reading taking place. according to stone (2009: 39) reading is a fundamental goal that children must master in order to be successful in school and in life. according to duffy (2009: 39), reading is not a random process. it is a system: a set of conventions we use to interpret and make sense of text. based on some theories above the researcher concluded that reading is a process which is applied and conducted by a reader to acquire a message that has been told by a writer in writing scrip. by reading make the reader able to found the information from a variety of text such as; newspaper, magazine, brochure, and etc. in reading we were not only reading the text, but also tried to understand what we were reading. according to scriven and paul (2007: 1) critical thinking is defined critical thinking as “the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information gathered form, or generated by observation, experience, reflection, reasoning or communication as a guide to belief and action”. according to cottrel (2005: 2) critical thinking is a complex process of deliberation which involves a wide range of skills and attitudes. according to paul and elder (2008: 2) state that critical thinking is the art of analyzing and evaluating thinking with a view to improving their knowledge. according to huda (2011: 127) structured dyadic methods (sdm) is one method which just implicates two students journal of languages and language teaching, vol. 5, no. 2, november 2017 86 (dyads/pair) in one group, in this method one student as “teacher/tutor” and other students as “student/tutees”. research method research design according to kothari (2004: 31) research design is the arrangement of conditions for collection and analyze of data in a manner that aims to combine relevance to the research purpose with economy in procedure. the method used by the researcher was experimental method with pre experimental design. pre-experimental design is used pre-test and post-test without control group. the data collection was based on the result of students pre experimental group with pre test and post test. the technique in collecting data the students were given pretest, treatment by using structured dyadic methods (sdm) and posttest. population and sample the population of this research was the whole students of the eight grade student of smp muhammadiyah mataram in academic year 2017/2018 are 17 students which are consist of one classes. the sample to be investigated, the researcher was taken all students of the eight grade students of smp muhammadiyah mataram as the sample. the total of the sample of the research are 17 students. research instrument in this research, the researcher used only one instrument to collect the data with multiple choice tests. the researcher was given same test of pre-test and post-test. the multiple choice tests were given for the student consists of 25 items. the number of score was the correct answer 4, for incorrect answer 0. so, the total score is 100 point and divided by total number of question. research findings and discussion research findings in this chapter, the researcher focuses on statistical analysis of data obtained from the pre-test and post-test of pre experimental group. it was conducted at eighth grade students of smp muhammadiyah mataram in academic year 2016/2017. the research has been conducted on 17 may – 7 june 2017 at smp muhammadiyah mataram in academic year 2017/2018. the researcher gave pre-test before treatment. the researcher treated the students by using structured dyadic methods in several meeting. in giving the treatment the researcher gave students the material about narrative text. after that, the researcher gave post-test after giving the treatment for the students. the process of analyzing the data was continued to calculate the mean, median, mode and deviation score of pretest and posttest. to obtain the calculation, the researcher formerly conducted the calculation on each students’ score based on the question items with every right question had score 4 and wrong question get 0 (null) until 25 question with result scale 0-100. the result of pre-test, the data showed that, the highest score of pre-test is 68 and the lower score is 40, after the researcher calculating the score of pre-test by using descriptive analysis, the researcher found that the result of mean was 55.23 media is 58 mode is 61.5 and the standard deviation is 145.7 and the result of post-test, the data showed that, the highest score of pre-test is 92 and the lower score is 60, after the researcher calculating the score of post-test by using descriptive analysis, the researcher found that the result of mean is 74 media was 74.5 mode is 75.1 and the standard deviation is 117.1 based on the data above, it shows that the hypothesis of this research was t-test value > t-table value at significant journal of languages and language teaching, vol. 5, no. 2, november 2017 87 level of 0, 05 with 17 students. the result of t-test is 3,903 > t table is 2,120. discussion the research question proposed in this research read as follows: is there any positive effect of structured dyadic methods (sdm) toward students’ critical thinking in reading at eighth grade students of smp muhammadiyah mataram in academic year 20172018?” the research question was answered based on the result above. it is concluding the mean score of post test is 74 was higher than pre test is 55.23 and ttest (t obtained) is 3,903 was higher than ttable is 2,120 on the degree of freedom (df) =16. it was showed that t-test value was higher than t-table value. it means that null hypothesis (ho) which stated” there is no positive effect of structured dyadic methods (sdm) toward students’ critical thinking in reading” was rejected and the alternative hypothesis (ha) which stated” has positive effect of structured dyadic methods (sdm) toward students’ critical thinking in reading” was accepted. therefore, alternative hypothesis (ha) was accepted because t-test was higher than t-table. conclusion and suggestion conclusion the conclusion of this research was based on the results of the data analyzed as the answer of the research question. based on the research, structured dyadic method (sdm) has positive towards students’ critical thinking in reading. by using t-test, the result showed that t-test value > t-table value at significant level of 0, 05 with 17 students. the result of t-test 3,903 was higher than t table 2,120. in addition, the researcher found that structured dyadic methods (sdm) towards students critical thinking was appropriate to learn reading like understanding the text, can analyzed the text, making conclusion, identify a text, etc. there were some points that the researcher pay attention to are; 1) structured dyadic method helped students to understand and knowing the meaning of reading. 2) it helps students to be more active in the class and actively involves students in learning process. 3) sdm could improve students’ critical thinker with interaction or does sharing activity, and feedback to each other. suggestion for the english teacher especially for the english teacher at smp muhammadiyah mataram are suggested to improve their teaching and learning process that used structured dyadic methods as method to encourage the students to master the basic english well. structured dyadic method is a method to motivated students in learning english especially in learning reading. this method can help the students more active and be brave to make question and answer. the students are suggested become more to think critically when they solve the problem in learning reading. then, their reading will increase and get the positive effect in their english. the researcher hoped this thesis, can be used by people who conduct a research related to this topic as a reference and can try to used this method or skill in different skills such as in listening, speaking or writing skill. refernces cottrell, stella. (2005). critical thinking skill developing effective analysis and argument. new york: palgrave macmillan. dufffy, gerald. g. (2009). expalaining reading: a resource for teaching, fourth edition. san fransisco state university: addition wesley longman, inc. huda, miftahul. 2011. cooperative learning. yogyakarta: pustaka pelajar. johnson, p. a. 2008. teaching reading and writing. a guidebook for tutoring and journal of languages and language teaching, vol. 5, no. 2, november 2017 88 remediating student. usa: rowman & littlefield publishers, inc. khotari, c. r. 2004. research methodology method and technique. india: new age international publisher. paul, r, and elder, l. 2008. the miniature guide to critical thinking concepts and tools: foundation for critical thinking press. scriven, m, and paul, r. 2007. definition critical thinking. the critical thinking community: foundation for critical thinking. retrieved january 2, 2008, accessed on thursday, 20 december 2016 08.13. stone, r. 2009. best practices for teaching reading: what award-winning teachers do. california:corwin press. chapter 1 journal of languages and language teaching, vol. 6 no.1, mei 2018 42 communication strategies used by the english learners of saturday discussion at the centre for language and culture (clc) lilik sri wahyuningsih sma n 1 kebomas, gresik lilikhosnaidi69@gmail.com abstract there are some factors influence someone in expressing the language, such as experiences, knowledge, age and cultural background. yet, since the communication must go on with any limitedness, the learners should employ some strategies in order to keep holding communication. the strategies used in communication are identified as communication strategies. this present study analyses on an investigations into communication strategies used by the learners of saturday discussion at the centre for language and culture (clc) surabaya. the learners are the participants of saturday discussion at clc surabaya. in this study, the researcher wanted to find out kinds of communication strategies used by the learners, differences and similarities between young and adult learners in applying communication strategies, and how they apply communication strategies in their discussions. in her study, she applied communication strategies typology proposed by tarone and faerch and kasper which consist of transfer from native language, overgeneralization, prefabricated pattern, overelaboration, epenthesis or vowel insertion, avoidance which can be subdivided into topic avoidance, semantic avoidance, appeal to authority, message abondanment and language swicth. appeal to authority can be subdivided into paraphrase, word coinage, and circumlocution. tarone, divided the communication strateies as formal reduction strategies, functional reduction strategies, and achievement strategies. to answer the research questions, she used descriptive qualitative approach. in collecting the data she carried out observation, and interview. in her study she found out that there were ten communication strategies used by the learners, they are message abondanment, appeal to authoriy, and language switch, paraphrase, transfer from native language, overgeneralization, and overelaboration. key words: communication strategies, ages, experiences and knowledge abstrak ada beberapa faktor yang mempengaruhi seseorang dalam menggunakan strategi komunikasi, diantaranya pengalaman, ilmu pengetahuan, latar belakang budaya, dan usia. walaupun para pembelajar mempunyai banyak kekurangan dan keterbatasan, komunikasi harus berjalan, sehingga merupakan suatu keharusan bagi mereka untuk menggunakan strategi komunikasi dengan tujuan untuk mampu berkomunikasi dengan baik. strategi yang digunakan dalam berkomunikasi dinamakan strategi komunikasi. penelitian ini mempelajari penemuan strategi komunikasi yang digunakan oleh para pembelajar saturday discussion di pusat bahasa dan budaya surabaya. pembelajar di sini merupakan peserta kelompok diskusi di pusat bahasa dan budaya. dalam penelitian ini, diharapkan bisa menemukan jenis–jenis strategi komunikasi yang digunakan oleh para pembelajar, perbedaan dan persamaan antara pembelajar usia muda dan pembelajar usia tua dalam menggunakan strategi komunikasi, dan bagaimana mereka menggunakan strategi komunikasi dalam berdiskusi. dalam penelitian ini, diterapkan jenis– jenis strategi komunikasi berdasarkan teori yang disampaikan oleh tarone, dan faerch and kasper yang terdiri dari transfer from native language, overgeneralization, prefabricated pattern, overelaboration, epenthesis or vowel insertion, avoidance which can be subdivided into topic avoidance, semantic avoidance, appeal to authority, message abondanment and language swicth. appeal to authority di bagi menjadi paraphrase, word coinage, and circumlocution. tarone, membagi strategi komunikasi menjadi 3, yaitu formal reduction strategies, functional reduction strategies,dan achievement strategies. untuk menjawab pertanyaan penelitian, peneliti menggunakan pendekatan deskriptif kualitatif. pengumpulan data, dilakukan dengan observasi, perekaman dan wawancara. dalam penelitian ini, ditemukan 10 jenis strategi komunikasi yang digunakan para pembelajar dalam berdiskusi, diantaranya adalah transfer journal of languages and language teaching, vol. 6 no.1, mei 2018 43 from native language, overgeneralization, overelaboration, paraphrase, topic avoidance, message abondanment, appeal to authoriy, and language switch., paraphrase and word coinage. kata kunci: strategi komunikasi, usia, pengalaman dan pengetahuan introduction communication is a must for people who live in a certain place, to close to other people. we need a certain language, where the speaker and the hearer will understand each other, but sometimes we need some problems. communication strategies will help the learners overcome their problems while they are expressing the language. “communication is the process participants use to exchange information and ideas, needs and desirers” (owens, 2005:11). english learners should not only able to write in english, but also speak well in order to communicate to others. although english is taught in order to be able to communicate to others, but it is still difficult for the learners to practice it directly. its is one of a state university in surabaya. through the centre for language and culture (clc), its offers a program to help people inside or outside of the university participants who are willing to practice english. the members come from different background. the ages are also different, but they learn together in a club to practice english. some members are yunior high school students, senior high school students, the students of its, students from unesa and other universities in surabaya, and some of them are workers. children and adult are different in acquiring second language. as stated by long and freeman. as revaled by longterm studies, younger is better in the most crucial area, ultimate attainment with only quite young (child) starters being able to achieve accent–free, native–like performance in a sl. as a revealed by short term studies, older learners are at an advantage in rate of acquisition adult faster than children, and older children faster than young children (long and freeman, 1993:155) review of related study learners strategies speaking is interacting to others, so, the speakers and hearers agree on the certain things which make them involve on the communication process. gumperz stated that speakers must agree on the fact that particular stretches of speech can legitimately be associated with speakers of certain ethnic or social backgrounds or with certain distinct speech event (gumperz, 1982:33). knowledge is very important to make the learners able to communicate to others well. every learner has l2 knowlegde as it has been stated by ellis (1985) the learners has two types of l2 knowledge: declarative and procedural (faerch and kasper, 1983b). declarative knowledge is’ knowing that’; it consisits of internalized l2 rules and memorized chunks of language. procedural knowledge is ‘knowing how’; it consists of the strategies and procedures employed by the learner to process l2 data for acquisition and for use (ellis, 1985:164). littlewood (1979) in (ellis, 1985) “distinguishes two sets of strategies based on the model: minimal strategies and maximal strategies” (ellis, 1985:177). minimal is described as a strategy of semantic simplification, while maximal strategies occur when the learner has developed both sufficient l2 knowledge and adequate control over this knowledge to realize all constituents linguistically, thus removing the need to rely on shared knowledge. definition of communication strategies communication strategies are strategies used by the language learners in solving their problems while they are journal of languages and language teaching, vol. 6 no.1, mei 2018 44 having communication.there are some more definitions of communication strategies stated on faerch and kasper’s book. “communication strategies are a systematic technique employed by a speaker to express his meaning when faced with some difficulty (cordner, 1977 in kasper and faerch 1983:16).” “communication strategies are potentially consious plans for solving what to an individual presents itself as problem in reaching a particular communicative goal (faerch and kasper, 1983:36).” “communication strategy is a mutual attempt of two interlocutors to agree on a meaning in situations where requisite meaning structures do not seem to be shared (faerch and kasper, 1983:72).” from those definitions above, it can be concluded that communication strategies are the strategies used by the learners in order to find out the way to solve a communication problem when they are having a conversation or expressing the target language. tarone’s taxonomy in faerch and kasper defines kinds of communication strategies are transfer from nl, overgeneralization, prefabricated pattern, over elaboration, epenthesis, avoidance, appeal to authority, paraphrase, message abandoment and language switch, formal reduction strategies, functional reduction strategies, achievement strategies factors affecting the use of communication strategies every learner chooses his or her own strategies. bialystok, (1990:48) identifies three potential factors that influence the choice of communication strategies, i.e nature of the task, proficiency of the l2 learner and feature of the communication situation (bialystok, 1990:48), proficiency of the l2 learner,features of the communicative situation, attitutes and beliefs,motivation,cultural background,learning style,proficiency level and age. the age of the learners is a factor which influences the learners in selecting the communication strategies. it is not the main factors , as someone’s age doesn’t influence to someome’s way of thinking. an important thing of communication strategies is how the learner expresses his or her meaning when faced with some difficulty. another thing is to what extend and in what ways communication strategies contribute to l2 learning. as stated by faerch and kasper. communication strategies, by definition, are concerned with l2 production. an important issue, however, is to what extent and in what ways they contribute to l2 learning (faerch and kasper, 1983:187). communication strategies are the main ways of keeping going our communication. anxiety is one of the factors which make the learners have difficulties in practising english. anxiety is associated with feelings of uneasiness, frustration, self doubt, apprehention, or worry (scovel, 1978, p.134) in brown (2007:161). interlanguage development is including lexical and grammatical development. faerch and kasper argue that “a basic condition for communication strategies to have a potential learning effect is that they are governed by achiement, rather than avoidance, behaviour” (faerch and kasper, 1983:54). research methods research design in conducting this research, the researcher used a descriptive qualitative approach due to the fact that the data of this research was in form of words, not numbers. as it has been stated by creswell. qualitative research is a type of educational research in which the researcher relies on the views of participants; asks broad, general questions; collects the data consisting largely of words (or text) from participants; describes and analyzes these words for themes; and journal of languages and language teaching, vol. 6 no.1, mei 2018 45 conducts the inquiry in a subjective, biased manner (creswel, 2002:46). the data in this research were the uttarances of the english learners in expressing the strategies in the discussions. the sources of the data were spoken language used by the learners of a saturday discussion at the centre for language and culture (clc) in overcoming and tackling the difficulties in communication. the spoken language were recorded, then the researcher trascribed them into the text. so, the sources of the data could be the record data (oral speaking) and the text. there were three steps in collecting the data in this study, first, observing the discussions by recording the learners uttarances. the next was transcribing the recording data and observing the video recording. after that having interview to the learners why they used certain communication strategies, and how did they feel when they had communication strategies, then analyse them by non statistical methods. the last step was describing the data using narative sentences. dornyei in research methods in applied linguistics stated that qualitative research involves data collection procedure that result primarily in open–ended, non– numerical data which is then analysed primarily by non–statistical methods. typical example: interview research, with the transcribed recording analysed by qualitative content analysis (dornyei, 2007:24). data and source of the data the data in this research were the uttarances of the learners at clc saturday discussions and the texts which were got from the trascript of the record data. the uttarances were produced during the discussions on january 22, february 19 and march19, 2011. the sources of the data were the english learners at clc saturday discussion who had different ages. the youngest learner was forteen years old, and the oldest one was fifty one years old. doing non participant observation: the researcher did not get involve in the discussions. she just sat among the participants to have an observation, and it was allowed by the leader because the researcher showed a letter from its stated that the researcher was allowed to have a research. in having observation, the researcher had a recording. while recording the data, the researcher tried to have a note about something which supported the needed in this study. recordings were needed to observe the uttarances of the learners in appling the strategies they used when they had discussions. after having record, the researcher listened and selected the data record, then transcribed them into the text. after getting the record data, the researcher listened to the dialogue carefully, then transcribed them into the witten text. video recording was needed to observe the non verbal stategies such as mime. the researcher watched the video recording carefully to know the learners who used mime strategies. interviewing the participants: interview was done after having a discussion or by having another discussion. some interviews were done in group by having the discussions in order to get the data naturally. data analysis the data were analysed using the combination of communication strategies taxonomy proposed by elaine tarone and faerch and kasper, in order to find the types of communication strategies employed by the learners, what are differences and similarities between the school age and adult english learners in applying those communication strategies and how they apply them in the discussions. in this step, the researcher classifid the data into three, because the data were taken in three meeting with different topic, then classifid the topic into many fragments. journal of languages and language teaching, vol. 6 no.1, mei 2018 46 the next step was reading through all the data in order to obtain general sense of the informations to reflect on its overall meaning. after that, the general thoughts lead to identify and classified the communication strategies employed using the codes as seen in table below. cs : types of communication. m1 : meeting 1. m2 : meeting 2. m3 : meeting 3. cs : communication strategies. tnl : transfer from native speaker. og : overgeneralization. ol : overelaboration. ep : epenthesis. ta : topic avoidanace. sa : semantic avoidance. aa : appeal to authority. pr : paraphrasing. ma : message abondanment. ls : language switch. pd : problems in discouse. cs : code switching. it : interlingual transfer. iit : inter / intralingual transfer. gn : generalization. wc : word coinage. co s : cooperative strategies. mm : mime / non linguistic strategies. al : adolescence learner. el : early adulthood learner. ml : middle age learner. lml : later maturity learner. describing the data: the next step was moving on how the description was represented in the qualitative narrative passage. results and discussions the purpose of this study is to analyze and to expose communication strategies of the learners at clc its, cokroaminoto, surabaya. these analyses and findings were based on the research questions in chapter one, they are: 1). what communication strategies used by the learners in a saturday discussion? 2). what are differences and similarities between the young and the old learners in using the communication strategies? 3). how do they apply communication strategies in their discussions? data were taken on saturday, may 14, 2011, june 11, 2011 and july 23, 2011. all discussions were held at 10.00 a.m till 12.00 am, at clc (centre for language and culture), its surabaya. there were no certain rules applied on the discussions. the lecturer lead the discussions by giving some copies about the topic or by telling the topic directly when they had discussions. the number participants were different every activity. there were nine participants on january, seven participants on february and ten participants on april. the descriptions of this section are presented in three points, i.e.: the kinds of communication strategies, differences and similarities among adolescence, early adulthood, middle age and later maturity learners in applying communication strategies, and how they use communication strategies. kinds of communication strategies adapted from tarone in faerch and kasper, there are six kinds of communication strategies are observed in this study, they are transfer from native language, overgeneralization, prefabricated pattern, overelaboration, epenthesis, avoidance. avoidance is subdivided into topic avoidance, appeal to authority, mssage abondanment and language switch. appeal to authority is subdivided into paraphrase, word coinage and circumlocution. faerch and kasper devide communication strategies into three, they are formal reduction strategies, functional reduction strategies, and achievement strategies. the researcher analyzed the kinds of communication strategies appeared in the discussions conducted by the english learners at clc cokroaminoto surabaya. the setting was at clc cokroaminoto surabaya. there were three meetings conducted on may 14 , june 11, and july 23, 2011. there were eight communication strategies used by the journal of languages and language teaching, vol. 6 no.1, mei 2018 47 learners in the discussions. they were message abondanment, appeal to authorithy, paraphrase, word coinage, language switch, transfer from native language, overgeneralization and overelaboration. differences and similarities among adolescence, early adulthood, middle age and later maturity learners in using communication strategies. adolescence is the age between 12 and 18 years old. there were 4 participants, they were al1, 14 years old, 2 . al2 16 years old, 3. al316 years old and 4. al4 17 years old. the ages were not the most factors influenced the learners in using communication strategies. the learners who had more knowledge used better communication strategies than the ones who had less. but the adolescence who had more knowledge created long sentences before having message abondanment. early adulthood is the age between 18 to 30 years old,had more communication strategies than the adolescence. they used transfer from native language, overgeneralization, message abondanment, appeal to authority, language switch, and paraphrase. middle age learners who had more knowledge and experiences had more communication strategies and better in using them than the adolescence, early adulthood, and middle age learners who had less knowledge and experiences. they also had long sentences in one uttarance. they were relaxing to have uttarances as no one judged them when they made some mistakes. they did not afraid of making some mistakes, something which was important for them were practising the language. the later maturity applied communication strategies less than early adulthood and middle age. from the explanations above we can conclude that there were some differences and similarities among adolescence, early adulthood, middle age and later maturity in using communication strategies. we can see in the table below. table 1. differences and similarities among adolescence, early adulthood, middle age and later maturity. a d ol es ce n ce 14 using message abondanment, making very short sentences, feeling anxious while uttering, and keeping more silent while discussion. 16 using message abondanment,trasnfer from nl and overgeneralization, making longer sentences and feeling braver in uttering than the forteen year old learner. 18 using message abondanment, transfer from nl and overgeneralization, making long sentences in one uttarance, relaxing while uttering. e ar ly a d u lt h oo d 20 using message abondanment, transfer from nl, overgeneralization, appeal to authority, language switch, making long and more than two sentences in one uttarance, relaxing while uttering. 21 using message abondanment, transfer from native language, overgeneralization, appeal to authority, making long and more than two sentences in one uttarance, feeling less anxious while uttering. 22 using message abondanment, transfer from nl, overegeneralization, making long sentences and more thantwo sentences in one uttarance, relaxing while uttering. 23 using message abondanment, transfer from nl, overgeneralization, language switch, making long and more than two sentences in one uttarance,relaxing while uttering. journal of languages and language teaching, vol. 6 no.1, mei 2018 48 28 using message abondanment, transfer from nl, overgeneralization,making long and more than two sentences in one uttarance, relaxing while uttering. 29 using message abondanment, transfer from native language, language switch, making long and more than two sentences while uttering, relaxing while uttering. m id d le a ge 36 using message abondanment, overgeneralization, language switch, making long and more than two sentences in one uttarance, relaxing while uttering. 40 using message abondanment, overgeneralization, overelaboration, appeal to authority, language switch, paraphrase, word coinage, making very long and more than two sentences in one uttarance, relaxing while uttering l at er m at u ri ty 51 using message abondanment, overgeneralization, language switch, making short sentences in one uttarance, feeling less anxiuous than adolesence. the way of the learners used communication strategies : the learners applied the communication strategies when they expressed their opinions. they applied them in many ways: transfer from native language; overgeneralization; overelaboration; message abondanment; appeal to authority; language switch and paraphrase. table 2. the way communication strategies used by the learners adolesence (the age between 12 – 18 years old). no. communica tion strategies the way 1. transfer from nl 1. by thinking in their native language, then express them in english. 2. by putting the wrong structures in their uttarances. 3. by using the native language pattern, which was expressed in second language. 2. overgenerali zation 1. by making short sentences without caring the structure and feeling anxious. 2. by making long sentences without caring about the structures and feeling sure to what they have uttered. 3. by transferring their native language then translating them in english directly. middle age , the age between 30 – 50 years old no. communica tion strategies the way 1. transfer from nl 1. by uttering the sentences in the ntive language patterns. 2. by uttering native language’s term then translated into second language. 3. by using the native language’s terms in the uttarances. 4. by thinking in journal of languages and language teaching, vol. 6 no.1, mei 2018 49 the native language, then translated into scond language. 5. by using native language’s terms in the second language. 2. overgenerali zation 1. by aplying the inappropiate stuctures in the uttarances. 2. by applying the native language’s rules in the uttarances. 3. overelaborat ion 1. by applying the inappropriate words in the uttarances. 2. by applying the native language’s then translated into second langueg directly. 4. message abondanmen t 1. by stopping suddenly in the middle of the sentences. 2. by saying a ... a ..., ehm ..., ya ... then stopped the uttarances. 5. paraphrase paraphrasing using the native language 6. word coinage by joining two words in the native language. later maturity, the age more than 50 years old. no. communica tion strategies the way 1. overgenerali zation  by using native language ‘s rules to be applied in the uttarances.  by thinking in native language’s rules or terms, then translated into second language direcly. 2. message abondanmen t by saying ehm..ehm..then stopped talking 3. language switch by applying the native language in the middle of the sentences. conclusions and suggestions conclusions types of communication strategies used by the learners were message abondanment, appeal to authoriy, language switch, paraphrase, word coinage, transfer from native language, overgeneralization, and overelaboration. suggestions some learners could apply communication strategies in order to have communication better when they had some difficulties in expressing their language. references bialystok, ellen. 1990. communication strategies: a psychological analysis of second-language use. london: brasil blackwell ltd. bogdan, robert c and sari kopp bilen. 1982. qualitative research for education: an introduction to theory and methods. new york: allyn and bacon, inc. brown, douglas. 2007. principles of language learning and teaching. new york: pearson education, inc. claus faerch and gabriele kasper. 1983. strategies in interlanguage communication. new york: longman group limited. creswell, john. w. 2002. educational research: planning, conducting, and evaluating quantitative and qualitatve research. upper saddle journal of languages and language teaching, vol. 6 no.1, mei 2018 50 river–new jersey: pearson education, inc. cresswell, john. w. 2003 reseach design: qualitative, quantitative and mixed methods approaches. 2nd edition. london: sage publications. desmita, dra., m.si. psikologi perkembangan peserta didik, bandung: pt. remaja rosdakarya. diane larsen–freeman and michael h. long. 1993. an introduction to second language acquisition research. london: longman group uk limited 1991. dörnyei, zoltán. 2007. research methods in applied linguistics. new york: oxford university press. ellis, rod. 1985. understanding second language acquisition. london: oxford university press. gumperz, john j. 1982. (transfered to digital printing 2002). discourse strategies. melbourne: cambridge university press. lembaga penjamin mutu pendidikan (lpmp). 2007. materi pendidikan dan pelatihan implementasi ktsp bahasa inggris smp negeri/swasta provinsi jawa timur. lpmp surabaya. munby, john. 1991. communicative syllabus design. melbourne: cambridge university press. owens jr, robert e. 2005. language development an introduction. new york: pearson education inc. oxford, rebecca, l.1990. language learning strategies. what every teacher should know. new york: newbury house. richars, jack c. 1983. language and communication. england: longman. samarin, william j. 1988. ilmu bahasa lapangan. yogyakarta: kanisius. communication. smith, philip d, jr., ph. d. 1981. second language teaching: a communicative strategy. the foreign and second language educator series. boston: heinle and heinle publisher. inc. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3531 april 2021. vol. 9, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 179-187 jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 179 the effectiveness of teaching reading by using jumbled pics stories 1lenny eka saputri & 1muhamad sofian hadi 1faculty of education, university of muhammadiyah jakarta, indonesia corresponding author email: lennyekas7@gmail.com article info abstract article history received: february 2021 revised: march 2021 published: april 2021 the research aimed to find out the effectiveness of jumbled pics stories in the teaching of reading skills for the 9th-grade students at smp al-fitroh tangerang. the method used in this research was the quantitative method which is a preexperimental design by implementing pre-test and post-test design. in this study, the researcher used 15 students as a sample. the data were corrected by pre-test and post-test as instruments. the result of the study was calculated using a t-test. the findings showed that students’ post-test mean scores were 64.33. it was higher than the pre-test mean-scores (71.86). meanwhile, the score of the t-test (7.92) was higher than the t-table. the finding indicated that jumbled pics stories is an effective medium to improve student’s reading. the jumbled pics stories guide students to connect what they have already understood with texts being read. therefore, jumbled pics stories can be applied to other language skills to improve vocabulary and reading comprehension. keywords jumbled pics stories; teaching reading; how to cite: saputri, l.e., & hadi, m.s. (2021). the effectiveness of teaching reading by using jumbled pics stories, jollt journal of languages and language teaching, 9(2), 179-187, doi: https://doi.org/10.33394/jollt.v%vi%i.3531 introduction language allows people to communicate with great precision. language plays an important role in communication, especially in international information exchange. it plays a major role in the communication that many people are interested in. with language, people can give information about the world, diplomacy, commerce, and trade and share ideas through language, both written and oral. according to grabe and stoller, as cited in ahmadi (2018), language has become one of the main essential points influencing foreign exchange practices. students use various aspects of their language ability, such as listening, speaking, reading, and writing, regarding their communication skills. english is the most popular foreign language. it means that people from various countries choose english as a universal way of communicating with others. as cited in kardemir and gorgoz (2019), kruzel states learning in different languages requires the preparation of four basic skills and the practice of students who are using those skills. among the four skills, reading is indeed one of the skills that students must understand because it’s an important element to make a good activity in communication (wahid & todore, 2021; hanan et al., 2020). by reading, students can get new vocabularies, get further information, and get the opportunities to create and share the information by writing. chaudhry and al-adwani (2019) state reading is a process, a way of thought, and an activity that requires multiple essential features. reading is a skill that should be taught from the early stages. as cited in daskalovska (2018), palmer states reading is a large amount of text "quickly and carelessly" and relies on meaning rather than grammar. therefore, caretti et al. (2019) state reading needs the processing abilities required to identify letters, sequences of letters, and words correctly and fluently. however, processing textual information requires both fluent and correct reading and http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& saputri & hadi the effectiveness of teaching reading ….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 180 interpretation of its content (bruen, 2019; rohmah, 2018). reading is expected to be able to improve students' critical thinking skills (haerazi & irawan, 2020) and help students have the insight to write (cooney et al. 2018). also, through reading, students get knowledge related to national and international issues in various fields that link language skills and content (mutiarani and rahman, 2019). in the teaching process, teachers should know how to make teaching and learning more attractive. as cited in ismail et al. (2017), richard and schmidt make sure that performance and morale are the principles and ideas that teachers get about appropriate approaches to teaching and learning and that act as the foundation for some of their choice. in teaching language, the teacher cannot do teaching and learning activities without any guidance. the guidelines for this phase are the curriculum, the syllabus, and the lesson schedule. moreover, the teacher also should know how the learning process will be carried out. teachers can use an effective approach, interactive method, and innovative ways to make a successful learning process. according to cetinkaya et al. (2019), interactive reading activities require better language exposure, encourage the development of performance and spelling, improve vocabulary competence, and develop important fundamental literacy skills. in addition, immersive book reading experiences stimulate brain sections linked to story understanding and conceptual imagination. however, kussumaningtyas (2016: 2) mentions however most teachers use school textbooks and other printed content to teach their students. they select school textbooks as the primary source of learning and receive secondary language from other sites, such as the internet, journals, magazines, etc. teaching reading can be successful if it is facilitated by attractive classroom learning. dedi junaedi as librarian expert of the national library, in 2019, indonesian reading interest is currently ranked 16th out of 30 countries in the world. it is because of technological progress and awareness of the people in indonesia of the importance of reading. however, in learning reading, it should be possible to understand the content of the text and the context and purpose of the text, and, of course, the author's goal. if students’ reading skill is low, it will make difficulties in learning another skill. in this case, the teacher has the responsibility to guide students besides also giving students support and motivation so that they can improve their english skills. there are many teaching methods to help teachers more easily convey material, for example, by using media or games to solve the problem. thomas, as cited in morshidi et al. (2019) mentions attractive reading approach by using learning media can be a solution to face a problem, especially in learning reading. it can make students easier to understand the material and concepts taught. the use of media allows students to understand teaching material better. using media also makes students see themselves in the teaching and learning process. some of the kinds of media that might help them to deliver the materials are song, picture, rhyme, models, puppets, etc. (yolanda & hadi, 2019) as a teacher, it is critical to determine new teaching forms of media to solve the difficulties and encourage students. teachers used toys, images, songs, physical objects, cartoons, or movies as media learning. by using media in the learning experience will enhance the student's curiosity in the classroom activities. however, the use of media in the learning process should be suitable. anderson, as cited in r. nasution (2019) classify media into ten types such as audio, print, audio print, proyeksi visual silent, audio visual projection silent, visual motion, audio visual motion, physical object, human and environment and the last one is computer. one of the learning media that will increase student’s interest in reading is using pictures. a picture is still one of the media that teachers can use in teaching reading. it makes students interest in the learning process. jazuli et al. (2019) state that using pictures allows students to distinguish between their previous knowledge and foreign vocabulary that they seek to understand. saputri & hadi the effectiveness of teaching reading ….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 181 using pictures can be used as an alternative way in the language learning process. as wright (2019), as cited in fadillia, states, the picture helps students retell their interactions or comprehend something to portray the location, the object, the people, etc. the picture consists of descriptions and meanings that are to be portrayed. it depends on the student's own creativity or perception to generate words connected to the picture. sinclair (2017), as cited in lavalle and briesmaster, also states that a picture is classified as a clear description or image that is formed, drawn or captured, and made on a flat surface. the main aspect of an image is its clear visibility to readers. however, the teacher should take care when reading while using the picture as a medium. the picture should be relevant to the subject. teachers have to deliberately select the right pictures to suit the topic of the lesson. pictures should be marvelous and interesting ones. seeing is a sense that students are used to understanding. students want to see a beautiful object, and the picture will last in their minds for a period of time, or even permanently (panigrahi, 2009). jumbled pics stories are one of the solutions to increase student’s reading ability. jumbled pics stories are puzzle pictures which display randomly. astuti (2019) also mention that a jumbled picture is a collection of unintentionally mixed pictures that contain storyline events that readers need to arrange in an orderly sequence. students must be interested in the pictures and feel challenged because the text will be randomly used. students also feel free to explore and free to be creative. jumbled pics stories were used to encourage students' involvement in the teaching process. this present study was expected to explore the significant effect after using jumbled pics stories in teaching reading based on the description above. precisely for grade 9th students at smp al-fitroh tangerang in the academic year 2020/2021. research method research design a quantitative approach has been used in this research. the researcher wants to know the use of jumbled pics stories improve students reading skills. quantitative is one the method that researchers determine what to study, ask precise questions, gather quantifiable data from the participants, analyze specific numbers using statistics, and perform the survey in an impartial, quantitative way (cohen et al., 2018). the data of this study comprise numbers, which are students’ reading achievement after treatment. in a quantitative study, there are pre-experimental, true-experimental, and quasiexperimental research designs. meanwhile, the design was used in this study was a preexperimental design, also known as one group pre-test and post-test. then, the researcher has only compared the result based on the student’s pre-test and post-test. the one-group pretestposttest design involves a single group that was pre-test (o), treatment (x), and post-test (o). in this research study, this research population covered all ninth-grade students of smp alfitroh kota tangerang in the academic year of 2020/2021. in the current study, all population was selected as the research sample because they are less than 100 students. those consist of 15 students. the ninth-grade students are subjected to jumbled pics stories as the learning strategy to improve and develop students’ reading skills. instruments to gain the data, the researcher used reading tests. the test was provided in pre-test and post-test sessions. the researcher used a test in collecting the data from students which the data being as a sample of the research. the researcher used the pre-test before treatment and used the post-test after treatment. in order to carry out the pre-test and post-test, the students were asked to answer multiple-choice questions personally. treatment was given to the students after the end of the pre-test, and it was six meetings, including the pre-test and posttest, and the researcher used jumbled pics stories as learning media in teaching reading. the saputri & hadi the effectiveness of teaching reading ….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 182 post-test was designed to measure the effectiveness of jumbled pics stories in teaching reading. data analysis in this study, the students are asked to answer 20 multiple choice questions in the pretest and post-test. the questions are taken from the student’s textbook. based on the score, researchers classify some criteria, which are excellent, good, enough, poor, and very poor— the data obtained from the score of both pre-test and post-test. the researcher was analyzed the result of the test statistically and presented it in the form of means and standard deviation. the researcher analyzed the result quantitatively using ibm spss 22 to determine the effectiveness of using jumbled pics stories in teaching reading. research findings and discussion research findings this study aims to investigate the effectiveness of jumbled pics stories in the teaching of reading skills for the 9th-grade students at smp al-fitroh tangerang. the use of jumbled pics stories helps students read various texts in the form of picture stories as much as possible. this article explores the research finding and discussions that answering the questions of the research. the research question is what the jumbled pics stories affect student’s reading. the description of the reading comprehension requirement criteria and pre-test and post-test reading comprehension could be classified into the following data. table 1 criteria of student’s pre-test and post-test reading comprehension no classification category frequency percentage (% ) pre-test post-test pre-test post-test 1. 90 – 100 excellent 0 0 0% 0% 2. 76 – 89 good 0 5 0% 33.33% 3. 66 – 76 enough 4 7 26.67% 46.67% 4. 40 – 65 poor 11 3 73.33% 20% 5 00 – 39 very poor 0 0 0% 0% total 15 15 100% 100% after categorization of student’s reading criteria, it is shown in the table above, the pre-test result of the students can be described. in the reading class, students have equal reading comprehension. it was proven by the reading test in table 1. it showed that none of the students were very poor (0%), but 11 students were poor (73.33%), four students were enough (26.67%), 0 students were good (0%), and there were no students who got excellent (0%). based on the table above, the post-test result of the students can be described. none of the students were very poor (0%), three students were poor (20%), seven students were enough (46.67%), five students were good (33.33%), and there were no students who got excellent (0%). based on the students' pre-test and post-test outcomes above, the diagram and statistical result score of pre-test and post-test have shown in diagram 1. saputri & hadi the effectiveness of teaching reading ….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 183 diagram 1 pre-test and post-test score result table 2 the result of pre-test and post-test group test n mean standard deviation pre-test 15 64.33 5.93 post-test 15 71.87 5.81 based on the table above, from the first output, paired samples statistics table showed pre-test mean’s score was 64.33 while post-test mean’s score was 71.86, n referred to total amount of the sample i.e. 15. standard deviation showed the heterogeneous that occurred in the data before and after teaching reading through jumbled pics stories were 5.936 and 5.817. it showed that there was a statistically significant difference within pre-test and post-test results. therefore, the normality test was conducted in order to know whether the data were normally distributed or not, as this present table below: table 3 test of normality group test shapiro-wilk statistic df sig. pre-test .891 15 .070 post-test .938 15 .357 based on the calculation table of normality data in the shapiro-wilk test section above, the sig. score for the pre-test is 0.070 > α (0.05), and the post-test sig. result is 0.357 > α (0.05). the pre-test and post-test results is better than α = 0.05, meaning the pre-test and posttest data are standard and the data should be taken forward to the next statistical test. table 4 t-test paired sample test paired differences mean std. deviation std. error mean 95% confidence interval of the difference t df sig. (2tailed) lower upper pair 1 pre test – post test -7,53333 3.68136 .95052 -9.57200 -5.49467 -7.925 15 .000 very poor poor enough good 0 11 4 00 3 7 5 pre-test and post-test score result pre-test post-test saputri & hadi the effectiveness of teaching reading ….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 184 based on the calculation of the t-test, the data showed significant results in which the result of the mean score was 7.533. the standard deviation was 3.681. the standard error was 0.950, the lower interval was 9.572, and the upper interval was 5.494, the result t-test was 7.925, degree of freedom was 1, and significance (2-tailed) was 0.00 < α (0.05). if the significance score is lower than α = 0.05, it can be concluded that there was a different significant result before and after conducting treatment with jumbled pics stories. discussion this study aims to investigate the effectiveness of teaching reading by using jumbled pics stories in ninth-grade students. in the junior high school level, teaching reading is accomplished by using a range of reading resources. therefore, the english teacher should choose the materials that are suitable for the stage of the student. it is in line with in indonesia, teaching and learning english, specifically in teaching reading, is based on the national curriculum standard (sbc). a school-based curriculum is a curriculum designed on the basis of each level of the academic institution. sadoski (2015), as cited in aprilia, states the aim of teaching reading is to encourage students or learners to discover knowledge from the word combination in the text and to do so in a consecutive manner at a fair pace without actually expressing what is being read. teaching reading is controlled by teachers and students and systems or content (haris et al., 2019; januarty, 2018). in this study, the researchers finished researching the effectiveness of teaching reading by using jumbled pics stories. the researcher held this research by teaching at a class of 9thgrade students of. the cumulative number of students who participated in this study was 15 students. this research was done to figure out the significant difference in the student’s score before and after using jumbled pics stories in teaching reading. based on the series of the calculation above the researcher concludes that the data was generally conveyed and homogenous. the result can be seen at the normality test of table normality data in the shapiro-wilk test section above, the pre-test sig. score is 0.070 > α (0.05), and the result of post-test sig. is 0.357 > α (0.05). the result for both the pre-test and post-test was greater than α = 0.05, which means the data was normal. therefore, pre-test and post-test had a large difference score from the reported result above, and it was proved by having 965 for pre-test and 1078 for post-test. the average pretest score was 64.33 and the average post-test score was 71.86. it means that the pre-and posttest deviations were significant. it can be found that there is a clear gap between the average score from the result of teaching reading with jumbled pics stories and without jumbled pics stories. this can be proven that using picture help students in teaching reading. in line with the result above, by giving the pictures, students can predict and infer from what they hear and read and what they see. pictures also contribute to making an interesting lesson, improving students' motivation, giving a sense of the language's context, and giving a specific reference point or stimulus (putri et al., 2019). the paired samples statistics table above showed that the pre-test means-score was 64.33 while the post-test mean’s score was 71.86, n referred to the total amount of the sample, i.e., 15. standard deviation showed the heterogeneous that occurred in the data before and after teaching reading through jumbled pics stories were 5.936 and 5.817 and standard error of mean before and after teaching reading through jumbled pics stories were 1.532 and 1.501. in line with paired samples statistics table, paired-samples correlations also showed whether any correlation between the score before and after teaching reading through jumbled pics stories to students. it has been shown that the significance score was (0.00) < α (0.05), and it can be established that there is a significant correlation between teaching reading through jumbled pics stories and without it in the test. this study result was in line with astuti (2019) explained that there is a major increase in student reading comprehension skills after teaching jumbled pics stories in second grade saputri & hadi the effectiveness of teaching reading ….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 185 sman 1 kota agung. efficient learning can be accomplished with the use of media in combination with a picture. according to matulka, as cited in restanto (2016) a good picture series in a story links the reader to the pictures and generates the implication of the pictures. story and pictures work together to push the story onward. on the whole, based on paired sample t-test table, t obtained was 7.92 and t critical at the level of significance (p) = 0.05 was 2.145; meanwhile, if t obtained ≥ t critical at the level of significance (p) = 0.05. then significant (2-tailed) is equal 0.00 with significant level α = 0.05 (2-tailed). it can be concluded that there was a significant result before and after conducting treatment with jumbled pics stories. conclusion based on the pre-test and post-test data's complete findings, the significant differences were shown by a total pre-test score of 965 and a total post-test score of 1078. after that, the average pre-test score was 64.33, and the average post-test score was 71.68. therefore, it can be concluded that the effectiveness of teaching reading by using jumble pics stories has a significant influence on reading comprehension for students. it has been proven by the t-test result in paired sample test that the value of t obtained was 7.92, and the value of t critical at the level of significance (p) = 0.05 was 2.145. acknowledgement researchers would like to express our deep gratitude to all who provided us the possibility to complete this study. therefore, the researcher wishes to give appreciation and thanks to all colleagues who have support and giving comments in any part of this article. criticisms or suggestions from the readers very much expected to perfection this article. furthermore, researchers hope this article can help readers to add scientific specialties. references ahmadi, m.r. 2018. the use of technology in english language learning: a literature review. international journal of research in english education. 3(2):116 aprilia, n. 2015. improving reading comprehension of the eight grade students at smpn 6 yogyakarta through pose strategy in the academic year of 2014/2015. thesis of english education in state university of yogyakarta astuti, d. 2019. teaching reading through picture series in narrative text at the second grade students of sman 1 kota agung. thesis of english education in university of lampung bruen, j. 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(2021). the effectiveness of electronic whiteboards on students' reading skills. journal of languages and language teaching, 9(1), 69-76. doi: https://doi.org/10.33394/jollt.v9i1.2953 https://doi.org/10.33394/jollt.v9i1.2953 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4188 january 2022. vol. 10, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 19-35 jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 19 efl students’ engagement during emergency remote teaching: does technology matter? 1rahma ainun hanifah, 2endang setyaningsih, & 2sumardi 1english education, university sebelas maret, indonesia 2english lecturer, english education, university sebelas maret, indonesia corresponding author email: rahmahanifah@student.uns.ac.id article info abstract article history received: october 2021 revised: november 2021 published: january 2022 amidst covid-19, teachers and students in many regions are forced to shift to emergency remote teaching (ert). this ert context has attracted researchers to re-investigate dimensions of teaching and learning within this new situation. this paper reports an investigation on the students’ engagement during ert in a tertiary efl setting. two aspects are highlighted: description of the students’ engagement and its interplay with the choice of teaching-learning platforms. questionnaires, interviews, and artifacts were used to collect data. a combination of descriptive statistics and a thematic model of analysis were used to analyze the data. the total respondents of this study were five efl students in the 6th-grade semester at a university in surakarta. the researcher employed a case study methodology and used two data, primary data, and secondary data. for the primary data, the researcher used the result of interviews and questionnaires. the secondary data is additional data to get the data. the secondary data which is used is an artifact. the study revealed that all three kinds of engagement: cognitive, behavioral, and emotional, were observed in both high and low bandwidth platforms. this implies that there is another factor other than technology that plays a significant role in engaging the students to learn. considering the cost and the infrastructure readiness, it is suggested that teachers focus on implementing the principles of good teaching instead of glorifying the use of sophisticated technology. in terms of technology use, it is recommended to choose the one that provides better accessibility and wider access for the students. keywords digital platform; students’ engagement; emergency remote teaching; how to cite: hanifah, r. a., setyaningsih, e., & sumardi. (2022). efl students’ engagement during emergency remote teaching: does technology matter? jollt journal of languages and language teaching, 10(1) pp. 1935. doi: https://doi.org/10.33394/jollt.v%vi%i.4188 introduction students’ engagement is viewed as one of the key factors that determine learning success. on such grounding, yang (2011) stated that a fundamental process in learning english is improving students’ engagement. likewise, irvin (2007) noted that engagement in the learning process is very important because it leads to practice and interaction between subjects in the classroom. students’ engagement is defined as the students' interest, curiosity, and passion in the teaching and learning process. it usually relates to the behavioral, emotional, participation, and cognitive domains. (e.g. christenson, wylie, & reschly, 2012; mahdikhani & rezaei, 2015; philp & duchesne, 2016 and dixson, 2015). the type of students’ engagement in this study used the types of engagement by fredericks and mccloskey (2012). to enhance students’ engagement, teachers play a primary role. in the ert context, however, with the hype over the use of technology, some people begin to think that tools are central to building students’ engagement. one of the common beliefs at the early ert is the need for high technology to maintain the quality in the ert context. many would believe that, ideally, teaching be conducted via a video-based synchronous method. at the same time, that is not necessarily the case. https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& hanifah, setyaningsih, & sumardi efl students’ engagement during ... ... ...... jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 20 a study by mulia in 2020 indicated that in the four engagement aspects, including behavioral, emotional, participation, and cognitive engagement, students were engaged positively in online language learning platforms. the study revealed that students’ engagement was the fundamental aspect that affects students to think cognitively. if the students showed high results in each aspect of engagement, they will get better learning outcomes. it also suggested that teachers should consider their teaching approaches in order to engage students in all engagement aspects. teachers are also suggested to be more sensitive to students who cannot be capable and familiar of doing online language learning platforms. moreover study by irzawati in 2021 revealed that students believed that learning through utilizing the digital platforms had brought positive impacts that lead to the enhancement of their english achievement. using multi-digital platforms provided an opportunity to experience a more dynamic learning atmosphere that boosts their skill progress and motivation. earlier studies have shown that online learning could foster their engagement however, only several studies focus on the choice of digital platform that affect student engagement in online learning process. therefore, it prompts a researcher to write a study related to investigating students' engagement during ert and does technology matters? this study looks at three types of engagement, i.e., behavioral, cognitive, and emotional. behavioral engagement concerns student conduct in class. this includes students’ readiness, work involvement, and participation. student behavior can be a potent predictor of school performance because specific behaviors such as attendance and completing assignments on time directly affect the grading system. fredricks et al. (2004) described emotional involvement as positive and negative reactions to classmates, teachers, scholars, and schools. emotional engagement can also be defined as a sense of connection with the school, including academic performance, school culture, and interpersonal relationships between students and other students, teachers, and staff (yazzie-mintz, 2007). emotional engagement is an overall positive affective reaction to the class, including enjoyment and a sense of belonging (fredricks et al., 2004). cognitive engagement refers to the level of a student’s commitment to learning; it includes being considerate and purposeful in handling school tasks and willing to make the necessary effort to understand complex ideas or master difficult skills (fredricks, blumenfeld, and paris 2004). christenson & furlong (2008) pointed out that cognitive engagement includes: self-regulation, learning goals, perceived relevance of homework and future achievements, and the value of learned knowledge or skills. cognitive engagement can be expressed in many forms, such as a positive response to constructive criticism or an emphasis on learning. in other words, cognitive engagement is related to motivational goals and self-regulated learning. in the context of ert, students’ engagement has become an interesting topic of discussion. some teachers express that since the shift to ert, their students indicated low engagement in the teaching and learning activities. students were reported to be coming late to the class, provided no or slow response to teachers' questions, and tended to procrastinate in submitting assignments. under these circumstances, many turn to the use of sophisticated technology, thinking that the better technology the better the teaching. a study by lee, sun, ji (2019) in china, however, showed the urgency to rethink the view. in their study technology cannot be used as a predictor of student engagement. this present study is interested in exploring if students’ engagement is absent or present in the context of ert and to see if it is interwoven with the choice of technology used in efl teaching and learning. research method the research used a case study qualitative research. creswell (1998:15) defines qualitative research as a process of understanding according to different methodological of inquiry that aims to explore a social or human problem. the researcher analyzes words, presents the informants' views in detail, and conducts the study in a natural setting. in this study, the hanifah, setyaningsih, & sumardi efl students’ engagement during ... ... ...... jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 21 researcher employed a case study methodology to explore students' engagement during emergency remote teaching in the classroom. since this study explores students' engagement, it makes more sense to use a case study. in using cause and effect relations, the case study method ensures that real-life problems on a particular subject are examined and resolved in a classroom environment. research design the research used a case study qualitative research. the researcher employed a case study methodology to investigate students' engagement during emergency remote teaching in efl classroom. the data in the study are divided into two kinds; primary data and secondary data. for the primary data, the researcher used the result of interviews and questionnaires. the result of the interview can be used as the strongest source to get the information supported by a questionnaire to get validity on the students’ engagement during ert. the secondary data is additional data to get the data. the secondary data which is used is an artifact. the artifacts were in the form of a poster made by the students during the learning process. the researcher used this artifact to analyze the motivation of students, which showed how engaged they are in an online class. the subject of the study the subject of this research were students of the english education department in the 6th-grade semester at a university in surakarta who are registered in the course. the researcher will employ a purposive sampling method to select the students. purposive sampling is selecting a sample by taking a subject that is not based on the level of the area but is taken based on the specific purpose. to have a better result, this study chose five students with different categories; one student who can articulate ideas clearly, one who has a good academic score, one who has a low academic score, one who is familiar with technology, and one who is unfamiliar with the technology. this diversity will help enrich the data further. lastly, the researcher intentionally chose students from educational programs because they prepare to become teachers, and their opinions are important because their answers address how an educator should teach at a time like this. instruments there were three data-gathering instruments that were used in this study. firstly, a set of questionnaires was adopted by fredricks & mccloskey (2012). the form of questionnaire was likert scale includes five-point scales questioning how well the following behavior, emotional, and cognitive engagement. then followed with the interviews with five students through a whatsapp call. the third data collection is through artifacts that were made by the students during the learning process. this qualitative research used a case study as the research technique as it focused on answering a descriptive question about what happened to the student engagement during emergency remote teaching (ert) and the choice of digital platform. the data about students’ engagement in online classes' english teaching-learning process were collected using closed-ended questionnaires. the questionnaire was developed using three types of students’ engagement proposed by fredricks & mccloskey (2012), as seen in the following table: table 1 type of student engagement type of engagement indicators items behavior engagement positive conduct readiness punctuality in submitting hanifah, setyaningsih, & sumardi efl students’ engagement during ... ... ...... jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 22 concentration work involvement positive relationships with other students participation involve in-class discussion emotional engagement positive emotion and general feeling motivation self-confidence student-teacher relation positive relation with teacher values beneficial to long run support academic purpose cognitive engagement flexible problem solving problem-solving quality of instruction comprehending aspect self-regulation and learning strategy learning strategy critical thinking there were 14 items for each aspect of the students’ engagement, five (no.1 up to 5) for the behavioral aspect, five (no. 6 up to 10) for emotional aspects, and four questions (no. 11 up to 14) for cognitive engagement. this questionnaire is used to support and get the validity of the interview. the questionnaire is distributed before the researcher interviews with the subject. data analysis the analysis of this research used thematic analysis. there are six steps covered in thematic analysis: the first one is familiarizing with the data. the first step in thematic analysis’s process is becoming familiar with the entire data set, which entails repeated and active reading through the data. the researcher completed data collection by transcribing data from audio recording into written form. main ideas were highlighted and written down for each transcript. next is generating initial codes. the researcher generates a set of initial codes that represent the meanings and patterns seen in the data. while translating and transcribing, features were coded as a small phrase or keyword representing a specific idea. memos were written down to keep track of the condensed information. third, the researcher searched for themes across the data. collating codes into potential themes, gathering all data relevant to each potential theme. the data were read and re-read, and the cycle was repeated several times to narrow down the number of codes and categorize them into identifiable themes. the codes were then analyzed and grouped into four central themes, as stated in the next section. next is reviewing themes. in this step, the researcher took the themes and began to review them against the data. this process makes sure the themes capture the meaningful aspects of the data without missing any important details. themes were confirmed in this phase. the last step is producing the report. this final step involves writing up the final analysis and description of findings. elements of the writing process have already begun through the processes of note-taking, describing of themes, and selection of representative data extracts in prior steps. research findings and discussion research findings this study reveals that during ert, three types of engagement: behavioral, emotional, and cognitive, were observed. statistical analysis of the questionnaire and interview responses indicates that both emotional and cognitive engagement have a very high occurrence. during the ert, four digital platforms were used to deliver the course contents: whatsapp, spada, google meet, and teacher’s blog. in this study, these digital platforms are divided into two types: high and low bandwidth. high bandwidth is home to synchronous or asynchronous discussion with audio and video that consume many quotas and need good internet. on the other hand, low bandwidth platforms allow only text and image sharing. in this study, the low bandwidth platforms include whatsapp, spada, and the teacher’s wordpress. the instructor hanifah, setyaningsih, & sumardi efl students’ engagement during ... ... ...... jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 23 used the platform for sharing files, discussing material, submitting assignments, and working together in a document editor. these tools allow students to communicate quickly and easily without draining many quotas. types of students engagement this study reveals that during ert, three types of engagement: behavioral, emotional, and cognitive, were observed. statistical analysis of the questionnaire and interview responses indicates that emotional and cognitive engagement has a very high occurrence. graphic 1 the result on student engagement student behavioral engagement behavioral engagement considers the extent to which a student exhibits the behaviors expected in a classroom. there are three indicators of behavioral engagement, positive conduct, work involvement, and participation. positive conduct data analysis showcases that 62 percent of behavioral engagement is in the form of positive conduct. a total of 16 incidents were recorded in the data. positive conduct includes the readiness to join a class, punctuality in submitting a task, and concentration. the following data are presented. readiness to join the class the students’ attempts to follow the online lesson were also high. it can be seen from the result of the questionnaire and interview, which showed that the majority could prepare themselves to join the class. from one data excerpt from the interviewed student 1 on how the situation affects her readiness to join the class. student 1 revealed that she always came to online class on time because she was afraid of the internet problem that might be happening in the middle of the class, so this situation drove her to attend the online class earlier. punctuality in submitting task the result showed that the majority were able to submit the tasks on time. the lecturer always reminds the students about the deadline of the assignment. the digital platform that was supporting this responsibility is spada forum, which has a feature with a reminder that can remind students when assignments should be collected. also, this platform has limited time to collect the assignment set by the lecturer. the deadline forces students to do the assignment in time set by the lecturer. it helps them manage their time to complete the task even though it may be decreased enjoyment. concentration during the online teaching-learning process, the student's concentration was often distracted—their experience in handling the situation in their house and the trouble caused by hanifah, setyaningsih, & sumardi efl students’ engagement during ... ... ...... jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 24 internet connection. since everyone is required to do remote learning, her parents always asked her to do something while she was online. the in vivo data has the concentration as the keyword “ stressed and anxious to maintain online class because of internet problems. it affects concentration in the learning process. the data excerpt shows concentration, and at the same time, it also indicates that emotional engagement is also affected since emotional engagement has positive emotion and general feeling like one of the indicators. work involvement data analysis shows that work involvement has the lowest score than the other indicators from behavioral engagement. it showed in the table below. they tend to work alone rather than with friends if there is nothing to discuss with other students or intended for individual assignments. data from the questionnaire all of the respondents choose to disagree for work involvement. the items ask whether they study the lesson content with other students and solve difficult problems with others. the main reason was that they could not freely express themselves to ask their friends and could not choose the right time to work together in distance learning. participation in this class, the lecturer gave a question and answer section and gave a feedback section about students’ work from the lecture and their friends. the lecturer applied feedback sections in google meet when the learning process was scheduling, and feedback from other students happened outside the class. the feedback section supports students’ participation in class because they are obligated to give feedback to their friends. students’ behavioral engagement increased if a teacher found ways to engage them by discussing individually or grouping due to students' behavioral engagement related to their participation. the teacher is expected to interact with students by giving feedback. it affects students for always participating in the discussion. student emotional engagement emotional engagement is a form of engagement that addresses the degree to which a young person feels a sense of positivity for a class, feeling satisfied, comfortable, and interested, and desiring to find success. there are indicators of emotional engagement: positive emotion and general feeling, student-teacher relation, and value. graphic 3 student emotional engagement hanifah, setyaningsih, & sumardi efl students’ engagement during ... ... ...... jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 25 positive emotion and the general feeling got 42 percent, almost the same height as values with 45 percent in student emotional engagement. data analysis found that artifacts made by students indicate in both indicators positive emotion-general feeling and values. positive emotion and general feeling data showcases positive emotion and general feeling is 39 percent of emotional engagement. there are two indicators of positive emotion and general feeling, motivation and selfconfidence. motivation got the highest data, which was 11 data from the questionnaire, interview, and artifact. motivation the motivation of students to join online classes was different from one to another—some students enjoy their college lives because they have new friends from different backgrounds and cities. one of the motivations of some students to continue their education to college is to interact with their classmates. the online class did not hinder the students’ interest in joining the class. almost all or respectively students stated that they were interested in attending the online class but not as interested as offline. other students said that they felt less enthusiastic and stressed when doing the learning process in new situations. they missed offline classes. however, it also found some students already enjoying their classes because they realized that this situation could be beneficial for them to learn technology—for example, the final task given by the lecturer. the final task is a poster, and students are expected to make a poster about the lesson plan. self-confidence students with self-confidence can be able to use digital platforms to do tasks creatively. from the data shown in the table, only two data were found from the questionnaire. the statement made in the questionnaire was whether they felt confident in their ability and skills to use digital platforms in online classes. students 2 and 3 strongly agreed, and others chose to disagree. student-teacher relation this study found the relation on how students are brave enough to ask a question privately and how they answer lecture's questions in class. data found that most students will ask and discuss with lecturers who are not quick to judge because sometimes they feel worried if they are scolded after asking or trying to answer questions from the lecturer. however, students will keep asking to get the answers they are looking for because they cannot meet the lecturers in person and rarely get time to ask questions to make the best use of the time provided. values data from interviews and questionnaires concluded that students were generally positive about the value of the online class, especially when they can learn more about digital platforms that can help them do their assignments and study outside the class and replay the lecturer’s recordings. beneficial to long run all participants agreed that they intrinsically feel the value in their online learning was driven by their ambition or belief to learn and gain new knowledge and enjoyment in experiencing new learning methods. each factor will be explained as follows. first, they claimed that they were excited about online learning because they wanted to learn and gain new knowledge. students 2 and 5 mentioned that their motivation lay in their ambition to keep studying even from distance learning. they could see that in the digital era, technology is essential for them in the future, not only in their education but it might help them in their daily life. support academic purpose the emotional reactions (positive/negative) demonstrated in learning show interest, boredom, or anxiety towards their learning settings and feeling like they belong in the school. their interest in learning in an online class was knowing that the learning process in an online class hanifah, setyaningsih, & sumardi efl students’ engagement during ... ... ...... jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 26 supported their academic purpose as an offline class. student 1 added that knowing the digital platform and editor online helped her do creative work. they found a feature that helped them recall what the lecturers said in class because they sent them a class recording. also, all of the material that has been discussed is uploaded by the lecture in spada wall, so students can download it whenever and wherever they want. student cognitive engagement cognitive engagement comprises three aspects: flexible problem solving, comprehend aspect, and self-regulation and learning. cognitive engagement during ert in this study got the highest score than emotional and behavioral. almost all students still feel that they can learn new material in online classes because their lecturers use several digital platforms with different benefits. they feel that they are lucky to have a digital platform that can give them time to think and discuss even though the class was not face-to-face. instructions and materials can be reread outside of class and some new activities to keep them motivated. self-regulation got 47 percent in student cognitive engagement because almost all the students agreed they benefited from the new activity and new digital platform. the indicators of cognitive engagement are flexible problem solving, comprehending aspects, and self-regulation and learning strategy. graphic 4 percentage on student cognitive engagement. flexible problem solving developing skills and gathering new information will lead the students to learn problem-solving to real problems or new situations. student 1 and student 5 relied on their learning process in online class experience to help them to cope with the problems that might happen in class or outside class. some students understand that developing new skills is not only about understanding the material but the way they respect other students in giving their opinion in group work is also beneficial for them. from some courses they take, they can learn how to be more critical towards the case that is happening nowadays. comprehending aspect this aspect has two sub-components: how the students understand the teacher's instruction and how they do the teacher’s task. the results showed that more than half of students, about forty percent of students, could respond to the teacher’s questions, and forty percent of students could do the tasks given by the teachers. only a few students, about ten percent of the respondents, had difficulties answering the teacher's questions and could not complete the tasks because of internal problems such as poor internet connection. it means that during the online class in general, there were no obstacles for the students to comprehend the teachers’ explanations and materials. self-regulation and learning strategy the forethought phase of self-regulated learning describes the processes with which students begin to initiate plans to complete a task or accomplish a goal. most respondents strongly agreed hanifah, setyaningsih, & sumardi efl students’ engagement during ... ... ...... jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 27 that they could analyze thoughts, experiences, and theories they have learned in their online classes. there are two indicators of self-regulation and learning strategy. learning strategy in the process of learning, there is a way for each individual to acquire the learning. the way is more familiar with learning strategy. as a foreign language, students should have strategies to improve their language in learning english. in this shift to an online class, there is no preplanned education system during the pandemic. the lecturers are currently the determinant of the success of student learning by using digital platforms. however, some students have their learning strategies. some students have benefited from the use of digital platforms. students also have their strategic learning. critical thinking the students might not only benefit from the material taught by the lecturer, but they could also expand their imagination, think about something, and solve problems. data from flexible problem solving, one of the indicators of cognitive engagement, also indicates the critical thinking indicator. data from interview student 2 revealed that he benefited from another course, which reading class helped him be more critical, think more broadly, and see from various perspectives. kind of e-learning platform enhances efl students’ engagement in ert during the ert, four digital platforms were used to deliver the course contents: whatsapp, spada, google meet, and teacher’s wordpress. in this study, these digital platforms are divided into two types: high and low bandwidth. high bandwidth is home to synchronous or asynchronous discussion with audio and video that consume many quotas and need good internet. on the other hand, low bandwidth platforms allow only text and image sharing. in this study, the low bandwidth platforms include whatsapp, spada, and the teacher’s wordpress. the instructor used the platform for sharing files, discussing material, submitting assignments, and working together in a document editor. these tools allow students to communicate quickly and easily without draining many quotas. graphic 5 the result on digital platform high bandwidth google meet the digital platform that was being used in class was google meet as a high bandwidth platform. this application is a video conferencing service developed by google. the utilization hanifah, setyaningsih, & sumardi efl students’ engagement during ... ... ...... jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 28 of google meet as media in the language teaching and learning process has essential roles in increasing the students’ four language skills, namely speaking, reading, listening, and writing (fakhruddin, 2018). google meet is a synchronous tool that faculty can use to conduct remote class meetings, perform lecture capture, and provide a space for virtual office hours. the lecture used this digital platform for instruction, discussion, and feedback. graphic 6 student engagement on google meet from the chart above, the highest percentage is cognitive engagement with 54 percent. google meet was used in the learning process, which helped students maintain cognitive engagement, especially on self-regulation and learning strategy. behavioral engagement google meet got the lowest score in this type of engagement because some students think that google meet was hard to manage. after all, it depends on quota and internet access. student 4 states that when the lecture conducts google meet, she feels that google meet is good when the lecture explains the material, but she found that this digital platform is draining many quotas and the signal on her village is hard to get. contrary to student 4’s statement, student 2 has a good signal, but she can not focus on listening when the lecture explains the material on screen. internet access and readiness are the main problems encountered in the learning process when google meet was used. emotional engagement google meet got 4 data of emotional engagement, which is very low. student 1 and student 3 found that google meet was the best option for values because it helps them reach the objectives of their academic purpose. student 1 has a personal reason on google meet. student 3 found that she can understand the material better if the lecture explains the material while listening and seeing the lecture on screen. google meet is the best option for students with listening as a learning strategy because they can listen while taking notes. also, they can directly ask the lecture if they have questions and difficulties. cognitive engagement google meet helps students interact with their lectures to find the answers to their questions if there are some difficulties. the sample data excerpt from emotional engagement also indicates how cognitive engagement also contributed. since the type of engagement could overlap between one and another engagement, this evidence supported the previous study, studies on web-conferencing and cognitive engagement are more conclusive than those for behavioral engagement, although they are fewer in number. low bandwidth there are three low bandwidth platforms used in class, whatsapp, spada forum, and teacher’s wordpress. whatsapp whatsapp can help the students to interact with each other by using english whenever and wherever. besides that, whatsapp can also help the students increase their language skills hanifah, setyaningsih, & sumardi efl students’ engagement during ... ... ...... jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 29 like speaking, writing, reading, and listening. furthermore, in facilitating teaching and learning english, the teacher can use whatsapp as instructional media. the teacher and students can send and share english messaging, pictures, documents, and text materials by this application. the user can send messages to individuals or groups in text messages, photos, audio files, video files, and web address links to be accessed (bouhnik & deshen, 2014). graphic 7 student engagement on whatsapp the cart showed that 61 percent of student engagement is in behavioral engagement. almost all respondents stated that they are ready to join the online class using the whatsapp application because it is easy to manage, and the lecturer always used the whatsapp application to conduct the online teaching-learning process. behavioral engagement data showed whatsapp got 22 data from interviews and questionnaires, which the high score indicates readiness. data samples from interviews student 1, student 2, and student 3 explained how whatsapp was easy to use because it does not drain many quotas and is easy to manage. student 1 states that she already knows the application before the course, so she gets used to it, and she thinks it is easy for her to get ready in class. student 3 added that the whatsapp notification feature helps her know if she can directly check a message from the lecture. some students agreed that an instant messaging application like whatsapp could help students re-read the instruction and material outside class. emotional engagement positive emotion on self-confidence to use whatsapp in the learning process got the highest score with 6 data from interviews and questionnaires. the sample data excerpt from student 1 data showed behavioral engagement also indicates self-confidence in emotional engagement. student 1 states that whatsapp is easy to manage online. it helped them get ready when the class started. it also helped them in their confidence to apply their knowledge and skill of managing online learning tools. cognitive engagement cognitive engagement got the lowest score when whatsapp was being used in 2 total data. whatsapp does not have any exciting features. whatsapp is not new; it is already installed on mobile phones for instant messaging services for everyday communication. data from interviews and questionnaires found only 2 in total data of cognitive engagement when whatsapp is conducted. spada forum spada (sistem pembelajaran daring) is an innovative digital platform where teachers can have an online class with their students. the system facilitates both teachers and students, allowing them to create a communicative teaching and learning class without a distant limit. spada allows the students to choose the course they need to join by login in using the students’ username provided by universitas sebelas maret. in this course, students only use the spada forum. the lecture might upload material and assignments in the time they have agreed. the hanifah, setyaningsih, & sumardi efl students’ engagement during ... ... ...... jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 30 student could download the material from the lecture and upload the assignment. spada forum supports students to upload assignments punctually because there is a time deadline. if students have not submitted their assignment when they have agreed, the spada forum closes the assignment portal. graphic 8 student engagement on spada forum the chart explained that 69 percent of student engagement, while spada forum used, is behavioral engagement. almost all students agreed that the spada forum is supporting students to submit the assignment punctually. behavioral engagement data found from the interview and questionnaire there are nine total data of behavioral engagement—the highest score obtained by punctuality in submitting. statement from student 1, she has benefited from the spada forum feature because of the limit date for submitting the assignment. the limit date motivates students to remember the last day of submission. if the submission ends, they cannot submit their task. emotional engagement spada forum has been used by students from the first semester until now. the use of spada forum was easy to manage because it only has a minor feature, so the students do not have any issues using this platform. spada forum also supports the academic purpose because it allows students to re-download the material given by the lecture in this portal, so if students have trouble because they can not open the file or the material is gone from their phone, they can download it again. cognitive engagement the cognitive engagement in this digital platform may not be helpful because students think that spada forum only offered the material and assignment submission. only one data got from interviews and questionnaires. only one data in indicator comprehending aspect. student 2 states that spada forum might benefit him because each course updates the material on its chapters. spada forum offers a feature where the lecturer could upload the material based on the related chapter, so the students will not confuse which chapter of material they download. teacher’s blog the teacher’s blog called ell’s class made by the lecture of this course allows students to submit their final assignment in a poster and lesson plan. this wordpress also allows students to see their friends’ work. there is no time limitation to access this wall because it opens space for everyone and every time. hanifah, setyaningsih, & sumardi efl students’ engagement during ... ... ...... jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 31 graphic 9 student engagement on teacher’s blog behavioral engagement this digital platform requires students to share their work on an open space wall that anyone can access, giving them a trigger to make posters and lesson plans correctly and optimally. the data explains that student 1 asks friends for help to provide feedback on her works with a case like this. the fear of embarrassment because many people will see the work results is experienced by some students in the final project given by the lecturer who will be uploaded on a web where everyone will see. this fear makes some students continue to correct their work, some evaluate themselves, and some ask friends for help for feedback. with this problem, students become more confident to ask friends and discuss it together. emotional engagement the final assignment required the students to make a poster and lesson plan. making the poster allows them to make it on other digital platforms such as editor photo, canva, and other platforms. some positive emotions were seen in this activity. the highest score from the data collection is from positive emotion and values. as said by student 1, she has positive responses towards this digital platform in her final task. students who seem to like designing and creating make them think that this task is fun. he can also see friends' work to make lessons and ideas for the future. cognitive engagement cognitive engagement is the degree to which students learn and expand the mental effort to comprehend and master content and reflect in poster and lesson plan making. this platform is helpful for students to learn while doing creativity. student 3 said that she was delighted with this assignment and the use of this platform. some students agreed that by spelling out lesson plans with creativity, they also think about making good lesson plans to teach children in the future effectively. discussion in this section, the results from the questionnaire and interview data will be elaborated. the questionnaire, interviews, and artifacts results will be used to discuss the first and second questions addressing the type of student engagement and the digital platforms' preferences that enhance students during ert. in this study, investigating students’ engagement during ert indicated that the highest engagement is cognitive engagement and the lowest is behavioral engagement. the factor is how the lecturer conducts learning activities with a new concept where the students could do more creativity on doing their final assignment, which is new for them. it also emerges as a good interaction between other students and lecturers because they have discussions and feedback on these activities. it is supported by dixson (2015), in order to emerge cognitively, an interaction between peers and teachers is required to happen. students’ cognitive engagement seemed challenging to understand because ideas cannot be elaborated well in the implementation of e-learning (adams et al., 2020). the fact of this hanifah, setyaningsih, & sumardi efl students’ engagement during ... ... ...... jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 32 study some students still have problems with their signals. internet access affect their performance in their learning process for example in group discussion, this situation affects their behavioral engagement in terms of positive conduct such as readiness to join class, punctually to submit the task, concentrate on the learning process, work involvement, and participation. fortunately, the lecturer gave the students new activities they never experienced before with a new platform too. the digital platform also supports them in completing the task whenever and wherever they want, so there is no limited time they were worried about all this time. on the interview data, student 2 states that he is making some effort to complete the task correctly by asking his friend to review his task. this cognitive engagement sample also indicates that emotional engagement is the indicator of motivation. data sr2 from student 2 represent two engagements which are emotional and cognitive. according to fredricks, blumenfeld, & paris (2004), student engagement is defined in three ways: behavioral, emotional, and cognitive engagement, which have multifaceted nature. this means that the constructs which represent one type of engagement may also represent the other type. besides, two or more types of engagement are possible to happen at the same time. the second research question aims to identify what kind of e-learning platform enhances efl students' engagement in ert. the advancement of technology brought significant changes in education and, in particular, language learning and teaching. the expansion of technological devices, such as language labs, videos, wordpress, podcasts, and other virtual live environments, has dramatically shifted the way teachers teach, the content materials presented, and the language examination is given. in three types of engagement, the students revealed a positive response among four digital platforms. as a tool to share and submit the assignment, spada forum could be used. while whatsapp is used to give instructions or explanations about the subject, use a note or short video as tools and media for teachers. google meet could be delivered and presented teaching material by video conference. the teacher’s wordpress is used to upload the final assignment in a poster and lesson plan. in this study low bandwidth got the highest score in behavioral engagement and emotional engagement. in contrast, high bandwidth got the highest score in cognitive engagement. whatsapp in total 22 data in behavioral engagement conveyed in the previous study, susilawati & supriyatno (2020) revealed that analytical and discussion results could be concluded using whatsapp to increase learning motivation in the era post-pandemic covid-19. conclusion the study concludes that during ert all three kinds of engagement were observed regardless of the type of platforms that were used. in low bandwidth behavioral engagement and emotional engagement got the highest score. in contrast, high bandwidth got the highest score in cognitive engagement. the low bandwidth platforms allowed students to still access the platform even with a low signal. the low bandwidth platforms used in the learning process were whatsapp, spada forum, and teacher's blog. using this kind of bandwidth allowed the students to join class procedures and submit tasks easily. it affected their behavioral engagement in readiness and punctuality in submitting the tasks. the emotional engagement was also found when low bandwidth platforms were used. it increased students’ motivation and self-confidence. high bandwidth, google meet, which was used in learning even though it drained many quotas and required a good signal, was still beneficial for lecturers and students to meet on screen. by explaining the material directly, the students could comprehend the material and approach the subject with new perspectives because the lecturer often showed the video illustration and conducted an interactive discussion. the findings imply that there is no significant effect on the choice of the digital platform on student engagement. low bandwidth can still be used in the hanifah, setyaningsih, & sumardi efl students’ engagement during ... ... ...... jollt journal of languages and language teaching, january 2022. vol. 10, no. 1 | 33 learning process if the lecturer conducts effective and creative activities to increase students’ motivation. to generate engagement, it is necessary to have a principle of good teaching which must always be applied in both face-to-face and online learning. strengthening the principle of good teaching needs to be improved and maintained so that the engagement will still exist even in the learning process educator uses a low bandwidth platform. it is therefore suggested that the lecturers should enhance and foster their pedagogical teaching model, which describes what effective teachers do in their classrooms to engage students in intellectually challenging work. the lecturers must be able to choose and design an interesting activity to bring up the three types of engagement. moreover, this research only focused on finding out the level of each type of student's engagement and students’ preferences on digital platforms during ert. this study did not investigate the effects of student engagement on their academic outcomes. hence, future research could analyze the impact of students’ engagement on students’ satisfaction and learning outcomes. furthermore, future research could make a design to measure emotional and cognitive engagement since both are difficult to observe. acknowledgement this thesis is wholeheartedly dedicated to english education departement as my major in university sebelas maret. dr. endang setyaningsih, m.pd., m.hum and dr. sumardi, m.hum, the first and second consultant, for the guidance, suggestion, and patience in guiding during the writing and finishing this thesis. i would like to express my sincerest 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(2017). computer-based technology and student engagement: a critical review of the literature. international journal of educational technology in higher education, 14(1). https://doi.org/10.1186/s41239-017-0063-0 sumardi, s., & nugrahani, d. (2021). adaptation to emergency remote teaching: pedagogical strategy for pre-service language teachers amid covid-19 pandemic. turkish online journal of distance education, 81–93. https://doi.org/10.17718/tojde.906553 susanti, y. (2020). the students’ engagement in efl online class. lingual: journal of language and culture, 10(2), 8. https://doi.org/10.24843/ljlc.2020.v10.i02.p02 zhang, t. (2020). learning from the emergency remote teaching-learning in china when primary and secondary schools were disrupted by covid-19 pandemic. https://doi.org/10.21203/rs.3.rs-40889/v1 https://doi.org/10.1186/s41239-017-0063-0 https://doi.org/10.1186/s41239-017-0063-0 https://doi.org/10.1186/s41239-017-0063-0 https://doi.org/10.17718/tojde.906553 https://doi.org/10.17718/tojde.906553 https://doi.org/10.17718/tojde.906553 https://doi.org/10.24843/ljlc.2020.v10.i02.p02 https://doi.org/10.24843/ljlc.2020.v10.i02.p02 https://doi.org/10.21203/rs.3.rs-40889/v1 https://doi.org/10.21203/rs.3.rs-40889/v1 https://doi.org/10.21203/rs.3.rs-40889/v1 efl students’ engagement during emergency remote teaching: does technology matter? 1rahma ainun hanifah, 2endang setyaningsih, & 2sumardi 1english education, university sebelas maret, indonesia 2english lecturer, english education, university sebelas maret, indonesia corresponding author email: rahmahanifah@student.uns.ac.id introduction students’ engagement is viewed as one of the key factors that determine learning success. on such grounding, yang (2011) stated that a fundamental process in learning english is improving students’ engagement. likewise, irvin (2007) noted that engagem... a study by mulia in 2020 indicated that in the four engagement aspects, including behavioral, emotional, participation, and cognitive engagement, students were engaged positively in online language learning platforms. the study revealed that students’... this study looks at three types of engagement, i.e., behavioral, cognitive, and emotional. behavioral engagement concerns student conduct in class. this includes students’ readiness, work involvement, and participation. student behavior can be a poten... in the context of ert, students’ engagement has become an interesting topic of discussion. some teachers express that since the shift to ert, their students indicated low engagement in the teaching and learning activities. students were reported to be... research method the research used a case study qualitative research. creswell (1998:15) defines qualitative research as a process of understanding according to different methodological of inquiry that aims to explore a social or human problem. the researcher analyzes... research design the research used a case study qualitative research. the researcher employed a case study methodology to investigate students' engagement during emergency remote teaching in efl classroom. the data in the study are divided into two kinds; primary data... the subject of the study the subject of this research were students of the english education department in the 6th-grade semester at a university in surakarta who are registered in the course. the researcher will employ a purposive sampling method to select the students. purp... instruments there were three data-gathering instruments that were used in this study. firstly, a set of questionnaires was adopted by fredricks & mccloskey (2012). the form of questionnaire was likert scale includes five-point scales questioning how well the foll... table 1 type of student engagement there were 14 items for each aspect of the students’ engagement, five (no.1 up to 5) for the behavioral aspect, five (no. 6 up to 10) for emotional aspects, and four questions (no. 11 up to 14) for cognitive engagement. this questionnaire is used to s... data analysis the analysis of this research used thematic analysis. there are six steps covered in thematic analysis: the first one is familiarizing with the data. the first step in thematic analysis’s process is becoming familiar with the entire data set, which en... collating codes into potential themes, gathering all data relevant to each potential theme. the data were read and re-read, and the cycle was repeated several times to narrow down the number of codes and categorize them into identifiable themes. the c... research findings and discussion research findings this study reveals that during ert, three types of engagement: behavioral, emotional, and cognitive, were observed. statistical analysis of the questionnaire and interview responses indicates that both emotional and cognitive engagement have a very h... types of students engagement this study reveals that during ert, three types of engagement: behavioral, emotional, and cognitive, were observed. statistical analysis of the questionnaire and interview responses indicates that emotional and cognitive engagement has a very high oc... graphic 1 the result on student engagement student behavioral engagement behavioral engagement considers the extent to which a student exhibits the behaviors expected in a classroom. there are three indicators of behavioral engagement, positive conduct, work involvement, and participation. positive conduct data analysis showcases that 62 percent of behavioral engagement is in the form of positive conduct. a total of 16 incidents were recorded in the data. positive conduct includes the readiness to join a class, punctuality in submitting a task, and conc... readiness to join the class the students’ attempts to follow the online lesson were also high. it can be seen from the result of the questionnaire and interview, which showed that the majority could prepare themselves to join the class. from one data excerpt from the interviewed... punctuality in submitting task the result showed that the majority were able to submit the tasks on time. the lecturer always reminds the students about the deadline of the assignment. the digital platform that was supporting this responsibility is spada forum, which has a feature ... concentration during the online teaching-learning process, the student's concentration was often distracted—their experience in handling the situation in their house and the trouble caused by internet connection. since everyone is required to do remote learning, he... work involvement data analysis shows that work involvement has the lowest score than the other indicators from behavioral engagement. it showed in the table below. they tend to work alone rather than with friends if there is nothing to discuss with other students or i... participation in this class, the lecturer gave a question and answer section and gave a feedback section about students’ work from the lecture and their friends. the lecturer applied feedback sections in google meet when the learning process was scheduling, and fee... student emotional engagement emotional engagement is a form of engagement that addresses the degree to which a young person feels a sense of positivity for a class, feeling satisfied, comfortable, and interested, and desiring to find success. there are indicators of emotional eng... graphic 3 student emotional engagement positive emotion and the general feeling got 42 percent, almost the same height as values with 45 percent in student emotional engagement. data analysis found that artifacts made by students indicate in both indicators positive emotion-general feeling... positive emotion and general feeling data showcases positive emotion and general feeling is 39 percent of emotional engagement. there are two indicators of positive emotion and general feeling, motivation and self-confidence. motivation got the highest data, which was 11 data from the qu... motivation the motivation of students to join online classes was different from one to another—some students enjoy their college lives because they have new friends from different backgrounds and cities. one of the motivations of some students to continue their ... self-confidence students with self-confidence can be able to use digital platforms to do tasks creatively. from the data shown in the table, only two data were found from the questionnaire. the statement made in the questionnaire was whether they felt confident in th... student-teacher relation this study found the relation on how students are brave enough to ask a question privately and how they answer lecture's questions in class. data found that most students will ask and discuss with lecturers who are not quick to judge because sometimes... values data from interviews and questionnaires concluded that students were generally positive about the value of the online class, especially when they can learn more about digital platforms that can help them do their assignments and study outside the clas... beneficial to long run all participants agreed that they intrinsically feel the value in their online learning was driven by their ambition or belief to learn and gain new knowledge and enjoyment in experiencing new learning methods. each factor will be explained as follows... support academic purpose the emotional reactions (positive/negative) demonstrated in learning show interest, boredom, or anxiety towards their learning settings and feeling like they belong in the school. their interest in learning in an online class was knowing that the lear... student cognitive engagement cognitive engagement comprises three aspects: flexible problem solving, comprehend aspect, and self-regulation and learning. cognitive engagement during ert in this study got the highest score than emotional and behavioral. almost all students still ... graphic 4 percentage on student cognitive engagement. flexible problem solving developing skills and gathering new information will lead the students to learn problem-solving to real problems or new situations. student 1 and student 5 relied on their learning process in online class experience to help them to cope with the probl... comprehending aspect this aspect has two sub-components: how the students understand the teacher's instruction and how they do the teacher’s task. the results showed that more than half of students, about forty percent of students, could respond to the teacher’s questions... self-regulation and learning strategy the forethought phase of self-regulated learning describes the processes with which students begin to initiate plans to complete a task or accomplish a goal. most respondents strongly agreed that they could analyze thoughts, experiences, and theories ... learning strategy in the process of learning, there is a way for each individual to acquire the learning. the way is more familiar with learning strategy. as a foreign language, students should have strategies to improve their language in learning english. in this shif... critical thinking the students might not only benefit from the material taught by the lecturer, but they could also expand their imagination, think about something, and solve problems. data from flexible problem solving, one of the indicators of cognitive engagement, a... kind of e-learning platform enhances efl students’ engagement in ert during the ert, four digital platforms were used to deliver the course contents: whatsapp, spada, google meet, and teacher’s wordpress. in this study, these digital platforms are divided into two types: high and low bandwidth. high bandwidth is home ... graphic 5 the result on digital platform high bandwidth google meet the digital platform that was being used in class was google meet as a high bandwidth platform. this application is a video conferencing service developed by google. the utilization of google meet as media in the language teaching and learning process... graphic 6 student engagement on google meet from the chart above, the highest percentage is cognitive engagement with 54 percent. google meet was used in the learning process, which helped students maintain cognitive engagement, especially on self-regulation and learning strategy. behavioral engagement google meet got the lowest score in this type of engagement because some students think that google meet was hard to manage. after all, it depends on quota and internet access. student 4 states that when the lecture conducts google meet, she feels tha... emotional engagement google meet got 4 data of emotional engagement, which is very low. student 1 and student 3 found that google meet was the best option for values because it helps them reach the objectives of their academic purpose. student 1 has a personal reason on g... cognitive engagement google meet helps students interact with their lectures to find the answers to their questions if there are some difficulties. the sample data excerpt from emotional engagement also indicates how cognitive engagement also contributed. since the type ... low bandwidth there are three low bandwidth platforms used in class, whatsapp, spada forum, and teacher’s wordpress. whatsapp whatsapp can help the students to interact with each other by using english whenever and wherever. besides that, whatsapp can also help the students increase their language skills like speaking, writing, reading, and listening. furthermore, in facilit... graphic 7 student engagement on whatsapp the cart showed that 61 percent of student engagement is in behavioral engagement. almost all respondents stated that they are ready to join the online class using the whatsapp application because it is easy to manage, and the lecturer always used the... behavioral engagement data showed whatsapp got 22 data from interviews and questionnaires, which the high score indicates readiness. data samples from interviews student 1, student 2, and student 3 explained how whatsapp was easy to use because it does not drain many quota... emotional engagement positive emotion on self-confidence to use whatsapp in the learning process got the highest score with 6 data from interviews and questionnaires. the sample data excerpt from student 1 data showed behavioral engagement also indicates self-confidence i... cognitive engagement cognitive engagement got the lowest score when whatsapp was being used in 2 total data. whatsapp does not have any exciting features. whatsapp is not new; it is already installed on mobile phones for instant messaging services for everyday communicati... spada forum spada (sistem pembelajaran daring) is an innovative digital platform where teachers can have an online class with their students. the system facilitates both teachers and students, allowing them to create a communicative teaching and learning class wi... graphic 8 student engagement on spada forum the chart explained that 69 percent of student engagement, while spada forum used, is behavioral engagement. almost all students agreed that the spada forum is supporting students to submit the assignment punctually. behavioral engagement data found from the interview and questionnaire there are nine total data of behavioral engagement—the highest score obtained by punctuality in submitting. statement from student 1, she has benefited from the spada forum feature because of the limit d... emotional engagement spada forum has been used by students from the first semester until now. the use of spada forum was easy to manage because it only has a minor feature, so the students do not have any issues using this platform. spada forum also supports the academic ... cognitive engagement the cognitive engagement in this digital platform may not be helpful because students think that spada forum only offered the material and assignment submission. only one data got from interviews and questionnaires. only one data in indicator comprehe... teacher’s blog the teacher’s blog called ell’s class made by the lecture of this course allows students to submit their final assignment in a poster and lesson plan. this wordpress also allows students to see their friends’ work. there is no time limitation to acces... graphic 9 student engagement on teacher’s blog behavioral engagement this digital platform requires students to share their work on an open space wall that anyone can access, giving them a trigger to make posters and lesson plans correctly and optimally. the data explains that student 1 asks friends for help to provide... emotional engagement the final assignment required the students to make a poster and lesson plan. making the poster allows them to make it on other digital platforms such as editor photo, canva, and other platforms. some positive emotions were seen in this activity. the h... cognitive engagement cognitive engagement is the degree to which students learn and expand the mental effort to comprehend and master content and reflect in poster and lesson plan making. this platform is helpful for students to learn while doing creativity. student 3 sai... discussion in this section, the results from the questionnaire and interview data will be elaborated. the questionnaire, interviews, and artifacts results will be used to discuss the first and second questions addressing the type of student engagement and the di... students’ cognitive engagement seemed challenging to understand because ideas cannot be elaborated well in the implementation of e-learning (adams et al., 2020). the fact of this study some students still have problems with their signals. internet acc... the second research question aims to identify what kind of e-learning platform enhances efl students' engagement in ert. the advancement of technology brought significant changes in education and, in particular, language learning and teaching. the exp... in three types of engagement, the students revealed a positive response among four digital platforms. as a tool to share and submit the assignment, spada forum could be used. while whatsapp is used to give instructions or explanations about the subjec... conclusion the study concludes that during ert all three kinds of engagement were observed regardless of the type of platforms that were used. in low bandwidth behavioral engagement and emotional engagement got the highest score. in contrast, high bandwidth got ... acknowledgement this thesis is wholeheartedly dedicated to english education departement as my major in university sebelas maret. dr. endang setyaningsih, m.pd., m.hum and dr. sumardi, m.hum, the first and second consultant, 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(2020). learning from the emergency remote teaching-learning in china when primary and secondary schools were disrupted by covid-19 pandemic. https://doi.org/10.21203/rs.3.rs-40889/v1 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4008 october 2021. vol. 9, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 512-518 jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 512 the relationship between students' reading attitude with the result of reading comprehension 1,2muhammad farhan rafi, 1aang fatihul islam, & 1dian anik cahyani 1english department, stkip pgri jombang 2corresponding author email: m.farhan@stkipjb.ac.id article info abstract article history received: september 2021 revised: october 2021 published: october 2021 reading is a very important activity to get abundant information and add new knowledge. as students, reading activities have a dominant role because they are required to be more scientific and rational in giving opinions or providing oral and written information. besides, students' attitudes towards reading also have an important role. this study focused on students’ reading comprehension and attitudes towards reading in english. this study aims to determine whether there is a significant relationship between students' attitudes with the result of reading comprehension. data was collected by distributing questionnaires and reading comprehension tests for students of stkip pgri jombang in the english education study program. the pearson coefficient product moment is used to determine whether there is a significant relationship between students' attitudes with the result of reading comprehension. the results found from the spss 16 application with a sample of 63 students in the 2019 class show a correlation of 0.478. this result indicates that students' reading attitudes are positively related to their reading comprehension. thus, students must continue to read to improve their english reading skills. keywords reading attitude; reading comprehension; how to cite: rafi, m. f., islam, a. f., & cahyani, d. a. (2021). the relationship between students’ reading attitude with the result of reading comprehension, jollt journal of languages and language teaching, 9(4) pp. 512-518. doi: https://doi.org/10.33394/jollt.v%vi%i.4008 introduction one of the english skills that students of english education study programs must master is reading skills. as students, reading activities have a very dominant role because they are required to be more scientific and rational in giving opinions or providing information both in speech and writing. in addition, one of the activities that can improve student achievement is obtained from their reading ability because, by reading, students provide scientific answers to the questions given. the success of students in gaining scientific knowledge is obtained from a lot of reading. by reading, students can learn and get abundant information (agustiani, 2017:75). to get scientific information, reading comprehension is an activity that students must improve. according to grabe and stoller (2002), reading comprehension begins by knowing the basic purpose of reading and knowing supporting information from the reading topic through a complex process so that readers can understand the meaning of the text. in the article written by agustiani (2017), there are several elements contained in reading comprehension, including the main topic, supporting information, vocabulary, references, implicit and explicit information, and organization in the text. so that in understanding a text, the process of reading and reading skills is a complex activity that must be conducted. besides reading comprehension, students' attitudes towards reading also have an important role. according to pambuji (2015), several factors influence reading comprehension, namely interest, motivation, ability, and attitude. therefore, in learning to read, of course, by https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:1m.farhan@stkipjb.ac.id rafi, islam & cahyani the relationship between students ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 513 paying attention to students' attitudes towards reading, it is an activity that can improve their understanding of the reading text. based on the information written above, this research was carried out in the secondsemester students of the english education department with the lesson of literal reading in the english education study program stkip pgri jombang. this course has two credits in one semester and is held for 16 meetings. researchers researched with the aim of knowing the relationship between students' reading attitudes and reading comprehension so, whether it can be concluded that there is a significant relationship between students' reading attitudes and their learning achievement of literal reading. reading comprehension according to samsu (2011), reading comprehension is a complex intellectual process that includes two main abilities: the ability to master meaning and think about verbal concepts. turner in dalman (2013) reveals that a reader is said to understand the reading well if the reader can: (1) recognize the words or sentences in the reading and know the meaning, (2) connect the meaning of the experience they have with the meaning in the reading text, (3) understand all meanings contextually, and (4) make judgments about the value of reading content based on the reading experience. pearson and johnson in dalman (2013) state that reading comprehension is a reconstruction of the message contained in the text that is read so that there is an interaction of language and thought in the reading process. alex in ahmad (2000) states that reading comprehension is one of the reading strategies that aim to assess written work by involving oneself as well as possible in reading and making reliable analyses. alex in ahmad (2000) defines reading comprehension as a reading activity whose emphasis is no longer on letters or pronunciation and sentence understanding but on the ability to conclude the content of the reading. sujanto in oktaviani (2017) states that reading comprehension is an activity carried out by readers to connect new information with old information with the intention of gaining new knowledge. based on some of the definitions above, it can simply be concluded that reading comprehension is a reading activity to understand the contents of the reading as a whole, both expressed and implied from the reading material. anderson in dalman (2013) states that reading comprehension aims to understand the content of reading in the text. these objectives include: 1) to obtain details and facts, 2) to get the main idea, 3) to get the order of text organization, 4) to get a conclusion, 5) to get a classification, 6) to make comparisons or contradictions.2 based on the explanation therefore, it can be concluded that the purpose of reading comprehension is to be able to capture messages, information, facts, or the main idea of reading well. more detailed reading comprehension is needed if we want to study and understand the problems we read into very detailed things. attitude in reading scholl (2002: 2) defines an attitude as a human ability that influences a person's actions or behavior and feelings on certain entities, such as certain creatures, ideas, objects, or groups. another understanding of attitude, according to gregory (2004: 483) an attitude can be learned from cognitive, affective, or behavior to respond positively or negatively to certain objects, situations, institutions, concepts, or people. attitudes have an evaluation and motivational component by helping a person to process perceptions and understand the world. from this statement, it can be concluded that attitude is a certain feeling that allows in influencing one's choices and perceptions of certain aspects in certain situations. there are several theories defined by some experts about attitudes in reading. matthewson's (2004) reading attitude affects the behaviors such as; intention to reading and sustain reading activity. these behaviors also affect reading, strategy use, text selection, attention and comprehension. attitude in reading is an internal aspect that helps readers develop their reading skills. yamashita (2004) explains that reading attitude is a statement about rafi, islam & cahyani the relationship between students ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 514 thoughts accompanied by feelings and emotions that make reading activities can be carried out. so, it can be concluded that attitude in reading is how a person evaluates or conducts a person towards all activities related to reading situations. attitude as a description of how someone understands an object or idea is an important factor in building a positive attitude. kubiszyn & borich (1993: 171) stated that attitude measurement could help most teachers; 1. to identify students' understanding of reading activities in school, and can apply the best strategies in reading classes and to motivate students, 2. to assess the general changes that may occur in student attitudes, and 3. to determine the effect of student attitudes on the learning process. it can be concluded that the measurement of students' attitudes in reading has several important benefits for recognizing the application of attitudes themselves in reading activities and helping researchers to identify several factors that influence students' attitudes in reading. the affective side of students is one of the biggest influences on the success or failure of language learning (oxford, 1990: 140). he also added that the term affective refers to emotions, attitudes, motivations, and values (oxford, 1990: 140). this statement becomes clearer when wixon and lipson, quoted in kear & michael (2003), states that one of the factors that influence reading activities is reading’s attitude. students' own attitudes towards reading. research method this research method was employed in investigating a significant relationship between students' attitudes with the result of reading comprehension. the research method would state the research design, population and sample, instruments, and data analysis. research design this study aims to find out the relationship between students' reading attitudes and reading comprehension. thus this study is designed as a correlation study. the correlation study includes research projects which attempt is to discover or clarify the relationship through the use of correlation coefficients (latief, 2010). the correlation coefficient aims to express numerical terms in the degree of relationship between two variables (latief, 2010). in addition, the relationship is perfectly positive if the correlation coefficient is 1.00, but the relationship is perfectly negative if the correlation coefficient is -1.00, and there is no relationship if the correlation coefficient is stated by 0 (zero). for collecting data, the researchers use research instruments, data analysis in quantitative or statistical design. population and sample this research was conducted at stkip pgri jombang, especially in the english education study program. in this research process, the population is all students of the english language study program. there are 294 students, while the sample is class a 2019 with 34 students and class b 2019 with 29 students using a purposive sampling system. instruments the method of data collection in this study was the questionnaire and test methods as well as the research instrument. the questionnaire used is a questionnaire with 25 items about student attitudes towards reading activities adopted from tullock-rhody, regina and alexander, j.estill. 1980 quoted from agustiani (2017) and the test. the test used is a test designed with a reading ability test that is adjusted to the level of students' reading comprehension, which is validated by experts and tested first, and the results are tested validity and reliability. data analysis in the process of data analysis, there are two techniques, namely normality test and correlation test. a normality test is conducted to know whether the data of students’ reading rafi, islam & cahyani the relationship between students ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 515 attitudes and the data of students reading ability are distributed normally. to do the normality test, the spss 16 application with a one-sample kolmogorov-smirnov test is used. the correlation test is done to know the relationship between students’ reading attitude and students reading ability. the spss 16 application is used to measure the relationship by using pearson product moment test. all data analysis techniques use the spss 16 application to help researchers find the results of the study that are in accordance with the objectives of this study. research findings and discussion research findings in this study, the data used is the value of the rhody secondary reading attitude assessment questionnaire with a total of 25 statements and the value of the reading test taken from the literal reading course. the implementation of this research started from march to july 2020. the overall implementation of this research used online learning assisted by the whatsapp and google classroom applications. this study applies an online method because conditions that do not allow face-to-face class are caused by the covid-19 outbreak. questionnaire collection and student tests are carried out by answering the questionnaire at the address http://employee.heartland.edu/lcole/rhody/index.html while the test is carried out on the google form at the address https://bit.ly/literal_reading-final_test_2020. the results of the questionnaires and tests were calculated using spss 16 to determine the results of the normality test and the correlation test. normality test the test was conducted to determine whether the data were normally distributed, both data on students' reading attitudes and data on students' reading comprehension. the results of the normality test show asymp. sig. (2-tailed) > 0.05. table 1 normality test of reading ability data. one-sample kolmogorov-smirnov test reading comprehension n 63 normal parametersa mean 73.37 std. deviation 10 515 most extreme differences absolute .105 positive .077 negative -.105 kolmogorov-smirnov z .835 asymp. sig. (2-tailed) .488 a. test distribution is normal. table 2 normality test of reading attitude data. one-sample kolmogorov-smirnov test student's attitude n 63 normal parametersa mean 92.67 std. deviation 11 335 http://employee.heartland.edu/lcole/rhody/index.html http://employee.heartland.edu/lcole/rhody/index.html http://employee.heartland.edu/lcole/rhody/index.html rafi, islam & cahyani the relationship between students ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 516 most extreme differences absolute .110 positive .057 negative -.110 kolmogorov-smirnov z .870 asymp. sig. (2-tailed) .436 a. test distribution is normal. based on the calculation results of spss 16 in table 1 and table 2, it shows that asymp. sig 0.488 > 0.05 and 0.436 > 0.05. these results explain that the data on students' reading ability and reading attitudes are normally distributed. correlation test based on the purpose of this study, namely to determine whether or not there is a positive relationship between students' reading attitudes and reading ability, the pearson product moment correlation test was used. table 3 correlation test results looking at the results in table 3, it can be seen that the coefficient value of the relationship between students' reading attitudes and reading ability is 0.478, with a significant value of 0.000. based on these results, the significance value is less than 0.05 (0.000 <0.05), then the results of this study can be said that the relationship between the two variables, namely students' reading attitudes and reading skills, is significant with a correlation value of 0.478. with this value, the relationship between the two variables is said to be positive in the medium category. correlations reading comprehension student's attitude reading comprehension pearson correlation 1 .478** sig. (2-tailed) .000 n 63 63 student's attitude pearson correlation .478** 1 sig. (2-tailed) .000 n 63 63 **. correlation is significant at the 0.01 level (2-tailed). correlations reading comprehension student's attitude reading comprehension pearson correlation 1 .478** sig. (2-tailed) .000 n 63 63 student's attitude pearson correlation .478** 1 sig. (2-tailed) .000 n 63 63 **. correlation is significant at the 0.01 level (2-tailed). rafi, islam & cahyani the relationship between students ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 517 discussion the results of the findings of this study can be said that there is a positive relationship between students' reading attitudes and their reading ability. related to the result of this study, it shows that reading comprehension from students about the main topic, supporting information, vocabulary, references, implicit and explicit information, and organization in the text can improve better when they implicate the reading attitude. the result of this study supported the study of pambuji (2015) that reading attitude influences students’ reading comprehension. in addition, according to kear & michael (2003), one of the factors that influence reading activities is the student's own attitude towards reading. meanwhile, the findings stated that the positive relationship in the medium category showed that students who had good reading attitudes did not necessarily get good scores on reading skills, but students who got good marks on reading skills certainly had good reading attitudes. according to oxford (1990), students' attitudes towards the learning process are one of the biggest influences on the success or failure of language learning. the result of this research shows that students’ attitude relates to students’ reading comprehension. students really can know what to read because they can find what they like in reading. this result is also related to matthewson's (2004) reading attitude affects behaviors such as; intention to reading and sustain reading activity. these behaviors also affect reading, strategy use, text selection, attention, and comprehension. the result also stated that students’ attitudes could develop reading skills. in addition, attitude in reading is an internal aspect that helps students develop reading skills. students can develop reading skills because their feeling or emotion about reading bring them to good condition while reading. yamashita (2004) explains that reading attitude is about thoughts accompanied by feelings and emotions that can implement reading activities. conclusion based on the results of the study, it can be concluded that students' reading attitudes are positively related to reading skills even though the significance level is still in the moderate category. these results indicate that students' reading attitudes are one of the fundamental factors that influence the success or failure of the learning process on reading skills (oxford, 1990). reading attitudes can be maximized depending on the needs, development of language skills, environment, and student situation. in addition, students must have good english skills, especially in reading comprehension. students' reading skills can develop better if they are serious about continuing to develop their english language skills by improving their learning and practice methods. acknowledgement the researchers would like to thank stkip pgri jombang that has supported the whole process of the research. the researcher sends big thanks to english education department at stkip pgri jombang. this research cannot be conducted very well without any help from you. special thanks to students of 2019 a and 2019 b who have a very good attitude because they have helped the researchers to conduct the research. rafi, islam & cahyani the relationship between students ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 518 references agustiani, iwd. (2017). the correlation between students' reading attitude and their reading comprehension achievement. english community journal. 1(2): 75–85 dalman. (2013). reading ability. jakarta: rajawali press gregory, r j. (2004). psychological testing: history, principles, and application. (4th ed.). international student edition. new york, ny: pearson education group harjasujana, a. s. (2000). reading skills. jakarta: karunika jakarta. kubiszyn, t., & borich, g. (1993). educational testing and measurement: classroom application and practice. (4thed.). new york, ny: harper collin college publisher mathewson, g.c. 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(2011). strategies and techniques for learning to read. yogyakarta: graha ilmu.. scholl, rw. (2002). attitudes and attitudes change. journal of classification, 3, 1 – 35. sugiyono. (2011). quantitative, qualitative, and r&d research methods. bandung: alphabeta cv yamashinta, j. (2004). reading attitudes in l1 and l2, and their influence on l2. extensive reading. journal of reading in foreign languages. the relationship between students' reading attitude with the result of reading comprehension reading comprehension attitude in reading normality test correlation test jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4005 october 2021. vol. 9, no,4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 519-524 jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 519 analysis of the use of banksy image in improving students’ writing skills 1muhamad sofian hadi, 1lidiyatul izzah, 1,2azhar dwiyan putra 1faculty of science education, muhammadiyah university of jakarta, indonesia 2corresponding author email: azhardwiyanputra98@gmail.com article info abstract article history received: augustus 2021 revised: september 2021 published: october 2021 this study aims to improve students’ writing abilities using bansky image. the method used in research is a quantitative method with pre experimental as a research design. both pre-test and post-test were used as the instruments in collecting the data. the writer used one class of the tenth grade of ma al fathiyah, jakarta timur, for the population. the sampling technique used was cluster sampling, in which one class was determined as experimental and the control class. the data was analyzed statistically by using a t-test. the result of this analysis indicated that the average value of the students was 75.7, the statistical calculation showed that the results of to (t-observation)> tt (t-table) in which to obtained was 25.357 while the value of tt was 2.037 with a significant level of 5% (0.05), since, to was higher than tt. therefore alternative hypothesis (ha) was accepted while the null hypothesis was rejected. from these analysis results, this research summarized that banksy image was an effective medium to improve students’ writing skills. keywords banksy image; teaching writing; writing skills; how to cite: hadi, m. s., izzah, l., & putra, a. d. (2021). analysis of the use of banksy image in improving students’ writing skills, jollt journal of languages and language teaching, 9(4) pp. 519-524. https://doi.org/10.33394/jollt.v%vi%i.4005 introduction writing is the activity of creating notes or information by using letters arranged in sentences. arranging sentences into a complete paragraph is an uneasy task because writing needs enough linguistic and grammatical competencies (sinaga & feranie, 2017; juniarti et al., 2017). writing is a combination of the three components of the human body, namely muscle, brain, and heart. writing is like a shield of knowledge, and it is a part of science. it needs linguistic system knowledge to do writing activities (ruegg, 2018; fernanded-dobao, 2020). in the english as a foreign language (efl) writing classes, the role of teachers is essential to help students to enhance their writing skills through giving them writing feedbacks (lee et al., 2015). one of the teacher’s efforts to help students in increasing their writing is the implementation of banksy image. it can facilitate students to practice writing in class. according to nation (2009), “writing is an activity that can usefully to be prepared for by work in the other skill of listening, speaking and reading” (p.112). with writing, as with the other skills of listening, speaking, and reading. it is useful to make sure that language learners are involved in meaning-focused use, language-focused learning, and fluency development (lahueerta, 2020; haerazi & irawan, 2020). furthermore, taylor (2009:2) says that in writing, learners can bring knowledge into being. they record and preserve it. from all explanations above, it can be concluded that writing is an important skill to be mastered by everyone in order to express their ideas and feeling. in this research, the writer focuses on finding out the students’ ability in writing narrative text. as we all know, many teenagers dare not express their thoughts and ideas in written form because they are limited by limited ideas or restricted by grammar (sitorus & sipayung, https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& hadi, izzah, & putra analysis of the use … … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 520 2018). for decades, creativity has been discussed and demonstrated as vital in education and business (haerazi et al., 2020). in the past few years, there have been many books and reports on creativity, many of which discuss the effective environment for fostering innovation and creativity and creative people’s lives. creativity writers focus on the construction of creativity and methods of measuring creativity (kupers et al., 2019). in this process, the status of creativity in language education has become an increasingly important concept. we all know that street art or murals have high artistic value. arouse all kinds of expression and imagination to express freely and widely. therefore, what if you regard street art or mural painting as a way of learning writing to increase students' imagination and thinking creativity? it is hoped that various types of images and genres will help students use their imagination to explain the meaning behind the images. here, the writer uses a very famous mural artist because his image represents the feelings of many people today. the writer used a banksy image, an artist who could be said to be anonymous, but people called him banksy. mutiarani (2018) music, pictures, and videos are three kinds of media usually used by language teachers to teach their students about language. banksy is a true artist, film director, and activist, outspoken on social issues. however, because of his street art, he has grown into one of the most famous figures in the world and remains an iconic figure. as part of the booming underground scene in bristol, banksy began working as a street artist in bristol, england, around 1990. the writer is very interested in the very critical and unique way of thinking of banksy in facing this very tough life which he puts his thoughts into his artwork. this is expected to help more in opening the students' minds so that they think more broadly and can create new ideas or thoughts on their writing skills. based on the explanation above, some methods could be used to teach writing and its strengths and weaknesses. therefore, the writer was interested in the use of teaching writing to students of senior high school. the writer was interested in conducting a research entitled “analysis of banksy image in improving students’ writing skill.” research method in this research, the researcher applies the quantitative method. in addition, creswell (2012) experimental research is the way to find a causal relationship (relationship clause) in determining cause and effect. this method used quasi-experimental research. experimental is the best of the quantitative designs, which is used to decide probable cause and effect. this research was conducted online. this research is used in one class. there is no control class in this study. this study applies a pre-experimental design. according to arikunto (2010:207) says, “experimental research is a study intended to determine the presence or absence of a result of something imposed on the subject examined. in other words, experimental research trying to examine the presence or absence of causal relationships”. research design in this quasi-experimental design, which is used one experimental group covers, pretest, treatment, post-test. a variable is one of the characteristics that can be measured and recorded on the instrument, and it changes in different values or different people's scores. there are two types of variables, independent variables (x) and dependent variables (y). independent variables are variables that affect other variables, and dependent variables are variables that are affected by other variables. in this study, the independent variable is outdoor learning (variable x), and the dependent variable is writing descriptive text (variable y). in this study, the independent variable is the use of banksy artwork, namely the x variable. the dependent variable is the students 'imagination as the y variable. in this study, the x variable (using banksy artwork) is used as a medium in understanding students' writing. the amount of population could be small or big, it is decided by the writer. the writer only took one class as the sample of this study, namely class xi. there are 16 girls and 14 boys in hadi, izzah, & putra analysis of the use … … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 521 this class. from the sample, the writer conducted a pre-test before giving treatment and provided a post-test after treatment. the instrument for this data is used three questions for pre-test and three questions for post-test, with the same questions. the researcher also used a journal of descriptive text to give the material for students. data analysis in this research, the researcher analyzed the data of both pre-test and post-test statistically. the pre-test was carried out to see the students’ writing skills before giving them treatments using banksy image. in this stage, students are provided with a writing test. they are asked to write a simple text, which is a descriptive text. based on the result, the two groups of this study are declared that they have equal writing competence. afterward, the treatment was conducted in the experimental group using banksy image. students are subjected to banksy image to generate a complete descriptive text. the treatments were carried out in seven meetings. at the eighth meeting, students were involved in the assessment session. the students who were taught using imagination techniques were evaluated, and students who taught using banksy artwork were assessed as well. the writing scores are calculated using spss devices. the data were analyzed using a t-test called paired sample t-test to know a significant difference. research findings and discussion research findings this study investigated the effectiveness of using bansky artwork or image to facilitate students’ writing activities and can improve their writing skills. the design of this study was figured out in experimental research design using pre-test and post-test control group design. the sample of this study one class was control class and experimental class. in the first meeting, all class was given a pre-test to measure their descriptive writing skills. after the process of collecting the pre-test data, the researcher prepared the teaching materials and implemented banksy image to improve students writing skill. the treatment was conducted for seven meeting. at the last meeting, the researcher gave the post-test. the result of the two test were used as a reference for the author to analyze the students ’improvement in writing skills. figure 1. diagram of frequency distribution of pre-test and post-test based on the result of the pre-test and post-test of the students above, the writer analyzed the results to find out the bansky image can improve students writing skills. the writer calculated them based on the steps of the t-test formula. based on the calculation, the 0 10 20 30 40 50 60 70 80 90 100 1 4 5 6 7 8 11 12 13 pre-test post-test hadi, izzah, & putra analysis of the use … … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 522 result of the students was 25.357 > 2.037. the result of the data analysis showed that by using the t-test formula, the result of tcal is 25.357 higher than t-table 2.037. in conclusion, using banksy image was effective in improving students’ writing skills. discussion banksy artwork is an online or offline media that can be used as learning media. many researchers have conducted studies to help students improve their imagination, creativity, and intelligence. in this current study, banksy image is applied as learning media to facilitate students in writing activities. because of this, this study was aimed at investigating the effectiveness of banksy image to improve students’ writing skills. the writing was considered the most difficult language skill to be mastered for foreign learners (setyowati et al., 2017; faridha, 2019; aunurrahman et al., 2017). therefore, this study used banksy image to facilitate students to practice writing. the treatments were designed in seven meetings in which students were encouraged to produce complete descriptive texts. in the first meeting, students are asked to determine the writing topics based on their interest and prior knowledge to be written in the form of papers. asking students to practice writing in line with their knowledge is useful for arranging phrases and sentences. it is in accordance with farida (2019), who states students can arrange various sentences if they know what they want to write. also, it would be hard to compose sentences if they do not know what they want to write. in this study, this learning is effective for students to produce various sentences. besides, students are asked to discuss the writing topics in a group. in a group, they should elaborate on the topic chosen with supporting sentences. in composing supporting sentences, they must determine topic sentences and explain any of the topic sentences themselves. when they improve their writing topic, students are asked to apply it using banksy image. banksy image facilitates students in drafting their sentences, supporting sentences, and paragraphs that they have composed, whether in a group or individually. for instance, in creating an introductory paragraph, students are encouraged to identify the thing that they need to describe in the form of sentences to be a paragraph. the students should know the language features of the introductory paragraph of a descriptive text. then, they should master the generic structure of a descriptive text. to help them, teachers are provided them with some examples of descriptive texts. from here, students imitate the way the texts are composed well. these learning processes are effective for students to learn it directly and practice writing immediately. it is in line with haerazi et al. (2020) imitating activities in writing tasks can bring students to think about what they are composing and try practicing that immediately. in practicing these activities, banksy image can help students to create various sentences to be a complete paragraph and even in a complete descriptive text. the effectiveness of banksy image was proven with the result of the t-test. it was 25.357 in the degree of freedom (df) of 33 (33-1=32). in the degree of the significance level of 5%, 2.037 was gained. if it is compared to each score in the degree of significance, then the result was 25.357 > 2.037. since to was higher than tt score obtained from the result of the calculation, the positive hypothesis (h1) can be accepted while the negative hypothesis (h0) was rejected. thus, it can be concluded that using banksy image can improve students’ writing skills of first-year students of ma al fathiyah academic year 2020/2021. hadi, izzah, & putra analysis of the use … … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 523 conclusion from the result, the writer concluded that banksy image can improve students’ writing skill. the result shows that the average of pre-test was 51.6 and post-test was 75.7. the value of tcalculation (25.357) was higher than the value of ttable (2.037) at the significance level of 5% it can be concluded that null hypothesis (h0) was rejected and alternative hypothesis (h1) was accepted. it means that there is significant different between teaching writing skill without bansky image. therefore, it can be concluded that using banksy image can improve students’ writing skill. it gives a significant effect of students’ writing skill of first grade students in ma al fathiyah academic year 2020/2021. references aunurrahman, a., hamied, f. a., & emilia, e. (2017). a joint construction practice in an academic writing course in an indonesian university context. celt: a journal of culture, english language teaching & literature, 17(1), 27. https://doi.org/10.24167/celt.v17i1.1137 creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). boston: pearson. faridha, n. (2019). the effect of video in teaching writing skill across different personality. jees (journal of english educators society), 4(1), 61. https://doi.org/10.21070/jees.v4i1.1808 fernández-dobao, a. (2020). collaborative writing in mixed classes: what do heritage and second language learners think? foreign language annals, 53(1), 48–68. https://doi.org/10.1111/flan.12446 haerazi, h., irawan, l. a., suadiyatno, t., & hidayatullah, h. (2020). triggering preservice teachers ’ writing skills through genre-based instructional model viewed from creativity. international journal of evaluation and research in education, 9(1), 234– 244. https://doi.org/10.11591/ijere.v9i1.203945 haerazi, h., & irawan, l. a. (2020). developing intercultural language learning (ill) model to teach writing skills at indonesian private universities. edulite: journal of english education, literature and culture, 5(1), 43. https://doi.org/10.30659/e.5.1.4354 ibnian, s. (2010). the effect of using the story-mapping technique on developing tenth grade students’ short story writing skills in efl. english language teaching.vol 4 (3), 181-194. johnson, a. (2008). teaching reading and writing a guide book for tutoring and remediating the students. new york, rowman & littlefield education. juniarti, k., sofyan, d., & kasmaini. (2017). the effect of using graphic organizer to students’ writing ability. journal of english education and teaching, 1(1), 48–57. https://doi.org/10.33369/jeet.1.1.48-57 kupers, e., lehmann-wermser, a., mcpherson, g., & van geert, p. (2019). children’s creativity: a theoretical framework and systematic review. in review of educational research (vol. 89, issue 1). https://doi.org/10.3102/0034654318815707 lahuerta, a. (2020). analysis of accuracy in the writing of efl students enrolled on clil and non-clil programmes: the impact of grade and gender. language learning journal, 48(2), 121–132. https://doi.org/10.1080/09571736.2017.1303745 lee, i., mak, p., & burns, a. (2015). bringing innovation to conventional feedback approaches in efl secondary writing classrooms. english teaching: practice & critique, 14(2), 140–163. https://doi.org/https://doi.org/10.1108/etpc-02-2015-0004 https://doi.org/10.21070/jees.v4i1.1808 https://doi.org/10.1111/flan.12446 https://doi.org/10.11591/ijere.v9i1.203945 https://doi.org/10.30659/e.5.1.43-54 https://doi.org/10.30659/e.5.1.43-54 https://doi.org/10.33369/jeet.1.1.48-57 https://doi.org/10.3102/0034654318815707 https://doi.org/10.1080/09571736.2017.1303745 https://doi.org/https:/doi.org/10.1108/etpc-02-2015-0004 hadi, izzah, & putra analysis of the use … … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 524 mutiarani, & saindra, r. m. (2018). using graphic organizer to improve students’ speaking skills. english language in focus (elif), 1–10. nation. (2009). teaching esl/ efl reading and writing. new york .routledge. setyowati, l., sukmawa, s., & latief, m. a. (2017). solving the students’ problems in writing argumentative essay through the provision of planning. celt: a journal of culture, english language teaching & literature, 17(1), 86. https://doi.org/10.24167/celt.v17i1.1140 sinaga, p., & feranie, s. (2017). enhancing critical thinking skills and writing skills through the variation in non-traditional writing task. international journal of instruction, 10(2), 69–84. https://doi.org/10.12973/iji.2017.1025a sitorus, g. s., & sipayung, k. (2018). an error analysis of using phrases in writing recount text at tenth grade in sma parulian 2 medan. celt: a journal of culture, english language teaching & literature, 18(1), 74. https://doi.org/10.24167/celt.v18i1.562 ruegg, r. (2018). the effect of peer and teacher feedback on changes in efl students’ writing self-efficacy. language learning journal, 46(2), 87–102. https://doi.org/10.1080/09571736.2014.958190 taylor, g. (2009). a student writing guide how to plan and write succesful essay.new york. cambridge. https://doi.org/10.24167/celt.v17i1.1140 https://doi.org/10.12973/iji.2017.1025a https://doi.org/10.24167/celt.v18i1.562 https://doi.org/10.1080/09571736.2014.958190 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3782 july 2021. vol. 9, no, 3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 344-349 jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 344 students’ perception on teacher-students’ interaction in an online learning environment 1ruth eliana franssisca & 1,2fransisca endang lestariningsih 1duta wacana christian university, indonesia 2corresponding author email: endang@staff.ukdw.ac.id article info abstract article history received: february 2021 revised: june 2021 published: july 2021 online learning environment is one of the ways to conduct a learning activity. it usually uses some internet-based programs to support the learning activity including teacher-students’ interaction. many challenges are considered to occur more on online learning rather than on site learning. due to its limitation, online learning environment is questioned to be an effective way in providing interaction among teacher and students. thus, this paper aims to find students’ perspective of teacher-students interaction in an online learning environment. moreover, to collect the data from the participants, this study used an interview to get in-depth information to see students’ perspective on the related topic. the result shows that two-ways discussion was preferably chosen by the participants and feedback should be given orally, rather than in written form, to help the participants understand more about the materials. keywords online learning; students’ perspective; teacher-students’ interaction; how to cite: fransisca, r. e., & lestariningsih, f. e. (2021). students’ perception on teacher-students’ interaction in an online learning environment, jollt journal of languages and language teaching, 9(3) doi: https://doi.org/10.33394/jollt.v%vi%i.3782 introduction due to the covid-19 pandemic situation that first struck indonesia in 2020, almost all academic institutions have declared a policy to get their students to have distance learning or online-based learning. even though distance learning has been widely known, the sudden use of this instructional methods was challenging for both teachers and students. the understandings and how to effectively use it has not yet been familiar to both parties. distance learning is for wide range purposes (bušelić, 2012). moreover, it uses technological-based programs to support the learning that is held over distance (malinovski, lazarova, & trajkovik, 2012). similarly to distance learning, bakia, shear, toyama, and lasseter (2012) state that online learning is the term that is usually used for referring to a wide range of some internet-based programs to provide an instructional material and facilitate teacher-students and students-students interaction. the students-students’ interaction is an activity of online learning that is assumed to make learners to have autonomy in learning. autonomy means being independent in which the students are independent in their learning such as setting the learning goals, finding the learning materials by themselves and monitoring their progress in learning (najeeb, 2013). the independent learners also want to act independently to have co-operation with other students or teacher in order to achieve the successful learning, it means the learners are socially responsible (little, 1995). moreover, the teacher-students interaction includes giving feedback verbally and non-verbally through in distance (terzi & çelik, 2005). the feedback enables students to meet their needs to fulfil the academic outcomes (arkorful & abaidoo, 2015). moreover, for teachers, it enables teacher to use verbal and verbal and non-verbal signs to adjust the instruction in real time, particularly in conventional classroom (terzi & çelik, 2005). however, in distance learning environment, teachers are hardly having an access to verbal and non-verbal feedbacks from the students http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:ruthtan410@gmail.com franssisca and lestariningsih students’ perception on teacher-students…….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 345 (terzi & çelik, 2005). this may create a gap between teacher-students’ interaction to successful learning. due to the above rationale, this article is to answer the question of what the students’ perspective of teacher-students’ interaction in online learning environment is? advantages and disadvantages of online learning in this globalization era, internet has becoming one of crucial ways to create an available resource for research and learning for teachers and students to share the acquired information (hartshorne & ajjan, 2009). the use of technology in learning is also becoming one of the requirements in this 21st century era (lara, 2006). therefore, learning nowadays is not merely conducted in a conventional classroom, yet also through some online devices and programs and it is called online learning. this kind of process of learning may bring some benefits or drawbacks (arkorful & abaidoo, 2015). the benefits are; teachers and students can communicate frequently compared to face-to-face meeting (terzi & çelik, 2005) . it can be done at the day and night. for instance, when the questions arise during anytime, students can simply ask the teacher. further, the students tend to have less embarrassment in asking questions to the teacher in online learning environment compared to conventional type of learning (rahmawati, 2016). besides that, the students can be more active in managing their learning. for instance, in higher education, online learning empowers students acquiring their education as well as perusing their own objectives and maintaining the careers of theirs (arkorful & abaidoo, 2015). this situation helps students to be more independent in learning to achieve the academic outcomes. moreover, online learning more focuses on the needs of the individual learners as the important aspect in education rather than on the institutions or teachers’ needs (arkorful & abaidoo, 2015). in contrast, online learning also has some drawbacks. some studies have found the major drawback of online learning. as according to ku and lohr (2000), the major drawback is related to the technical problems in which the students usually have problems in accessing the online programs. furthermore, online learning is inconsistent in terms of the use of online learning in different courses, the dependency on electronic devices, and lack of individuals contact (keller & cernerud, 2002). the students’ perspectives on teacher-students’ interaction in online learning there are many studies were conducted to see students perception on teacher-students interaction in online learning environment (e.g,. coldwell-neilson, craig, & goold, 2006; lam, lee, chan, & mcnaught, 2011; lefoe, gunn, & hedberg, 2002; singh, donoghue, & worton, 2002). for instance, lefoe et al. (2002) found that teacher and students’ interaction was not good in online learning environment due to the limit access of communication. moreover, the debate and study about students’ perspective on online learning is seemed to be sparse (keller & cernerud, 2002). however, lam et al. (2011) found that students were finding online learning as the way that provided an effective interaction between students to students and teacher to students. the students felt there was no obstacle to make a discussion with the teacher. further, as according to keller & cernerud (2002), online learning also provides an opportunity to the students to reflect and think about their ideas. thus, online learning may help students to be more independent (bakia et al., 2012). in contrast, feedbacks are not always possible to be given in online learning environment (lefoe et al., 2002). moreover, based on few studies, students view teachers having a significant and crucial role in online learning rather than merely technologies (keller & cernerud, 2002; rahmawati, 2016) since the teachers should provide continuous instruction and supervision to the students (rahmawati, 2016). franssisca and lestariningsih students’ perception on teacher-students…….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 346 research method research design this study is conducted using interpretivist paradigm and qualitative method to gather data from participants. the qualitative method aims to find in-depth information from the participant and it can help researchers to explore a wide range of ‘dimension of social world’ including participants’ experiences, understanding, everyday life situation, and their process of social life (mason, 2002), for example, related to their educational environment. interpretivist paradigm itself is a paradigm in which the researcher sees data from the people’s perspective, interpretations, meanings and understanding (mason, 2002). research instrument and participants for collecting the qualitative data, this study used interview. the interview is conducted to collect data from three university students who are pursuing their bachelor degrees in some private universities in indonesia. since this study aims to find students’ views on the teacher-students’ interaction, the interview consists of several guideline questions related to the interaction between teachers and students during the distance online learning. to avoid bias, the interview was done in bahasa indonesia. data analysis the result of the interview was transcribed and then translated into english. as according to kielmann, cataldo, and seeley (2012), transcribing the result of qualitative data is important since the researchers can familiarise themselves with the data and the context on which the data are collected. moreover, translating the collected data is also important since it helps researchers to signify themes and sub-themes (kielmann et al., 2012). these themes and sub-themes are important to develop the analysis (mason, 2002) and it can be processed after doing a coding and thematic analysis. coding was done for the need of finding the relevance in the qualitative data to the research question (elliott, 2018). lastly, thematic analysis aims to elucidate theme (vaismoradi et al., 2016). ethical considerations in conducting a research, it is important for researchers to apply principles of ethics (fleming & zegwaard, 2018). hence, this study applies three research ethics principles; autonomy, anonymity, and beneficence. the participants’ consents were asked orally. thus, the involvement of the participants will be voluntarily. it supports autonomy as one of principles in research ethics in which the participants can decide their participation in the study themselves (vilma, 2018). that is important since it means researchers do not give any pressure to any participants to agree for participating in their study (silverman, 2011). in informed consent form, the description of the study then should be stated, thus the participants know what kind of study is conducted (creswell, 2014). the second ethics principle that is applied is anonymity in which the researcher does not publish participants’ names, information, and self-identifying statements to keep them confidential and anonymous (fleming & zegwaard, 2018). the last ethics principle that is applied is beneficence where the researcher highlights the benefits of the study (fleming & zegwaard, 2018). thus, this study tries to maximize the benefits for the participants. research findings and discussion the interview to three participants results in the awareness among them that online learning is the best choice in this situation instead of conventional learning. when they were asked about how effective it was using online platform in communicating between teachers and students, they mostly revealed that it helped them to have better communication, as can franssisca and lestariningsih students’ perception on teacher-students…….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 347 be seen in table 1. however, one participant revealed that having conventional meeting (faceto-face) was better since he could have more insight and ideas. table 1 students’ perception on communication using online platform no student response 1 a “using online platform helps me to have communication with my teacher, but i personally do not think that it is effective compared to face to face classroom since online platform has its limitation as well’ 2 b “to me, i do not think it helps me effectively in having communication with my teacher, particularly when i have to consult my paper. in conventional learning, i can have more insight and ideas compared to through online discussion.” 3 c online learning is still effective to have communication with teacher as long as it is an audio or voice or teleconference meeting the fact showing that students felt at ease communicating with the teacher was in line with what lam et al. (2011) argued that students were finding online learning as the way providing an effective interaction between students and teacher to students. the students felt there was no difficulty to make a discussion with the teacher. in contrast, one participant who found that in direct face-to-face interaction he could have more ideas was also in line with the findings shown by lefoe et al who argued that feedbacks are not always possible to be given in online learning environment (2002). table 2 students’ perspective on how to make online learning effective no students response 1 a the teacher should not merely rely on learning management system (lms), an effective learning can only happen if there is a real two-ways communication and discussion between teacher and students. 2 b and c teachers should give feedback orally rather than written feedback because they think that written feedback does not really help them to comprehend to achieve the academic outcomes. table 2 shows that the three participants agreed that teachers played more important roles rather that the technologies used. they revealed that whatever the means of communication was, the more important thing was the two-way discussions. this finding is also supported by some other findings that state students view teachers having a significant and crucial role in online learning rather than merely technologies (keller & cernerud, 2002; rahmawati, 2016) since the teachers should provide continuous instruction and supervision to the students (rahmawati, 2016). the fact that the participants of this study preferred oral feedback to written one is also supported by rahmawati who argued that teachers should have continuous instruction and supervision, one of them is by having oral feedback (2016). conclusion this paper examined the students’ perspectives of teacher-students’ interaction in an online learning environment. to collect the data, this study used interpretivist approach; interview to get the in-depth information from the participants. moreover, the participants of this study are the higher education students who are pursuing their bachelor degrees in some private universities in indonesia. all of them were asked about the effectiveness of teacherstudents interaction in an online learning environment and two students stated that online learning does not help them to communicate effectively with their teachers while one student franssisca and lestariningsih students’ perception on teacher-students…….. jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 348 said that discussion or communication in online learning can be happened effectively if students and teacher have teleconference meeting that can help them to communicate each other orally. moreover, the three students were asked to give their own suggestion on how to make online learning effective to provide teacher-students interaction. the suggestions that were stated were; the teachers should not merely rely on lms and have more two-ways discussion could be good and the feedbacks that are given should be delivered orally rather than written since it does not really help the students to understand the feedback, thus, it may supress their academic achievements. references arkorful, v., & abaidoo, n. (2015). the role of e-learning, advantages and disadvantages of its adoption in higher education. international journal of instructional technology and distance learning, 12(1), 29–42. bakia, m., shear, l., toyama, y., & lasseter, a. (2012). understanding the implications of online learning for educational productivity. in educational technology. us department of education. http://ctl.sri.com/publications/displaypublication.jsp?id=913 bušelić, m. (2012). distance learning – concepts and contributions. oeconomica jadertina, 1(2), 23–34. https://doi.org/10.15291/oec.209 coldwell-neilson, j., craig, a., & goold, a. (2006). student perspectives of online learning. alt-c 2006 research proceedings, 1, 97–107. creswell, j. w. (2014). research design: qualitative, quantitative, and mixed methods approaches (4th ed.). sage. elliott, v. f. (2018). thinking about the coding process in qualitative data analysis. the qualitative report, 23(11), 2850–2861. https://ora.ox.ac.uk/objects/uuid:5304bf7f6214-4939-9f1b-b64415d4fac1 fleming, j., & zegwaard, k. e. (2018). methodologies, methods and ethical considerations for conducting research in work-integrated learning. international journal of workintegrated learning, 19(3), 205–213. hartshorne, r., & ajjan, h. (2009). examining student decisions to adopt web 2.0 technologies: theory and empirical tests. journal of computing in higher education, 21(3), 183–198. https://doi.org/10.1007/s12528-009-9023-6 keller, c., & cernerud, l. (2002). students’ perceptions of e‐learning in university education. journal of educational media, 27(1–2), 55–67. https://doi.org/10.1080/1358165020270105 kielmann, k., cataldo, f., & seeley, j. (2012). introduction to qualitative research methodology: a training manual, produced with the support of the department for international development (dfid). evidence for action research programme. www.write-arm.com ku, b. h., & lohr, l. l. (2000). a case study of chinese students ’ attitudes toward their first online learning experience. internationa review, 51(3), 95–102. lam, p., lee, j., chan, m., & mcnaught, c. (2011). students ’ use of e-learning strategies and their perceptions of e-learning usefulness (s.-m. barton, j. hedberg, & k. suzuki (eds.)). proceedings of global learn asia pacific. http://www.editlib.org/p/37346. lara, s. (2006). preparing teachers and schools for the 21st century. interactive educational multimedia, 12, 44–61. lefoe, g., gunn, c., & hedberg, j. 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(2016). theme development in qualitative content analysis and thematic analysis. journal of nursing education and practice, 6(5). https://doi.org/10.5430/jnep.v6n5p100 vilma, ž. (2018). implementing ethical principles in social research: challenges, possibilities and limitations. vocational training: research and realities, 29(1), 19– 43. https://doi.org/10.2478/vtrr-2018-0003 https://doi.org/10.2478/vtrr-2018-0003 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3373 april 2021. vol. 9, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 196-203 jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 196 teachers’ beliefs in developing english materials for vocational schools banun havifah cahyo khosiyono english education, graduate school, sarjanawiyata tamansiswa university, indonesia corresponding author email: banuna.havifah90@gmail.com article info abstract article history received: january 2021 revised: february 2021 published: april 2021 this report is part of a larger study concerning teachers’ belief towards materials development and their effectiveness in professional development (pd) in indonesia. this case study attempted to explore how the indonesian teachers’ beliefs towards materials development for vocational school students in indonesia. seven out of thirteen english teachers of vocational schools in indonesia are involved in this project and were interviewed and observed. they are developing materials for vocational schools. findings show that teachers believed that they had some considerations to check what has contained the textbook's development. their beliefs were influenced by some factors such as experience, needs, situation, students’ interest, students’ ability, workshop, and references. also, the teachers' deficient time and different views were two major problems faced by the teachers when conducting materials selection and analysis—implications for how teachers’ perception toward english materials development in vocational schools. keywords english textbook; materials development; teachers’ belief how to cite: khosiyono, b.h.c. (2021). teachers’ beliefs in developing english materials for vocational schools. jollt journal of languages and language teaching, 9(2) 196-203, doi: https://doi.org/10.33394/jollt.v%vi%i.3373 introduction in indonesia, teaching materials are considered the most important components that influence english learning and the teaching process. teaching materials can take a variety of forms, including textbooks, workbooks, teachers’ resource books, realia, and various audiovisuals (brown 1995; albiladi, 2018; haerazi et al., 2018). however, textbooks are influential tools that help students to recognize and learn about society; and provide the means for achieving educational aims (ebrahimi & sahragard 2017; mcconachy, 2018). tok (2010) argues that since english teachers use textbooks in their class, they have the right to be involved in the process of evaluation in order to provide the relevant textbook for their specific student group. therefore, the textbook is among the most important resources utilized to achieve the aims of a course which are based on the learners' needs (litz, 2005; setyono & widodo, 2019). to achieve the principal objectives of learning a second/foreign language, teachers should select the most appropriate textbooks that adjust the criteria, teachers’ and learners’ specific situations, and their purposes and needs (safitri & tyas, 2019). one essential consideration in making the most effective teaching learning process is the teachers’ perceptions towards materials development. teachers’ perceptions have the same meaning as teachers’ beliefs, which are personally-held convictions about the subject matter teachers teach, their roles of responsibility, their students, the curriculum, and their classroom (pajares, 1992). they guide teachers in their practice and are derived from sources such as experience and personality (donaghue, 2003). barcelos (2003) also notes that language teachers’ perceptions influence what the teachers do in the classroom. thus, the teachers must be aware of what they perceive and believe when conducting their classroom http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& khosiyono teachers’ beliefs in developing ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 197 practices and in their professional growth. this means that teachers’ perceptions are the basis for teachers to form a judgment or make decisions. teachers’ beliefs play an important role in education, an open system that receives inputs and information from the environment and cyclically uses them (kucukaydin & gokbulut, 2019). the educational research that has been done on teachers’ beliefs over the last decade has examined their educational beliefs, which includes school, student, learning, and teaching (van driel, bulte, & verloop, 2007). the beliefs of individuals are shaped through their interactions and personal actions in their social environments and their knowledge, and the belief systems adopted by teachers may differ from one discipline to another (hancock & gallard, 2004) in contrast with it, teachers are passive and no opinion as an educator in indonesian education toward english materials in the learning process. as a result, this study provides the results of a single-case study of these teachers belief would complement previous studies and add to the academic and professional understanding about teachers beliefs regarding indonesian teachers develop english materials in vocational schools. moreover, the teachers’ belief could decide the materials which suit the students’ needs. this contextualized case study can enrich feedback in the teachers’ belief toward developing english materials in indonesian vocational schools. the english materials must be suitable for the students’ needs of indonesian vocational schools to prepare them for future work in international workplaces. research method research design this is a qualitative case study reported on some preliminary findings of a larger project on the maritime english teacher in indonesian vocational school. the case study model is based on yin (2015), that aims to scrutinize an up-close, in-depth, and detailed delineation of the teachers’ beliefs and practices in developing maritime english materials for indonesian vocational schools. subject data of the study were interviews with 7 english teachers, in english teachers who teach english at the tenth, eleventh, and twelfth grades in three indonesian vocational schools, participated in this study. the sample consisted of five females and two males. all the teachers agreed to participate in the study voluntarily. it was felt that the teachers who had taught more than five years had more comprehensive teaching experience. it was hoped that the more experience the teachers had in teaching, the more their perception about how indonesian teachers develop maritime english materials as well as creating syllabi from their own materials would be present. the subjects were invited to participate in semi-structured interviews. these interviews lasted for 20-30 minutes. the interview data were transcribed then analyzed with a typical method of qualitative content analysis. table 1 subjects’ general information participants age educational background gender year of maritime english teaching teacher 1 32 bachelor of english language education female 7 teacher 2 33 bachelor of english language education female 8 teacher 3 37 bachelor of english language education male 12 teacher 4 33 bachelor of english language education male 8 teacher 5 31 bachelor of english language education female 6 teacher 6 32 bachelor of english language education female 7 teacher 7 35 bachelor of english language education female 10 khosiyono teachers’ beliefs in developing ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 198 instruments for the purpose of this study, the data collection instruments were questionnaires and interviews, however this study only focuses on the interview data. the subjects were invited to participate in semi-structured interviews. these interviews lasted for 20-30 minutes. interviews were done in the participant’s first language (l1), and excepts used in the results were translated into english by the researcher. the interview data were transcribed then analyzed qualitatively. data analysis the interview data were analysed by using the interactive model proposed by miles, huberman, and saldana (2014). this type of interview data analysis is divided into four parts, namely data collection, data reduction, data displays, and drawing conclusion and verification. the phases of data analysis are presented in figure 1 the following is a cross-case analysis conducted by a researcher performing data collection on the case. consequently, the research produces research findings, the researcher doing data collection, and resulting in research findings; cross-case analysis researchers by combining and comparing research findings. at this stage of the analysis of this case, the researchers also match data with facts, if there is a mismatch in the correction data will be returned in a way back in the previous phase, cross-case analysis results of later researchers found cross-case findings, the results of the analysis of these cases later became substantive theory, and concluding. checking the validity of the data in this study was conducted over four test criteria of validity of data namely credibility, transferability, dependability, and confirmability. a test of credibility in this research was conducted to do triangulation data or sources and triangulation methods. this research was conducted with five stages, namely: introduction research context; the establishment of a research context; implementation; examination results and checking the validity of data; and the final stage as the report writing. research findings and discussion research findings the data analysis reveals that teachers gave feedback on how textbook evaluation must be appropriate to the educational aims, that is closely linked to students’ needs. brown (1995) and cunningsworth (1995) suggest that it is essential in evaluating any textbook to determine whether or not its inherent methodology will reinforce the institutional aims as well as phase 2 data reduction phase 3 data displays phase 4 data reduction phase 5 drawing conclusion and verification phases of interview data analysis figure 1. phases of data analysis phase 1 reduction khosiyono teachers’ beliefs in developing ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 199 conform to the classroom context. the new maritime english materials were written based on the communicative language teaching (clt) approach. the interviews also emphasized that in developing a material, one should pay attention to the physical characteristics of textbooks such as the layout, organization, skills, topics, exercises, and activities. rubdy (2014) adds that developing a material includes methodology, content, format, layout, and design features of the material or textbook. the aims and methodology are shown in the findings that teacher 1, teacher 5, and teacher 6 all described the teachers’ beliefs that textbook evaluation and selection were a process in which the teachers identified the textbook and chose the best textbook that fit their students’ needs in the maritime workplace. they believed that textbook evaluation and selection were important in order to find develop a textbook to be used by the students. teacher 3 suggested that: teachers should ensure that careful selection is made and that material is selected closely so that it reflects the needs of the students and the curriculum. it is because in order to maritime english textbook must appropriate with the students needs’ to prepare their work in maritime workplace. teacher 2 also shared her opinion that communicative language teaching (clt) was a method applied in the textbook in vocational schools. she said: maritime english textbook must tends to focus on both accurate and fluent communication, the promotion of integrated language-skills practice, and the inclusion of topical themes, grammatical structures and functions, as well as lexical development. the textbook also must apppropriate to the goal of establishing communicative competence in production and comprehension. in terms of layout and design, the criteria mentioned by the teachers were physical appearance (layout, design, colours, and pictures), language aspect, topics, variety of activities and exercises, arrangement, availability, materials equipment (cd), and price. teacher 4 noted that: in my opinion, evaluation of in developing a textbook, one should pay attention to the physical characteristics of textbooks such as the layout, organization, skills, topics, exercises and activities. the results of activities and tasks show that the teachers follow the sequence of materials and activities in the textbook. teachers 1, 2, and 7 added that they organized the use of materials in the textbook based on the lesson plan they had made, its objectives and students’ needs. teacher 5 pointed out that the teachers considered the instructions in the textbook must simple. she said: they try to organize the instructions in order to reach the objective of each lesson. therefore, the instructions in the textbook is too simple. besides, she added that both the length of the text and teaching approach must be considered by the teachers. materials and instructions should stimulate and build up students’ critical thinking. in addition, there were three aspects covered that concerned the teachers’ interpretations of the textbook including the textbook’s appropriateness to students’ and teachers’ needs, the textbook’s relevance to the syllabus and examinations, and the difficulty in using the textbook. the teachers believed that the textbook they used was attractive and interesting for students and culturally acceptable. teacher 3 explained that: khosiyono teachers’ beliefs in developing ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 200 i added or deleted materials from other sources when the textbook’s coverage was inadequate. textbook may contain too much or too little for language activity. whole units may have to be dropped, or perhaps sections of unit throughout the textbook were omitted. when i found a task or activity that was not suitable for the students’ need, i made an adaption by modifying exercises or activity. the results of interview data regarding language type and content of the textbook/materials development were gained by asking the teachers to consider whether the language utilized in the materials was realistic and authentic. teacher 6 said: the purpose of maritime english subject has always been to provide the students with communication skills that they could use later on in maritime workplace. teachers 1, 2, 3, and 4 also commented that the textbook had been recommended or approved by the authorities. they suggest that the textbook had good quality exercises for examination preparation. however, what the textbook provided was not enough to prepare the students to pass the exam. the teachers acknowledged that they used supplementary worksheets to give a greater variety of exercises to their students. teacher 5 also added that: the teachers require little or not too heavy preparation before using the textbook. it is because the textbook they use is accompanied by good audio cds, supplementary materials, and teachers’ guide. discussion teachers’ perception cannot be separated from the factors that influence the perception itself. there are seven factors that influence teachers’ perception towards developing english textbook derived from the interview. they come from personal experience, needs, students’ interest, students’ ability, situation, workshop/training, and references. moreover, being motivated and being interested is closely related. it can be assumed that people will be motivated when they are interested. related to the finding of the research, students’ interest is considered as factors that affect teachers’ perception. the teachers found that the indicators of being interested in subject matter are whether students actively take a part in the learning process. the interviews also emphasized that in developing a textbook, one should pay attention to textbooks' physical characteristics such as the layout, organization, skills, topics, exercises, and activities. it is in line with rubdy (2014), haerazi et al., (2018) and munandar & ulwiyah (2012) who suggests that, in the textbook development, developers must emphasize on the methodology, content, format, layout, and textbook design features. this influences how english teachers as users in implementing the textbooks. therefore, the contents and its organization are essential because of that reason. in the case of how teachers design and develop materials or textbooks, the findings describe all english teachers involved in the selection process while the school allow english teachers design and develop english textbook as teaching materials in the learning process. the teachers take part in each step of the procedure to develop materials, including selecting english materials or textbooks from offline and online resources (amerian & khaivar, 2014) . the interviews also showed that teachers affirm that the english textbooks must contain integrated language skills and types of language to prepare the students in their international workplace. therefore, a multi-skills syllabus is chosen. it is because the syllabus in question covers and integrates both productive (speaking and writing) and receptive skills (listening and reading) (swan, 1985; harmer, 2010; mcdonough & shaw, 1997). regarding the khosiyono teachers’ beliefs in developing ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 201 linguistic aspect, the teachers consider language applied in the book has been realistic and authentic. language type must be at the right level or of the right type for the students. the teachers should also check whether the progression of a new language was both logical and appropriate for students. in general, the teachers are relatively satisfied with their textbook choice. the given response is grounded on the fact that the textbook has been recommended and approved by the authorities. the subject and content of the textbook are relevant to the current curriculum and appropriate to the students’ needs (shin et al., 2011). the development of materials also requires little and no time-consuming preparation. moreover, the materials are accompanied by an appropriate file, glossary, and teachers’ guide (ahmed, 2017). however, teachers mentioned that there should be cooperation among teachers to contribute and be responsible for all steps of the textbook design and development process. through being cooperative with one another, a more careful review of the materials was still possible. while using the materials, the teachers should have the ability to adapt to the appropriate materials with what was available and to deliver the instruction as creative as possible to make the students interested and motivated in language learning (mitsalina, 2015). the teachers must also observe the textbook evaluation in esp textbooks including authenticity, topics/themes, texts and contexts, knowledge and language, tasks or activities, representations of participants and social practices, and pedagogical prompts (widodo, 2016). this observation was particularly needed in order to ensure that the english textbook was appropriate to the students’ neds in the maritime workplace. the result of the study will provide an area for further research in the area of the vocational school english curriculum so that the development of textbooks, classroom teaching, and, in particular, assessment can be revised further to accommodate the needs of the vocational school students. conclusion this study aimed to explore the teachers’ perceptions towards developing english materials or textbooks in the learning process, to investigate teachers’ experience in selecting, analyzing, organizing, interpreting, and integrating maritime english textbooks to maritime english class, and to discover the problems that arise while selecting, analyzing, organizing, interpreting, and integrating english textbook to the lesson. it can be concluded that (1) the teachers believe that textbook evaluation is important to make sure that a suitable textbook is chosen; (2) teachers’ perceptions towards the use of textbooks are influenced by several factors namely personal experience, need, situation, students’ ability, students’ interest, workshop/training, and references; (3) the teachers take part in each step of the textbook selection process and (4) there are two major problems faced by the teacher when conducting textbook selection and analysis: a lack of time and different views among teachers. management of time and the cooperation among the teachers in textbook selection were cited as primary strategies to solve these issues. they also try to make the instruction as creatively as possible to make the students interested in and motivated in teaching and learning activity. therefore, it is recommended that the school provides sufficient time for teachers to conduct selection and provide the training for teaching materials development to gain the teachers’ capability to select, adapt, and use teaching materials. the teachers have to actively participate in any training or course about teaching materials and have more cooperation with their colleagues to ease the burden, exchange information, and expand teaching repertoire. they should also increase their ability and knowledge of making supplementary materials and adapting materials. this case study also might suggest further research in the area of the vocational school english curriculum so that the revision results of english materials and assessment further to accommodate the needs of the vocational school students. khosiyono teachers’ beliefs in developing ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 202 acknowledgement the research was supported by the indonesia education endowment fund for education as an affiliation research grant for financial support. we would also like to show our gratitude to all teachers of indonesian vocational school for sharing their perceptions and knowledge for the purpose of this study/research. references ahmed, s. 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(2001, july). understanding high school mathematics teacher growth. paper presented at the 25th conference of the international group for the psychology of mathematics education, utrecht, the netherland. cunningsworth, a. (1995). choosing your coursebook. london: longman. donaghue, h. (2003). an instrument to elicit teachers’ beliefs and assumptions. elt journal, 57(4), 344-351. ebrahimi, f., & sahragard, r. (2017). teachers’ beliefs of the new english textbooks in iranian junior high schools. the journal of asia tefl, 14(2), 355-363. http://dx.doi.org/ 10.18823/asiatefl.2017.14.2.12.355 haerazi, irwansyah, d., juanda, & azis, y. a. (2018). incorporating intercultural competences in developing english materials for writing classes. journal of language teaching and research, 9(3), 540–547. https://doi.org/http://dx.doi.org/10.17507/jltr.0903.13 hancock, e. s., & gallard, a. j. (2004). preservice science teachers’ beliefs about teaching and learning: the influence of k-12 field experiences. journal of science teacher education, 15(4), 281–291. doi:10.1023/b:jste.0000048331.17407.f5 harmer, j. (2010). the practice of english language teaching (4th ed.). harlow: pearson education. küçükaydın, m.a & gökbulut. y. (2019). beliefs of teacher candidates toward science teaching, journal of science teacher education. doi:10.1080/1046560x.2019.1673603 mcconachy, t. (2018). critically engaging with cultural representations in foreign language textbooks. intercultural education, 29(1), 77–88. https://doi.org/10.1080/14675986.2017.1404783 mitsalina, e. (2015). language teaching materials and learner motivation in ma’arif nahdlatul ulama university students. eternal (english teaching journal) 6(1). munandar, m. i., & ulwiyah, i. 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(2007). the relationships between teachers’ general beliefs about teaching and learning and their domain specific curricular beliefs. learning and instruction, 17(2), 156–171. doi: 10.1016/j.learninstruc.2007.01.010 widodo, h.p. (2016). teaching english for specific purposes (esp): english for vocational purposes (evp). in english language teaching today, linking theory and practice. switzerland: springer international publishing. http://dx.doi.org/10.1007/978-3-31938834-2 yin, r. k. (2015). qualitative research from start to finish. guilford publications. https://doi.org/10.21070/jees.v4i1.1777 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4098 october 2021. vol. 9, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 422-431 jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 422 development of english learning model based on local wisdom with blended learning approach using macromedia flash at smpn satu atap tunda island 1,2dede rohadi fajri & 1sisca wulansari saputri 1faculty of teacher training and education, university of banten jaya, indonesia 2corresponding author email: dederohadifajri@unbaja.ac.id article info abstract article history received: september 2021 revised: october 2021 published: october 2021 the aim of the research is to create a learning media model for english that uses the macromedia flash program, as well as to assess the viability of utilizing macromedia flash-based learning media to assist english. this study is a research and development (r & d) project with several stages. (1) analysis stages, such as identifying learning media objectives and student characteristics; (2) design stages, such as designing learning materials and learning media design using the macromedia flash program; (3) production stages, such as producing learning materials, authoring materials, and editing learning materials; (4) stages of evaluation, including material expert review, media expert review, and student testing. the findings demonstrate that the english learning media products adhere to research and development guidelines and are successful in the learning process for smpn satu atap pulai tunda students. keywords english learning; macromedia flash; pulau tunda; how to cite: fajri, d. r., & saputri, s. w. (2021). development of english learning model based on local wisdom with blended learning approach using macromedia flash at smpn satu atap tunda island, jollt journal languages and language teaching, 9(4), pp. 422-431. doi: https://doi.org/10.33394/jollt.v%vi%i.4098 introduction technological advancements have affected every aspect of human existence, including education (kenedi et al., 2019). the implementation of technology in the educational system is extremely beneficial to the administration of education. one of the ways that technology is used in education is to implement the learning process in schools (helsa et al., 2019). because of the growth of the industrial revolution 4.0 period, which requires the use and development of technology in every area of life, including the learning process, the use of technology in the learning process is extremely essential to adapt. because of the problems that must be met in the learning process, such as the education system's ability to create graduates with a variety of abilities based on mastery of technology, the period of the industrial revolution 4.0 necessitates the use of technology in the learning process (helsa and kendi, 2019). this is because graduates will confront increasingly complicated challenges in the future, which will necessitate mastery of technology in the problem-solving process. as a result, the use of technology in the learning process must be integrated. the implementation of technology in the classroom has a positive influence on learning quality. 2011 (hicks). incorporating technology into the learning process can increase student learning results (lee et al., 2011; gadburry-amyot et al., 2013, naik et al., 2020). furthermore, the usage of technology can help learners enhance their critical, creative, and higher-order thinking abilities (pucer et al., 2014). as a consequence of the findings of this study, it can be stated that incorporating technology into the learning process can increase learning quality and that teachers must be able to apply it. it is the responsibility of teachers to be able to develop learning procedures that use technology. teacher creativity is required in https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& fajri & saputri development of english learning ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 423 learning design in order to build an original, creative, dynamic learning environment that motivates students to learn via the use of technology. developing learning media is one of the ways technology may be used in the learning process. studying media is a tool that teachers use to help pupils grasp what they're teaching (helsa et al., 2019). the utilization of learning material is critical in the learning process. they are incorporating the learning process into the primary school curriculum. students at elementary school are those who are in the midst of a certain operational time (kiswanto, 2017, pratiwi et al., 2020). children learn via actual objects and direct student experience at this time. as a result, the instructor must be able to show real-world items and connect student experiences to the learning that will take place. the incapacity of all teachers to offer real things in the learning process is, nevertheless, a common stumbling block. as a result, using learning media as a manipulative tool to teach a topic to pupils is required. as a result, it is the teacher's responsibility to create learning media that is appropriate for the students' developmental stage. teaching methods and learning strategies have been developed around the world to improve students' english skills (wang et al., 2011: 128)1. applying interesting teaching and learning methods but still including the local wisdom of the surrounding community, which is very useful for supporting oral and written communication skills. the learning method used in this study is a game. the use of games in learning can make it easier for students to master the material with high enthusiasm. teachers did not employ instructional media throughout the learning process, according to observations conducted by researchers at smpn satu atap pulau tunda in tirtayasa district, serang regency. the subject is solely explained in a traditional manner by the teacher. as a result, learners simply paid attention to the teacher's delivery of content. students are likely uninterested in the subject provided by the teacher, and others appear bored when the material is presented. when the teacher assigns the task, the pupils appear to be uninterested in doing it. students express dissatisfaction with the homework they have been assigned. even learners strive to imitate their friend's work. according to the researcher's interpretation of the observations, the issue was that the instructor did not employ learning material that was appropriate for the students' growth, resulting in poor student motivation. the findings of this study are bolstered by the outcomes of distributing learning motivation questionnaires to students. in the low category, these results show an average score of 54 students. based on the description above, researchers feel the need to provide an update on teaching materials based on macromedia flash by adopting materials about local wisdom. the researchers' update was the learning process that was previously carried out face-to-face in the classroom. now with the application of learning media with macromedia flash, the learning process can be carried out remotely. development of local wisdom based learning model learning is an effort so that students can be independent with their abilities. conscious learning is carried out to translate actual and perfect things to achieve superior and perfect humans who are suitable for learning and life goals (mudyaharjo, 2012; muhmidayeli, 2011). therefore, the quality of learning must continue to be improved with the challenges and needs in preparing quality and competitive human energy sources. the increase in the quality of learning must also be in line with efforts to protect indonesian culture, which is starting to be replaced by foreign culture by westernization. (suharni, 2019) said that westernization is an excessive imitation of western-style by adopting their lifestyle in totality without any filter filtering it, imitating all aspects of life both in terms of fashion, behavior, culture, and others. the imitative behavior interferes with national culture and language. cooperation between countries and the massive influence of globalization provide benefits and negative fajri & saputri development of english learning ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 424 consequences that criticize indonesian culture. indonesian culture is starting to be displaced by foreign cultures such as television activities, exposing young people to foreign styles and cultures, and reducing their attention to indonesian regional arts (surahman, 2017). in view of this, students must be encouraged from an early age to get closer and understand the local culture. each region in indonesia has values that need to be internalized. therefore, it means to include local wisdom as the main content of teaching materials in elementary schools. teaching materials based on local wisdom act as a facility for internalizing cultural values and are more comfortable to understand because they are more contextual, close to student learning areas, and can improve learning outcomes (anggramayeni, yolida, & marpaung, 2018; zinnurain & muzanni, 2018). teaching materials based on local wisdom will be more useful if they have local cultural values and can also improve the survival skills needed in this 21st century. teaching materials have a significant position in achieving the educational goals that have been planned. teaching materials are data, equipment, and readings needed by teachers/instructors to design and pursue educational applications systematically arranged based on the competencies students want to understand in the educational process (prastowo, 2014; sofan & ahmadi, 2010). teaching materials used in education are not only practicing novels from the government, but teachers can also improve teaching materials based on local wisdom. local wisdom is often referred to as local wisdom, local wisdom, people knowledge, local knowledge, folk knowledge, indigenous knowledge, or traditional wisdom. for kun (2013), local wisdom can be referred to as local ideas that have wisdom, prudence, good values, which are believed and adhered to by members of the community. local wisdom is a way of thinking about life and knowledge and various life strategies in the form of activities that are tried by local residents in responding to various cases related to their needs. (maryani & yani, 2015) said that as a result of local wisdom, everything that lives and is believed to be true from one generation to the next becomes a guide for residents on how to behave. macromedia flash macromedia flash 8 is software designed to create vector-based animations, and the resulting size is smaller. initially, this software was designed to create animations or internetbased applications (online). but in its development, it is widely used to create animations or non-internet (offline) applications. with the 2.0 action script included with flash, flash can be used to develop games or teaching materials, such as quizzes or simulations. understanding online games online games are games that are used by someone for personal enjoyment and online games can also be used as educational tools. goals, rules, challenges, and interactions that occur are the most important parts of online games. therefore, online games have positive and negative impacts on learning, especially in learning a new language. every learning must have both of these impacts. there is no learning that only has a positive impact. the impact of playing online games is that we can have a sense of anxiety and a sense of being motivated for new things. anxiety is a negative impact because when someone is learning from online games, they will indirectly learn vocabulary that is not in the context in the game itself. while the positive impact that we can get from online games is that someone will be able to improve concentration, language skills, and the ability to interact with others (reinders & wattana; 2014)12. research method the model through which the study is conducted is referred to as the research method (borg & gall, 1983). because of its applicability, the model employed in this study was used by some of the participants. the preliminary study stage of the research entails document fajri & saputri development of english learning ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 425 analysis, classroom observation, and interviewing; the development stage entails writing, internal expert judgment, and revision; and the field testing stage entails try out, external expert judgment, and revision. needs analysis at this stage, the research chair conducts a needs analysis in the form of gathering information about learning materials that will be delivered with macromedia flash. the problems analyzed are analyses of problems contained in the learning process in the field to identify possible solutions that can be applied to overcome these problems. content analysis to find out the learning components in the form of competency standards, basic competencies, learning objectives, and material content in accordance with the syllabus. design: the design stage was carried out by research member 1 to find appropriate and interactive learning media based on material that had been determined in the previous stage. at this stage, a screen display design sketch is needed to make it easier for programmers to translate into a more real form. the design is made in a storyboard to facilitate the implementation of the design. design implementation: the implementation session is the process of translating the design into the actual view which is carried out by the chair and research members. the development used is pc-based multimedia. the program used to translate this design is in the form of a macromedia flash program to create animations in the form of photos or readings. then, testing: this session is where this educational media is checked. this session is more about checking the navigation buttons whether there are errors in giving commands, inaccessible navigation, checking interfaces, module errors, or arrangement errors. this session is reviewed one by one by the author manually and will be reviewed by media experts and module experts in the educational media validation session. then, expert validation: this stage is the stage of testing or checking whether the learning media has navigation buttons, whether there are errors in issuing orders, navigation errors, and errors in the material. the next stage is the expert verification stage or expert judgment. in this study, the verification stage is the initial test. this is done to find out whether the media created is suitable for interactive learning media. if the verified media is in accordance with its category and does not need to be modified, interactive learning media can be implemented in the field. at the same time, the materials expert will evaluate the completeness and applicability of the materials and media based on the syllabus, and the media expert will evaluate the media design. revision: after expert verification, the interactive learning media will be modified based on expert input. if the verified media is in accordance with its category and does not need to be modified, interactive learning media can be implemented in the field. feasibility test: after the expert stated that the interactive learning media was feasible, a field trial was carried out on the media (in this smp learning). the school that became the resource person for the media trial was grade 2 students. students tried to produce media and provide their responses. media improvement: after the test is carried out in schools with students as respondents, input from students will be increased. if improvements cannot be made, input will be given for further research. last, products: the products produced are in the form of english animal name recognition educational games, suitable as learning media in the learning process at school. this research has been carried out a needs analysis (initial) in january 2021 and the design will be carried out in february-march 2021; before this research is carried out, in april media experts and material experts will carry out may testing, and in may it will be carried out testing by respondents. the object to be studied in this research is the second-grade students of junior high school on the coast of pulau tunda. fajri & saputri development of english learning ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 426 research findings and discussion research findings stage of product development the development of learning media using the macromedia flash program has the procedure steps that have been carried out, namely: design stages before defining the first product design idea of learning media using macromedia flash, the design stage must be completed. the following are some of the first actions that have been completed: design learning materials: determine competency standards in accordance with the curriculum, making semester syllabus and learning plans, determine the material to be used, determine reference books that are in accordance with the material, make an evaluation, designing learning media designs using macromedia flash collect material (materials in the form of graphics, images, sound, pictures, animations, videos, and presentations. production stage. the study's findings have resulted in the creation of interactive learning tools for english classes. this lesson material is in the form of flash (swf) and html, and it can be viewed using adobe flash player. the display of english learning media programs using flash is as follows: intro display the picture shows the direction to press mulai to start the media. home menu display fajri & saputri development of english learning ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 427 the image depicts the display of the home menu, which contains various options, including conversation, story, quiz, and vocabulary. display of conversation the picture shows the animation of conversation. display of story display of quiz fajri & saputri development of english learning ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 428 display of vocabulary evaluation stage data analysis of materials’ validation result validation of material experts was carried out by dr. yayu heryatun, m.pd, senior lecturer at the uin smh banten english language department. she is a doctor of applied linguistics. she also taught methodology of tefl. based on the results of the material aspects validation, it can be seen the quality of the instructional media material developed. this validation aims to determine the suitability of the material needed by students. material aspects are related to material suitability with competency standards, accuracy of material coverage, material truth, up to date material, digestibility of materials, submission of coherent material, useful material, depth of material, weighted material, interesting material, ease of material delivery, evaluation for measuring student ability, student involvement in learning activities, accurate learning resources, and quality feedback (can motivate students). in the notes of suggestions and comments, the material expert suggested to the researcher to immediately apply this media to the students. in addition, material experts gave criticism to add competency standards to one of the slightest. the score obtained is 4.60. based on the conversion, qualitative values are included in the excellent category. data analysis results of media aspect validation rizki fatullah, s.kom., mti, conducts the validation of media specialists. he is a computer specialist and lecturer at the university of banten jaya's design & multimedia courses. he's also a specialist in the subject of learning media, with a specialization in macromedia flash applications. the display quality and learning media programs produced may be seen based on the results of the media aspect validation. aspects of the media include font selection, font size, color, graphics, background selection accuracy, image display, animation, music accompaniment, sound, screen design, language usage, navigation, button consistency, clarity of usage instructions, ease of use, efficiency layer usage, text efficiency, speed, anticipating possible student responses. based on advice from media experts, several writings must be corrected, improved videos, and quizzes. when viewed from the scores obtained, the learning media in the good category is 4.05. test results on student it is used as a basis for knowing the breadth and appropriateness of the content with the demands of students based on the results of the trials on students. these factors include the readability of the program's instructions, the quality of the image display, the presentation of animation, the background composition, the selection of background, music support, fajri & saputri development of english learning ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 429 navigation, the clarity of competency standards and basic competencies to be mastered, the clarity of learning instructions, and the ease of understanding, the substance of the lesson, correctness of presenting sequence, breadth of practice/quiz delivery, the function of learning media in providing insight and understanding, clarity of feedback/response, and increased interest in learning. the information gathered from student trials was then translated to a 5-point scale. based on the data analyzed, with 17 items verified by 33 students, the number of students who picked the category was very good was 79, the categories were 272, enough categories were 167, there were 12 categories that chose poor, and there were ten categories that chose very poor. after being tested on students, the learning material is placed in the good category with an average score of 3.60. discussion because middle school learners are in the concrete operational stage, learning in middle schools must employ learning media. children must learn from actual items at this stage, and teachers must be able to offer real objects or manipulative objects so that students can comprehend the learning content (mansur et al., 2017). junior school kids need to be motivated to learn. the quality of learning will be influenced by learning motivation (hamdu and agustina, 2011). as a result, teachers must be able to enhance learners' drive to study. based on these findings, a learning medium that can boost student learning motivation in accordance with the features of primary school children, as well as the characteristics of the fourth industrial revolution age, is required. as a result, in order to improve the learning motivation of junior high school learners, interactive multimedia employing macromedia flash 8 software must be created. the next stage is to examine the curriculum after determining the main reason for producing multimedia. the goal of curriculum analysis is to figure out what kind of multimedia content needs to be created. the design stage is the next step. there are two actions at this stage: creating flowcharts and creating narrative boards. the goal of flowcharts is to demonstrate the flow and interrelationships of the programs that have been created. the storyboard is created when the flowchart is completed. the purpose of the narrative board is to offer details about the multimedia creation process. following the creation of flowcharts and storyboards, macromedia flash 8 is used to create interactive multimedia. after the multimedia has been created, expert validation is performed. the goal of expert validation is to assess whether the created multimedia is feasible. media expert validation, material expert validation, and linguist validation are the three specialists involved in expert validation. this learning material has been approved by material and media specialists, and it has progressed through the phases of development in the same way. the material expert validation yielded a score of 4.60, the media expert validation generated a score of 4.05, and the results of student exams were included in the good criterion with a score of 3.60. this learning material contains strengths and limitations as a result of product development. the following are some of the advantages: (1) a different perspective on the learning media previously utilized. this learning media is an interactive learning media that students may access at any time and from any location, (2) the primary appeal of learning media utilizing this macromedia flash 8 program is the presentation of the content provided by presenting numerous animations, as well as the availability of quizzes and summaries. (3) having interactive and consistent navigation buttons to allow students to quickly explore each slide (4) the program's qualities include minimal file size, making it highly profitable if it's uploaded to the internet, (5) because it has been published in the.exe format, this program has an auto-run file and is instantly executed/running. as a result, the macromedia flash 8 fajri & saputri development of english learning ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 430 application does not need to be installed before it can be utilized; (6) it may be used for selfstudy. this research claims that interactive multimedia created with macromedia flash 8 software helped junior high school pupils become more motivated to learn. this result demonstrates that incorporating aspects of technology into learning material can increase the quality of learning. this study may be utilized as a resource for educators, particularly those working in secondary schools, who want to improve student learning motivation by developing technology-based learning media. however, because it focused solely on one subtheme of class vii, this study had limitations. to make the research findings more reliable, further research is required. conclusion based on the results of data analysis and discussion can be concluded as follows: the creation of learning media with macromedia flash has gone through several stages, including: (1) the analysis phase, which includes the identification of learning media objectives and student characteristics; (2) the development phase, which includes the creation of learning media with macromedia flash; and (3) the implementation phase, which includes the creation of learning media with macromedia flash. (2) the design stage entails creating storyboards, deciding layouts, drawing block diagrams, and gathering resources in the form of graphics, pictures, sound, picture, animation, and choosing the application software to be utilized, among other things. (3) the production step, which involves putting together layouts, designs, and resources that have previously been created to produce a learning media product, (4) the evaluation stage, during which it was reviewed and evaluated by a group of material and media specialists. compact disk contains the results of the macromedia flash 8 program's development. the quality of learning media products in the english course at smpn satu atap pulau tunda was assessed based on material experts' and media experts' assessments, as well as the results of a survey. student trials, which included features of material feasibility based on material specialists' assessments, scored very well, with a mean score of 4.60. the factor of media feasibility has a mean score of 4.05. it is based on the opinion of media professionals in a good category. the trial outcomes for students are adequately classified, with a mean score of 3.60. so that students and lecturers may utilize it as a learning medium in the classroom. references abadi prastowo, a. 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(2018). pengembangan buku ajar berbasis kearifan lokal pada siswa kelas v sekolah dasar. jurnal ilmiah ikip mataram, 4(2), 63-69. https://jurnal.ar-raniry.ac.id/index.php/pmi/article/view/255 https://doi.org/10.30656/lontar.v2i1.334 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i1.2240 january 2020. vol.8 , no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp.72-82 examining think-talk-write (ttw) strategy in students’ vocabulary mastery 1 siti syafiatul qomariyah, 1 bq zuhrotun nafisah 1 english lecturer, english language education, fbmb undikma, indonesia corresponding email: sitisyafiatulqomariyah@ikipmataram.ac.id article info abstract article history received: october 2019 revised: december 2019 published: january 2020 this research aimed at finding out the effect of think-talk-write (ttw) in students’ vocabulary mastery. this research was conducted in the first-grade students of junior high school 5 praya in the academic year 2019/2020. this research used an experimental design in which it employed two groups pre-test and post-test. the experimental group was treated by using ttw, while the control group was treated by using acrostic strategy. the two classes were chosen as the samples in this research which consist of 46 students. in analyzing the data, researchers applied statistical analysis. the result of the research showed that there was a significant effect of think-talk-write (ttw) in students’ vocabulary mastery. the finding shows that the t-test value was higher than the ttable (8.693>1.680). therefore, it comes to the conclusion that the hypothesis set is accepted (ha). keywords think talk write (ttw); vocabulary mastery; how to cite: qomariyah, s. s., & nafisah, b. z. (2020). examining think-talk-write (ttw) strategy in students’ vocabulary mastery. jollt journal of languages and language teaching, 8(1) pp. 72-82 doi: https://doi.org/10.33394/jollt.v8i1.2240 introduction vocabulary is an important element in learning a language. vocabulary is the knowledge of the meanings of the word. what complicates this definition is the fact that words come in at least two forms: oral and written. according to read (2000: 16), vocabulary is knowledge of knowing the meaning of words. they are elements that are combined to make accurate words choice, so it will effectively convey thoughts and ideas. based on the researcher’s interview with one of the english teachers of first grade. the students are difficult to learn english, especially vocabulary. the problems faced are: they are difficult in creating a sentence because they are lack vocabulary, difficulty in memorizing new words and they are still frightened to say and to use some words in english when communicating with others. on the other hand, the teacher has difficulty to find good techniques or ways to teach vocabulary. this is the result of adding about a thousand words a year to the 5,000 he or she had acquired by the age of five (thornburry, 2002:20). moreover, to mastery vocabulary, students be able to know: (1) form of words, so that students know how the words are written, (2) position, so that students know grammatical patterns of word, (3) function of words, so that students are able to know where they can use the word, (4) meaning so that students are able to know what does the word mean. allen (2007: 3) stated that most of us have struggled to teach vocabulary in meaningful and memorable ways to access the words in their reading, writing, and thinking. therefore, the mastery of vocabulary is an important tool to enable students in understanding information or explanation. as in line with helmi (2017:71) vocabulary is a key to master mailto:siti qomariyah & nafisah examining think-talk-write strategy… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 73 english because by mastering vocabulary, students are easier to understand english and will able to improve their language. hiebert (2005:3) stated that vocabulary is the knowledge of meanings of words comes in at least two forms that are receptive and productive vocabulary we use when we write or speak. meanwhile, the second one refers to the words which the students will recognize when they meet them, but which they will probably not be able to pronounce. receptive vocabulary is the set of words for which an individual can assign meanings when listening or reading. these are words that are often less well known to students and less frequent in use. individuals may be able to assign some sort of meaning to them, even though they may not know the full subtleties of the distinction. typically, these are also words that individuals do not use spontaneously. however, when individuals encounter these words, they recognize them, even if imperfectly. productive vocabulary is the set of words that an individual can use when writing or speaking. they are words that are well-known, familiar, and used frequently. in developing students’ vocabulary, the teacher should use a suitable technique or method. furthermore, whitaker (setiawan, r., et.al 2017:32) proposes that teachers must think carefully about what approach, technique or strategy they will use in order to arrange the students in mastering vocabulary. in this research, the researchers offered a new strategy to solve students’ problem especially in vocabulary mastery. however, the teachers should bring them to engage in learning vocabulary so that they will be interested in it. the strategy was think-talk-write (ttw) which was first introduced by huinker and laughlin (1996: 82). this strategy was sure to invite students to be active in learning, especially in learning vocabulary. huda (2014: 218), also convinces ttw as a strategy that trains students to practice language used fluently. the think-talk-write includes 3 phases consist of (1) students learn the material (thinking), where they should think about a variety of words obtained from a text, and work in groups (2) students discuss the results of learning material (talk), where one student from each group presents vocabulary. they have actively achieved (3) students write those vocabularies from the talking phase (write). widiyanto, et.al (2018:10) explain that the think-talk-write (ttw) is a learning method that directs the students to learn by individual or group. this method consists of thinking, talking, and writing process that makes the students are able to fully involve in that process. the think-talk-write method does by giving them a problem in a book or reading text. problem stimulus will invite them to think individually about anything there on the reading text and write it on a small note. the students then bring out their thinking results in their groups to have a discussion and collaborate with each student in one group. next, the students write discussion results and knowledge that they got on their own notes. discussing think-talk-write, many researchers have conducted it; for example, the research done by setiawan, et.al (2017); has conducted experimental research, they found that think-talk-write in teaching writing descriptive had a significant effect. sofiyah (2017) was trying to examine the implementation of think-talk-write strategy in improving students’ learning activity at learning pai smp al-islah central gunung anyar surabaya; her findings showed that think-talk-write is able to present the content of the verse, reading by tajwid in the verse. the students’ learning activity is good because the students have fulfilled some of the liveness indicators learning, more enthusiastic and more excited. this current research tried to find how think-talk-write (ttw) (ttw) has an effect on students’ vocabulary mastery. research method research design this is an experimental research that aims to determine the relationship between the independent variable and the dependent variable. experimental is characterized by much qomariyah & nafisah examining think-talk-write strategy… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 74 greater control over the research environment and in this case, some variables are manipulated to observe the effect on other variables (kothari, 2004: 5). the researchers would examine the effect of the ttw technique by providing two groups. they are the experimental group that was treated by using think-talk-write (ttw) and the control group which was treated by using acrostic strategy. population and sample the population of this research was the students of the first grade of smpn 5 praya. the researchers took two classes which made the total population was 46 students. the aim of sampling was to draw the sample from the population, meanwhile to judge which group as an experimental group and control group. there were two kinds of instruments that were employed in this research, those are pre-test and post-test and to analyze the data the researchers used a t-test. research findings and discussion research findings the data collection and the treatments were collected and conducted from january 29 th – february 29 th , 2019 at smpn 5 praya. the design was selected into two groups: the experimental group which was treated by using think-talk-write (ttw) (ttw) and the control group which was treated by using acrostic strategy. the second group is given the same material, the ability of class control and the class of experimental equivalent. with different methods on the students of the same level and the same teacher, but the results are different. table 1. score pre-test – post-test of experimental & control experimental pre-test : ∑ 983 posttest : ∑1,832 control pre-test : ∑ 864 post-test : ∑1,156 table 1 above showed that the score of pre-test and post-test from the experimental group and control group. the result showed that the pre-test score of the experimental group was 983, and the post-test score was 1,832. then, the result of the pre-test score from the control group was 864, and the post-test score was 1,156. table 2. descriptive statistics of pre-test in experimental pre_test n valid 23 missing 0 mean 42.74 median 44.00 mode 40 a std. deviation 10.118 range 44 minimum 16 maximum 60 the result of the pre-test showed that the highest score was 60 and the lowest score was 16. after computing the data by using spss 19.0 with descriptive statistics method, qomariyah & nafisah examining think-talk-write strategy… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 75 frequencies, the researcher found the mean score was 42.74, the mode score was 40, the median score was 44, the range was 44, and the standard deviation was 10.118. the frequency distribution and bar chart of the data were shown in table and graphic below. table 3. descriptive statistics of post-test in experimental post_test n valid 23 missing 0 mean 79.65 median 80.00 mode 84 std. deviation 11.995 range 40 minimum 56 maximum 96 the result of the post-test showed that the highest score was 96 and the lowest score was 56. after computing the data, the researcher found the mean score was 79.65, the mode score was 84, the median score was 80, the range was 40, and the standard deviation was 11.995. the frequency distribution and bar chart of the data were shown in table and graphic below. table 4. descriptive statistics of pre-test in control pre_test n valid 23 missing 0 mean 36.52 median 32.00 mode 32 std. deviation 13.446 range 48 minimum 8 maximum 56 the result of the pre-test showed that the highest score was 56 and the lowest score was 8. the researcher found the mean score was 36.52, the mode score was 32, the median score was 32, the range was 48, and the standard deviation was 13.446. table 5. descriptive statistics of post-test in control control_post_test n valid 23 missing 0 mean 50.26 median 56.00 mode 60 std. deviation 10.910 range 36 minimum 24 maximum 60 qomariyah & nafisah examining think-talk-write strategy… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 76 the result of the post-test showed that the highest score was 60 and the lowest score was 24. the mean score was 50.26, the mode score was 60, the median score was 56, the range was 36, and the standard deviation was 10.910. the frequency distribution and bar chart of the data were shown in table and graphic below. table 6. frequency distribution of pre-test in experimental interval frequency percent valid percent cumulative percent valid 16-24 1 4.3 4.3 4.3 25-33 2 8.7 8.7 13.0 34-42 7 30.4 30.4 43.5 43-51 8 34.8 34.8 78.3 52-60 5 21.7 21.7 100.0 total 23 100.0 100.0 the table above showed the frequency distribution of the pre-test of the experiment. to find out the class limit of the data, the researcher manually calculated it by using the formula: number of class = 1+3.3xlog n. the result showed that the number of the class was 5 after that, the researcher wanted to find out the interval of the data. the researcher used the formula: interval = range: number of classes. the result showed that the interval was 44. in the pre-test, there was 1 (4,3%) student who got the minimum score 16-24. there were 2 (8.7%) students who got score 25-33. there were 7 (30,4 %) students who got score 34-42. there were 8 (34.8%) students who got score 43-51. and there were 5 (21.7%) students who got the maximum score 52-60. graphic 1. bar chart of pre-test in experimental the bar chart is a chart used to show the data visually. based on the bar chart above, it showed the development of the data. it revealed that there is a rise in the number of students who get the score in the class limit 16-24 to higher class limit 25-33, as well as the most frequent students, score appear. the highest class limit 52-60 in which 5 scores appeared. table 7. frequency distribution of post-test in experimental frequency percent valid percent cumulative percent valid 56-63 3 13.0 13.0 13.0 64-71 1 4.3 4.3 17.4 72-79 5 21.7 21.7 39.1 80-87 7 30.4 30.4 69.6 88-95 4 17.4 17.4 87.0 qomariyah & nafisah examining think-talk-write strategy… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 77 96-103 3 13.0 13.0 100.0 total 23 100.0 100.0 to find out the class limit of the data, the researcher manually calculated it by using the formula: number of class = 1+3.3xlog n. the result showed that the number of the class was 5 after that, the researcher wanted to find out the interval of the data. the researcher used the formula: interval = range: number of classes. the result showed that the interval was 40. in post-test, there was 3 (13.0%) student who got the minimum score 56-63. there was only 1 (4.3 %) student who got score 64-71. there were 5 (21.7 %) students who got score 72-79. there were 4 (17,4%) students who got score 88-95. and there were 3 (13.0%) students who got the maximum score 96-103. graphic 2. bar chart of post-test in experimental the bar chart is a chart used to show the data visually. based on the bar chart above, it showed the development of the data. it revealed that there is a rise in the number of students who get the score in the class limit 56-63 to higher class limit 64-71, as well as the most frequent students, score appear. the highest class limit 96-103 in which only 3 scores appeared. table 8. frequency distribution of pre-test in control interval frequency percent valid percent cumulative percent valid 8-17 1 4.3 4.3 4.3 18-27 5 21.7 21.7 26.1 28-37 7 30.4 30.4 56.5 38-47 4 17.4 17.4 73.9 48-57 6 26.1 26.1 100.0 total 23 100.0 100.0 the table above is the frequency distribution of the pre-test of the control group. to find out the class limit of the data, the researchers manually were computed by using the formula: number of class = 1+3.3xlog n. after that, the researchers computed the interval of the data by using the formula: interval = range: number of class. the result showed that the interval was 48. the calculation can be seen in appendix 9. in the pre-test, there was 1 (4,3%) student who got the minimum score 8-17. there were 5 (21,7 %) students who got score 18 – 27. there were 7 (30,4 %) students who got score 28 – 37. there were 4 (17,4%) students who got score 38-47. and there were 6 (26,1%) students who got the maximum score 48-57 qomariyah & nafisah examining think-talk-write strategy… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 78 graphic 3. bar chart of pre-test in control the bar chart is a chart used to show the data visually. based on the bar chart above, it showed the development of the data. it revealed that there is a rise in the number of students who get the score in the class limit 8-17 to higher class limit 18-27, as well as the most frequent students, score appear. the highest class limit 48-57 in which 6 scores appeared. table 9. frequency distribution of post-test in control interval frequency percent valid percent cumulative percent valid 24-30 1 4.3 4.3 4.3 31-37 4 17.4 17.4 21.7 38-44 2 8.7 8.7 30.4 45-51 2 8.7 8.7 39.1 52-58 6 26.1 26.1 65.2 59-65 8 34.8 34.8 100.0 total 23 100.0 100.0 in post-test, there was 1 (4,3%) student who got the minimum score from 24 to 30. there were 4 (17,4%) students who got score 31-37. there were 2 (8,7%) students who got score 38-44. there were 2 (8,7%) students who got score 45-51. there were 6 (26,1%) students who got the score 52-58. and there were 6 (34,8%) students who got the maximum score from 48 to 57. graphic 4. bar chart of post-test in control qomariyah & nafisah examining think-talk-write strategy… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 79 the bar chart is a chart used to show the data visually. based on the bar chart above, it showed the development of the data. it revealed that there is a rise in the number of students who get the score in the class limit 24-30 to higher class limit 31-37, as well as the most frequent students, score appear. the highest class limit 59-65 in which 8 scores appeared. table 10. summary of t-test analysis table 10.t-test the testing hypothesis was to answer the question of alternative hypothesis whether it was accepted or rejected. to found out the result of the t-test the researchers computed the data of the experimental group and control group. the sample data was 23 students for the experimental group and 23 students for the control group; the total samples were 46 students, so the degree of the freedom that was used 46-2=44. based on the t-test computation the researchers found that the t-test was higher than t-table (8.693>1.680) with degree freedom 44, it could be concluded the alternative hypothesis (ha) was accepted. and think-talkwrite is effective toward students’ vocabulary mastery at first-grade students of smp 5 praya. discussion this research aimed at finding out the effectiveness of think-talk-write (ttw) towards students’ vocabulary mastery. based on the result of teaching vocabulary using think-talk-write (ttw) is effective because the result of the pre-test and the post-test score of both experimental and control groups was different. the pre-test and post-test scores in the experimental group or class were higher than the score of pre-test and post-test in the control group. this indicated that there was an improvement in the students’ vocabulary mastery. it was proven that students are involved in thinking activities, talking performance, and writing exercises. it was in keeping with haerazi and irawan (2019) who informed that giving learning activities to think critically helps students to recognize genres of texts, contents, and linguistic features including vocabulary acquisition. the think-talk-write strategy gave a good contribution to the teachers in teaching their students in the teaching of vocabulary. this strategy helped students to solve their problems in learning vocabulary. it was in line with haerazi and irawan (2020) who state extending activities provided by teachers facilitate students to think and communicate the target language. in this study, ttw also gives chances for students to compete in memorizing the vocabularies after the treatment in the teaching and learning process. this is in line with the previous research who states that the think-talk-write (ttw) strategy is facilitating the exercise of the language both oral and written fluently (zulkarnaini, 2011:82). it was also in line with huda (2014: 218) who convinces that think-talk-write (ttw) as a strategy that trains students to practice language-use fluently. qomariyah & nafisah examining think-talk-write strategy… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 80 in the implementation of this strategy, there are three phases that should be conducted. the first is the think phase. at this phase, students should think about a variety of words (word classes) obtained from a text, where they have to work in small groups. the students read the text and make notes to what they have read. this activity is intended for students to distinguish or bring together the ideas contained in the reading. these findings were reinforced by haerazi, vikasari, and prayati (2019) who found that small groups are very effective to involve students in discussing learning topics to practice communication and to interact among students-students and students-teachers. the next phase is to talk. the students did the talking phase by having discussions and interaction with friends in a group about the content of the notes they made. in this activity, the students discuss the result of a collection of ideas that they made individually of what they know about the variety of words. the students would not be shy because they were interacting with their friends, not their teacher. the aim of this phase is not only to make them discuss but also to make them take and give what they had already so that if there were any students with a lack of information, they automatically gained the information from the student who has it. huinker and laughlin (in setiawan, et.al, 2017: 38) also state that this phase aims to make the students talk. after the two phases were done, the last phase is write. at this phase, the students should write down the vocabularies that they had from the previous phase by collecting and discussing the result of any of their ideas. the students write down their ideas (the variety of words) into the classification of the word classes. and then, each group should present their answers. this phase will help students to make a relationship between their own ideas and other friends’. this phase would also help the teacher to monitor the students’ mistakes and the students’ concept of the same idea. in monitoring the implementation of the think-talk-write strategy, the teacher’s role was important. based on silver and smith (in suminar and putri, 2015: 301) teacher’s role in think-talk-write strategy are: (1) asking question and give assignment which is engaged and challenge the students to think, (2) listen carefully students’ idea, (3) ask the students to express their ideas, (4) as a monitor and give score to the students participation in discussion. besides having advantages in teaching vocabulary. think-talk-write (ttw) strategy has weaknesses during the process of teaching and learning. for example, the students would just write based on the question that was given by the teacher in the think phase so that their ability to memorize the words would contain limited information related to the question. as in line with setiawan, et.al, (2017: 38) states in their research that the students will only write the information based on the question. meanwhile, they can have more vocabulary. furthermore, the other problem that the students faced during the teaching and learning process was their spelling. this problem affected students in recognizing the words because misspelling can cause misunderstanding the words. the researchers found these problems both in the experimental and control group, but mostly happened in the control group. as the result, since the t-test (8.693) is higher than the t-table (1.680) with degree freedom 44, it means that the null hypothesis (ho) which states that “there is no significant effect of using think-talk-write (ttw) strategy on students’ vocabulary mastery” is rejected. and alternate hypothesis which states that “there is a significant effect of using think-talk-write (ttw) strategy on students’ vocabulary mastery” is failed to be rejected. conclusion based on the data analysis and the discussion, the researchers finally come to the conclusion that think-talk-write has a significant effect on student vocabulary mastery. therefore, the alternative hypothesis ha) was accepted and the null hypothesis (ho) was rejected. the think-talk-write strategy gave a positive effect in vocabulary mastery to the first-grade students of smpn 5 praya in the academic year 2018/2019. qomariyah & nafisah examining think-talk-write strategy… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 81 references afthina, h., mardiyana, &pramudya, i. 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(2017). the effect of think-talk-write (ttw) technique on students’ ability.english language teaching and technology journal, 1(1), 31-39. doi: https://doi.org/10.17509/elt%20tech.v1i1.9429 suminar, r. p., putri, g. (2015). the effectiveness of ttw (think-talk-write) strategy in teaching writing descriptive text.perspektive journal of english language and learning, 2(2), 299-304. supandi, et al. (2018).think-talk-write model for improving students’ abilities in mathematical representation. international journal of instruction, 11(3), 77-90. . https://doi.org/10.12973/iji.2018.1136a thombury, scott. 2002. how to teach vocabulary. london: longman group. widyanto, p., wahyudi, &indarini, e. (2018). think talk write method implementation to improve reasoning skill. lembaran ilmu kependidikan, 47(1), 9-14. retrieved from http://journal.unnes.ac.id/nju/index.php/lik yunikawati, n. a., putri, a. o. b. (2017). think talk write strategy on economics subjects. classroom action research journal, 1(1), 28-35. doi: 10.17977/um013v1i12017p028 zulkarnaini. 2011. model kooperatif tipe think talk write (ttw) untuk meningkatkan kemampuan menulis karangan deskripsi dan berpikir kritis. unpublished universitas pendidikan. https://doi.org/10.17509/elt%20tech.v1i1.9429 http://journal.unnes.ac.id/nju/index.php/lik http://dx.doi.org/10.17977/um013v1i12017p028 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4242 october 2021. vol. 9, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 462-470 jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 462 a preliminary study of learning plans in spada lms based on assure model 1,2tutut nani prihatmi, 1maria istiqoma, 1rini anjarwati 1faculty of industrial technology, national institute of technology malang, indonesia 2corresponding author email: tutut.nani@lecturer.itn.ac.id article info abstract article history received: september 2021 revised: october 2021 published: october 2021 this research aims to investigate how architecture department’s lecturers plan their courses through spada lms from the perspective of assure model. the change from face-to-face conventional learning to online requires more consideration and preparation, especially in learning planning. the assure model is one of the instructions and learning plans that can be adopted in planning, identifying, determining goals, choosing media and material methods, and evaluating the course. the data collection technique was carried out by processing and analyzing documents from the literature, interview results, and questionnaires answered by respondents via links distributed to lecturers of the architecture department, faculty of civil engineering and planning, national institute of technology malang. the results show that the six components of the assure model of the learning planning uploaded in spada lms had not been implemented optimally. therefore, the researcher recommends for the improvement of the semester lesson plan (rps) based on the assure model to promote continuous improvements. keywords learning plan; assure model; spada; how to cite: prihatmi, t. n., istiqoma, m., & anjarwati, r. (2021). a preliminary study of learning plans in spada lms based on assure model, jollt journal of languages and language teaching, 9(4). pp. 462470. doi: https://doi.org/10.33394/jollt.v%vi%i.4242 introduction spada is a web-based learning management system (lms) that has become one of the major learning tools utilized at several universities, including the national institute of technology (itn) malang, as the covid-19 epidemic necessitates online lectures. spada itn malang is developed and maintained by the educational and instructional institutions at itn malang for carrying out learning activities using iot facilities. it offers complete features from attendance, books, quiz, forums, surveys, chat, video conference, to sharing materials. spada is the main learning platform used at itn malang which must be used by all lecturers and students in the learning process. therefore, the use of spada itn malang needs to be evaluated from various perspectives, including as a learning plan tool. making a learning plan is an important component of a teacher's job since it directly impacts what and how students study the course (straessle, 2014). ananda (2019:4) states that planning has four components: (1) objectives be achieved, (2) strategies to achieve the goals, (3) the resources to support, and (4) the implementation of each decision. learning is about how the teacher guide, assist, and direct their students to have a particular learning experience preparing learning experiences for students (jones in majid, 2005:16). therefore, learning plan is a process, scientific discipline, reality, system, and learning technology that aims to help the learning process runs effectively and efficiently (majid, 2005:18). for teachers, making a learning plan is of great importance to be able to teach effectively (hussain et al., 2021) yet also a challenging task (könig et al., 2020). it is an organized and sequential process by which teachers make decisions and are required to use https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:tutut.nani@lecturer.itn.ac.id prihatmi, istiqoma, & anjarwati a preliminary study of … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 463 their professional and educational context knowledge (blomeke et al., 2015; könig et al., 2020; gallego (2020). eventually, the ability to understand what and when to employ particular teaching techniques and media will help the teacher to have more proficient classrooms. however, not every teacher attempts to do adequate preparation before to beginning the teaching process, as well as carry out evaluation during or after their class (prihatmi, 2021). as a matter of fact, most teachers cannot achieve their teaching goals optimally due to ineffective lesson planning and classroom management (ali, 2020). there are many learning planning models and approaches that teachers can apply in designing their classrooms. the assure model is one of the instructions and plans which offers to help lecturers on how to plan, identify, determine goals, choose media and material methods, and evaluate (smaldino, se, lowther, dl, & russell, 2008). it consists of six stages activities: (1) analyze learners, (2). state standards and objectives, usually formulated with the abcd (audience/learners, behavior, condition, and degree), (3). select strategies, technology, media and materials, (4). utilize technology, media, and materials, (5). require student involvement, and (6). evaluate and revise so that the learning design can be used effectively and efficiently and for continuous improvement. the assure model is one of the main references for educators in teaching that has been planned and arranged systematically by integrating technology and media so that learning can run more effectively (achmadi et al., 2014). it is widely used as the basis for learning planning in middle and high schools and has proven its efficiency in the teachinglearning process. muammar et al (2015) found that the average grade of smpn 22 mataram students taught with assure model is higher than those taught with the conventional model. by having prior knowledge, students have better learning outcomes than students with low prior knowledge. in addition, the application of assure model is proven to promote students' critical thinking skills (sumliyah et al., 2017; sari, 2015), and increase student learning motivation ((achmadi et al., 2014) and students’ ability for writing story (fitriani, 2020). however, assure model is rarely used in the preparation of learnings in tertiary level. there is no other study to analyze the result of adopting the assure model in a college or university. this present study therefore aims to: (1) investigate how architecture department’s lecturers plan their courses through spada lms from the perspective of assure model, and (2) find out whether this model is suitable to be used as an approach in making learning plans at national institute of technology (itn) malang. by doing so, this study will be able to serve as the basis for the development research on the next learning plans. research method research design this research is a preliminary study to develop learning plans with the assure model in the architecture department in national institute of technology (itn) malang in the even semester of 2021/2022. sujadi (2002) stated that the purpose of research and development (r and d) is to develop a new product or improve an existing product. this research eventually aims to develop the semester learning plan for architecture department based on assure model. instruments and participants the demography of the respondents in this study were all 18 lecturers of the architecture department who taught in the even semester of 2020/2021 academic year. the data collection was competed by analyzing documents from the literature and questionnaires. in this study, a questionnaire was employed to obtain the data. the questionnaire consists of 12 questions with a mix of closed-ended questions with single response “yes” or “no” and prihatmi, istiqoma, & anjarwati a preliminary study of … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 464 open-ended questions with short answers. this questionnaire is in the form of a google form containing 10 questions that respondents must answer via a link distributed to all the 18 architecture lecturers. data analysis the data collection tool used to generate standardized information from all subjects in the sample of this study was questionnaires as proposed by borg and gall (1983). the two types of questionnaires used were closed and opened-ended. the data obtained from the closed-ended questions were in the form of percentage number which showed the rate of ‘dos and don’ts’ (yes/no), while the data from the open-ended questions were descriptive data which then coded and converted into percentile of each of the respondent. the next step was all respondents were asked to respond to the list of questions prompted in the questionnaires. having acquired all the responds which were narrated in diverse range of lexicality yet those were telling the same tones, both data were compiled, grouped, and displayed on the basis of the question sections. such compiling, grouping, and displaying of the questions were aimed to ease the data presentation. the final stage of the data analysis procedure is interpreting the data and generating conclusions (gunawan, 2013). research findings and discussion research findings from 18 questionnaires distributed to the architecture department lecturers, the responses obtained were 10 respondents. 60% (6 lecturers) are male lecturers, the rest 40% (4) are female. question 1: are you asked to prepare a semester lesson plan (rps) before starting your lecture? all learning activities must begin with the preparation of lesson plans, therefore before starting lectures, lecturers were asked to prepare semester learning plans (rps). table 1 shows that 100% (10) of the respondents/lecturers answered that they were encouraged to prepare and none (0%) of the respondents did not prepare lesson plans. table 1 semester lesson plan (rps) preparation response percentage yes 100% no 0 question 2: does your campus set standards in making semester lesson plan? from table 2, it is apparently known that there is a standardization in making rps, which was shown by the 100% of respondents answered “yes”. table 2 standard in preparing semester lesson plan (rps) response percentage yes 100% no 0 question 3: is there a special template for online semester lesson plan that you prepared? as a continuation of the previous questionnaire questions about the existence of standardization in the preparation of lesson plans (rps), then of course there is a special template that is used as a reference. however, from the results of the questionnaire from table prihatmi, istiqoma, & anjarwati a preliminary study of … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 465 3, 90% of respondents answered yes and the small percentage by ten percent accounted for the absence of the online rps preparation. it was due to the fact that the teaching and learning was done online, there were still some lecturers who had not prepared rps online. to some extent online teaching requires a lot of adjustments, therefore some lecturers were still struggling in the sense of finding the appropriate pattern for their course. table 3 template for the semester lesson plan (rps) response percentage yes 90% no 10% question 4: before starting online lectures, do you analyze the characteristics of the students you will teach, for example (place of residence, time difference, internet network used, student learning styles use laptops, pcs, cellphones, etc.)? one of the steps before preparing for online learning is the activity of analyzing student characteristics to map some crucial aspects that can affect the teaching and learning process. the mapping can be classified into several categories, namely: 1) residence, 2) internet network, 3) student learning styles when taking online classes. from the data obtained, table 4 shows that 40% of lecturers analyzed student characteristics, however 6 lecturers (60%) did not do any character analysis. in fact, the number of lecturers not doing such an analysis outweighed the number of lecturers who did the analysis. table 4 analysis of student characteristics response percentage yes 40% no 60% question 5: in formulating standards/competencies and learning objectives (setting standards and specific learning objectives) did you use the abcd (audience, behavior/abilities that must be mastered), conditions that must be mastered, and degree/learning requirements) model formulation? abcd formulation is an ideal help in formulating the standards or learning competencies. from the results of the questionnaire in table 5, it was found that 70% of lecturers applied the model, while 30% did not apply it. table 5 abcd formulation response percentage yes 70% no 30% question 6: state one example of learning competencies contained in your rps. from the results of the lecturer's questionnaire, there are four main competencies to be achieved in learning, including cooperative learning competence (competence to be able to work together), cognitive competence (reasoning ability), analytical competence (analytical competence) and oral communication competence (oral communication competence) such as shown in table 6. prihatmi, istiqoma, & anjarwati a preliminary study of … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 466 table 6 learning competency stated in the semester lesson plan respondent statement 1 mahasiswa mampu berdiskusi dan bekerja sama dalam membuat konsep perancangan infrastruktur tapak 1 interior sesuai tema dan konsep interior 2 mahasiswa mampu membuat dokumen rencana anggaran 3 mampu membuat diagram rancangan 4 mahasiswa mampu menerapkan unsur dan prinsip perancangan 5 mampu merancang bangunan mid-rise building yang memiliki fungsi campuran dengan fokus rancangan pada sistem struktur dan utilitas bangunan 6 mahasiswa mampu merancang bangunan di lahan berkontur 7 mampu memahami dan menjelaskan instruksi kerja mahasiswa dapat mengungkapkan pemikiran secara lisan. 8 mahasiswa dapat menyebutkan contoh praktis dari materi ajar 9 mampu memahami dan menjelaskan instruksi kerja 10 mahasiswa mampu mengungkapkan pemikiran secara lisan. question 7: give an example of choosing strategies, technology, media and materials that will be used to achieve the learning objectives you mentioned in number 6? the selection of strategies, technology, media and materials that are appropriate and in accordance with the character of students in online learning is essential to achieve learning objectives. from table 7, it can be seen that the lecturer provided several dissimilarity learning tools and strategies in the attempt to achieve their learning objective. zoom, however, was the main technology-based learning platform used during the learning process. table 7 strategies, technology, media, and materials response percentage zoom meeting 50% study case 10% spada 20% videos 10% direct practice 10% question 8: have you tested the use of technology, media and teaching materials so that they can function effectively in real learning situations? table 8 illustrates that 90% of lecturers do the test and the other 10% do not. seeing the high percentage for testing the teaching platform, most lecturers ensured that the learning platform functions properly so that teaching and learning activities can be carried out with minimal technical constraints. table 8 trial use of technology, media and teaching materials response percentage yes 90% no 10% question 9: is there active participation or involvement of students in the expected materials or competencies in the learning process? give an example. in developing the ability and role of students as the center of learning, efforts to involve students in critical thinking processes, exercises and feedback are compelling. table 9 shows that 70% of lecturers involved their students yet 30% did not. while the students’ prihatmi, istiqoma, & anjarwati a preliminary study of … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 467 participation was in the form of helping select the material/object for the discussion and active cooperative groups. table 9 students’ participation response percentage yes 70% no 30% question 10: do you evaluate the learning design that has been designed? evaluation or revising the shortcomings of the projections that have been made from the semester lesson plan function as an effort for continuous improvement. table 10 displays that 90% of lecturers did the evaluations at the end of each lesson and only 10% of them did not do such evaluation. most of the evaluation process was completed at the end of the learning process in a written or unwritten test. table 10 evaluation response percentage yes 90% no 10% question 11: if there is an evaluation, please state the problems/obstacles you got. the main problem (60%) found in architecture department online learning was the signal quality which was different in each region. poor internet quality made it difficult for lecturers and students to achieve learning objectives well. the second problem was that the students have difficulty in getting the architectural object for their project as some of them were in remote villages. while product quality and low participation respectively contributed 10 % for the frequent problems encountered during the online teaching and learning. table 11 problems found during the lesson response percentage difficulty in finding learning object 20% internet network 60% product quality 10% low participation 10% question 12: did you use the evaluation results as a reference in the process of making revisions or improvements to your learning design? the evaluation stage in the assure model is carried out to assess the effectiveness and practicality of the learning design (iskandar, 2020). meanwhile, revision of the learning design is needed to ensure that the learning design can be used effectively and efficiently for continuous improvement. table 12 shows that 80% (8) lecturers revised their based on their evaluation, while 1 lecturer stated that revision will be done based on the evaluation result and condition, and 1 lecturer has not done any revision. prihatmi, istiqoma, & anjarwati a preliminary study of … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 468 table 12. revision response percentage yes 80% no 0% adapted to conditions 10% not yet done 10% discussion a carefully designed learning plan will be able to ensure the accountability and avoid learning problems that may arise (friedman, 2021). however, the findings from the data obtained appear to suggest the significances of the research. firstly, in preparing learning, there have been special appeals and templates from universities which have become standardization in the preparation of rps, but in the preparation of online learning related to technical, student character analysis, namely distance learning constraints from aspects of domicile, availability and internet networks as well as student learning styles to be able to follow online learning needs to get more attention. the result also illustrated a clearer understanding that planning a design is significantly crucial that most of the respondent undertook the lesson plan in their teaching as it was proposed by (hussain et al., 2021). moreover, the fact that some respondents did not do the student’s character mapping contradicts the claims of (smaldino, se, lowther, dl, & russell, 2008) saying that student character analysis was that of important in the assure model. some of the respondents or lecturers didn’t put such student’s character mapping into consideration. secondly, the result of the questionnaire shows that some lecturers also have not applied the abcd model formulation in setting their competency standards. however, it is beyond the scope of this study to confirm the reasons why such formulation was not fully implied. thirdly, in term of the selection of strategies, technology and media as well as teaching materials in achieving learning objectives has varied and utilizes spada lms but is still not optimal. fourthly, concerning the fourth stage of utilize technology, some lecturers had tested the use of technology, media, and instructional materials to ensure that learning occurs without significant obstacles from either parties, lecturers or students. however, there were still a small number of lecturers who did not conduct trials, which contradicted (hartini & situmorang, 2015) which states that when lecturers deliver teaching materials, they must choose the appropriate method for communicating their knowledge and the material development in the form of multimedia must utilize a program that is simple to use and understand by both students as users and teachers as facilitators. fifthly, the role of student involvement in selecting the best material suitable for the learning design was quite high. the students’ high level of enthusiasm in getting involved in the learning process was similar to achmadi et al. (2014) claim stating that the learning strategy which required student participation significantly increased student learning motivation. lastly, the evaluation of the learning planning design which was one of the core aspects done in the attempt of undergoing revision over the teaching and learning design was carried out by most of the lecturer. the non-revision low figure was grounded for adaptation and existing situational teaching and learning setting. to put into another context, it also meant that constant improvement was still needed to be brought about along with the idea of having the best model which is in the long run effective and efficient to the goal of the learning. still about the revision of the design, another constraint of applying this learning model was bad signal that contributed the highest in figure. technical problem was the mono malefactor that couldn’t be left untreated. prihatmi, istiqoma, & anjarwati a preliminary study of … … jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 469 from the data discussed above, it can be inferred that there was a gap in the understanding and preparation of e-learning delivered by lecturers via spada lms from the assure model perspective. however, of the 6 criteria proposed by the assure model, 5 of them received a high positive percentage, those are: state standards and objectives (70%), select strategies, technology, media and materials (100%), utilize technology, media, and materials (90%), require student involvement (70%), and evaluate and revise (90%). this positive percentage rate indicates that the assure model is has a high possibility to be applied as the main learning plan model at the national institute of technology (itn) malang. conclusion there are various ways to design a learning plan. finding the best strategies in a particular teaching-learning environment especially in a state of online learning that is full of challenges, required planning, trials, and continuous research. however, the assure model offers to help comprehensively examine all the learning components (pribadi, 2011). in this preliminary study, checking the semester learning plan (rps) using the assure model showed that the learning planning was still not done optimally. however, considering the high percentage in 5 out of 6 criteria of assure model, there is a high possibility to adopt the assure model as the primary learning plan approach in architecture department. therefore, we recommend improving the design and realization of the rps by adopting the assure model in future research to promote the teaching and learning continuous improvements. acknowledgement our acknowledgment is addressed to the research and community engagement (lppm) of itn malang to grant the funding of this research. references achmadi, h, suharno, & suryani, n. (2014). penerapan model assure dengan menggunakan media power point dalam pembelajaran bahasa inggris sebagai usaha peningkatan motivasi dan prestasi belajar siswa kelas x man sukoharjo ta 2012/2013. jurnal teknologi pendidikan dan pembelajaran, 2(1), 35-48 ananda, r. (2019). perencanaan pembelajaran. lpppi. ali, a. (2021). lesson planning and proactive classroom management strategies for teaching english at tertiary level in pakistan. elsya : journal of english language studies, 3(1), 8-16. https://doi.org/10.31849/elsya.v3i1.5737 blomeke, s., paine, l., houang, r. t., hsieh, f. j., schmidt, w. h., tatto, m. t., bankov, k., € cedillo, t., cogan, l., han, s. i., santillan, m., & schwille, j. (2008). future teachers’ competence to plan a lesson: first results of a six-country study on the efficiency of teacher education. zdm, 40(5), 749–762. fitriani, w.a.c. (2016). meningkatkan kualitas proses pembelajaran dan kemampuan menulis cerita dengan model assure. jurnal pendidikan dasar dan pembelajaran, 2(01), 110-121, http://doi.org/10.25273/pe.v6i01.300 friedman, b & allen, k. (2001). learning plans. journal of teaching in social work. http://dx.doi.org/10.1300/j067v21n03_10 gallego, m. rodríguez (2007). lesson planning in primary and secondary education. gunawan, i. (2013). metode penelitian kualitatif. jakarta: bumi aksara hartini, s., & situmorang, j. 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(2020). implementasi model assure untuk mengembangkan desain pembelajaran di sekolah dasar. jurnal basicedu, 4(4), 1052-1065, https://doi.org/10.31004/basicedu.v4i4.468 könig, j., bremerich-vos. a., buchholtz, c. & glutsch, n. (2020) general pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers, journal of curriculum studies, 52:6, 800-822, https://doi.org/10.1080/00220272.2020.1752804 könig, j., krepf, m., bremerich-vos, a., & buchholtz, c. (2021) meeting cognitive demands of lesson planning: introducing the code-plan model to describe and analyze teachers’ planning competence, the teacher educator, 56:4, 466-487, https://doi.org/10.1080/08878730.2021.1938324 majid, a. (2005). perencanaan pembelajaran, mengembangkan standar kompetensi guru. remaja rosdakarya. muammar, h., hardjono, a., & gunawan. (2015). pengaruh model pembelajaran assure dan pengetahuan awal terhadap hasil belajar ipa-fisika siswa kelas viii smpn 22 mataram. jurnal pendidikan fisika dan teknologi, i(3), 166-172 pribadi, b.a. 2011. model assure untuk mendesain pembelajaran sukses. jakarta: pt dian rakyat. prihatmi, t., istiqoma, m., & anjarwati, r. (2021). assure model for teaching speaking online: teacher self reflections. jurnal ilmiah langue and parole, 4(2), 27-33. https://doi.org/10.36057/jilp.v4i2.477 hartini, s., & situmorang, j. (2015). pengembangan bahan ajar berbasis multimedia dengan strategi pembelajaran kooperatif (cooperative learning) pada mata diklat analisis mikrobiologi di smk. jurnal teknologi informasi & komunikasi dalam pendidikan, 2(2). https://doi.org/10.24114/jtikp.v2i2.3298 straessle, jessica miller wunderle. (2014). teachers' perspectives of effective lesson planning: a comparative analysis. dissertations, theses, and masters projects. paper 1550154173. https://dx.doi.org/doi:10.25774/w4-8swa-7371 http://doi.org/10.35484/pssr.2021(5-ii)73 https://doi.org/10.31004/basicedu.v4i4.468 https://doi.org/10.1080/00220272.2020.1752804 https://doi.org/10.1080/08878730.2021.1938324 https://doi.org/10.36057/jilp.v4i2.477 https://dx.doi.org/doi:10.25774/w4-8swa-7371 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4268 october 2021. vol. 9, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 496-503 jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 496 perception of border area lecturers and students regarding the use of computer technology and smartphone application in learning english woro kusmaryani faculty of teacher training and education, universitas borneo tarakan, indonesia corresponding author email: lunasaski@gmail.com article info abstract article history received: september 2021 revised: october 2021 published: october 2021 this study aimed at exploring the use of computer technology and smartphone applications in the learning of english. the inquiry looked into the use of educational technology to teach and learn english which was perceived by the lecturers and the students at english department of universitas borneo tarakan. a case study design using questionnaires and interview data was expected to reveal lecturers and students' perceptions comprehensively. the data obtained were analyzed with quantitative and qualitative data analysis in descriptive statistics and coding. this study indicated that computer technology and smartphone applications in learning english could smoothly run if the internet network was stable and there was a sufficient data quota. in its use, both lecturers and students needed to coordinate well regarding the english learning platform used. both lecturers and students needed to prepare, implement structured learning, and pay attention to learning evaluation. content, pedagogy, and technology were crucial things to be considered when designing online courses. keywords computer technology; smartphone applications; english language learning; how to cite: kusmaryani, w. (2021). perception of border area lecturers and students regarding the use of computer technology and smartphone application in learning english, jollt journal of languages and language teaching, 9(4) pp. 496-503. doi: https://doi.org/10.33394/jollt.v%vi%i.4268 introduction the need for various teaching techniques leads teachers to use technological tools to facilitate learning and serve their students' needs. educational technology refers to the various materials used to enhance the learning process and make teaching enjoyable. in this case, it facilitates learning by using appropriate technological processes and resources. educational technology is a field in which human learning is facilitated. this concerns the development, organization, and utilization of learning resources (raja & nagasubramani, 2018). e-learning is a term related to educational technology; it uses technological equipment such as computers and digital technology (asta, 2010). technology satisfies learners' visual and auditory senses. educational technology considers three aspects: student levels, teacher interests, and training, and institutional goals. schools are linked to the internet with this modern way of teaching. also, activities such as video conferencing make it possible to bring the world to the classroom (nomass, 2013). educational technology supports the teaching of english by presenting real situations and contexts. thus, technology materials such as computers, language labs, and audio-visual aids are useful for teaching and learning english. technology helps teachers in teaching. besides, its use can make students more motivated (nomass, 2013). the use of technological tools is an essential instrument in teaching and learning english. technology makes learning exciting and teaching more productive. educational technology can be used as a creative tool. it can have several instruments that make it more productive to teach and learn (solanki & phil, 2012). https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& kusmaryani perception of boarder area……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 497 the influence of technology on the teaching and learning of english has had many positive effects. using technology tools in the learning process creates better communication for students. for example, students do not need to go to a country where the target language is used as the mother tongue with the world wide web. the use of multimedia provides an authentic situation; this can help students to practice the language. this communication is suitable for students who are too shy to speak (rodinadze & zarbazoia, 2012). the use of technology in the classroom can provide benefits for teachers and students. technology will provide students with various activities to learn more about the target language and practice it (solanki & phil, 2012). this means more comprehensive access to information and increased skills. learners can learn even without the help of using the internet. knowledge in operating computers will be constructive for students to have responsibility for their learning. besides, students can search for answers needed to do their homework. using technology can bring ease in study. this can promote an exciting way to learn because many pictures and graphics can provide computers. with technology, the teaching process has been improved. this has transformed the education system from a teacher-centered teaching method to a student-centered model of learning. students are passive recipients of information; they take part in the learning process a little. teaching english creates a student-centered learning environment that develops students' critical thinking skills and problem-solving abilities (rodinadze & zarbazoia, 2012). three research questions focused on researchers investigating lecturers and students in the department of english language education, faculty of education and training (fkip), universitas borneo tarakan. 1. what technology tools do lecturers and students use in learning english? 2. what are the consequences of using educational technology, and if traditional teaching methods are still used or not? 3. what are lecturers' and students' perspectives regarding the use of educational technology for teaching and learning english in the english education department of the university of borneo tarakan? research method research design the design of this research was a case study (creswell, 2012), which took place in the department of english education, faculty of teacher training and education, university of borneo tarakan which is the only state university in the province of north kalimantan which is also close to the malaysian border. the subjects of this research were the lecturers and the students in the english department, faculty of teacher training and education, universitas borneo tarakan. by using purposive sampling, considering the objectivity of the views and reactions of research subjects regarding the use of computer technology and smartphone applications in learning english so that the subjects of this study consisted of 2 lecturers (different areas of expertise) and 3 classes with different semesters. data collection technique questionnaire in this research used closed questions, multiple choice questions and open questions. closed questions limited the respondent to a limited set of answers which are often (yes) or (no). multiple choice questions provided multiple answers from which respondents have to choose the one that suits them best. open-ended questions gave respondents the opportunity to answer freely without limits. the questions given were questions related to the use of computer technology and smartphone applications in learning english. kusmaryani perception of boarder area……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 498 interview in this research, the researcher relied on the use of structured interviews because this type was especially helpful when the researcher was aware of what was not known and was therefore in a position to structure questions that supplied the necessary knowledge. the rationale behind this interview was to collect data on the current status and ideas about the use of technology by lecturers in the english department at universitas borneo tarakan. data analysis technique quantitative data analysis quantitative data analysis was used to generalize the results from the sample population. quantitative analysis in this research was intended to explain phenomena by collecting numerical data which was analyzed using mathematical-based methods and in this research was in the form of descriptive statistics. it was a kind of measuring people's thinking in the form of a statistical point of view from the questionnaire data obtained. qualitative data analysis in contrast to quantitative methods which focused on measurement, qualitative methods were used to describe human behavior. with the form and pattern of antecedent-consequence forms, where the data obtained from the interviews in the form of words in spoken mode were transcribed with the aim of understanding people's thoughts and feelings and why they made certain choices. research findings and discussion research findings this study aimed to provide data that can help improve educational technology for teaching and learning english. this study attempted to demonstrate educational technology's role by providing a broader view of students' and lecturers' reactions to its use. this study aimed to find the technological tools used by lecturers and students in learning english. this research also tried to show the consequences of using educational technology and if traditional teaching methods were still used or not. this research aimed to gather various perspectives from lecturers and students regarding educational technology for teaching and learn english in the university of borneo tarakan's english language education department. the results obtained from this study will be presented from student side and the lecturer side. one hundred fifty-four students participated in this survey. students' views on online learning show that some students have a favorable view of technology use. they responded well and very useful for some students who view that the ineffective use of technology in the learning process is too complicated in using online learning platforms and prefers to use lightweight technology such as whatsapp. diagram 1. motivation during technology use kusmaryani perception of boarder area……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 499 the diagram above shows that 59.1% of students responded that their motivation for using technology was moderate. 38.3% of students said they were very motivated by technology, while the remaining 2.6% of students were less motivated by technology use. diagram 2 student assessment of educational technology the diagram above shows that 87% of students expressed a positive effect on their educational technology assessment. as many as 9.1% of students stated that there was no effect on the use of educational technology, and the remaining 3.9% rated the negative effect on educational technology. diagram 3 choice of learning model the diagram above shows 84.4 students choosing the traditional and technological blending model of learning. 13% of students choose learning models with technology, and the remaining 2.6% choose traditional learning models. discussion the change in their face-to-face learning habits to online learning made them confused and found it challenging to understand the lecturer's material. although online learning did not waste more energy going to campus, it costed money to purchase the internet quota. according to them, online learning would run smoothly if all students had a stable internet connection. some other technical matters were the rotating power outages that affect students' smartphones and laptops' battery power. the unstable internet network made it difficult for students to catch up with synchronous explanations through zoom meetings or google meetings. student motivation to learn had also decreased so that some students became less responsive during the online learning process. students admitted that they lack concentration in learning, and they also complained of sore eyes if they were too long in front of a laptop or staring at their smartphone screen. students' understanding of lecture material also decreased during online learning compared to face-to-face learning. according to them, some lecturers were not optimal in delivering lecture material, and there were misunderstandings in receiving the information kusmaryani perception of boarder area……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 500 obtained. although online learning helped students find information from google and youtube, if the internet network were inadequate, especially for students in rural areas, online learning would be difficult for students. the readiness of learners to take online courses is one of the main issues discussed in the literature (hung et al., 2010). not all students successfully participated in online courses. identifying and adopting the learning styles and skills needed to participate in online courses can be challenging for learners (luyt, 2013). most learners needed to be self-motivated and self-directed. online instructors must be ready to assist students who lack the required study skills. the main aspects or dimensions of readiness to help students must be further clarified. literature shows that students' technical skills were related to computers and the internet (peng et al., 2006). their perceptions and attitudes towards the internet (tsai & lin, 2004), their cultural and non-english backgrounds (luyt, 2013), and their time management skills (roper, 2007) were considered necessary for shaping learners' readiness to participate in online courses. interviews were conducted with two lecturers in the english education department, with one lecturer with an english education background and one lecturer with a linguistic background. regarding the importance of technology in learning, the two lecturers stated that it was crucial to use technology to teach and learn english. they claimed that the use of technology helps them both in-class teaching and its use outside the classroom. they were quite confident when using technology in class with students for several reasons. they provided insights into using technology for english language teaching as beneficial to students more than traditional teaching. they also pointed to the problems faced by students in terms of technology use. regarding adopting new educational technology that could free lecturers from the heavy workload, the two lecturers had their disagreement. regarding relying too much on educational technology that could replace lecturers, they disagreed with this and said that technology could not change lecturers' traditional roles. one of the main challenges with online education is its changing role (syverson & slatin, 2010). four distinct roles were identified for online instructors: pedagogical, social, managerial, and technical (berge, 1998). pedagogical role refers to teaching methods; the social role is the instructor's way of establishing social relationships with students; managerial roles include administrative and organizational tasks, and technical responsibility is the technical support that instructors provide to students. online teaching education objectives are achieved predominantly by the execution of pedagogical tasks (robertson, 2000). other literature supports a shift in the instructor role, emphasizing the ability to deliver content, transfer from teacher-centered education to students, better communication, and use technology (juan et al., 2011). the shift from faculty-centered education (faculty lectures) to a more student-centered approach (students decide how they want to learn) resulted in the instructor's role as a facilitator. the role of the faculty changed from a face-to-face "player" in the delivery of lecture-style information to a "guide" who had to make adjustments to content delivery based on their online environment (coppola et al., 2001). in other words, from an information transfer agent to a professional, the role of the online teacher has changed to direct the student learning process (juan et al., 2011). in this role, the instructor facilitates student learning rather than teaching students (lead lecture). besides, faculty are available to provide input pedagogically, point to managerial or administrative instruments, and promote student interaction (yang & cornelius, 2004). the instructor may be responsible for preparing and planning material for the online course. the task of producing new material or adapting material from face-to-face classrooms to online settings can be very challenging (li & irby, 2008). often appropriate training and support have not been provided to instructors who transition course content from face-to-face to online settings (kyei-blankson & keengwe, 2011). kusmaryani perception of boarder area……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 501 content cannot merely be copied from face-to-face to online settings. koehler, mishra, hershey, and peruski (2004) encourage instructors to consider content, pedagogy, and technology when designing courses online. however, teachers may not be willing to change their teaching strategy when switching from face-to-face courses to online courses (barrett, 2010). apart from a lack of training and support, instructors also feel a lack of incentives to design and deliver online courses (allen & seaman, 2010). offering the right incentives increases instructors' willingness to design and deliver online courses (hoyt & oviatt, 2013). however, institutions must consult with teachers to decide what rewards are given because they do not generally want extrinsic monetary incentives (herman, 2013). intrinsic motivators that can positively influence instructors to deliver online courses are flexible schedules and selfgratification. other extrinsic motivators that may be more influential than monetary incentives include reducing workload and release time (parker, 2003). students can learn content through flexible paths that can be changed for individual requirements through three fundamental principles: various means of representation, different means of engagement, and numerous means of expression. to proactively fulfill students' needs and learning preferences, representation employs a variety of tactics, methods, and tools that offer class information and content in various formats. students can demonstrate their understanding in a variety of ways through expression and action. students are encouraged to employ self-reflection and self-monitoring, and engagement looks at tactics like allowing student choice to boost their degree of active learning (baldwin & ching, 2021). online education has the potential to change lives. it goes beyond the use of technology, triggering a shift in pedagogical paradigms that results in changes in teaching methods and learning behaviors, made possible by infrastructure and managerial decisions. to reduce transactional distance, engaging them and providing possibilities for interactivity and collaboration necessitates micro-level thoughts on course design and macro-level shifts in pedagogical assumptions. this is yet another evidence of the system's interconnection and dynamic connections between these components at various levels. exploring this feature of online learning could bring valuable insights into the practice of online education. moves to online education would be difficult and unsuccessful without changes at the macro level (tamim, 2020). instructors are crucial in the development and implementation of online cross-cultural teaching. to ensure a meaningful and valuable online cross-cultural educational experience, instructional design and facilitation tactics are crucial. designing teaching and learning activities, as well as selecting and using online technologies to enhance online cross-cultural learning, are two components of cross-cultural pedagogy in general. it is critical to give students with authentic opportunities to connect with people from various cultural backgrounds in order to improve intercultural learning. there are five components of supporting cross-cultural projects that deserve special attention: organization, content, training, introducing technical tools, and monitoring the process. different affordances of online technology, learning goals, and the structure of assignments should all be considered when selecting digital tools (deng et al., 2021). conclusion moving programs online is an opportunity to rethink the program. any good transition to an online format will involve teamwork. pairing a content expert with an instructional designer will do wonders for this program. simple steps, such as starting with program objectives and thinking about how those objectives can be measured, will yield large program quality gains. the core of every well-thought-out online module, course, or program is to switch from "covered content" to an approach that maximizes learning. kusmaryani perception of boarder area……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 502 another advantage of finding opportunities to move face-to-face campus programs online is increased institutional capacity. as digital platforms increasingly mediate education, the ability to use technology effectively and appropriately for teaching is recognized as a core institutional competency. however, learning how to blend and reverse residential courses effectively is not an institutional skill that can be developed overnight. online programs are excellent opportunities to develop r&d around learning innovations, but their development requires a significant resource commitment and a deliberate and focused approach. acknowledgement this research was funded by dipa/pnbp, research center and community service (lppm) universitas borneo tarakan. this research was also supported by the english education department, universitas borneo tarakan. the researcher would like to thank the lecturers and all the students who participated in this research. references allen, i. e., & seaman, j. 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(2004). students’ perceptions toward the quality of online education: a qualitative approach. the association for educational communications and technology conference. journal of languages and language teaching, vol. 5 no.1, may 2017 34 the effectiveness of listen and draw game towards student’s motivation in learning skill mariana sasmita mts. aunul ibad nw beroro, lombok barat, ntb marinsas32@gmail.com abstract this research is aimed at to finding the effectiveness of listen and draw game towards students’ motivation in learning listening at the second grade students of mts aunul ibad nw beroro in academic year 2017/2018. the method of this research was applied is experimental research (quantitative approach). the population of this research was the students of mts aunul ibad nw beroro in academic year 2017/2018. the sample of the study was 36 students consist of two classes. the sample technique used in this research was cluster random sampling by using lottery. the technique which used to analysis the data was t-test and r-test formula. from the research data found out that the students’ t-test score (3,97) is highest than that the value of t-table (2.028 ). based on the result of the study, it can be concluded that the use of listen and draw game is effectiveness in learning listening at second grade students of mts aunul ibad nw beroro and the result correlation between students’ motivation and listening, it shows r-test (0,99) > r-table (0,468). based on the result of the study, it can be conclude there is correlation between students’ motivation and listening is accepted. in other word, alternative hypothesis (ha) is accepted and null hypothesis (ho) is rejected. key word: listen and draw game, motivation, listening abstrak penelitian ini bertujuan untuk mengetahui efektifitas mendengarkan dan menggambar permainan terhadap motivasi belajar siswa dalam mendengarkan siswa kelas dua mts aunul ibad nw beroro di tahun akademik 2017/2018. metode penelitian yang digunakan adalah penelitian eksperimental (pendekatan kuantitatif). populasi penelitian ini adalah siswa mts aunul ibad nw beroro pada tahun akademik 2017/2018. sampel penelitian adalah 36 siswa yang terdiri dari dua kelas. teknik pengambilan sampel yang digunakan dalam penelitian ini adalah cluster random sampling dengan menggunakan undian. teknik yang digunakan untuk menganalisis data adalah uji t dan r-test. dari data penelitian diketahui bahwa nilai t-test siswa (3,97) paling tinggi dari nilai t tabel (2,028). berdasarkan hasil penelitian, dapat disimpulkan bahwa penggunaan listening dan draw game efektif dalam belajar mendengarkan siswa kelas dua mts aunul ibad nw beroro dan hasil korelasi antara motivasi dan pendengar siswa, hal tersebut menunjukkan ruji (0,99)> rtabel (0,468). berdasarkan hasil penelitian, dapat disimpulkan ada hubungan antara motivasi dan pendengaran siswa yang diterima. dengan kata lain, hipotesis alternatif (ha) diterima dan hipotesis nol (ho) ditolak. kata kunci: permainan mendengarkan dan menggambar, motivasi, mendengarka. journal of languages and language teaching, vol. 5 no.1, may 2017 35 introduction according to brown (2006: 5) listening is a complex activity, and the are easier by achieving their prior knowledge listening is one skill that be mastered by the students nearly all level of school. in listening process, some sentences or messages are transferred from the speaker to the listener orally. listening is an essential aspect of communicative competence and the most frequently used language skill. because student receive so much important language input aurally, they should work to develop aural proficiency skill and strategy to help them manage the listening comprehension process. it is common knowledge that listening in english is an active skill requiring listeners to deal with a variety of complicated task. such as discriminating between sound and interpreting stress and intonation. it is also know that listeners use a variety of mental processes to give meaning to the information listen to. based on the observation on january at mts. aunul ibad nw beroro, the researcher found some problems those are, some students’ still difficulties to understand the words that pronouncing by the speaker. it’s because the students’ lack of writing and the students’ did not have the motivation to get the action from their some idea.motivation is an activity encourages a person or yourself to take a desired actions, motivation is a push from within to do something whether positive and negative.to the study this technique is focused on the learning system where the students’ work together in a working group. group work is believed can motivated students. motivation from inside or outside the students can make more spirit and can improved the quality of students’ learning, which in this case in particular can enhance students' ability to understand the teaching listening. riview of related literature brown (2000: 160) states that motivation is probably the most frequently used catch-all term for explaining the success or failure of virtually any complex task. it is easy to assume that success in any task is due simply to the fact that someone is “motivated”. it is easy in second language learning to claim that a learner will be successful with the proper motivation. motivation is a theoretical construct used to explain the initiation, direction, intensity, persistence and quality of behavior, especially goal-directed behavior (maehr& meyer, 1997: 110). motives are hypothetical constructs used to explain why people do what they do. motives are distinguished from related goals (the immediate objectives of action sequences) and strategies (the methods used to achieve goals and thus to satisfy motives). for example, a person responds to hunger (motive) by going to a restaurant (strategy) to get food (goal). according to driscoll (1994: 115), motivational design views motivation as a squence. first, gain the attention of the learner, and they provide relevance of what you are teaching to their proposal goals and needs. the learners gains confidence as the learning process unfolds. the satisfaction of the new knowledge provides motivation to continue learning. gaining and maintaining attention follows many of the same principles as discussed in providing a stimulating learning environment and coursing curiosity. often is easy to gain attention at beginning of a lesson. sustaining the attention is a challenge. provide variety in presentations through media, demonstrations, and small group discussions or whole class debates. likewise, printed text can be varied through different type sizes of fronts or the inclusion of diagrams of pictures. helping students find relevance while learning can be a daunting task for some subjects. linking what is being taught to something that is familiar and relevant to the student helps in the motivation of that student. motivation amounts to persuasion for knowledge journal of languages and language teaching, vol. 5 no.1, may 2017 36 based subjects that provide the basis for learning future concepts. often assurances are given that the student will eventually see the relevance of what they are learning. confidence and self-efficacy are closely aligned. three strategies for developing confidence are outlined by driscoll (1994): (1) create a positive expectation for success by making it clear just what is expected of students. break complex goal into smaller chunks. it is easier to eat an elephant if you do it in small chunks; (2) provide success opportunities for students. learners gain confidence if they are given enough assistance to perform a task they are not quite capable of doing on their own. (3) provide learners with a reasonable degree of control over their own learning. help them to recognize that learning is direct consequence of their own efforts. satisfaction can be enhanced in a learner by celebrating successes. we fail to realize the impact of this on learners. publicly celebrating success provides reinforcement for the learners receiving the acknowledgment. praise is often overlooked as a strong motivator for learners. in a classroom setting it is important to find something to celebrate with all students. brown (2000: 160) states that motivation is probably the most frequently used catch-all term for explaining the success or failure of virtually any complex task. it is easy to assume that success in any task is due simply to the fact that someone is “motivated”. it is easy in second language learning to claim that a learner will be successful with the proper motivation. motivation is a theoretical construct used to explain the initiation, direction, intensity, persistence and quality of behavior, especially goal-directed behavior (maehr& meyer, 1997: 110). motives are hypothetical constructs used to explain why people do what they do. motives are distinguished from related goals (the immediate objectives of action sequences) and strategies (the methods used to achieve goals and thus to satisfy motives). for example, a person responds to hunger (motive) by going to a restaurant (strategy) to get food (goal). listen and draw game according to wright (2006: 1-2) game is an activity which entertaining and engaging, often challenging, and an activity in which the learners play and usually interact with others. listen and draw game is street map on which learners have to write the name of the stereets and key buildings. here the procedure of draw game. first, read a description of a person, object, animal or place. first of all, ask the learners to listen to the whole description without drawing. then read the description again, slowly, and ask the learners to draw what you describe. you may decide to encourage the learners to ask you questions for more clarity. be willing to read the description several times.we suggest that the learners draw in pencil until they are sure they have made a very accurate drawing. when they are sure, they may use a thin,black pen. then display all the pictures drawn by the learners and display an enlarged copy of the text you have used. the next step is check the pictures against the text to see if the details are correct. let the class vote for the top five most accurate pictures. finally, consider asking the learners to do a similar activity in pairs or groups. for example, each pair of learners can be asked to describe, in writing, a subject that they can then describe to another pair for them to draw. descriptions and pictures can then be displayed. research method research design quantitative research is explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics) (aliaga and gunderson 2002 in daniel muijs 2004: 01). the research design of this research was quasi experimental research design journal of languages and language teaching, vol. 5 no.1, may 2017 37 and the kinds of design was posttest only design. according to nunan (1992 in fathurrahman 2015: 4), quasi experimental design is a research design which is consist of experimental and control group and there was treatment in post-test also sample chosen randomly, because this method is categorized as quantitative research that to find out the effectiveness of listen and draw game towards students’ motivation in learning listening skill at mts aunul ibad nw beroro. population the population of this research is the second grade students’ of mts. aunul ibad nw beroro in academic year 2017/2018. the total number of the students is 77 students that consist of four classes they are: viii a consisted of 18 students, viii b consisted of 20 students, viii c consisted of 18 students, and viii d consisted of 21 students sample the sample technique that use in this research is purposive sampling technique to determine the control group and experimental group as sample of this research. (sugiyono, 2014: 85) stated that purposive sampling is technique with determining and consideration sample. the samples of the research are two classes of the second grade student of mts aunul ibad nw beroro in academic year of 2017/2018. viii a as an experimental class that consist of 18 students, and viii c as control group that consist of 18 students. research instrument in this research the writer used a test as the instrument in collecting the data. the test is listening tests which consist of 25 items and the form of the test is objective test multiple choices and fill the blank are as the instrument of collecting the data. each item consists of 15 items of multiple choice, fill the blank 10 items. the researcher will give 4 point for each item with the correct answer and 0 point for items with the wrong answer. so, the total score is 100. the instrument for motivation is questionnaire. questionnaire is important to know student’s motivation in teaching listening skill. questionnaire test will be used to measure the students’ motivation. the questionnaire consisted of 20 statements with five alternatives of answer: (a) strongly agrees, (b) agrees, (c) undecided, (d) disagrees, (e) strongly disagree. the score ranges followed system proposed by likert, they are 1 to 5 for each questions. research finding this research was conducted on two weeks at mts aunul ibad nw beroro. the steps of the research were as follows: at the first meeting on 15thjune the researcher treated the experimental group by using listen and draw game and the first meeting for control group on 16th june the researcher treated by using listen and draw game. the next meeting on 17thjune the researcher gave the second treatment for experimental group by using listen and draw game and the second treatment for control group on 19th june the researcher treated by using pass on a sound game. on 20th june the researcher gave post-test for experimental group and on 21th the researcher gave post-test for control group. on 29st june the researcher gave questionnaire for experimental group and control group. testing hypothesis was procedure for deciding if the null hypothesis should rejected or accepted. the hypothesis was tested by using t-test. generally it can conclude that listen and draw game was effectiveness towards students’ motivation in learning listening. the correlation coefficient of the two variables is 0.99. in other to know whether this correlation coefficient (0.99) is significant or not, it is necessary to find out significance. if check up the r– table for 18 subjects as the sample, it is 0.468 for confidence level of 5 % ( 0,05) for two tailed test. this figure indicates that journal of languages and language teaching, vol. 5 no.1, may 2017 38 the result of r – test = 0.99 is higher than r – table (0.468). in other words, if we compare the r – test to the r – table we will find that: r– test 0.99> r– table 0.468. based on the result of data above, the researcher can compared that the result of r-test was (0.99) and r-table was (0.468) for the two variable x (students’ motivation) and variable y (listening). so, the researcher concluded r-test is higher than r-table. it can be confirmed that the null hypothesis (h0) is clearly rejected and therefore, the alternative hypothesis (ha) is accepted. finally, from the explanation itself it can be concluded that the null hypothesis explains that there is no positive correlation and alternative hypothesis explains that there is positive correlation between the students’ motivation and listeningat the second grade students of mts aunul ibad nw beroro in academic year 2017/2018. in other words, there is significant study between the two variables itself conclusion the result of data motivation in experimental group showed that the score 80-100 was 7 students, score 70 was 3 students and score 50-60 was 1 students from 18 students and the result of data motivation in control group showed that the score 50-60 was 9 students, score 70 was 0 students and the score 80-100 was 0 student from 18 students. its means that treated by listen and draw game was very motivating than treated by pas on a sound game. the students’ motivation level 90% from experimental group by listen and draw game and students’ motivation levelwas neutral 40% from control group bypass on a sound. references a.m., sardiman. 2008.interaksi dan motivasi belajar mengajar.raja grafindopersada: jakarta. brown, steven.2006. teaching listening. cambridge universitypress brown. h. d 2000. language assessment principles and classroom practices. longman brown, h. douglas. 2000. principles of language learning and teaching.united states of america: longman brown, h. douglas.2004. language assessment principles and classroompractices. united states of america: longman brown. s .2006. teaching listening, usa. cambridge university press. creswell, j.w. 2009.research design: qualitative, quantitative, & mixed: methods 0approaches (third edition). united kingdom: sage publications. driscoll, marcy. 1994. psychology of learning for instruction. boston: allyn and bacon fathurrahmanimran. 2015.penelitian experimental. unpublished.ikip mataram. harmer. jeremy. 2001. the practice of english teaching. third edition. essex: pearson education ltd. muijs, daniel. 2004. doing quantitative research in education with spss. london: sage publications. nunan, david.1992.research methods in language learning. cambridge: cambridge university press. ryan, r. m.,& stiller, j. (1991). the social contexts of internalization: parentand teacher influences on autonomy, motivation and learning. in p. r. pintrich& m. l. maehr (eds.), advances in motivation and achievement: vol. 7, goals and selfregulatory processes (pp. 115-149). greenwich, ct: jai. sugiyono. 2013. metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung:alfabeta, cv.teaching.usa: cambridge university press. sugiyono. 2014. statistika untuk penelitian. bandung: alfabeta cv. suharsimi, arikunto. (2006). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. journal of languages and language teaching, vol. 5 no.1, may 2017 39 wright, andrew.2006. betteridge, david.,&buckby, michael. game for language sugiyono (2011). statistika untuk penelitian. bandung: alfabets. sugiyono, (2014) : metode penelitian kuantitatif kualitatif dan r&d suharsimi, arikunto. (2006). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. timothy c. urdan. 2005. statistics in plain english 2nd edition (ctk). pdf. wright, andrew., betteridge, david., & buckby, michael. 2006. game for language teaching.usa: cambridge university pre journal of languages and language teaching, vol. 5, no. 2, november 2017 46 the effectiveness of fishbowl technique towards students’ self efficacy in speaking azwan effendi smp negeri 1 sikur, lombok timur, ntb azwaneff2@gmail.com abstract this study is generally attempted to find out whether or not of fishbowl technique effective towards students’ self efficacy in speaking for second grade students of smpn 1 sikur academic year 2017/2018. method of this research was applied is experimental research (quantitative approach). the population of this research was of second grade students at smpn 1 sikur. which consistes of eight classes. the samples, were viii a as experimental class, and viii c as control class. they were chosen by using cluster random sampling technique with lottery. experimental class was treated by using fishbowl technique, and control class was treated by using role play. the technique which was used to analysis the data was test formula. from the research data found out that the students’ ttest score (1,73) and t-table (1,667) from (df) was 64. based on the result of the study, and the correlation between self-efficacy and speaking was r-test (2,70) > r-table (0,320). it can be concluded that the use of fishbowl technique has positive effect toward students’ selfefficacy in speaking and has correlation both of them at the second grade students smpn 1 sikur academic year 2017/2018. key words: fishbowl technique, self-efficacy and speaking abstrak penelitian ini pada umumnya bertujuan untuk mengetahui apakah teknik fishbowl efektif terhadap self-efficacy diri siswa dalam berbicara untuk siswa kelas ii smpn 1 sikur tahun ajaran 2017/2018. metode penelitian yang digunakan adalah penelitian eksperimental (pendekatan kuantitatif). populasi penelitian ini adalah siswa kelas ii smpn 1 sikur. yang terdiri dari delapan kelas. sampelnya adalah viii a sebagai kelas eksperimen, dan viii c sebagai kelas kontrol. mereka dipilih dengan teknik pruposive sampling. kelas eksperimen di lakukan dengan teknik fishbowl, dan kelas kontrol dilakukan dengan menggunakan role play. teknik yang digunakan untuk analisis data adalah rumus uji. dari data penelitian diketahui bahwa nilai t-test siswa (1,73) dan t tabel (1,667) dari (df) adalah 64. berdasarkan hasil penelitian, dan korelasi antara self-efficacy dan speaking adalah r-test (2,70)> r-table (0,320). dapat disimpulkan bahwa penggunaan teknik fishbowl berpengaruh positif terhadap self efficacy siswa dalam berbicara dan memiliki hubungan di antara keduanya pada siswa kelas ii smpn 1 sikur tahun ajaran 2017/2018. kata kunci: tekhnik fishbowl, self-efficacy dan berbicara introduction speaking is the way to communicate with others, it helps human being to convey the message. moreover, speaking is one of the most important skills to be mastered by all english learners, without speaking skill they do not know how to convey the information, to share their opinion or ideas with others. in short speaking skill is the way the people can to interact with people. chaney (1998: 13) stated that speaking is a process of building and sharing meaning using verbal and non-verbal symbols in a variety of contexts. one of the support when the students speak english is self efficacy. journal of languages and language teaching, vol. 5, no. 2, november 2017 47 bandura (1997: 307) stated that selfefficacy is concerned with people’s beliefs in their capabilities to produce given attainments. one cannot be all things, which would require mastery of every realm of human life. people differ in the areas in which they cultivate their efficacy and in the levels to which they develop it even within their given pursuits. based on the observation at smpn 1 sikur in the academic year 2017/2018, researcher found that the students tend to have low self-efficacy, according to ( barnhardt, 1997) people with low selfefficacy feel that they do not have the power and abilities to learn a language, thus admitting failure from the start. most of the students are lazy to do their assignment given by the teacher, when they still study in class room, shy and afraid to give their opinion in the class room, when the teacher ask the students to describe something based on the material. not confident about their ability it maked them confuse to speak english in the class, sometimes when the teacher ask them to practice to speak english in front of the class, many students get nervous and just see their friends. it makes the students not fast to speak, therefore the students often to forget about their vocabulary, and makes the students changes to indonesia language. the problems above may be caused by the use of teacher teaching techniques. the teacher dominate in the class by giving less chance to the students to practice their speaking in the class rooms. based on the explanation above, the researchers was conducting the research entitled the effectiveness of fishbowl technique towards students’ self-efficacy in speaking at smpn 1 sikur. the purpose of this technique is was stimulate the students’ to be more active, the students’ not be afraid, nervous and not confident to give their opinion or to speak in class rooms. therefore, using fishbowl technique, it is expected that the students may have high self efficacy to use and communicate orally in english. the purposes of this technique can stimulate the students’ to have high self efficacy, the students not be afraid and was confident to expressing their opinion, and also make students feel comfort able in learning and enjoy with the material because the teacher not only teach, but also as facilitator and mediator in the class rooms. review of related literature speaking brown (2004: 140) states that speaking is a productive skill that can be directly and empirically observed; those observations are invariably collared by the accuracy and fluency. richard (2008: 19) states that the mastery of speaking skill in english is a priority for many secondlanguage or foreignlanguage learners. consequently, learners often evaluate their success in language learning as well as the effectiveness of their english course on the basis of how much they feel they have improved their spoken language proficiency. thornbury (2002: 1) state that speaking is so much a part of daily life that we take it for granted. the average person produces tens of thousands of words a day, although some people like auctioneers or politicians may produce even more than that. based on the definitions above, it can be inferred that speaking is a basic of person skill to produce language that has meaning and be understood by other people about what the speaker says. self-efficacy according to (bandura, 1997: 307). self-efficacy is concerned with people’s beliefs in their capabilities to produce given attainments. one cannot be all things, which would require mastery of every realm of human life. people differ in the areas in which they cultivate their efficacy and in the levels to which they develop it even within their given pursuits. for example, a business journal of languages and language teaching, vol. 5, no. 2, november 2017 48 executive may have a high sense of organizational efficacy but low parenting efficacy. thus, the efficacy belief system is not a global trait but a differentiated set of self-beliefs linked to distinct realms of functioning. multi domain measures reveal the patterning and degree of generality of people’s sense of personal efficacy. we tend to avoid threatening situations that we believe exceed our coping skills. perceived self-efficacy also affects how successfully goals are accomplished by influencing the level of effort and persistence a person will demonstrate in the face of obstacles. that is, the stronger the perceived self-efficacy, the more active our efforts. higher self-efficacy is also associated with more persistence, a trait that allows us to gain corrective experiences that reinforce our sense of selfefficacy. based on the explanation above it can be concluded that self-efficacy is an perception in own self about how well own self can befunctionin certain situation. own efficacy relates to belief own self to have an ability and do an action which is hoped . indicator of self-efficacy indicator of self-efficacy refers to the self-efficacy dimensions of levels, dimensions and dimension generality of strength. bandura, a. 1994. self-efficacy. in v. s. ramachaudran (ed.). formulates some self-efficacy indicators: (1) the individual sure that their self can be finished a certain task, which is the individual who decide the task have to finished; (2) confident to motivate own self to take the necessary steps in completing the task; confident that we are able to try hard, persistent and diligent; (3) the existence of a hardly effort from the individual to finish the task that is dicided by using all of thing; (4) confident that we survive to face obstacles and difficulties; (5) confident that we are able to do the task which has general range or specific. fishbowl technique silberman (2002: 132) stated fishbowl is a discussion format in which most of the class form a circle discussion, group discussion around it. there two group in fishbowl technique, inner group and outer group. the inner group is a fishbowl group and the outer group is an observer. teacher gives the inner group some topic to be discussed then the outer group is observe them. the fishbowl process engages participants in active listening, active communicating and increased understanding of a variety of viewpoints. it is a method for respectful and equal communication. research method research design the approach that was used by the researcher in this study is quantitative approach. quantitative approach is the presentation of data in form of numeric data and analyze the data by using statistical analysis. according to miller (2005: 4) informal terms an experimental is a means of collecting evidence to show the effect of on variable upon another. where, in this design there was two groups experimental group and control group. for that reason, the researcher used pre-test post-test design. the research design that was used in this study is experimental design in the form of quasi experimental design, control group pre-test post-test design. the test was given to both of classes; for experimental group was treated by using fishbowl technique and control group was treated by using role play. population and sample the population of this research was the second grade student of smpn 1 siku in academic year 2017/2018 are 253 students which were divided into eight classes (viii a are 32 students, viii b are 32 students, viii c are 32 students, viii d are 32 students, viii e are 32 students, viii f are 32 students, viii g are 31 students and viii journal of languages and language teaching, vol. 5, no. 2, november 2017 49 h are 30 students). the researcher in this case used purposive sampling and those two classes that popped out where viii a and viii b. viii a class consist of 32 students as experimental group and viii b consist of 32 students as control group. so, total numbers of sample were 64 students. research instrument instrument here is a thing or a tool that the researcher was used in testing students’ self-efficacy, researcher was use two instruments, first is questioner and second is oral test. there are questionnaire sheet for testing students’ self-efficacy. the students was given a paper sheet by the researcher the researcher provides 25 items and the scale of self-efficacy. one of instrument was using by researcher in teaching speaking to value the ability each of students by using oral questions. based on this study, the scoring system also was apply audio recorder when the researcher gave the pre-test and post-test. it was continued when the researcher did the interview to know how far the students’ self-efficacy in speaking ability. technique of data analysis in this research, the technique of data analysis divided into two general type methodologies, namely; descriptive analysis included (mean, median, mode, and standard deviation) and inferential analysis(the branch of statistics analyzed sample data to draw conclusions about a population). research findings and discussion research findings this chapter leads to discuss the findings of the research and the discussion of the findings. in finding the data, the researcher designed the study base on the test, which was pretest and posttest of both of group. it was conducted to knows the students’ self-efficacy in speaking at second grade students of smpn 1 sikur in academic year 2017/2018. the researcher gave students’ questionnaire both of group, and the researcher was treated the students by using fishbowl technique in experimental group and in control group was treated by using role play. here the researcher got the finally of the data from t-test t-test (to)1,170>t-table (tt)1,667(0,05/95%) so from this result we can concluded that (ha) the alternative hypothesis was accepted and (ho) the null hypothesis was rejected because to was higher than t test. finally the researcher got the data of the correlation between self efficacy and speaking ro= 2.70 ≥ rt=0,224 r-test was highest than r-table at level of significance 5% and n= 64 students means that, there any positive correlation between students self-efficacy and speaking at second grade of smpn 1 sikur in academic year 2017/2018. discussion fishbowl effective for students’ selfefficacy in speaking fishbowl technique was effective towards students self-efficacy in speaking support by ayu wulandari (2015) say that fishbowl method which can be effective teaching tools for modeling group processes that can improve the students’ speaking skill and more active in classroom to practice speaking english. fishbowl technique in teaching speaking gave many advantaged for students to increase their ability in improving students self-efficacy, and the students confidence when speak english .carol craig, ( 2007 ) says that confidence is thus not simply a feeling that things will go well but also a judgment on our own or others’ abilities. in addition, the students’ participation in their motivation can be increased by using this technique is also an appropriate technique can be used to make students feel comfortable to learn in group. harmer (2001) states that motivation is some kind of internal drive which phuses someone to do thing in order to achieve something. journal of languages and language teaching, vol. 5, no. 2, november 2017 50 generally, students give many reasons to avoid their chance in learning if teacher asks them to give their idea orally. but, through fishbowl technique students can work cooperatively and decrease their shy which makes them become afraid in giving and responding the idea. so the resulted of my research that the fishbowl technique was an effective towards students self-efficacy in speaking, because from my research that used fishbowl technique devastated for selfefficacy students, bandura (1997: 307) stated that self-efficacy is concerned with people’s beliefs in their capabilities to produce given attainments. one cannot be all things, which would require mastery of every realm of human life.. it raised after the teacher applied fishbowl technique than applied role play. it’s because fishbowl technique is one of cooperative learning that focus on the students to establish the students ‘belief and motivate their self in learning, this proves that the theory is the same as the characteristics of high selfefficacy. there is positive correlation between self-efficacy and speaking the support of students self efficacy in speaking is they are confidence when speak english in front of their friends. carol craig, ( 2007 ) confidence is thus not simply a feeling that things will go well but also a judgment on our own or others’ abilities. when the students learn in the class, the students not just learn by them self but the students study with the discussion with their friends in the class room. william e( 1889 ) discussion is an effective way to facilitate learning. as we know that discussion can provide the instructor with an opportunity to assess student understanding of course material. with the discussion the students can change their opinion before speak in front of their friends, it maked the students have self efficacy and confidence when the students speak english of students smpn 1 sikur in academic year 2017/2018. conclusion and suggestion based on the statistical analysis, the value of t test was 1,73 and the value of ttable was 1,667 from (df) 32 + 32 – 2 = 62, it was clear that the t-test was higher than ttable. it means that the alternative hypothesis was accepted meaning that fishbowl technique has effective in towards students’ self-efficacy of english speaking at the second grade students of smpn 1 sikur in academic 2017/2018. there is positive correlation between self-efficacy and fishbowl technique” are accepted. meanwhile the null hypothesis (ho) which, states “there is no positive effect of using fishbowl technique in students’ selfefficacy in speaking for the second grade students of smpn 1 sikur and there is no positive correlation between self-efficacy and fishbowl technique” are rejected. the researcher should give some suggestion related to the finding of the study. the researcher expects that there search was beings useful for english teacher, the students and the researcher. the teacher should be more creative to make students self-efficacy increased in using media or strategy that students do not feel bored in the class. the students were become more confident in their own abilities, and they can motivate themselves to resolve the difficult situation, because they have high selfefficacy. the researcher hoped that other researchers had to find a more effective strategy for making self-efficacy of students increased, because fishbowl technique that teachers was used only able to control the students only in the class. references anas sudijono. 2010. pengantar statistik pendidikan. pt raja grafindo persada: jakarta. bandura, a. 1994. self-efficacy. in v. s. ramachaudran (ed.). encyclopedia of journal of languages and language teaching, vol. 5, no. 2, november 2017 51 human behavior. new york: academic press. _________. 1997. guide for constructing self-efficacy scales. toward an unifying theory of behavioral change. psychological review. brown, douglas h. 2007. language assessment principles and classroom practices. california: longman. ________________. 2004. language assessment principles and classroom practices. california: longman. ________________. 2003. language assessment principles and classroom practices. california:longman. _______________. 2002. language assessment principle and classroom practices. california: longman. _______________. 2001. teaching the spoken language. cambridge: cambridge university press. channey, a. l. 1998. teaching oral communication in grades k-8. boston: allyn & bacon. fathurrahman imran. 2015. penelitian experimental. mataram institute of teacher training and education faculty of language and art education english department. john. wileyand sons.2005. essentials of research design and methodology. hoboken, new jersey, simultaneously in canada. miller, steve. 2005. experimental design and statistics (2nd edition). new york: routledge. silberman, malvin l. 2002 active learning 101 strategies to teach any subject,(copyright: simon and schuster company) in http://budiman2013.blogspot.co.id. suharsimi. 2003. prosedur penelitan suatu tindakanpraktik. jakarta: pt. rinekacipta. schunk, d. h. 1995. selfefficacy for reading and writing: influence of modeling, goal setting and self evaluation. educational psychologist. ________________. 2010. prosedur penelitian suatu tindakan praktik. jakarta: pt. rinekacipta. thornbury, scott. 2002. how to teach speaking. new york: longman. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/ 10.33394/jollt.v%vi%i.2537 april 2020. vol. 8, no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp.213-221 jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 213 what lies behind the students’ need in english for specific purposes: a reflection of needs analysis umi rachmawati english lecturer, faculty of economics and business, universitas muhammadiyah magelang, indonesia corresponding author email: rachma15315@gmail.com article info abstract article history received: march 2020 revised: april 2020 published: april 2020 this study was a need analysis study as a part of the research and development of instructional materials for english for business (efb) at universitas muhammadiyah magelang. this study was aimed at finding the students’ needs on their efb course in terms of their personal characteristics, english proficiency assumption, learning motivation, and personal interest in their learning english. this study was conducted in a qualitative study that involved the nature of the qualitative study in nature. the findings of the study indicated that (1) the students’ were adolescents that were ready and conscious to get the lesson, (2) the students felt that they did not have good english mastery, (3) the students’ motivation in learning individually was not as high as learning in groups though they realized that they needed to master the target language, and (4) the students’ preferred to have more topics on islamic values and functions in english and teacher’s roles are planner, information provider, and resource developer. keywords writing instructions; elt learning; communicative learning; how to cite: rachmawati, u. (2020). what lies behind the students’ need in english for specific purposes: a reflection of needs analysis. jollt journal of languages and language teaching, 8(2), 213-221. doi: https://doi.org/ 10.33394/jollt.v%vi%i.2537 introduction the concept of teaching and learning is undergone from several aspects especially from the teachers or lecturers to succeed in the achievement of the goals. these include the needs of teaching and learning. the instructional needs deal with the expected goals of the learning saturated from the fields and the students’ needs in learning. the expected learning goals influence the main learning materials and activities. the students’ needs and wants in learning can modify the way of the teaching to have more engaging and motivating learning. to meet the goals of the instruction in english for specific purposes (esp), the major requirement of the teaching and learning preparation is conducting a needs analysis. all justified content and method in the teaching of esp are derived from the learners (hutchinson & waters, 1987). the approach implemented in teaching and learning is influenced by students’ learning needs, wants, and lacks. the learning materials, activities, and tasks are developed from the data gathered in the needs analysis to make the teaching and learning in line with the teacher’s and the students’ expectations. experts have justified that the process of teaching should be initialed with a need analysis. conducting needs analysis will give a direct view of the teachers or lecturers before they start their teaching. through needs analysis, it is possible for teachers to get the required and expected learning needs and wants (haerazi & irawan, 2020). the needs analysis will also keep the teachers to achieve the main goals of their learning and it will make the learning well guided. as mentioned earlier, the needs analysis is done to know the learners’ characteristics that should be done at the beginning of the teaching and learning process of rachmawati what lies behind students’ need ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 214 each learning cycle. mostly, the needs analysis will be done before the syllabus is created in a certain course. the teacher and the curriculum developer start the needs analysis by gathering data about the target learners. this can be done through interview or/and questionnaire to the target learners. a number of stages of needs analysis include determining goals, determining boundaries of the use, limits of the test, choosing the data collection tool, collecting evidence, evaluating the data, and criticizing the effectiveness of the study (sönmez, 2019). the data gathered will be the basis of the development of the instruction implemented in the esp including curriculum, syllabus, lesson plans, learning materials, and learning activities. the implementation of the needs analysis has been done and discussed in a number of ways. sönmez found that researches on needs analysis were done to identify and analyze the language education needs regarding the teacher and student factors. further, the instructors are expected to gather information from professionals and graduates to be able to address the target situation (chovancova, 2014). focusing the needs analysis on the students’ learning lacks is also influenced research done by alsamadani (alsamadani, 2017). the study presents that students need more learning in writing and reading than other skills. the efl teachers’ beliefs and views toward the implementation of a needs analysis are to be a significant factor to succeed the development of esp materials (ibrahim, ali, rahman, & salih, 2013). those findings show that all members of the instruction share positive beliefs and views on the implementation of the needs analysis. the focus of their studies was on the method of conducting needs analysis and the teachers’ perspectives on conducting the needs analysis. there should be more research on the students’ perspectives on a needs analysis for their own learning goals. the current study was aimed at gathering more information on the needs analysis that focuses on both the students’ perspectives on conducting needs analysis for the class of english for specific purposes. the discussion of the study involved students’ personal characteristics, students’ personal english proficiency assumption, students’ learning motivation, and students’ personal interest to learn english. the specific target was the initial preparation in applying a classroom action research to the development of a handbook of english for business. the compilation of the students learning needs wants, and lacks would become the major source of the development. review of literature needs analysis needs analysis can be simply conducted to share what and how a course is developed (lynne flowerdew, 2013). it is understood as a process of gathering information from the members of the instruction to deal with the preparation of the instructional process. need analysis is done to present what and how a certain course that includes course development, curriculum design, materials selection, teaching methodology, and evaluation (lynne flowerdew, 2013). this is very crucial in the development of english for specific purposes (saragih, 2014). the needs analysis done in esp is to address the language requirement in the contexts of the learners (dudley-evans & st john, 1998). it is clear that the initial process of conducting english for specific purposes should need analysis. actually, needs analysis is aimed at several reasons as proposed by (sönmez, 2019). first, the needs analysis is done to seek information on the students’ purposes of enrolling in the program. it deals with the sources and current situation to present information on the effectiveness of the esp program. second, needs analysis presents information on preferred learning, language skills, and the teachers’ and students’ roles. third, needs analysis provides information dealing with the preferences in teaching and learning activities. furthermore, there are a number of aspects that deal with the needs analysis as used by saragih (2014). they are target situation analysis, wants, means, and subjective needs rachmawati what lies behind students’ need ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 215 analysis, present situation analysis, lack analysis, learning needs analysis, linguistic analysis, and means analysis. the target situation analysis deals with the tasks and activities in the esp. the wants, means, and subjective need analysis are the personal information affecting the way the students learn. then, the present situation analysis is the present students’ language skills. the lack is actually distinct from the target situation and the present situation analysis. the learning needs and linguistics analysis are effective ways of learning the communication information about the target language. lastly, the means analysis is the environment in which the instruction will be run. the process of need analysis consists of several aspects that might be linear and cyclical (dudley-evans & st john, 1998). it can be seen in figure 1 as follows. figure 1. linear and cyclical process of needs analysis (dudley-evans & st john, 1998) english for specific purposes (esp) english for specific purposes is understood as the process of teaching and learning english as a foreign language used in a particular domain or area (paltridge & starfield, 2013). the justification of the particular domain lies in the content and aims of the course. the focus of the course is on the language, skills, and the genres merge to the activities that the learners need. one research that commonly done by the esp developer is classroom-based research. it focuses on the specific needs and expectations of the esp students in a different context that is revealed in the course objectives (cheng, 2011). the results of the classroom research provide more authentic and close to the particular target learners. particularly on the students’ characteristics that can be different from others. by providing a more subject-oriented course in esp, the teacher can help the students to achieve the objectives of their learning. as mentioned earlier, this study sought the needs analysis of the use of english for specific purposes in the business context. business english places language teaching and its processes on the diversity of business activities and context (bargiela-chiappini & zhang, 2013). the theories and methods of international business and cultural management are considered as basic components of international business communication programs. the teaching of english for business is materials-driven and teaching-lead movement. the teaching materials include business negotiations, business meetings, business discourse, business management, business promotion, and other topics related to business management and accounting. in addition, the teaching of english for specific purposes considers the genre, discourse, language, and multimodality. genre refers to the communicative events in a certain domain. discourse means communication in speech or writing. language deals with the linguistics and semantics aspects of the domain used in specific settings and genres. finally, multimodality is the presentation of the language used. this can be literacy, document design, and visualization. there are four kinds of visuals used in presentations namely; scriptural, rachmawati what lies behind students’ need ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 216 numerical, figurative, and graphical visuals. those types of visualization enable the readers to have a complete image of the topic discussed by the writer or speaker. the genre, discourse, language, and multimodality directly influence the visualization. research method this study is done through a survey in which a survey is done to describe, compare, and evaluate the data of the study (akker, bannan, kelly, plomp, & nieveen, 2013). in this study, the researcher collected data through a questionnaire given to all of the subjects of the study since the survey was done to encompass values (ker, chan, fields, beck, & rosenstiel, 2008). the research was initially done by conducting a literary study to develop the questionnaire, developing the questionnaire from the literary study, collecting the data from the questionnaire, coding the data, and analyzing the data. the first step of the study, conducting literary study was done by collecting any information from both the related reference and other studies on the same topic. then, the blueprint of the questionnaire was developed based on the data of the literary study. from the blueprint, the questionnaire was developed and validated by the experts. next, the questionnaire was given to the subject of the study through online survey. online survey was done only for the visualization of the questionnaire though the subjects filled the questionnaire guided and accompanied by the researcher. after being collected, the data were coded and analyzed. the data analysis was done quantitatively and qualitatively. research design this study was a survey study that considered the use of qualitative data. therefore, this study belonged to qualitative research instead of the mixed method that enrolled in the collection of qualitative and quantitative data to explore positivistic and naturalistic paradigms (halcomb & hickman, 2015). the qualitative study was done to reveal the emic of the findings to get a deeper understanding of the subject of the study. the issue of the study used immediate and local meanings of actions from the researcher's point of view to get a rich description of the study (erickson, 1985). subject of the study the target subjects of the study were the students of the faculty of economics and business at universitas muhammadiyah magelang who took english for business in the academic year of 2019/2020. the number of the subjects was 235 students consisting of 155 female students and the rest were male. there was no exception for the students due to the limited number of the target subjects. instruments the survey conducted in this study was done through the use of questionnaire presented in digital or online media. the respondents were asked to fill the questionnaire through google form. to control the respondents’ responses, the researcher accompanied the respondents during their activity in giving feedback on the questionnaire. this was done to give direct guidance whenever the respondents faced difficulties in filling the questionnaire. this was also to control the respondents in giving feedback based on their real experience. actually, there were a number of questions addressed that had been classified into several aspects; needs, wants, and lacks. however, those aspects were compiled in one questionnaire. this was done to make the respondents easier to give responses to the questions. data analysis the data taken from the questionnaire can be classified as qualitative. the data analysis was done through a qualitative approach. the qualitative data were analyzed by coding the data and reveal the emic of the qualitative data through its descriptive qualitative way. the rachmawati what lies behind students’ need ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 217 analysis of the qualitative data was compared to the existed theories and previous research findings. this was done to strengthen the findings of the study. research findings and discussion research findings the first aspect is the respondents’ background including their study program, previous learning experience, and mother tongue. first, there were two major study programs in the faculty of economics and business in universitas muhammadiyah magelang; management and accounting study programs. the number of students in the management study program was 173 and the number of students of the accounting study program was 62. figure 2. the student's study program distribution the number of female students was 155 students and the number of male students was 80 while the age of the students was varied. the number of students in the age of 17-19 was 167, 20-22 was 65 students, and the rest was in the age of 23-25. most of the students graduated from senior high school (76.6%) and 23.4% of the respondents graduated from vocational high school. related to the students’ mother tongues, most of them used javanese and bahasa indonesia as their mother tongues. this was due to the students are commonly from java where javanese and bahasa indonesia were the most common languages used in this island. however, in java especially in central java, most of the schools had other foreign languages taught at schools. in spite of bahasa indonesia that was mastered by 98.3% of the respondents, and english was by 21.7%, korean became the third foreign language mastered (1.7%). mandarin and japanese were the least foreign languages mastered (0.2 %). the five languages represented the way the students in learning foreign languages for their own purposes. the second aspect of the need analysis was the students' lack of mastering the target language. the first question addressed was their language mastery, in which 42.6% of the respondents declared that their english mastery was poor. following it, 39.6% of the respondents had average english mastery. then, 11.5% of the respondents had good english mastery. meanwhile, only 3.4% of the respondents were very poor at their english mastery and 3% of them were good at their english proficiency. there are different percentages of the students’ language masteryclassified into the four language mastery; listening, speaking, reading, and writing. for listening, 36.2% of the respondents had the average listening skill, 31.1% had poor language mastery, 28.1% had the fair listening mastery, and the rest of them had good listening mastery. moreover, the respondents’ reading skills were mostly in average rate (60.4%) followed by fair mastery (26%), good reading mastery (7.7%), and poor reading mastery (6%). the respondents’ writing skill mastery was classified into four levels; good (5.5%), average (39.1%), fair rachmawati what lies behind students’ need ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 218 (30.6%), and poor (24.7%). finally, the students’ speaking skills were also classified into 4 levels of language mastery; good (3%), average (31.9%), fair (30.6%), and poor (34.5%). in addition, the details of the language proficiency were supported by the vocabulary, pronunciation, and grammar. based on the data gathered, the english vocabulary skill was classified into four levels; fair (35.7%), poor (33.6%), average (28.9%), and good (1.7%). the respondents’ pronunciation was also classified into four levels; fair (32.8%), poor (31.5%), average (33.2%, and good (2.1%). finally, the english grammar was responded in four levels; poor (48.5%), fair (30.2%), average (19.1%), and good (2.1%). those skills are considered to be important in mastering the four language skills; listening, speaking, reading, and writing. in relation to the students’ needs, the respondents agreed that they needed to improve their reading skills (161 respondents). the second skill was the writing skills needed by the respondents (154 respondents). hence, 135 respondents agreed that pronunciation should also be mastered. vocabulary mastery, grammar, listening, and speaking skills were in order from the most until the least number of the respondents. based on the data, the respondents agreed on the improvement of the skills rather than the strongly agree, disagree, and strongly disagree. based on the data on the activities that the respondents wanted to have during their english for specific purposes, working in a small group of 3-5 was the biggest percentage (68.5%). working more than five people in a group was preferred by 25.5% of the respondents. the individual working activity was preferred by 15.7% of the respondents while working in pairs was preferred by 13.2% of the respondents. the learning materials that the respondents wanted to have were participating in group discussion, email writing, memo writing, learning business terms, listening for accurate understanding, reading to get the main idea (skimming), face-to-face negotiation, reading critically, making polite conversation with the clients, business report writing, dealing with clients’ objections, and giving an oral presentation. those learning activities and materials are highly preferred by the target learners to support the students’ reading mastery, the topics for the reading activities should be considered. based on the data gathered, a number of topics are very necessary for the students. they are the relationship between humans and allah, the relationship between humans and society, akhlakul karimah, and self-development. one topic that is necessary is about nature or society. those topics are an addition to topics that the students are good at. love, friendships, and peace are the topics that the students are good at while topics about love, courage, heroism, freedom, ethical code and greed are average for the students. figure 3. topics of the learning materials preferred by the students the last aspect is the teacher’s roles during the class in which they are expected to be a planner, resource developer, information provider, manager, facilitator, participant, role model, and assessor. the planner, information provider, and resource developer are the top rachmawati what lies behind students’ need ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 219 three roles that preferred by the students. the teacher’s roles are crucial to succeed in the teaching and learning goals. discussion in this section, the writer divides the discussion into a number of classifications based on the findings gathered. the discussion is presented in the following aspects; students’ personal characteristics, students’ personal english proficiency assumption, students’ learning motivation, and students’ personal interest to learn english. each aspect is elaborated briefly in this part. first, students’ personal characteristics are considered to be a crucial element in achieving the success of language teaching. the students’ maturity to deal with the language teaching influences the way they respond to the instruction and the activities during the class. mostly, the students are in the age of 17-19 in which they are ready to enroll in the class. they also realize the process and the purpose of their learning. students belong to the adolescent that has good cognitive control (iselin, decoster, & salekin, 2009) to support their learning. it means that the students can be their own controller in learning to achieve their purpose of learning. second, the students’ personal english proficiency assumption is also considered to see the students’ personal point of view about their english proficiency. the highest percentage of students’ english proficiency is poor. they justify their english mastery as poor. it means that they do not have high self-esteem in their english proficiency. underestimating themselves, the students will have difficulties in learning english since they have been confused even before the lesson starts. therefore, the students will not master the target language if the teacher does not encourage the students before teaching. the teacher needs to develop the students’ self-esteem and share a positive view of the learning of the target language. the students’ self-esteem directly influences the language learning strategies in terms of effective and strategy use (asadifard & biria, 2013). third, the students’ english learning motivation is viewed as an indicator to succeed the teaching and learning. this can be seen from the students’ responses to the learning activities they expected to have during the learning. the language skills that are needed by the students are the reading skill and followed by writing and pronunciation skills. it means that the students have high motivation to have more activities dealing with the written texts that can be accessed and implemented in their daily communication. it is in line with haerazi, prayati, and vikasari (2019) who state motivation plays an important role to acquire language skills. in addition, students expect to have reading activities motivating themselves which is effected by the techniques in teaching efl reading (cahyono & widiati, 2006; hadi, 2020). having good reading skills, the students can support their writing mastery since writing plays an important role in personal and professional life (wahyuni, 2017). then, the mastery of pronunciation is actually to support the students’ speaking performance since they have low pronunciation mastery. it can be seen from their response to the speaking class that they have very low pronunciation mastery. the final aspect is the students’ personal interest in learning english for specific purposes. this includes the students’ preferences in their learning activities, materials, and teacher’s roles. the students prefer to have more learning activities that involve 3-5 students. it means that the students do not have high motivation and self-confidence to work individually. then, the learning materials deal with the topics and the language functions the students need during their learning of english for specific purposes. the language functions are email writing, memo writing, learning business terms, negotiating, making polite conversation, dealing with clients’ objectives, and presenting in english. the topics that the students expect at most are the relationship between human and allah, human, and society, rachmawati what lies behind students’ need ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 220 akhlakul kharimah, and self-development. the proper selection of learning topics and language functions may merge well with the students’ personal and professional lives. finally, the teacher’s roles in the lessons are varied as mentioned in the previous part. the most role that the students want to have from their teacher is the teacher as planners. the teacher should be able to make the best plan for the students’ learning in line with the students’ learning goals. the teacher needs to be a source developer instead of only using the existed learning resources. this is to support the teacher’s role as an information provider. being a manager for the students is also needed to manage and control the students’ learning process and achievement. the last two roles for the teacher are becoming role models and assessors. being a role model in english proficiency and attitude in learning efl, the assessor helps the students to control their learning achievement. those teacher’s roles directly influence the preparation, process, and evaluation of the teaching. conclusion the main data of the study include several findings. first, the students of english for business are teenagers who are ready and conscious to enroll in the lesson. second, there is a clear belief in the students’ lack of english mastery. third, classroom management should facilitate the students to have more group work activities to improve their learning motivation. fourth, dealing with the use of islamic values in business english, topics on islamic values are preferred by the students to deal with the functions in english with the help of the teacher as a planner, information provider, and resource developer. acknowledgment this study is conducted within the support of the institute for research and community services of universitas muhammadiyah magelang. the institute is also recommended to provide funding body who give financial support (grant) to the study. references akker, j. van den, bannan, b., kelly, a. e., plomp, t., & nieveen, n. 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(2013). the handbook of english for specific. west sussex: john wiley & sons, inc. saragih, e. (2014). designing esp materials for nursing students based on needs analysis. international journal of linguistics, 6(4), 59–70. https://doi.org/10.5296/ijl.v6i4.5983 sönmez, h. (2019). an examination of needs analysis research in the language education process. international journal of education & literacy studies, 7(1), 8–17. wahyuni, s. (2017). journal on english as a foreign language developing writing materials based on ctl approach for indonesian efl learners. journal on english as a foreign language, 7(1), 97–118. https://doi.org/10.33394/jollt.v8i1.2222 http://dx.doi.org/10.30659/e.5.1.43-54 https://doi.org/10.25134/erjee.v8i1.2011 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.8269 july 2023. vol.11, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 419-432 jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 419 types and nature of oral feedback given by teachers on students’ speech befikadu lemma assistant professor in english language teaching, addis ababa science and technology university, ethiopia corresponding author email: befikadu.lemmay@gmail.com article info abstract article history received: june 2023 revised: june 2023 published: july 2023 classroom oral feedback helps students to improve their english language performance. the purpose of this study is to examine english language teachers' attitudes toward different types and methods of providing feedback on students' speech during english classes. to achieve this objective, eight speaking lessons for tenth-grade students at mieraf primary and secondary school were recorded. transcriptions were made from these recorded lessons, specifically focusing on classroom exchanges involving teacher initiation, learners' responses, and teacher feedback. the feedback types utilized in the recorded lessons were based on the models proposed by zahorik (1970) and chaudron (1977). furthermore, the frequency of each feedback type found in the recorded lessons was determined and analyzed. in addition to the transcriptions and analysis, questionnaires were administered to four english teachers who taught in the five sections. these teachers were also interviewed to gather their perspectives. the data collected from the questionnaires and interviews were analyzed both quantitatively and qualitatively. the findings revealed that the teachers frequently employed the elaborate praise type of feedback. moreover, the majority of students expressed positive attitudes toward the feedback they received from their teachers regarding their speech. however, it was noted that a significant number of students expressed the need for feedback from their peers, but only if their teachers provided guidance on how to provide constructive comments to one another. based on the results, it is recommended that students should be informed about the role of peer feedback in improving their speech. additionally, teachers should create opportunities for students to enhance their speech skills independently and encourage them to receive feedback from their peers. keywords feedback; attitude; peer feedback; self-feedback; teacher-feedback how to cite: lemma, b. (2023). types and nature of oral feedback given by teachers on students’ speech, jollt journal of languages and language teaching, 11(3), pp. 419-432. doi: https://doi.org/10.33394/jollt.v%vi%i.8269 introduction according to mcfadzlen, (2015), oral feedback is the teachers’ response to the students’ performance in the teaching and learning process and it is importantly provided by the teachers. as to mcfadzlen, there are many types of oral feedback and each type has a different function. the current research aims to investigate teachers’ attitude about their ways of feedback provision and the type of feedback they provide in the teaching and learning process of speaking skills. in english as a second language context, giving feedback for students’ speech is very important. in the ethiopian context, most students are not happy to be commented and they interpret their teachers’ oral feedback given for their speech negatively. how teachers perceived their ways of feedback provision and what types of feedback they give for students frequently is essential research area. in the academic atmosphere, attitudes have a favorable or unfavorable reaction to a person (gagne, 1985; keli, 1990, myers, 1994) has an explicit impact on our relation with others. even though it has several facets, positive https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:befikadu.lemmay@gmail.com lemma types and nature of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 420 attitude of students towards feedback is very crucial for two reasons, first it is directly related to their performance , and second teachers’ feedback affect students’ behavior in school even more than their parents do (mcfadzlen, 2015; kampookaew, 2020). it indicated that attitude and feedback have a great impact on students’ performance. a comprehensive understanding of the nature of feedback concerning students' interests is of paramount importance. when it comes to language mastery, students need to engage in various types of practice to gain experience. however, simply performing the tasks themselves does not necessarily lead to improved speech; rather, it is the assessment and subsequent feedback provided by others that facilitates progress (ata et al., 2018). unfortunately, in ethiopian high schools, teachers often provide feedback without fully comprehending its nature and the diverse range of students' feelings associated with it. this mismatch between teachers' feedback and students' expectations can create a discrepancy that hinders effective learning. addressing this issue, nunan (1995) suggests that teachers should strive to understand their students' thoughts and provide feedback that aligns with what they have learned. furthermore, nunan (1987) argues that one of the most significant barriers to effective learning is the mismatch between teachers' and learners' expectations regarding classroom dynamics and outcomes. many scholars who have studied on the treatment of errors noted that errors do not indicate that learning has not taken place (dulay and burt,1982). moreover, corrective feedback should indicate the difference between the responses made by the students of the desired response (zamel, 1981). there are positive or negative feedbacks that teachers used in language classes is believed that corrective feedback could affect the learner’s feelings negatively or positively depending on its nature (kampookaew, 2020). kampookaew mentioned that some students may focus on the frustration and fear that corrective feedback has on them whereas other students may emphasize on the role that corrective feedback plays in enhancing their fluency. al wright and bailey (1991:211) indicated that student’s attitude has to be taken in to consideration. the scholars noted, “teachers need a way of predpredictingicating their interpretation and their students’ attitude towards feedback. the effectiveness of the treatment of error would be depending on how it is received rather than what is intended to be”. there are ways that teachers use to provide feedback for students in language classroom. teachers can use different approaches in providing feedback like self-feedback, peer feedback and teachers’ feedback in language classrooms (edge, 1989). a number of studies have been conducted locally in order to assess the provisions of feedback in language classroom. however, all the research studies conducted locally so far were done around the behavior of students and teachers towards feedback in general, but in the current study, emphasis has been given for the attitude of students towards the nature, kinds and ways of teachers’ feedback provisions on their speech. it is possible to say that students who like feedback and if they have positive attitude about feedback and they are encouraging to adjust their output whereas those students who did not understand the role of feedback may not accept feedback. in addition, if the provision, nature and kinds of feedback are appropriate with students’ interest, students will have been enforced for further attempt. in relation to this, researchers who are in favor of the theory of reinforcement learning stated that positive reinforcement play a vital role in language learning. clark (1987) for instance noted that children manage to acquire language depending on the reinforcement made by people around them. local researchers who have conducted studies around feedback did not assess students’ attitudes towards the nature, kind of feedback and way of feedback provisions. these are using elaborate words of appreciation such as “good, “very good” and “excellent”. such phrases make students aware of the adequacy of the lemma types and nature of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 421 utterances and encourage them to keep on training. how do miraf primary and secondary school of grade ten english teachers provide feedback for students’ speech? what is students’ attitude about these issues? however, the following basic research questions are the focus of the current research: what types of feedback do teachers provide for students’ speech? what is the nature of the teachers’ feedback that they provided in the class?. research method research design a mixed approach was used in conducting the study. the research design guides the researcher as he/she collects, analyses, and interprets data. it is regarded as a plan of inquiry (mcmillan and schumacher 2001:72) to provide answers to the research questions. because this study is mixed, the teachers’ attitudes about ways of feedback provisions and the type of feedback they provide for students’ speech was investigated using questioners, interviews and observation the main purpose of the study was to investigate the kinds and nature of feedback provided on students’ speech during english classes. to this end, percentage and frequency including textual descriptive methods were used. this descriptive method could enable the researcher to find out the existing feeling of students about the nature, ways and kinds of feedback that teachers provided to improve the students’ speech. the researcher has conducted an observation for three weeks. therefore, the students’ speech that initiates teachers to provide feedback and the kinds of feedback teachers provided were recorded. moreover, descriptive study is concerned with the development of generalization, the researcher assumed the method to be appropriate for the analysis of the issue under investigation. research subjects this investigation was specifically conducted at mieraf primary and secondary school, targeting grade ten english teachers. the rationale behind selecting this particular grade level stems from the fact that grade ten serves as a crucial transitional phase in the educational journey, bridging senior secondary school education and preparatory education. it is during this phase that students can benefit significantly from feedback in their subsequent learning experiences. therefore, it becomes imperative to examine the attitudes of english teachers at this level towards various types and methods of feedback provision. in adherence to ethical principles, utmost care was taken to treat each participant in a manner that aligns with moral righteousness and appropriateness. to ensure informed consent, individuals were provided with a thorough verbal and written explanation of the study's purpose and objectives. additionally, during the data collection process, participants were assured of the confidentiality and protection of their opinions and responses. to maintain anonymity and safeguard participant privacy, the questionnaires utilized in the study did not require the participants to disclose their names. this approach aimed to create a safe and secure environment that encouraged honest and candid responses from the teachers. respecting and protecting the confidentiality of participants' opinions and responses was of paramount importance throughout the research process. by conducting the investigation at mieraf primary and secondary school and adhering to ethical guidelines, this study sought to gain valuable insights into the attitudes of grade ten english teachers regarding the types and approaches of feedback provision. research instruments for the purpose of data collection in this study, multiple instruments were employed, including observation, questionnaires, and interviews. the participants consisted of all grade lemma types and nature of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 422 ten english teachers, who were interviewed and requested to complete the questionnaires. to capture the dynamics of feedback provision, a total of eight speaking lessons were recorded. during these lessons, the teachers provided feedback to the students, and these instances of feedback were meticulously transcribed. the aim was to examine the various types and nature of feedback employed by the teachers during their interactions with the students. additionally, classroom observations were conducted to gather further insights. each teacher was observed twice during the same lesson, allowing for a more comprehensive understanding of their instructional practices and feedback strategies. these observations provided an opportunity to examine the actual implementation of feedback within the classroom setting. by utilizing a combination of observation, questionnaires, and interviews, this research design allowed for a multifaceted examination of the teachers' perspectives, their feedback practices, and the contextual dynamics influencing feedback provision. the recorded lessons and transcriptions provided concrete examples of feedback in action, while the interviews and questionnaires facilitated a deeper exploration of the teachers' beliefs and attitudes. the classroom observations complemented these methods by providing firsthand observations of the teachers' instructional approaches and the actual dynamics of feedback delivery within the classroom environment. data analysis the following section is about the analysis of the data collected from teachers. questionnaire for teachers the importance of understanding student’s attitude in the provisions of feedback, the importance of feedback for speaking skill, the role of using self-feedback, peer feedback and teacher feedback for improving students speaking skill, the nature of feedback, kinds of feedback and ways of feedback provision., interview for teachers before the interview of the selected teachers, two grade nine english teachers were interviewed. as their responses show, the interview points are important to get what is intended to get from interview. prior to the interview of grade ten english teachers, each teacher’s session was observed twice and the feedback that they provided for student’s speech were recorded. in fact, section ‘d’ and ‘f’ covered by one english teacher. the main objective the observation was just to see the kinds of feedback that teachers give for students’ speech. finally, their response analyzed qualitatively. models to categorize feedback kinds one objective of this research has been to identify the kinds of feedback that teachers provide during english classes on students’ speech. to identify the kinds of feedback those are recorded during classroom observation, models were adapted from pervious works. the only aids in this regard were zahorik’s (1970) model and chaudron’s (1977) model. zahorik’s (1970) models focus on analyzing positive feedback and chadron’s (1977) model was basically meant for analyzing negative feedback. most researchers gave great emphasis in analyzing negative feedback only. but in this study, a descriptive system which combines the best of zahorik’s (1970) chaudron’s (1977) was developed to see both positive and negative feedbacks. before being used the models for this study, the models were tried on other available data (wondwosen, 1992, kassaye, 2006) proved workable. however, the former studies were conducted in relation to students and teachers interaction to feedback. however, the current lemma types and nature of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 423 study or research is different in that it is meant to investigate students’ attitude towards the nature, kinds and ways of feedback provisions on their speech during english classes. in the current study, the combination of two models was employed. the recorded feedbacks are categorized and analyzed according to this model quantitatively and qualitatively. research findings and discussion research findings categorization and analysis of feedback kinds provided in the recorded lessons eight lessons of the four-selected teacher’s feedback on students’ speech were recorded. among these, the classroom lesson interaction containing the i.r.f utterance paradigm i.e. teacher initiation, learner response, and teacher feedback were transcribed. 40 speeches were extracted and transcribed. all feedback elements exhibited in the eight lessons were categorized. moreover, the frequency and percentage of the feedback types exhibited in the recorded lesson have been analyzed. table 1 percentage and frequency of the recorded feedback types no category frequency percentage 1.1. simple praise confirmation 5 12.5 1.2 elaborate praise 24 57.5 1.3 elaborate conformation 8 20 1.4 positive repletion 1.5 positive explanation 2.1. response development socialization with clues 3 7.5 2.2 response improvement socialization with clues 3.1. response improvement socialization without clues 2 5 3.2. response improvement socialization with clues 4.1. several answer socialization without clues 4 10 4.2. several answer socialization with clues 1 2.5 5.1. lesson progression different topics 6.1. interrupt 7.1. simple report of denial 1 2.5 7.2. elaborate reproof denial 7.3. elaborate denial 8.1. repeat 4 10 8.2 repetition with no change (optional expansion) and reduction 2 5 8.3. repetition with not change except in emphasis 2 5 9.1 original questions 9.2 altered questions 9.3 questions 10.1. explanation 4 10 10.2 prompt 10 24.4 10.3 clue 1 2.5 11 transfer 2 5 12 return 2 5 13 provide 2 5 as shown in table 1 above, different types of feedback have been displayed. these feedback types were employed with varying frequencies. this means that some were more repeatedly used while others were rarely used. it can be observed from the table that the range of the frequency is 2.5% and 57.5%. as can be observed during the classroom observation, lemma types and nature of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 424 teachers always used elaborate praise. from the recorded feedback types, five feedback types had the minimum frequency, i.e. 2.5%. when we consider the frequency ranges and types of feedback provided during the recorded lessons, the most frequent feedback type in the recorded lessons was elaborate praise with the frequency of 57.5%. the teacher also confirmed students elaborately with a frequency of 20%. moreover, the teacher provided the ‘prompt’ feedback type, which accounts for 24.4%. it is obvious that this kind of feedback is provided by giving clues that enable students to utter the correct way of saying. it was observed that 12.5% of the feedback type if simple praise confirmation. this type of feedback assures the accuracy of students’ attempt by using the words like ‘yes’ or ‘okay’. teachers always provided the above-mentioned feedback types. in addition, there are feedbacks that teachers sometimes provided for students’ speech as can be seen during classroom observation. these feedback types were ‘repeat’ ‘explanation’ and ‘several answer solicitation without clues’ account a frequency of 10%. as can be seen at the time of classroom observation, teachers asked students to repeat their utterances to give them the opportunity in correcting their speech. this kind of feedback can help students to give emphasis for self-feedback. the frequency of 10% was also an ‘explanation’ type of feedback. teachers indicated the cause of the students’ errors like subject verb agreement after a student used a singular verb with a singular subject. this kind of feedback is important in making students to be perfect speakers of the language. as mentioned above, teachers also forwarded several questions without giving hints. this is a means of giving opportunity for other students to try their best as can be observed even through it is not enough. among the extracted exchanges and feedback types, 7.5% of the recorded lesson was the ‘response development solicitation without clues’ feedback type. in this regard, teachers develop the students’ speech without giving clues. this kind of provision cannot help students to know where the source of error is. category 3.1., 8.2. 11. 12 and 13 accounted for a frequency of 5%. the remaining feedback category type 10, 3, 7.1, 4.2, and 1.4 accounted a frequency of 2.5. from these categories type of feedback, clues are very important for students in correcting their speech by themselves. therefore, teachers must give emphasis on clues in line with the direct provision of feedback since it is very limited during the recorded lesson. besides, the rest feedback types indicated in the above table were never used by the teachers as can be observed during the classroom observation. teachers’ questionnaire the questionnaires for teachers’ had six items; about the importance of understanding students’ attitudes in the provisions of feedback, the importance of feedback for speaking skill, the role of using self-feedback, peer feedback, and teacher feedback for improving students’ speaking skill, the nature of feedback, kinds of feedback and ways of feedback provisions. totally, the items were seventeen. students’ attitude to feedback the first part of the questionnaires given for teachers was about the importance of understanding students’ attitudes in the process of giving feedback. the teachers’ responses are analyzed as follows. table 2 teachers’ response on the importance of understanding students’ attitude in the provision of feedback item responses very important not very important not at all total understanding student’s respondents 4 0 0 4 lemma types and nature of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 425 attitude towards feedback can help you in providing feedback as can be seen from the above table, the entire teacher responded that understanding student’s attitude towards feedback is very important for them to provide feedback for their students. it shows that teachers have know-how about the role of students’ attitudes for the provision of feedback for students’ speech. importance of feedback for speaking skills enhancement teachers were asked about the importance of feedback for the enhancement of students’ speaking skills. their response is analyzed as follows. table 3 teachers’ response on the importance of feedback for speaking skill enhancement item responses high low not helpful at all total to what extent do you thick feedback helps in improving student’s speaking skill respondents 3 1 0 4 the table shows that three of the teachers responded that feedback helps students in improving their speaking skills highly whereas one of them responded that the role of feedback in improving students’ speaking skills is low. from the analysis of the above table, we can conclude that feedback is very important to improve students speaking skills. the role of self-feedback, peer feedback, and teachers’ feedback in improving students’ speaking skills the following table is about the analysis of teachers’ responses concerning the role of selffeedback, peer feedback, and teachers for the improvement of students’ speaking skills. table 4 teacher’s responses on the role of using self-feedback, per feedback and teachers’ feedback for improving students’ speaking skill enhancement item responses highly important to some extent important not important total how peer feedback, selffeedback and teacher feedback are important for the improvement of students’ speaking skill? respondents 1 3 0 4 the above table depicted that three of the respondents responded ‘to some extent important’ to the statement “how important are combing peer feedback, self-feedback and teacher feedback to improve students speaking skill? only one of the respondents responded that combining peer feedback, self-feedback and teacher feedback is ‘highly important to improve students speaking skill. lemma types and nature of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 426 teachers’ feeling about the nature of feedbacks in the following table, teachers’ response of the nature of feedback is presented. their response is also analyzed. table 5 teacher’s response on their feeling towards the nature of feedback items responses very important not very important important total 1 how important is giving timely feedback for students’ further attempt? respondents 1 0 3 4 responses respondents 2. to what extent do you think giving feedback that indicates students’ weakness can help to improve your student’s speech? to great extent 2 to some extent 2 not at all 0 total 4 in the above table of item 1, three of the teachers responded that giving timely feedback is important for students’ further attempts. on the other hand, one of the respondents responded that giving timely feedback is very important for student’s further attempt. in the second item of the same table, two of the teachers responded that giving feedback that indicates students’ weaknesses could help to a great extent’ to improve their students’ speech. at the same time, two of them also responded that giving feedback that indicates students’ weaknesses can help ‘to some extent’ to improve their students’ speech. their responses indicated that giving feedback is very important for students’ speech enhancement. kinds of feedback the frequency of feedback types that teachers used when they teach speaking skills is presented below. table 6 teachers’ response on their feeling about kinds of feedback items responses respondents 1. how often do you use both negative and positive feedback to improve your students’ speech? always 3 sometimes 1 never 0 total 2. how far do you think that both negative and positive feedback help students to improve their speech very much 2 quit a lot 1 not very much 1 total 4 lemma types and nature of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 427 as can be seen from item 1 of the above table, three of the respondents always use both negative and positive feedback to improve their students’ speech. what we understand from their response is that teachers give emphasis for the kinds of feedback and they understood the role of positive and negative feedback for students’ speech. besides, one of the respondents responded that he sometimes use positive and negative feedbacks during english classes. as it is shown in item two of the same table, two of the teachers responded that both positive and negative feedbacks help ‘ very much’ to students in improving their speech whereas one of them responded that negative and positive feedback help students ‘quite a lot’ to improve their speech. item 3, if you say ‘not very much’ what are your reasons? one of the respondents stated that both positive and negative feedback are insufficient for improving students' speech, providing the following reasons: some students exhibit a negative attitude, students do not perceive both types of feedback as beneficial for their speech, and without altering students' attitude, providing positive and negative feedback is not significant. the crucial aspect lies in changing students' attitudes, as emphasized by the response. according to the teachers' feedback, it becomes challenging to assert the importance of both types of feedback for students' speech without first modifying their attitude. thus, teachers bear the responsibility of transforming students' mindsets to a positive outlook. one effective approach to achieving this transformation is through praising students, as it serves as a means to cultivate a favorable attitude towards feedback. teachers’ feelings about ways of feedback provisions in the following table, teachers’ feeling of ways of feedback provisions is presented and analyzed. table 7 teachers’ response on the their feeling towards ways of feedback provisions items responses respondents 1. how often do you help students to comment each other positively? always 1 sometimes 3 never 0 total 4 2. how important is giving constructive comment for students’ speech? very important 1 important 3 not very important 0 total 4 3. which one is important to provide feedback peer feedback 0 self-feed back 0 teachers feedback 1 all are important 3 total 4 according to the above table, three of the respondents responded that they sometimes help students to comment each other positively. if teachers give feedback sometimes, students may develop unfavorable attitude towards feedback. therefore, teachers should give critical emphasis for the issue. even through three of the respondents responded sometimes of item one, one of them responded that he always help students to comment each other positively. this shows that teachers understood the role of peer feedback to improve students’ speech by lemma types and nature of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 428 themselves. this is also very important for students to have positive feeling regarding peer feedback in particular and feedback in general. similarly, for item 2 of the same table, one of the teachers responded that giving constructive comment for students’ speech is very important. this indicated that the respondents have positive feeling towards feedback. in addition, three of the respondents responded ‘important’ for the statement ‘how important is giving constructive comment for students’ speech?” the implication of the above to responses is that teachers have used their own of feedback provision to provide feedback for students. on the other hand, in item 3 of the same table, three of the teachers responded that peer feedback. self-feedback and teacher’s feedback are very important feedback provisions. this implies that teachers have considerable attention for all feedback provisions for students’ further attempt. one of the teachers responded that teachers’ feedback is important rather than otherwise item 4. if your answer is ‘all are important, how do you apply all of them in english classes’ as indicate in item three, three of the respondents responded that all feedback provisions are important for students’ speech improvement. for the question how they apply them in language classroom, they mentioned their techniques as follows. according to their response, all feedback is very crucial for the improvement of students’ speech. they responded that it seems difficult to apply all of them once but it is easy to apply them according to the lesson. their responses have been summarized as follows. all are playing a great role in improving students speaking skill. in order to apply these feedback provisions, considering the nature of the lesson is very important. as their responses indicated, they use all feedback provisions in accordance with the type of lesson they resent in the class. this is found out to be true during the classroom observation, but it is not sufficient. item 5 teachers’ response on mechanisms that they use to promote the role of feedback for students speech improvement accordance to their response, all teachers have their own mechanisms to promote the role of feedback for student’s speech improvement. those teachers who reacted that they use their own mechanisms to promote feedback for students. they provided the following mechanisms. primarily, the respondents responded that since feedback is very important for students, teachers use different techniques to introduce feedback for students like ordering them to criticize each other positively about the phrases they uttered out. secondly, motivate students to express their idea. then, it is easy to give constructive comment for their speech. as can be observed, this type of technique was very limited. thirdly, telling them as committing error is a means of learning. then give chances for their peers to say something about the speech of students. this technique is also too limited. fourthly, comparing their weakness and their strength is another mechanism that teachers employed in english classroom. this is a means of motivating them to construct them through peer correction. during the classroom observation, the researcher observed that only one teacher motivates students to speak by saying ‘do not afraid’, ‘do not worry’ for what you speak, when you speak, you could get good comments from your peers and your teacher. description and analysis of teachers’ interview from mieraf primary and secondary school teachers, four english teaches of grade ten were interviewed to give their own opinion and suggestions regarding their belief about feedback and their students attitude towards the nature, kinds and ways of feedback provisions on students’ speech. their responses to five items are summarized below. primarily, teachers were asked how feedback helps students to improve their speech. all lemma types and nature of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 429 teachers responded that feedback is very important for students are and where they should be. their response did not contradict with what has been gathered through questionnaire. secondly, they were asked to give their justification about the attitude of students’ in accepting and giving feedback. they said that it depends. some students have unfavorable attitude in accepting and giving feedback. they further explained that the status of language throughout the world and its extensive use in academic areas as a medium of instruction in their high school stimulated students to give and receive feedback since it gives an opportunity for them to become fluent in using the language for communication as well as academic purpose. it is helpful for students to develop favorable attitude towards feedback. according to their response, some students use feedback to develop a favorable attitude towards feedback. according to their response, some students who understood the concept of feedback have favorable attitudes whereas others have unfavorable attitude. thirdly, the teachers also gave their justification for those students who have unfavorable attitudes in giving and receiving feedback. some students cannot express themselves. sometimes, when they try to express themselves, they are not happy to accept feedback and to give feedback. this contributed to having an unfavorable attitude towards receiving as well as giving feedback. fourthly, teachers are also asked to give their responses about the importance of peer, self, and teacher feedback for students' speech. most of the teachers responded that all feedback provisions are very important to improve students’ speaking skills. even though all are important, there are problems to apply all of them once like shortage of time, students’ interest to comment each other, and their awareness about the role of feedback in their speech. however, one teacher has responded that teachers’ feedback is important for students’ speech improvement. he further added that teacher feedback is immediate as well as corrective. this response is directly related with what has been gathered through the questionnaire. teachers were also interviewed to give their justification regarding the feedback provisions they use in language classrooms. according to their view, they cannot apply all of them due to the reason they mentioned above. one teacher said that teacher feedback is important for students. he noted that ‘i use teacher feedback due to the reason i mentioned above and teacher feedback helps me to guide students.’ the response of the teacher does not contradict what has been observed during classroom observation and what has been gathered. as it has been indicated under the section of the categorization of feedback, it was stated that the classroom teachers call for the whole class to react the speech of the students. the second teacher also responded that he used all ways of feedback provisions but mostly he used teacher feedback due to time constraints. he sometimes orders students to correct their speech by themselves by giving grammatical clues and by asking students to repeat what they said. his response does not contradict with what has been observed during classroom observation. the rest two teachers reacted in a similar way to the fourth question. they said that they made students to communicate each other. then they called students to present what they did in front of the class. then they allowed students to help each other. their responses show that they use a combination of teacher and peer feedback. to some extent, they use peer and teacher feedback; however, students need self-feedback highly. partially, their responses contradicted with what has been observed and gathered through questionnaires. the last question in the teachers’ interview was on how they manage to change students’ unfavorable attitudes towards feedback. the teacher reported that they used different mechanisms in changing students ‘negative attitudes towards feedback. one of the teacher said,’ in my opinion, teachers should use different strategies or mechanisms like giving value for students performance. we have to say students, you can speak english then me and your peers can give you constructive feedback for your speech and we have to use lemma types and nature of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 430 phrases like ‘excellent’ ‘very good’, and ‘good’ and so on’ it did not contradict with what has been gathered through questionnaire. the rest three teachers underlined that they have the responsibility to change student’s negative attitudes in to positive. they indicated that there are two groups in the class, students who are happy to get feedback and students’ who are not happy to get feedback and students who are not happy to get feedback. they told students as fear is bad and so committing error is a sign of learning. in addition, they pointed out that there are good achiever and low achiever in the class. those who are high achiever cannot speak english or they cannot express themselves by english language. they informed them to balance their ability with their achievement as they explained. these are the mechanism that they used during the process. their response directly much with the response gathered by questionnaire. discussion types of feedback teachers provide for students' speech according to the collected and analyzed data, different types of feedback have been displayed. these feedback types were employed with varying frequencies. this means that some were more repeatedly used while others were rarely used. this finding is similar to the fining of (suraprajit, 2022). moreover, the teacher provided the ‘prompt’ feedback type for students. it is obvious that this kind of feedback is provided by giving clues that enable students to utter the correct way of saying it. this type of feedback assures the accuracy of the student’s attempt by using the words like ‘yes’ or ‘okay’ (mcfadzlen, 2015). teachers always provided the above-mentioned feedback types. in addition, there are feedbacks that teachers sometimes provided for students’ speech as can be seen during classroom observation. these feedback types were ‘repeat’ ‘explanation’ and ‘several answer solicitation’ without clues. this finding is not similar to the work of muhammadi and mustafa (2020). these researchers proved that repeat, explanation, and several answer solicitation have occurred with clues. the reason why these types of feedback appeared without clues might be students may feel that they are not correct. it was observed that teachers have some limitations in combing all feedback provisions. harmer (1981) explained that learning the target language will be facilitated through interactive practices is well established. in the course of interaction, students who have committed an error may repair their utterance by themselves, by their peers or their teachers. it is difficult to say both feedbacks are important for students’ speech without changing their attitude. teachers have a responsibility to change students’ minds into positive ones. praising students is one means of changing students’ mind to have a favorable attitude towards feedback. in supporting this idea, schunk et.al (2008) indicated that students could prepare themselves in criticizing themselves, their peers and to see their teachers’ criticism positively. providing praise for students for their speech is a means that help students towards feedback while praising teachers must give attention for the praise. nature of teachers’ feedback most teachers in the current study said imely feedback is important for 6students for further attempt. this cup tied with the finding of (kampookaew, 2020). giving feedback that indicates student’s weakness could help in ‘a great extent’ to improve their students’ speech. at the same time, the respondents said that giving feedback that indicates students’ weakness can help ‘to some extent’ to improve their students’ speech. their responses indicated that giving feedback is very important for students’ speech enhancement. this means that feedback should provide students with an explanation of what they are doing correctly and incorrectly. teachers provide corrective feedback for students’ speech. providing students lemma types and nature of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 431 corrective feedback in a language situation is important to students responses to questions as their speech is correct or incorrect ( zamel, 1981). as indicated in the analysis section, teachers give timely feedback for students’ speech. the most effective time to give feedback is after students have understood what they have uttered during learning situation. the appropriate and timely feedback can improve students’ speech (cowie, 1995). the findings of the current study aligned with cowie’s findings. most feedbacks given for students speech were criterion referenced. in language classroom, feedback should reference a specific knowledge or skill level of a language. for instance, if we take speaking skills, students should have a good command of english language to speak out in the classroom as well as outside the classroom (suraprajit, 2022). the spring bard that helps students in speaking the language is the feedback that they get from those who are around them. criterion reference feedback tells students how they perform in relation to an established set of knowledge or skills. by contrast, normreferenced feedback tells students how they perform in comparison to other students. conclusion and recommendation this study has been conducted to investigate the nature and kinds of oral feedback given by teachers on students’ speech during english classes. it was conducted with the main intention of finding out the types and nature of teachers’ feedback provided for students’ speech. the relevant data for this study was gathered using observation, questionnaire and interview. the collected data has been analyzed and the result has been discussed in the previous sections. thus, the following conclusions are made based on the findings of the study. eighteen feedback types were provided in the eight recorded lessons which contained both positive and negative feedback. elaborate praise is frequently employed in the recorded lessons. the nature of teachers feedback is corrective and timely. students have also a favorable attitude towards the nature of their english teacher’ feedback, in relation to this, zamel (1981) indicated that classroom feedback should be corrective, timely and criterionreferenced. the current research has been conducted by adhering to the opinion of high school english teachers about kinds of feedback and ways of feedback provision on students’ speech during english classes. in line with the development in the second language research, care has to be taken when dealing with the exchanges that take place in language classes (chaudron, m1977). in other words, the students’ utterances have to be commented on by the language teachers in order to help the students modify their verbal behavior to the desire one by taking into account the attitude of students towards feedback. accordingly, in line with the result and the conclusions stated above, the following recommendations have been forwarded. students should be told the role of peer feedback for speech improvement by their english teachers and other concerned bodies. in addition, teachers should create opportunity for students to improve their speech with their peer to improve their speech. moreover, students should be advised how comparing their speech with their peer is important to improve their speech. besides, teachers should motivate students to give feedback for their peers’ speech as well as to receive from them. students should be informed about the importance of negative and positive feedback for their speaking skill improvement. finally, there should be opportunity for students to comment on each other on their speech. there should be help for students in getting awareness as committing error is a means of learning lemma types and nature of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 432 references alwright, d., & bailey. (1991). focus on the language classroom. london: long man group limited ata, seda; yakar, ali; karadağ, orçin (2018). yabancı dil öğretmenlerinin öğretim sürecinde kullandıkları dönüt türleri: erken çocukluk dönemi yabancı dil eğitiminde bir mikro-analiz, turkish studies educational sciences, 13/11, pp.247268. chaudron, d ( 1977). “ a descriptive model of discourse in the treatment of learners’ errors in language learning” in language learning journal , vol. 22/2 no. 29-46) clark, r ( 1987). curriculum renewal in school foreign language. oxford: oxford university press. dulay, h. burt, m. & krashen, s. (1982). language two. oxford: oxford university pres. edge , j. ( 1989). mistake and correction. london: longman group limited gagne, r. m. ( 1985). the condition of learning. new york: holt, rin chart and winston. harmer. ( 1981). the practice of english language teaching. london” longman group. kampookaew, p. (2020). an analysis of grammatical errors made by thai efl university students in an eap writing class: issues and recommendations. reflections, 27(2), 246-273. retrieved from https://so05.tcithaijo.org/index.php/reflections/article/view/248862 kassaye gutteman. (2006) “an exploration of the provision of feedback during statllite plasma lesson.” jimma senior secondary school in focus m.a. thesis, addis ababa university (unpublished) keil , l.j ( 1990). attitude development. in r.m. thomas ( ed). the encyclopedia of human development and education: theory, research and studies oxford: program press mcfadzlen, n. (2015). why is effective feedback so critical in teaching and learning? journal of initial teacher inquiry , 1, 16-18. mcmillan, j.h. & schumacher, s. (2001). research in education: a conceptual introduction. 5th edition. new york: longman. muhammadi, t., & mustafa, h. r. (2020). errors in english writing of esl/efl students: a systematic review. theory and practice in language studies, 10(5), 520-526. https://doi.org/10.17507/tpls.1005.05 myers d.g (1994). exploring social psychology. new york: mcgraw-hill, inc. nunan d. (1987). communicative language teaching: the learners view. in k.d bikram (ed), communication and learning in the classroom community, (pp.176190). singapore: seameu regional language center nunan, d. ( 1995). closing the gap between learning and instruction, tesol avertedly, vol 29 (1) no 133-158. suraprajit, p. (2022). use, errors, and self-perceptions of thai efl learners with conditional sentences. english language teaching, 15(8), 23-33. https://doi.org/10.5539/elt.v15n8p23 wondwosen, t. (1992). classroom feedback behavior of grade 11 english language teachers.” ma thesis, addis ababa university (unpublished). zahorik, t.a. ( 1970). “pupils’ perception of teachers verbal feedback in the elementary school,” in journal of educational research, vol. 63, no 19. zamel, v. (1981). cybernetics: a model for teachers in the esl classroom, tesol quarterly 15(2). pp.139-149. https://so05.tci-thaijo.org/index.php/reflections/article/view/248862 https://so05.tci-thaijo.org/index.php/reflections/article/view/248862 https://doi.org/10.17507/tpls.1005.05 https://doi.org/10.5539/elt.v15n8p23 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3491 april 2021. vol. 9, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 204-211 jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 204 investigating the implementation of google classroom to improve reading comprehension: advantage and disadvantage ¹lusi susanti, ²esti junining, & 2hamamah ¹student, linguistic study program, brawijaya university, indonesia. ²lecturer, linguistic study program, brawijaya university, indonesia. corresponding author email: lusisusanti01@student.ub.ac.id article info abstract article history received: february 2021 revised: april 2021 published: april 2021 when deciding to use the media, of course, the decision to use the media must be able to accept the advantages and disadvantages of the media. the advantages of media users are expected to increase understanding in using the media. on the other hand, the disadvantages when using media are expected to be minimized this study investigates the advantages and disadvantages and the effectiveness of using google classroom media to improve students’ reading comprehension. the method used is a descriptive qualitative study. this study indicates that the use of google classroom media is effective in the learning process in elt settings. this research presents the benefits of using this media in the learning process to improve reading comprehension. it can be accessed anytime and anywhere, flexible time, and a more innovative learning model (based on e-learning). some of the benefits that can be obtained from using google media, some shortcomings are encountered when using this media. students must have a google account; there is no face-to-face class; must be connected to the internet; and waste of internet financing. keywords google classroom; reading comprehension; how to cite: susanti, l., juninang, e., & hamamah. (2021). investigating the implementation of google classroom to improve reading comprehension: advantage and disadvantage, jollt journal of languages and language teaching, 9(2), 204-211, doi: https://doi.org/10.33394/jollt.v%vi%i.3491 introduction technological development continues to grow along with the progress of the times continue to globalize. it has an impact on various aspects, including the world of education. the number of applications offered to facilitate the learning process is also a result of the impact of technological advances that impact education. e-learning is one of the concepts of the learning management system (lms). it is designed to define specifications for the process, instruction, or instructional resources, evaluate and disclose data obtained automatically using electronic means. for instance, computers or electronic devices such as software or other electronic media are used for different purposes (ferdianto & dwiniasih, 2019). lms (learning management system) is the most widely used software in educational technology, one of which is google classroom, for example, moodle, blackboard, edmodo, schoology, google classroom, etc. easy internet access also provides extensive opportunities for online-based education. according to inoue and pengnate in alim (2019), google classroom also helps to reduce costs incurred due to the use of more inexpensive stationery and other raw material and can minimize time-consuming energy. in addition, hammi, in nirfayanti (2019), argues that google classroom is a technology that allows cyberspace classrooms to be developed. google classroom can also be used to allocate assignments, request evaluations, and even review submitted assignments. google classroom itself can be interpreted as an online-based class. google classroom is a new tool that was introduced in google apps for education in http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:lusisusanti01@student.ub.ac.id susanti, junining, and hamamah investigating the elementation of ….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 205 2014. some of the advantages of using google class media include being accessible anytime and anywhere, flexible time, more innovative learning models (based on e-learning). google classroom as a medium can be used in the learning process. this class allows teachers to quickly develop and organize work, provide feedback effectively and communicate easily with their class. according to donald yates (2017) in sukmawati (2019), google classroom is to provide an integrated learning environment in schools to facilitate the development of paperwork and marking for students. google classroom media offered is expected to improve the level of education better. in this case, google classroom is applied in learning to read comprehension. the importance of reading learning is also contained in the 1945 constitution that emphasizes the importance of reading and writing proficiency and proficiency, proficiency arithmetic, and communication skills " khasanah, (2016). it is clear that reading is one of the keys to achieving other abilities such as writing, counting to communicate. in addition, strevens in verdiansyah (2020) argues that the ability to read is a crucial tool between both the teacher and the learner because reading gives access to a broad range of language skills and knowledge. next, ruslan (2019) says that reading activities are very important for everyone to increase their knowledge. on the other hand, according to the dean in muslaini (2017), reading is more than simply seeing sentences, more than spelling out written words properly, and more than understanding the significance of individual words. reading is not only looking at words in the book and pronouncing them, but knowing all the elements of a book. talking about knowing the element of reading, it's not separated from reading comprehension. it's in accordance with cain's statement in ahmadi (2017), which argues that reading comprehension is classified by incorporating a range of processes involving language, reading ability, word knowledge, and fluency as the process of making meaning. this is consistent with the theory of mickulecky & jeffries in ismail (2017) that reading is very important because it can develop the general language skills of students in english; helping students think in english, expanding the english vocabulary of students, improving their writing, and it can be a good way to get new insights, information, and experiences. also, mcmaster, espin, & van den broek in setyadi et al. (2019) asserted that reading comprehension is a method of consciously gaining meaning through the involvement of readers with information and expertise relevant to the quality of reading. in several previous studies, the involvement of google classroom emphasized the effectiveness of google classroom, perceptions of the use of google classroom, google classroom as a learning medium in a university, google classroom as a supporter of the teaching and learning process in this study. the author wants to convey the role of google classroom as a medium to improve reading skills ability. according to hakim (2016) in sabran (2019), the google classroom application aims to simplify the learning process and help teachers manage classes. some features contained in the google classroom media can be utilized by teachers to further facilitate learning activities in the google classroom media. next, hamiyah and jauhar (2014) in pradana (2017) say the learning model is a design prepared through visual media to help visualize the message contained in it to achieve the objectives of the learning process. the importance of good reading skills greatly affects students’ understanding of reading activities. besides being able to obtain a lot of useful information and insights, reading can also foster students’ creativity. this study aims to determine the advantages and disadvantages as well as the effectiveness of using google classroom media in the learning process. susanti, junining, and hamamah investigating the elementation of ….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 206 research method research design this research uses the descriptive qualitative method. according to cresswel (2014), qualitative research is one of the research techniques that provide concise evidence in the form of speech or writing, and a person's action that is analyzed in a specific context that is studied from a systematic, comprehensive, and integrated viewpoint. population and sample this research was conducted at the pdd campus of the pontianak state polytechnic in putussibau, west kalimantan. the population in this study was the first semester students of aquaculture technology (tbp). the reason for taking this population is that students cannot be separated from the learning process. the presence of google classroom certainly has a significant influence both on the advantages of using google classroom and the disadvantages of using google classroom. with this population, it is hoped that google classroom can effectively use some of its features in the learning process. the total number of samples in the study consisted of two classes, namely tbp a and tbp b, totaling 30 students instruments the instruments of this study employ observation, questionnaires, and documentation. observations were made to observe student activities to obtain data related to the object of research. in this study, the observation used as participant observation in which the researcher was directly involved with the object under study. further data collection was carried out through questionnaires. the questionnaire used is a closed questionnaire, where students can directly choose the answers that have been provided. the questionnaire items of this study can be presented in table 1 as follows. table 1 research questionnaire of the use of google classroom no questions answers sd d a sa 1 google classroom can be used in the distance learning process. 2 google classroom provides convenience that can be accessed at any time. 3 there are many advantages when using google classroom. 4 when using google classroom we will find many advantages. 5 google classroom makes it easier for teachers to manage online classes. 6 google classroom makes it easy for both the teachers and students to interact. 7 google classroom can improve reading comprehension. 8 do you agree that google classroom is the main learning medium in the learning process. 9 do you agree that google classroom is a financially efficient application. 10 do you agree that google classroom is a medium that is very easy to use in the learning process. sd : strongly disagree d : disagree a : agree sa : strongly agree the latest data collected from the documentation. this research documentation in the form of lesson plans, textbooks, worksheets, and student attendance. the documentation aims to confirm that the implementation of the google classroom happens in the school. susanti, junining, and hamamah investigating the elementation of ….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 207 data analysis the data analysis in this study was carried out in several steps. the first step is observation. this observation was carried out on tbp students as research objects. this is done to obtain accurate information. in addition to student involvement as the object under study, the direct involvement of researchers also plays a very important role in the observation of this research because this observation is participant observation. so that researchers can directly observe every activity using the sense of sight or hearing. in line with that, guba and lincoln in hamzah (2019) said that observation is an activity related to the senses so that they can obtain the information needed to be able to answer problems in research. in this study, the researcher involved himself in every activity and noted important things that happened in the field regarding research. the second step in this research is a questionnaire. in addition to making observations, researchers also conducted surveys by giving questionnaires to students about the advantages and disadvantages of google classroom. furthermore is the documentation analysis. the documentation analysis in this research was carried out by presenting the documentation data obtained in the field into a narrative test in the form of field. research findings and discussion research findings this section contains the results of research and analysis done with an emphasis on the answer to the problems. the author(s) is recommended to discuss the results according to the findings. in research findings, the author(s) is expected to report the results of procedures in the previous section and to display the data (text, tables, and/or figures) that supports further discussion. any kind of data should be displayed chronologically, as mentioned in the section about methods. the percentage of the use of google classroom can be seen in table 2 as follows. table 2 recapitulation of aquaculture technology (tbp) survey no alternatif jumlah persentase % 1 strongly agree 4 13.33 2 agree 24 80,00 3 disagree 2 6,67 4 strongly disagree 0 0 the recapitulation of the tbp student survey shows the results that google classroom can be used in the learning process. the many advantages of using google classroom can minimize the shortcomings when using google classroom. this is evidenced by the results that state that tbp students agree that the google classroom application provides a lot of convenience in the learning process. the acquisition of 80.00% strongly agrees 13.33%, disagrees as much as 6.67%, and for the category strongly disagrees 0%. the advantages of google classroom media to increase reading comprehension one of the benefits of google classroom media is the convenience that can be accessed anytime and anywhere. it can be accessed anytime and anywhere. this makes it easier to use google classroom learning media. in addition to easy access to learning, it also makes it easier for students to find references related to the material being discussed. also, google classroom media is an online-based class; flexible time provides convenience for students and teachers. so the learning process can be carried out by the agreed agreement. because it is done in a paperless way, the learning process using this media saves time both for teachers and students. in addition, students can also complete assignments more on time. susanti, junining, and hamamah investigating the elementation of ….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 208 many facilities offered in the google classroom media facilitate students in using the learning management system. one of them is the availability of the "classwork" menu. this menu will group files into two, namely task files and material files. google classroom allows for more purposeful and effective teaching and learning activities by simplifying worksheets, increasing collaboration, and fostering communication. teachers can build courses, give tasks, provide reviews and see everything in one place. some of the advantages contained in the findings in this study are also supported by the results of previous research conducted by laili and muflihah in 2020, which stated that google classroom was very effective and efficient and had a significant effect on student writing performance. in addition, soni et al. (2018) say that learning activities through google classroom are more effective because both teachers and students can have conversations through applications offered by google. the disadvantages of google classroom media to increase reading comprehension one of the requirements to be able to use google classroom learning media is that every participant or student must have a google account by registering with a google account. to get the google facility for free, first, register a google account which can be done for free. various facilities are offered, one of which is the google classroom. google classroom is an online-based classroom. there are no face-to-face classes, all done through elearning. this is certainly not as optimal as when learning is done by interacting directly. many shortcomings when choosing not to use classrooms, as usual, one of which is the absence of direct interaction between students and teachers. of course, this can also have an effect on students' emotions. if students normally learn from collaboration and togetherness by using the learning process with this e-learning system, the students' character is unconsciously directed at individualism. this is the most important thing when choosing to use a google media classroom, an internet-based class. the location and situation of the signal certainly greatly affect the connection to the internet network. therefore, learning with google classroom media cannot be used when no internet service supports it. therefore this media may not be used in certain areas that do not have stable networks. in addition, internet service has become an obstacle, and internet costs are also a consideration in using online-based learning media, in this case, especially google classroom media. this cannot be avoided if we choose to use media that is connected to the internet network, so we must be prepared with a cost that is not insignificant compared to the offline learning process. discussion the role of google classroom media to increase reading comprehension the flexible time provided by google classroom makes it easier to access anytime and anywhere. the innovative learning offered provides a special attraction for students who use google classroom as a substitute class for face-to-face classes into synchronous and asynchronous classes. google classroom can send files and images and videos that support learning can be sent through this application. by google drive, all assignments, google docs, sheets, and slides can be easily accessed. thus, the convenience offered by google classroom, consciously or not, can increase students' understanding and reading proficiency because every step provided by google classroom requires students to be more careful so that they can go to the next step to reduce virtual classrooms. susanti, junining, and hamamah investigating the elementation of ….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 209 figure 1. how to submit assignments in google classroom each student must send an assignment, whether it is a quiz assignment, multiple-choice, or a question that has been given through google classroom. through the image instructions above, teachers can follow the steps in submitting an assignment. besides having a forum room for discussion, google classroom also provides a comment column that can be used to ask questions or provide comments in private. the effectiveness of google classroom media to increase reading comprehension the setting process is comfortable and allows making the learning process more effective, and students only need to have a google account to be able to connect and take classes virtually. with google classroom, it can save time, and the convenience offered by google classroom is very helpful for both educators and students. whether they realize it or not, students will be more careful in using the google classroom application or in doing assignments because they are required to reduce the existing steps both in using google classroom in the learning process so that they will read every available section. students can also provide feedback comments directly, as in face-to-face class. google classroom also offers convenience in the form of secure data storage. students or teachers can directly see the assignments and grades that have been given in this application. figure 2. how to make an assignment the picture above shows how to create assignments in google classroom. this application also provides a choice of the form of the assignment that we will use, for example susanti, junining, and hamamah investigating the elementation of ….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 210 assignments in the form of material, quizzes (multiple choice), or assignments in the form of essay questions. figure 3. how to create a few class in one google classroom media the picture above shows one of the google classroom features that can help the learning process become easier. with one google classroom application, the teacher can create several classes of subjects. this is very helpful and saves space and time in class management. conclusion the latest features offered by google classroom greatly assist students in doing assignments with flexible access time. as well as innovative learning can help students be more creative. from some of the conveniences offered by the google classroom media, several things must be considered when using this learning media. the ease of access offered must be by the circumstances. every student who follows e-learning in the form of google classroom must have an account first. besides that, when there are problems regarding the material presented, students can only ask questions through google classroom, and the teacher also responds through google classroom, so when there are obstacles encountered by students and they cannot get a response directly because there are no face-to-face classes. this is certainly different from the presence of classes directly. finally, in addition to the aforementioned obstacles, internet costs are also one of the inhibiting factors in joining google classroom. the use of google classroom provides quite a convenience with the features offered. from this explanation, this study can be concluded that the google classroom media is not the only perfect media, but the google classroom media can provide fresh air for easier and wider access, considering that this media is netted on the internet. acknowledgement the author would like to thank all of the parties involved in completing this research. furthermore, thanks are also conveyed to the pontianak state polytechnic pdd campus, especially the aquaculture technology study program, which has provided the opportunity and support to carry out this research. finally, the author also thanks the journal of languages and language teaching journal (jollt) for the chance to publish this article. 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(2020). text complexity in reading texts of indonesian senior high school english textbooks using coh-metrix 3.0. diglossia: jurnal kajian ilmiah kebahasaan dan kesusastraan, 12(1), 1-10. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3508 april 2021. vol. 9, no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 236-242 jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 236 viewers’ language styles on gold digger: a multimodal analysis 1neny namirah & 1,2didin nuruddin hidayat 1department of english education, uin syarif hidayatullah jakarta, indonesia 2corresponding author email: didin.nuruddin@uinjkt.ac.id article info abstract article history received: february 2021 revised: march 2021 published: april 2021 this paper undertakes viewers' languages style on gold digger using a multimodal analysis. this paper aims to depict the language style of viewer comments on gold digger prank in youtube channel content. comments on the contents of youtube channel may differ from active viewers, and the language style they utilized shows the culture, the background, or class where they are from. therefore center on language style constitutes the main point of this study. the corpus was achieved by viewers' comments on the gold digger prank as one of the youtube channel contents. the study employed a descriptive qualitative research approach and the content or viewers comments on youtube as the form of data. the study will focus on the viewers' style language in commenting on the prank content called gold digger in the youtube channel and the style language that the viewers mostly utilized multimodal analysis. casual style is the dominant style conveyed by the viewers. the viewers' language style varies on the bases of the intimacy, the social interaction and the community from which they come, and the media in which they share their thoughts. keywords discourse analysis; language style; multimodal analysis; how to cite: namirah, n., & hidayat, d.n. (2021). viewers’ language styles on gold digger: a multimodal analysis. jollt journal of languages and language teaching. 9(2), 236-242, doi: https://doi.org/10.33394/jollt.v%vi%i.3508 introduction language is a device to communicate with others. without language, humans have difficulty interacting with others. language is the most significant part of social life (renkema, 2004). everyone needs to comprehend language variations and styles to avoid misunderstanding between them in society. currently, most indonesian people use social media as part of their life, especially for teenagers. this has become an issue of great importance recently because social media is a means of their communication to socialize with each other. they can create and share many social media things about their activities, feelings, experiences, and many things in their life such as photos, audio, or video. social media platforms represent a new place where people, organizations, and even governments can commercially, socially, politically, and educationally interact with each other and exchange information, thoughts, products, and services (alalwan, 2018; joe & anto, 2018; li, 2017; ratnasari et al., 2019; westenberg, 2016). social media has attracted teenagers to use it in their everyday life. furthermore, they can spend most of their time just using their gadget for hours and even neglecting their family, their surroundings, and even their school tasks. freitas (2016) stated that people are losing sight of the things that ground our life in connection and love, in meaning and relationships. on the other hand, social media is beneficial as a source of information. it is used online, and they need to have an account to use it. the social media mostly used by teenagers are whatsapp, facebook, twitter, path, line, youtube, etc. (meeker, 2019). youtube is a popular website for social media that offers various videos such as video clips, movies, and videos developed and made by youtube users themselves (brook, 2011; fleck et al., 2014). we can watch youtube on this social network by watching motion pictures. people now use youtube to convey feelings through music videos and even films that describe http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& namirah & hidayat viewers’ language style on … … jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 237 other regions' experience or culture. not only for those things but also for making and producing funny and romantic videos. funny videos or usually called “prank,” can mostly be watched on youtube. the one who uses and creates or makes content is called youtubers. some individuals are interested in becoming a youtuber because they can get royalties from it when posting their videos and attracting several viewers or subscribers. in youtube video material, a practical joke or prank has become more popular in recent years. to make a fool of someone or group to make a joke, people use youtube. a prank is a mischievous prank played on others, which normally causes the victims to be humiliated, puzzled, confused, or uncomfortable. a person who performs a practical joke is called a “practical joker.” any separate comments on the prank's content made by youtubers suggest that audiences on youtube will make constructive and negative or even encouraging comments on the content of the prank. the "gold digger" prank is one of the contents in youtube that depicts a person who likes or dates others because of how much money they have rather than love. gold digger is a woman who explicitly desires material and economic benefits above all else and who is willing to exchange sex for it (stephens & phillips, 2003). the amount of comments made by viewers relates to the content. they use a variety of language styles to express feedback about the prank that readers will understand. language has various styles, and its style plays a significant role in comprehending the meaning of social communication in language to provide the purpose of social interaction. style focuses on verbal communication methods how speakers use the language variety resource to make sense of social experiences (coupland, 2007; ross & coleman, 2010). using different styles makes it easier to understand, as well as by whom the language is spoken. several levels of style utilized by people distinguish among several degrees of difference (epstein, 2003). in linguistic, language style is included in semantic scope. it has five styles. they are frozen, formal, intimate, consultative, and casual. the present study intends to investigate the types of language styles used in youtube viewers employing multimodal analysis to analyze the language types used in viewers' comments of gold digger prank comments and generate interest. the study aims to analyze viewers' language style in youtube channels in gold digger prank content. furthermore, the study seeks to investigate the most language styles used in viewers' chats about gold diggers' prank content. in recent years there have been significant studies that addressed discourse analysis of language style. the writer observed several studies which have similarity to this present study as reference. three studies had been conducted. the first is a style and language of inequality in the movie “the king’s speech” written by (karim, 2014). this study is focused on how a particular linguistic variable gets associated in the popular mind with a particular variety. this study utilized a qualitative approach to depict the use of language used by the king in the movie. she described how the language and speaking ability has its own power. another study by nyagaka and james (2014) examined adverts associated with business premises, vehicles and institutions in languages like english, kiswahili and ekegusii found in the two towns of kisii and keroka. these adverts are studied in terms of context, content and invitation or persuasion potential using the semiotics linguistic landscape (ll) for easier categorization. they employ sperber and wilson theory of relevance (rt) focusing on the narrowing and broadening of words’ meanings, disambiguation, and adding of social meaning; and presuppositions in the language that formulate information and strategy of advertising furthermore, similar work has also been pursued by misauri (2018). although differing in practice, the methods are conceptually the same. he conducted the study of analysis of colloquial expressions in gold digger prank and used a descriptive qualitative method. the author discovers the colloquial expressions and analyzes the significance of the colloquial expressions found in the gold digger prank film. this study's data are in the form of words, namirah & hidayat viewers’ language style on … … jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 238 phrases, and sentences containing the colloquial expressions contained in the film. the author inferred from the review and finding that the colloquial expressions are regarded as impolite and rude language since they are casual or informal language or ordinary language. these three studies have similarities and differences with this present study. first, compared to the research conducted by (karim, 2014), the object of the study is the king speech. he analyzed the style and language in the movie “king’s speech while the object of this study is viewers comments on the gold digger prank in the youtube channel and focused on analyzing the viewers' language styles. the previous study focused on how special linguistic variables are associated in the popular mind with various elements. by contrast, the research study focuses on analyzing the language used styles, whether it a frozen style, deliberative style, consultative style, casual style, or intimate style. second, compared to the research conducted by nyagaka and james (2014), this study's object is different as well. they utilized semiotics linguistic landscape (l l) for easier categorization and applied sperber and wilson theory of relevance (rt), focusing on the narrowing and broadening of words’ meanings, disambiguation, and adding of social meaning; and presuppositions in the language that formulate information and strategy of advertising. on the other hand, this recent study used modality analysis to analyze the texts. third, misauri (2018) focused on the analysis of colloquial expressions in gold digger prank. the author analyzed the meaning of colloquial expressions found in the gold digger prank video and achieved the data of this research using words, phrases, and sentences containing colloquial expressions found in the video. by contrast, this study focused on the phrases or sentences utilized by the viewers in the gold digger video in the youtube channel and analyzed based on the language styles. based on the background above, the present research endeavored to address the following questions: what the language styles are utilized by the viewers in gold digger prank in the youtube video and what factors influence the language styles utilized by the viewers in gold digger prank youtube video. the study results are expected to provide useful information for the youtube prank channel viewers to be wiser in providing comments because all people in indonesia read all the comments. for youtube content creators, the study results are expected to choose significant content in the video and provide educated content because the viewers are common people and kids who still sit in schools. finally, the study's result is expected to reference other researchers as the basic consideration to implement further research. research method the present study employed a descriptive research method in a multimodal analysis of viewers' comments on gold digger's prank prank. the details in this study were verbal texts embedded in the viewers' comments on the prank's content. words, phrases, clauses were the components of the verbal texts in the viewers' comments. there are thirteen phrases and clauses that were analyzed. five numbers are clauses, three numbers are imperatives sentences, and two are affirmative sentences. the last three are phrases. there are hundreds of comments, but the researchers only took thirteen phrases, words, or clauses representing the language styles. the researchers watched prank material on the youtube site. then, the written text in the form of discourse is taken from the comment of viewer chats of youtube channel, and it is in the form of a youtube channel titled “gold digger prank part 11”. thus, the researchers categorized per sentence, phrase, or clause based on the language styles' five characteristics. after that, the researchers elaborated and depicted how the viewers employed the language styles and the most frequently used language styles after seeing the gold digger youtube page's contents. having classified based on the language styles, the researchers found out the factors that influence the viewers' language styles. namirah & hidayat viewers’ language style on … … jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 239 research findings and discussion the researchers present the data taken from the viewers’ comments from gold digger youtube channel in these findings. the data are presented in words, sentences, clauses, and utterances. it is categorized and analyzed based on martin joss's theory that focuses on viewers' comments on gold digger prank part 11! hooman tv. the researchers found many data appropriate to the language styles and took only 13 comments. then, the data were divided into four types of language styles as presented as follows. table 1 kinds of language styles found in “gold digger part 11!hooman tv language styles viewers comments number of occurrences percentage frozen style 1. this is how many gold diggers are on this earth. 2. this is how many people hate gold digger 3. whenever a girl asks whether it is your car, she is definitely a gold digger 3 0.23% formal style 0 casual style 1. “i’m just a little shyyy” 2. when mouse sees the cheese, when gold digger sees money. damn, two gold diggers exposed at the same time. 3. green motherfuc…secree but nice video though. 4. hooman, do more gold digger pranks! love the cars also bro! damn! i need a car. 5. damn, two gold diggers exposed at the same time. 6. aah, the famous line 6 0.46% consultative style 1. bring these gold diggers in expensive restaurant and left them with a check. 2. do more gold diggers pranks 2 0.15% intimate style 1. the cars are looking better than the girls. 2. my dream is to own that mclaren when i am older. 2 0.15 total 13 100% the researchers found four language styles that are used in viewers comments in gold digger part 11! there are frozen language, casual language, consultative language, and intimate style. the data yielded by this study as follows. frozen style 1. this is how many gold diggers are on this earth. 2. this is how many people hate gold digger 3. whenever a girl asks whether it is your car, she is definitely a gold digger the viewers' comment above consists of language style and is justified as a frozen style used in a very formal situation. the comment provides in-depth and brief information and is stated by a professional. the tone of the expression used is very strong, reflecting formality. it seems as though the viewers have experienced the mindset of gold diggers in various videos from various cultures to elaborate on the perception of what they have witnessed and observed in their local societies. namirah & hidayat viewers’ language style on … … jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 240 casual style 1. “i’m just a little shyyy” 2. when mouse sees the cheese, when gold digger sees money. damn, two gold diggers exposed at the same time. 3. green mother fuc…secret but nice video though. 4. hooman, do more gold digger pranks! love the cars also bro! damn! i need a car. 5. damn, two gold diggers exposed at the same time. 6. aah, the famous line the sentence in the viewers’ comment above uses casual language. the viewers convey a casual language used among friends, co-workers, or strangers when an informal atmosphere is appropriate. here she writes a very short comment and provides a word of shyyy to show that the video is actually a media that all of the level can be seen and watched. hence, she is free to use the language in the utterance in the video. consultative style 1. bring these gold diggers in expensive restaurant and left them with a check. 2. do more gold diggers pranks the viewer comments above uses consultative style. consultative is generally employed in a semi-formal communication situation. it is also used orally to conduct everyday business. language used in negotiating with strangers, distant acquaintances, or colleagues of unequal rank. in these comments the viewer provides some ideas to the hooman to have a better idea in creating the content for gold digger content by suggesting the chance of taking the gold diggers to a fancy restaurant and leaving them with a bill. intimate style 1. the cars are looking better than the girls. 2. my dream is to own that mclaren when i am older. the viewer comments above are classified into intimate style. it narrates the a completely private language developed within families and the closest friends. they convey the comment as if the youtube creator is like family and close friend. they utilized polite utterances and response based on feeling and attitude without hurting or underestimate others. coupland (2007) using a particular feature, a speaker might style himself or herself as, for example, more or less powerful within a particular relationship, or style the relationship as being a more intimate or less intimate one. this paper examines the gold digger language style using a multimodal analysis. this paper aims to represent the language style of the viewer's comments on the gold digger prank in the youtube channel's material. comments on the youtube channel contents vary from those of active viewers, and the language style used reflects the history, context, or class from which they come. here the explanation of the findings was depicted as follows: language styles that utilized by the viewers in gold digger prank in youtube video the description of the data collected through the classification showed that casual style, frozen style, formal style, consultative style, and intimate style were the viewers' language styles. it is supported by the number of occurrences shown in table 1 kinds of language styles found in gold digger part 11! hooman tv. the casual style, as shown in table 1, showed 0.46% of occurrences. the data showed that viewers used more casual styles than other styles. any of this supports the majority of occurrences in table 1. in the public comments on the youtube channel video, people's casual style lets them feel free to say what is on their minds and without feeling afraid or intimidated. it is in line with zulaekho (2011), who stated that casual style has four characteristics: the use of nickname when addressing one another, rapid and slurred pronunciation, the use of slang, and the use of non-standard forms. from the findings, the sentence hooman, do more gold digger pranks! love the cars also, bro! damn! i need a car, is one of the casual styles because the viewer namirah & hidayat viewers’ language style on … … jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 241 provided advice and suggestion to the creator of the youtube channel of gold digger, the hooman to perform more gold digger pranks. the sentences showed an informal situation as if the viewers were talking to his friend, making the public viewers more relaxed to comment even dared to use slang language. on the other side, based on table 1 presented in the findings, frozen style had 0.23% of occurrences. as the second number of the most occurrences. it indicated that viewers used the language style in brief and professional-stated detail. the sound of the used expression is very strong, indicating formality. from the statement in the findings, this is how many gold diggers are on this earth, is one of the viewer's frozen language style in public comment of youtube channel video. the viewer used the most formal style and had symbolic value. furthermore, the viewer commented about the condition of gold diggers in this era and seemed to have observed gold diggers in his region. to understand speaking and style as sociolinguistic processes, we need to understand the idea of social organisation that integrates a situational and cultural context (arizpe et al., 2014; coupland, 2007). the viewer used lengthy and deliberate sentence constructions and nearly no reactions between the viewer and the others. according to the description in the findings above, the study also explained that both the consultative and the intimate style had the same number of occurrences. consultative and intimate style had 0.15% occurrences. the consultative style implied that the authors used sentences, phrases, or clauses to show a semi-formal interaction condition. it is used orally to conduct daily business activities as well. language used to negotiate with strangers, distant acquaintances, or unequally ranked colleagues. the findings statement, bring these gold diggers in expensive restaurants and left them with a check, tells about a suggestion to bring the gold diggers to a fancy restaurant and let them pay for it. the sentence gives an idea or the way for the content youtuber to do another activity for the gold diggers. the comment also showed the distance between the youtuber and the viewer, so the language style used is semiformal interaction. this condition was also approved by indra and hamzah (2018); in a consultative style, people tend to consider what they write in order to be understood by other people. they are not only thinking about what they feel but also the content of their comments. another 15% of occurrences were intimate style, implying that the viewers' language was respectful and offered a comment focused on feeling and mood without harming or underestimating others. on the other hand, in table 1 above, formal style was rare to be used by the viewers in commenting on the content of the youtube video gold digger part 11. since the content of the youtube video is shown for amusement, the comments made in public are just for enjoyment. based on the results obtained as reported in the above findings, it is revealed that the viewers used four language types. the use of language types showed the factors that affected them, such as familiarity, closeness, social connection and community, class, and professionalism. conclusion this study is conducted to find the language styles used in gold digger content of prank in youtube channel. the data yielded by this study can be concluded that from the five language styles proposed by martin joss there are 0.46% used casual styles in viewers comment, frozen style 0.23%, consultative 0,15%, and intimate 0.15%. casual styles is the most dominant one conveyed by the viewers. most comments that conveyed as if they were chatting with their friends, acquaintances, and insiders are why they use slang, ellipses, and verbal formulas. the viewers' language style differs based on the intimacy, the social relationship and the culture where they come from, and the media where they express their thoughts. because youtube is a social network where people do not communicate personally, they are free to make remarks without a propensity and even fear of being replied to or contradicted, or even scolded by the youtuber content. namirah & hidayat viewers’ language style on … … jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 242 the result of this research does not cover all kinds of language styles. however, this is still far from the complete one. by this study, the researchers expect to help people interested in discourse analysis, especially in gold digger comments. moreover, the data can be useful for youtuber content creators to create more creative content. the viewers can help them be more alert in conveying some comments, especially the language styles. further analysis can examine the viewers' comments on a very formal speech by someone who has a significant status and has an excellent influential effect on others. references alalwan, a. a. (2018). investigating the impact of social media advertising features on customer purchase intention. international journal of information management, 42, 65– 77. https://doi.org/10.1016/j.ijinfomgt.2018.06.001 arizpe, e., bagelman, c., devlin, a. m., farrell, m., & mcadam, j. e. (2014). visualizing intercultural literacy: engaging critically with diversity and migration in the classroom through an image-based approach. language and intercultural communication. https://doi.org/10.1080/14708477.2014.903056 brook, j. (2011). the affordances of youtube for language learning and teaching. hawaii pacific university tesol working paper series, 9(1,2), 37–56. coupland, n. (2007). style: language variation and identity. cambridge university press. epstein, e. l. (2003). language and style. routledge. fleck, b., beckman, l., sterns, j., & hussey, h. (2014). youtube in the classroom: helpful tips and student perceptions. journal of effective teaching, 14(3), 21–37. freitas, d. (2016). the happiness effect: how social media is driving a generation to appear perfect at any cost. oxford university press. indra, i., & hamzah, h. (2018). an analysis of language style of teenagers found in facebook status. english language and literature, 7(1), 98–105. joe, c., & anto, j. j. (2018). instagram and other social media applications: a comparison. research journal of humanities and social sciences, 9(1), 209–212. karim, s. (2014). style and language of inequality in the movie, “the king’s speech.” enh community journal, 1(1), 66–72. li, v. (2017). social media in english language teaching and learning. international journal of learning and teaching, 3(2), 148–153. https://doi.org/10.18178/ijlt.3.2.148-153 meeker, m. (2019). internet trends 2019. misauri, s. (2018). analysis of colloquial expressions in gold digger prank. universitas sumatera utara. nyagaka, n. a., & james, p. w. (2014). language style in advertisement. kampala university research journal, 1(1), 1–12. ratnasari, d., hidayat, d. n., alek, a., & defianty, m. (2019). interpersonal meaning analysis of indonesian politicians ’ instagram captions. advances in social science, education and humanities research, 408, 222–230. renkema, j. (2004). introduction to discourse studies. john benjamins publishing company. ross, j. n., & coleman, m. n. (2010). gold digger or video girl: the salience of an emerging hip-hop sexual script. culture health & sexuality, 13(2), 157–171. stephens, d. p., & phillips, l. d. (2003). freaks, gold diggers, divas, and dykes: the sociohistorical development of adolescent african american women’s sexual scripts. sexuality and culture, 7, 3–49. westenberg, w. (2016). the influence of youtubers on teenagers: a descriptive research about the role youtubers play. university of twente. zulaekho, s. (2011). language styles of muluk in alangkah lucunya negeri ini movie. universitas diponegoro. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i2.2276 april 2020. vol.8 , no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp.108-119 jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 108 communication strategies employed by higher educational students in oral presentation of dayak ngaju language nurliana english lecturer, faculty of ushuluddin, adab and dakwah, institut agama islam negeri palangka raya, indonesia corresponding author email: nurliana@iain-palangkaraya.ac.id article info abstract article history received: january 2020 revised: february 2020 published: april 2020 in an oral presentation of a second language, higher education students commonly face some problems in communication. to overcome these problems, communication strategies are necessary to be employed. in the speaking class of the dayak ngaju language course, especially in oral presentation in history of islamic civilization study program at iain palangka raya, the students employed communication strategies to overcome the problems in communication. however, most of the students tended to employ certain types of communication strategies in the oral presentation of the dayak ngaju language. furthermore, there were no research reports which had been published regarding the types of communication strategies employed by the students of dayak ngaju language as a second language. thus this study was intended to describe the types of communication strategies employed by the fifth-semester students of history of islamic civilization study program at iain palangka raya in oral presentation of dayak ngaju language. a descriptive qualitative design was employed in this study. observation sheets, video recordings, field-notes, and interview guides are the instruments employed in this study. the results of this study showed that the students employed four of five types of communication strategies based on celcemurcia’s taxonomy, namely achievement or compensatory strategies, stalling or time-gaining strategies, self-monitoring strategies, and interactional strategies. the most frequent type employed was an achievement or compensatory strategies. moreover, the most frequent subtype was code-switching. keywords communication strategies; dayak ngaju; oral presentation; how to cite: nurliana. (2020). communication strategies employed by higher educational students in oral presentation of dayak ngaju language. jollt languages and language teaching, 8(2), 108-119. doi: https://doi.org/10.33394/jollt.v8i2.2276 introduction speaking is a productive oral skill which includes producing systematic verbal utterances to express meaning (bailey, 2005). in a second language teaching and learning, speaking is considered as an important part. garbati & mady (2015) argued that speaking in l2 is the most important language skill. many second language classes spend much time to develop the students’ speaking skill. the students’ ability to communicate easily in l2 plays an important role in l2 learners’ success in school and even in social life. therefore, it is necessary for students to achieve communicative competence in l2. the communicative competence in l2 involves both pieces of knowledge of linguistics elements and knowledge required for appropriate l2 use in different contexts (saville-troike, 2012:179). the knowledge required by l2 learners includes communication strategies. dörnyei & scott (1997) define communication strategies as the verbal and non-verbal devices which are employed to overcome the problems in communication and to achieve the goals of communication. each l2 learner may employ different strategies in coping with the problems in communication. in defining and clarifying communication strategies employed by l2 learners, various taxonomies of communication strategies are suggested by the researchers. nurliana communication strategies employed by ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 109 celce-murcia et al. (1995) classify communication strategies into five types, namely avoidance or reduction strategies, achievement or compensatory strategies, stalling or timegaining strategies, self-monitoring strategies, and interactional strategies. according to hadi (2020), the avoidance or reduction strategies refer to some sub-types of avoidance or reduction strategies including message replacement, topic avoidance, and message abandonment. it can help students manage their communication in practice (aprianoto & haerazi, 2019). in addition, the compensatory strategies are circumlocution, approximation, all-purpose words, non-linguistic means, restructuring, word-coinage, literal translation from l1, foreignizing, code-switching and retrieval. the third type is stalling or time-gaining strategies. the sub-types of stalling or time-gaining strategies include fillers, hesitation devices and gambits as well as self and other-repetition (lingga, simanjuntak, & sembiring, 2020). the importance of communication strategy that should be paid attention to is selfmonitoring. according to suadiyatno et al. (2020), the sub-types of self-monitoring strategies include self-initiated repair and self-rephrasing. in the speaking practice, students can prepare themselves with some proper vocabulary before speaking to the interlocutors. when students communicate, students can negotiate using interactional strategies. according to suryadi and muslim (2019), interactional strategies appeal for help and meaning negotiation strategies. it is in line with tarone in saville-troike (2012:178) who classifies communication strategies into five types, namely avoidance, paraphrase. conscious transfer, appeal for assistance, and mime. the first type is avoidance. the sub-types of avoidance are topic avoidance and message abandonment. the second type is the paraphrase. the sub-types of paraphrase are an approximation, word coinage, and circumlocution. the third type is conscious transfer. the sub-types of conscious transfer are literal translation and language switch. the fourth type is an appeal for assistance. the last type is the mime. these strategies are used to help students to acquire communicative competences easily. dayak ngaju language is one of the native languages of dayak people in central kalimantan. at iain palangka raya, dayak ngaju language is one of the compulsory courses in the history of islamic civilization study program. two credits of the dayak ngaju language course are offered in the fifth-semester. the l2 skills taught include reading, writing, and speaking. the most frequent activity implemented in the speaking class of the dayak ngaju language course is an oral presentation. amirian & tavakoli (2016) state that oral presentation has long been employed by university teachers in higher educational contexts for various pedagogic purposes. these include developing students’ confidence in speaking in front of the audience, having the chance of practicing the specific presentation skills and communicating information to the fellow members of the class, having ownership of the classroom subject matter, and sharing information from the personal experience, research and textbooks. based on the result of preliminary observation conducted in the speaking class of the dayak ngaju language course, especially in an oral presentation, it was found that the students faced some problems to communicate in oral presentation of dayak ngaju language. the problems commonly came from the lack of necessary vocabulary and the lack of selfconfidence. it is in line with haerazi et al. (2018) and haerazi & irawan (2020) who state the common problems faced by language learners are vocabulary mastery. to overcome the problems, communication strategies were employed by the students. however, most of the students tended to employ certain types of communication strategies in the oral presentation of the dayak ngaju language. some previous studies investigated the types of communication strategies employed by l2 students. ervin (1979) investigated the types of communication strategies employed by american students of russian. the taxonomy employed in his study was suggested by varadi nurliana communication strategies employed by ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 110 (1973) and tarone (1977) and modified slightly for his study. the result of his study showed that the most widely employed type of communication strategy was avoidance strategies. meanwhile, the most widely employed sub-type of communication strategies was topic avoidance. moreover, latif ugla et al (2012) investigated the types of communication strategies employed by malaysian esl students at universiti sains malaysia. dornyei & scott’s taxonomy was employed in his study. the result of their study showed that the most frequent type of communication strategies employed was interactional strategies. meanwhile, there were two sub-types most frequently employed, namely response: repair and asking for clarification. furthermore, idrus (2016) investigated the types of oral communication strategies employed by malaysian students at a private university in malaysia. the taxonomy suggested by nakatani (2006) was employed in his study. the result of his study revealed that some sub-types of communication strategies highly employed were social affective strategies, nonverbal strategies, and fluencyoriented strategies, and accuracy oriented strategies which were categorized as an achievement or compensatory strategies type. all of the previous studies found and mentioned previously only investigated the types of communication strategies employed by the students of esl and the students of russian as a second language in class. unfortunately, no reports had been published regarding the types of communication strategies employed by the students of dayak ngaju language as a second language. -. thus, the result of this study was expected to contribute to the existing body of knowledge and the teaching-learning process of the dayak ngaju language as a second language in higher education. based on the background of the study stated previously, this study was intended to describe the types of communication strategies employed by the fifthsemester students of history of islamic civilization study program in oral presentation of dayak ngaju language. review of literature communication strategies tarone in saville-troike (2012:177) argues that one of the parts of communicative competence needed by l2 learners is knowledge of how to cope with limitations in their l2 linguistics resources, namely communication strategies. moreover, dörnyei & scott (1997) define communication strategies as the verbal and non-verbal devices employed to cope with the problems in communication and to reach the aims of communication. furthermore, ellis (1997) argues that problems in communication are faced by l2 learners because of the inadequate knowledge of l2. it is in keeping with haerazi, vikasari, & prayati (2019) who the l2 learners may find out some ways to overcome their problems in communication. one of them is applying communication strategies. furthermore, kasper & kallerman (2014:2) define communication strategies as mental plans employed by the l2 learners in response to the internal signals of the imminent problems. based on all definitions of communication strategies stated earlier, it can be inferred that communication strategies are verbal and nonverbal means employed by l2 learners in response to the problems faced in communication. taxonomies of communication strategies there are various taxonomies suggested by the researchers in defining and clarifying communication strategies. celce-murcia et al (1995) classify communication strategies into five types. the first type is avoidance or reduction strategies. the sub-types of avoidance or reduction strategies are message replacement, topic avoidance, and message abandonment in tailoring one’s message to one’s resources. the second type is an achievement or nurliana communication strategies employed by ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 111 compensatory strategies. the sub-types of achievement or compensatory strategies are circumlocution (e.g., employing the description “the thing to open bottles with” to refer to the word “corkscrew”), approximation (e.g., employing the word “fish” to refer to the word “carp”), all-purpose words (e.g., employing the word “thingy”), non-linguistic means (employing mime & gestures, pointing, and drawing pictures), restructuring (e.g., the bus was very … there were a lot of people on it), word-coinage (e.g., employing the word “vegetarianist” to refer to “vegetarian”), literal translation from l1, foreignizing (e.g., employing l1 word with l2 pronunciation), code-switching to l1 or l3, and retrieval (e.g., bro … bro … bronze) in manipulating available language to reach communicative aims and to cope with linguistic deficiencies. the third type is stalling or time-gaining strategies. the sub-types of stalling or time-gaining strategies are fillers, hesitation devices and gambits (e.g., employing the filler “well”) as well as self and other-repetition. the fourth type is the selfmonitoring strategies. the sub-types of self-monitoring strategies are self-initiated repair (e.g., i mean…) and self-rephrasing (over-elaboration) (e.g., this is for students … pupils ….when you’re at school … ). the last type is the interactional strategies. the sub-type of interactional strategies are appealing for help in which the learner exploits his/her interlocutor’s knowledge either directly (e.g., what do you call…?) or indirectly (e.g., i don’t know the word in english … or puzzled expression), and meaning negotiation strategies which are the ways of indicating a problem (e.g., what do you mean by … ?), responding to such an indication by repetition, rephrasing, expansion, reduction, confirmation, rejection and repair, and making comprehension checks (e.g., am i making sense?). meanwhile, tarone in saville-troike (2012:178) classifies communication strategies into five types. the first types are avoidance. the sub-types of avoidance are topic avoidance and message abandonment. topic avoidance is avoiding reference to a subject because of the lack of necessary vocabulary. the second types are paraphrase. the sub-types of paraphrase are an approximation, word coinage, and circumlocution. the approximation is employing an incorrect word, but that refers to a similar object or event. word coinage is making up a new word or phrase to refer to an event or object. circumlocution is describing an event or object instead of employing appropriate vocabulary. the third type is conscious transfer. the subtypes of conscious transfer are literal translation and language switch. the literal translation is translating sentences or text word by word from l1. the language switch is inserting l1 words or phrases into l2. the fourth type is the appeal for assistance. appeal for assistance is asking a native speaker, looking up a word in a dictionary, or consulting some other authority. the last type is the mime. mime is employing gestures or other non-verbal means to refer to an event or object. research method research design since this study was intended to describe the types of communication strategies employed by the fifth-semester students of history of islamic civilization study program at iain palangka raya in oral presentation of dayak ngaju language, descriptive qualitative design was employed in this study. in collecting the data, the researcher observed the students’ performance in the oral presentation of the dayak ngaju language. in conducting the observation processes, the observation sheet, video recordings, and field-notes were employed. after that, a semi-structured interview with the students was conducted. in conducting the interview, interview guides, and field-notes were employed. finally, the data was analyzed and interpreted. nurliana communication strategies employed by ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 112 research subject the subject of this study was the fifth-semester students of history of islamic civilization study program at iain palangka raya in the academic year 2018/2019. there was only one class consisted of 7 students who programmed the dayak ngaju language course. the native language of each student involved in this study was not the dayak ngaju language. the native language of the students was javanese (5 students), banjarese (1 student), and madurese (1 student). instruments to gather the data needed in this study, the instruments consist of an observation sheet, video recording, field notes, and interview guidelines. the observation sheet was employed when doing the observation. the content of the observation sheet was adopted from celcemurcia’s taxonomy of communication strategies. the observation sheet was employed to find out the types of communication strategies employed by the students in the oral presentation of the dayak ngaju language. during the observation, the students’ performance in the oral presentation of dayak ngaju language was recorded by using a video recorder. the recorded data was important for the data transcribing process. field-notes also were employed in observation and interview. in observation, fieldnotes were employed to avoid the possibility of losing the recorded data because of the problems in the video recorder. moreover, field-notes were employed to note down the situation and condition during the oral presentation of dayak ngaju language in class which could not be recorded. in the interview, field-notes were employed to note down what the interviewees said regarding the types of communication strategies frequently employed by the students and the reasons for employing those strategies. in the interview guide, some questions were written to guide the interview. since this study employed a semi-structured interview, the prepared questions in the interview guide were possible to be developed when the interview was done. the interview guide was employed to gather more information from the students regarding the types of communication strategies frequently employed by the students and the reasons for employing those strategies. data analysis to analyze the data of this study, the model of data analysis procedure suggested by miles & huberman (1994) was employed in this study. figure 1. miles & huberman’s analysis model (1994) in data collection, the data were collected using observation and interviews. the observation was employed to observe the types of communication strategies employed by the fifth-semester students of history of islamic civilization study program at iain palangka raya in oral presentation of dayak ngaju language. in conducting the observation, observation sheets, video recordings, and field-notes were employed. after that, interview in data display conclusion drawing & verifying data reduction data collection nurliana communication strategies employed by ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 113 the form of semi-structured interview with the students was employed to gather more information regarding the types of communication strategies frequently employed by the students and the reasons for employing those strategies. in conducting the interview, interview guides and field-notes were employed. the result of data collection was the raw data. data reduction involved the process of selecting, simplifying, and organizing the data which were relevant to this study. it focused on the data directly to solve the problem of the study. in this study, the raw data relevant to this study were transcribed, selected, and classified based on celce-murcia’s taxonomy. in other words, the relevant data was included; meanwhile, the irrelevant data was excluded. the result of data reduction was the transcribed data relevant to this study. in data display, the data were displayed in the form of table and description, as the result of the data reduction written systematically which could be understood and reasonable. the data displayed in the form of table and description were the frequency of each type of the communications strategies employed by the students and the students’ utterances which contained the types of communication strategies based on celce-murcia of taxonomy. the result of data display was the data in form of table and description regarding the types of communication strategies employed by the fifth-semester students of history of islamic civilization study program at iain palangka raya in oral presentation of dayak ngaju language. all the data which have been processed by the researcher were concluded. the conclusion was verifying by looking back to the data reduction and data display after collecting the data. it aimed to get the credible data which supported the valid data. the final conclusion was drawn after knowing that the data displayed has already solved the problem of the study. the result of conclusion drawing & verifying was the final data in the form of a short description regarding the conclusion of the types of communication strategies employed by the fifth-semester students of history of islamic civilization study program at iain palangka raya in oral presentation of dayak ngaju language. research findings and discussion research findings the types of communication strategies employed by the fifth-semester students of history of islamic civilization study program at iain palangka raya in oral presentation sessions of dayak ngaju language based on the result of observation were presented on the following table. table 1 frequency of communication strategies typology frequency rank 1. avoidance or reduction strategies 5 a. message replacement 0 b. topic avoidance 0 c. message abandonment 0 0 2. achievement or compensatory strategies 1 a. circumlocution 0 b. approximation 0 c. all-purpose words 0 d. non-linguistic means 2 e. restructuring 0 f. word-coinage 0 g. literal translation 0 nurliana communication strategies employed by ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 114 h. foreignizing 0 i. code switching 50 j. retrieval 3 55 3. stalling or time-gaining strategies 2 a. fillers, hesitation devices and gambits 18 b. self and other-repetition 28 46 4. self-monitoring strategies 4 a. self-initiated repair 9 b. self-rephrasing 0 9 5. interactional strategies 3 a. appeals for help 14 b. meaning negotiation strategies 0 14 total 124 the result of observation showed that 124 utterances of communication strategies were found. there were four of five types of communication strategies employed by the students in oral presentation of dayak ngaju, namely achievement or compensatory strategies, stalling or time-gaining strategies, self-monitoring strategies, and interactional strategies. based on the data displayed in table 1, the most frequent type employed was an achievement or compensatory strategies. the students employed achievement or compensatory strategies 55 times. the sub-types of achievement or compensatory strategies employed by the students were code-switching, retrieval, and non-linguistics means. codeswitching (2i) was the most frequent sub-type employed by the students. the students employed code-switching 50 times. this strategy was registered when the students included l1/l3 words in l2 speech as in the following example: s7 : talawang ayun panjang sekitar ije sampai dua meter dengan lumbah maksimal lime puluh sentimeter. translation in english : s7 : talawang has the length approximately one meter until two meters and the maximum width is fifty centimeters. from the example above, the student (s7) included indonesian words “sekitar” and “dua” in dayak ngaju language speech. the second sub-type employed was retrieval (2j). the students employed retrieval 3 times. this strategy was registered when the students attempted to retrieve a lexical item saying a series of incomplete forms before reaching the optimal form as in the following example: s3 : helu dohong ingguna akan mandup atawa mang … mangge …. manggetem … translation in english : s3 : in the past dohong was employed for hunting or far … farm … farming … nurliana communication strategies employed by ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 115 from the example above, the student (s3) attempted to retrieve a lexical item saying a series of incomplete forms “mang …mangge” before reaching the optimal form “manggetem”. the third sub-type employed was non-linguistics means (2d). the students employed non-linguistics means 2 times. this strategy was registered when the students attempted to accompany a verbal strategy with a visual illustration as in the following example: s3 : uluh dayak mahapan … (pointing to the picture of talawang) … translation in english : s3 : dayak people employ … … (pointing to the picture of talawang) … from the example above, the student (s3) attempted to accompany a verbal strategy by pointing to the picture of talawang. the second type employed by the students was stalling or time-gaining strategies. the students employed stalling or time-gaining strategies 46 times. the sub-types of stalling or time-gaining strategies employed by the students were fillers, hesitation devices and gambits, and self and other-repetition. self and other-repetitions (3b) were employed more frequently than fillers, hesitation devices and gambits (3a). the students employed self and otherrepetition (3b) 28 times. this strategy was registered when the students repeated a word or a string of words immediately after those words were said as in the following example: s4 : dohong … dohong … dohong iete sanjata tradisional je imercaya gawi uluh dayak akan sanjata paling bakas. translation in english : s4 : dohong … dohong … dohong is a traditional weapon which is believed by dayak people as the most ancient weapon. from the example above, the student (s4) repeated a word “dohong” immediately after that word was said. meanwhile, fillers, hesitation devices and gambits (3a) were employed by the students 18 times. this strategy was registered when the students employed fillers to gain time as in the following example: s2 : talawang iete senjata tradisional yang ingguna akan … emm … ingguna akan untuk melengkapi mandau. translation in english : s2 : talawang is a traditional weapon which is employed to … emm … is employed to complement mandau. from the example above, the student (s2) employed the filler “emm” to fill a pause and to gain time to think what to say. the third type employed by the students was interactional strategies. the students employed interactional strategies 14 times. the sub-type of interactional strategies employed by the students was only appeal for help (5a). this strategy was registered when the students attempted to elicit help from other students by expressing the lack of the needed l2 vocabulary nonverbally as in the following example: nurliana communication strategies employed by ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 116 s5 : dohong iete sanjata tradisional je imercaya … je imercaya ….…………… (puzzled facial expression and long pause) e … (looking at s4 for help) s4 : gawi uluh dayak s5 : gawi uluh dayak akan sanjata paling bakas. translation in english : s5 : dohong is a traditional weapon which is believed … which is believed ….…………… (puzzled facial expression and long pause) e … (looking at s4 for help) s4 : by dayak people s5 : by dayak people as the most ancient weapon. from the example above, the student (s5) indirectly elicit help from another student (s4). the student (s5) kept silent with puzzled facial expressions when she did not know certain words in dayak ngaju language but her facial expression showed that she needed help from another student (s4). therefore, another student (s4) tried to help her (s5) by saying “gawi uluh dayak”. then, she (s5) continued her utterances by saying “gawi uluh dayak akan sanjata paling bakas”. the last type employed by the students was self-monitoring strategies. compared to other types, self-monitoring was the least frequent type employed by the students. the students employed self-monitoring strategies 9 times. the sub-type of self-monitoring strategies employed by the students was only self-initiated repair (4a). this strategy was registered when the students make self-initiated corrections in their own speech as in the following example: s2 : talawang ayun panjang sekitar … sakitar ije sampai due meter dengan lumbah maksimal lima puluh sentimeter. translation in english : s2 : talawang has the length approximately … approximately one meter until two meters and the maximum width is fifty centimeters. from the example above, the student (s2) repaired the word “sekitar” to “sakitar due to her consciousness in using incorrect use of the word. furthermore, the result of the interview with the students showed that to overcome the problems faced in communication, especially in oral presentation of dayak ngaju language, the students frequently employed code-switching, self and other-repetition, fillers, hesitation devices and gambits, and appeals for help. those strategies were employed because those strategies tended to be easy to employ and help them to overcome the problems faced in communication. moreover, the students stated that code-switching was the most frequent strategy employed. this strategy was employed when they could not recall certain words in the dayak ngaju language. since all fellow members of the dayak ngaju language class understood indonesian, they switched to indonesian to make what was said understandably. furthermore, other strategies were not employed because those were not familiar to the students. nurliana communication strategies employed by ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 117 discussion the finding of this study revealed that four of five types of communication strategies based on the taxonomy suggested by celce-murcia (1995) were employed by the students in the oral presentation of the dayak ngaju language. those types were achievement or compensatory strategies, stalling or time-gaining strategies, self-monitoring strategies, and interactional strategies. the most frequent type employed was an achievement or compensatory strategies which included three sub-types. the first sub-type was code-switching. code-switching was employed by including l1/l3 words in l2 speech. the code-switching happens because the students need time to think and they fail so they produce a code-switching strategy (syahid & hadi, 2018). the second sub-type was retrieval. retrieval was employed by retrieving a lexical item saying a series of incomplete forms before reaching the optimal form. this strategy is used some speakers to remind what they have thought previously. because they failed to remember it so they retrieve some lexical items since speaking. it is line with lail (2018) who states that speakers retrieve some lexical items when they say a series of complete language forms. this phenomenon can make students remember the vocabulary they learned. besides, the last subtype was non-linguistic means. non-linguistics means was employed by accompanying a verbal strategy with a visual. it is in line with ermirawati (2018) who conducts a study in story recitation in which students perform the verbal strategy with visual in communication. besides, wahyuningsih (2018) also noted that the self-monitoring with the self-initiated repaired type employed by students frequently in communicative strategy. self-initiated repaired was employed by making self-initiated corrections in l2 speech. the finding of this study confirmed the finding of another study by idrus (2016) that achievement or compensatory strategies were the types of communication strategies that were highly employed by l2 students. this study further revealed that code-switching was the subtype most frequently employed by the l2 students compared to other sub-types. mckey in muin (2011:267) states that code-switching happens when two or more languages exist in a community. the speakers frequently switched from one language to another when they can speak at least more than two languages. moreover, it should be considered that the interlocutor can understand what they say if they switch to another language. furthermore, habibah (2015:17) states that when speakers employ code-switching, the speakers attempt to make the message understandable. the finding of this study also revealed that the students employed code-switching when they could not recall certain words in the dayak ngaju language. since all fellow members of the dayak ngaju language class understood indonesian, they switched to indonesian to make what was said understandably. conclusion four of five types of communication strategies under celce-murcia et al’s taxonomy were employed by the fifth-semester students of history of islamic civilization study program at iain palangka raya to overcome the problems in oral presentation of dayak ngaju language. those types were achievement or compensatory strategies, stalling or timegaining strategies, self-monitoring strategies, and interactional strategies. the type of communication strategies most frequently employed was an achievement or compensatory strategies. the achievement or compensatory strategies were employed by manipulating available language to reach communicative aims and to cope with linguistic deficiencies. the sub-types of achievement or compensatory strategies employed by the students were nonlinguistic means, code-switching, and retrieval. code-switching was the most frequent subtype of communication strategies employed. it was employed to make the message understandable by other fellow members of the dayak ngaju language class. nurliana communication strategies employed by ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 118 references amirian, s. m. r., & tavakoli, e. 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for many years, writing has not been a favorable interest like the other skills. this paper is intended to discuss the role and the effectiveness of using computer edutainment or called education and entertainment in improving students’ writing. the subjects of this research were the students’ class xi a. meanwhile, the objects of this research are students’ skill in writing through computer edutainment. in this research the researcher used car (classroom action research) as the research method, there is 2 technique of collecting the data in this research those are qualitative data and quantitative data. the quantitative data are in the form of numerical data. the data are from students' score of pre-test and post-test while the qualitative used in collecting the data were taken from the result of observation and interview. this study used several data instrument in gathering the data dealing with the question of the study, i.e: writing test in the form of writing essay, observation field note, and interview. the data were then analyzed whether their writing results were reaching the minimum standard or not, and having improvement or not. from the comparisons, the researcher makes a conclusion in the form of descriptions whether the students' ability of xi of sman 1 pajo in writing has improved by the use of computer edutainment or not. key word: teaching writing, computer edutainment abstrak seperti yang dilihat oleh banyak ahli bahasa, keterampilan menulis dalam bahasa iggris adalah yang paling sulit untuk di ajari atau dipelajari. selama bertahun-tahun, menulis belum menjadi minat yang menguntungkan seperti keterampilan lainnya. makalah ini dimaksudkan untuk membahas peran dan efektivitas menggunakan edutainment komputer atau biasa disebut dengan pendidikan dan hiburan dalam meningkatkan tulisan siswa. subjek penelitian ini adalah siswa kelas xi a. sementara itu, objek penelitian ini adalah keterampilan siswa dalam menulis melalui computer edutainment. dalam penelitian ini peneliti menggunakan car (penelitian tindakan kelas) sebagai metode penelitian, ada 2 teknik pengumpulan data dalam penelitian ini yaitu data kualitatif dan data kuantitatif. data kuantitatif berupa data numerik. data berasal dari skor pre-test dan post-test siswa sedangkan kualitatif yang digunakan untuk mengumpulkan data diambil dari hasil observasi dan wawancara. penelitian ini menggunakan beberapa instrumen data dalam mengumpulkan data yang berhubungan dengan pertanyaan penelitian, yaitu: tes menulis dalam bentuk esai penulisan, catatan lapangan observasi, dan wawancara. data tersebut kemudian dianalisis apakah hasil tulisan mereka telah mencapai standar minimum atau tidak, dan mengalami peningkatan atau tidak. dari perbandingan, peneliti membuat kesimpulan dalam bentuk deskripsi apakah kemampuan siswa xi sman 1 pajo dalam menulis telah meningkat dengan menggunakan edutainment komputer atau tidak. kata kunci: pengajaran menulis, komputer edutainment mailto:eviyulandari20@gmail.com mailto:arifrahman@ikipmataram.ac.id jollt journal of languages and language teaching, vol. 7 no.2, november 2019 97 introduction writing as one of the four language skills is the most challenging skill to master by foreign language learners. moreover, writing is one of the productive skills closely bound up with receptive skill work (harmer, 2001, p. 250). english as a foreign language (efl) students need to comprehend writing skill in order to prepare or to empowering them for the essay writing, academic writing, and final academic assignment. writing is not only needed to generate and organize ideas of using the choice of vocabulary, sentence, grammar, and paragraph organization but also it needs strong ideas into a readable text (richards&renandya, 2002, p. 303). in teaching writing teacher should put attention in deciding teaching strategy; particularly in teaching writing context in order to meet the students' need for comprehending writing skill (haerazi et al., 2018). teaching intensive writing in efl context at the level of secondary school level is important, for instants the second-grade students' of senior high school. otherwise, if students' do not have enough knowledge of writing skill, the students' have difficult to express what they fell in written text (haerazi & irawan, 2019). thus asking students to write is not easy due to the lack of vocabulary mastery. in fact, the vii grade of junior high school students' has already been introducing to write text and also related to the grammatical sentence. most of the students' often time look stressed when they are asked to write such short simple writing (angelo, 1989, p. 5). based on preliminary observation of the eleventh-grade students, there were found many problems they faced. those problems, i.e. firstly the students were difficult to think what they would write, they felt confused how they would start to write and they were bored in learning english especially writing because they felt it was not interesting. secondly, the students always felt difficult and confuse in dong task regarding writing because of the lack of teacher methods and variations in teaching writing. thirdly, the teacher usually explained the definition and asked the students to make the paragraph based on the definition, this method made students bored to write, in this case, the teacher just only focused on the definition of the text, furthermore, mostly the students of secondary school level of sman 1 pajo was not good listener, they difficult to pay attention to teacher explanation. as a result, mostly the students of second grade have lack of comprehending writing skill. in this precisely, those problems should be overcome in order to help the students raise their awareness of writing skill, the teacher need to facilitate their method using media that is computer edutainment. to solve these problems, computer edutainment: is one of the appropriate media that can be used to improve students' writing skill (pour 2006). furthermore, raheem (2011) says that computer edutainment is constructive learning technique and medium to introduce writing skill in the early stage. ramsey (2006, p.29) states computer edutainment applications combine entertainment and education in one package. students learn best in a pleasant learning environment and the best learning environment in which students are able to have fun learning. computer edutainment based learning is, therefore, a preferred vehicle for educating students. therefore, developing students' writing through computer edutainment is not through traditional methods however, it may enhance the writing skills of the students (pour 2006:29). in spite of that, in teaching english writing the teacher can use computer edutainment into everyday writing activities of their classroom if this is integrated into the students' language environment, it is jollt journal of languages and language teaching, vol. 7 no.2, november 2019 98 enabling him/her to absorb new ideas and experience that might otherwise be difficult to understand. in other words, computer edutainment can be used as a tool for teaching english as a foreign language in many different school settings (soreensen, et al., 2002). based on the previous statement and the strong desire of finding the solution to these problems, this research was intended to investigate the using of computer edutainment in improving the students writing skill. the use of computer edutainment as the media in the teachinglearning process is expected to give significant result so that gradually, the students’ skill in developing their competencies shows meaningful progress. review of related literature terminology of writing writing is active communication and it is an act of making marks on a certain surface in a form of graphic presentation, to make meaning. furthermore writing is the fourth skill in the english language. in this line harmer (2002, p. 258) who states that the writing is re-writing; that revision-seeing with new eyes has a central role to play in the act of creating text. angelo states that (1989, p. 5), writing is a form of thinking. it means that writing is an activity to express ideas, issue, events, feeling or thinking to others through written form. lyons and heasley (2006) state: “writing as a complex process, and it is frequently accepted as being the last language skill to be acquired (for native speakers of the language as well as for those learning a foreign or a second language)” (p. 13). harmer (2004) claimed: “spoken language, for a child, is acquired naturally as a result of being exposed to it, whereas the ability to write has to be learned”. harmer (as cited in ghodbane, 2010, p. 19) points out that “there are a number of reasons why students find language production difficult”. writing and learning to write has always been one of the most complex language skills (2007, p. 251). nunan (as cited in graoui, 2007, p. 15) agrees that «it is easier to learn to speak than to write no matter if it is a first or second language » (1989, p. 12). this complexity resides in the stages of the process we go through when writing, the lack of knowledge in the subject matter, etc. moreover, it can be related to factors: psychological, linguistic, and cognitive; this applies to write in l1, l2, and fl. besides its complexity, its difficulty, and its importance, writing is a dynamic process which allows writers to work with words and ideas no matter if these are right or wrong. this idea (as cited in graoui, 2007) is supported by zamel (1992) who described writing as a "meaningmaking, the purposeful, evolving, recursive, dialogic, tentative, fluid, exploratory process". more importantly, writing is a process of discovery, i.e., a way to help learners to learn or to discover how to compose a piece of writing. grabe and kaplan (as cited in ghodbane, 2010, p. 19) think of writing as a “technology”, i.e., a set of skills which must be practiced and learned through practice (1996). according to white and arndt (1991), "writing is also a problem-solving activity developing in progress". this means that writing doesn't come naturally or automatically, but through cognitive efforts, training, instruction and practice. even if it is a problem-solving, writing involves processes such as generating ideas, a voice to write, planning, goal-setting, monitoring and evaluating what is to be written and what has been written as well as the right language used by the writer. writing is a progressive activity; it means that learners for the first time writing something done, learners have already been thinking about what they are going to say and how they are going to say it. then after jollt journal of languages and language teaching, vol. 7 no.2, november 2019 99 learners have finished writing, they read over what they have written and made changes and corrections. therefore, writing is never a one-step action; as it is a process that has several steps. a lot of students said that writing is a difficult skill. but it was an actually easy and enjoyable activity if there are an appropriate method and interesting teaching technique. based on the overview in the previous statement, this study concludes that writing is expressing ideas, facts, feelings, experience, and thoughts in written form. in writing, the aspect includes the use of vocabulary, structure of the sentence, composition of the sentence, spelling, and punctuation. those aspects were important to master in order to be able to produce good writing. writing as one of the productive skills was considered difficult, especially writing in a foreign language. assessing writing skills assessing should be careful and meticulous currents tests of writing skill. assessments are used for correct placement in a class, to pre-test and post-test, and to evaluate students. in scoring the students’ writing, the researcher refers to writing scoring system given by in the jacobs et al, (1981) scale; scripts are rated on five aspects of writing: content, organization, vocabulary, language use, and mechanics. the five aspects are differentially weighted to emphasize first content (30 points) and next language use (25 points), with organization and vocabulary, weighted equally (20 points) and mechanics receiving very little emphasis (5 points). table: scheme of scoring writing content 30-27 excellent to very good knowledgeable-substantive-etc 26-22 good to average some knowledge of subject-adequate range-etc 21-17 fair to poor limited knowledge of subject-little substance-etc 16-13 very poor does not show knowledge of subject non-substantiveetc organization 20-18 excellent to very good fluent expression-ideas clearly stated-etc 17-14 good to average somewhat choppy-loosely organized but the main idea stand out-etc 13-10 fair to poor non-fluent-ideas confused or disconnected-etc 9-7 very poor does not communicate-no organization-etc vocabulary 20-18 excellent to very good sophisticated range-effective word/idiom choice and usage-etc 17-14 good to average adequate range-occasional errors of word/idiom, choice, usage but the meaning not obscured 13-10 fair to poor limited range-frequent errors of word/idiom form, choice, usage-etc 9-7 very poor essentially translation-little knowledge of english vocabulary language use 25-22 excellent to very good effective complex constructions-etc 21-19 good to average effective but simple constructions-etc jollt journal of languages and language teaching, vol. 7 no.2, november 2019 100 17-11 fair to poor major problems in simples/ complex constructions-etc 10-5 very poor virtually no mastery of sentence constructions rulesetc mechanics 5 excellent to very good demonstrated mastery of conventions-etc 4 good to average occasionally errors of spelling, punctuations-etc 3 fair to poor frequent errors of spelling, punctuations, capitalizationetc 2 very poor no mastery of conventions-dominated by errors of spelling, punctuations, capitalization, paragraphingetc the concept of computer edutainment edutainment stems from two words education and entertainment, whether that is a narrative, game or some other kind of fun things. this might take the form of a multimedia application for the computer, but in a broader sense, television programs may also be regarded as edutainment (soreensen, et al., 2002). edutainment is a term that describes a computer environment where learning and playing take place simultaneously (pour, 2006). green and mcneese (2007) promote the use of edutainment to supplement the school curriculum. ortiz, et al., (2006, pp. 317-318) suggested some key characteristics of computer edutainment: a. computer edutainment is fun for small kids and young male teenagers. this suggests that entertaining educational computer edutainment would be appealing for a broad audience and applicable not only for primary/secondary school learners but also in corporate and long-life learning. b. computer edutainment is immersive. it transfers the identity of the player to the recreated world and immerses him/her in whatever reality the designer of the game wanted. thus, computer edutainment can provide a constructivist and embodied learning process. c. computer edutainment stimulates cooperation/competition as the environment in edutainment is often populated by characters that provide interaction. for instance, multiplayer computer edutainment involves several players at the same time and makes them collaborate or compete in the achievement of goals. therefore, when computer edutainment applied to education, it can serve as a medium for collaborative learning even without requiring the involvement of actual peers. d. computer edutainment promotes the creation of communities of practice. playing computer edutainment, even a single-player game, is not an isolated activity. new players soon learn details about the strategies, playstyles, .etc. these communities are essential vaults for learning about edutainment, and it all happens on a peer-to-peer basis. there are no instructors and no learners, yet some vast vaults of knowledge and learning are formed without external influence. e. computer edutainment is interactive environments where there are competition, rules, rewards and a specific outcome. characteristics of computer edutainment green and mcneese (2007) promote the use of edutainment to supplement the school curriculum. ortiz, et al., (2006, pp. 317-318) suggested some key characteristics of computer edutainment: a. computer edutainment is fun for small kids and young male teenagers. this suggests that entertaining educational computer edutainment would be appealing for a broad audience and jollt journal of languages and language teaching, vol. 7 no.2, november 2019 101 applicable not only for primary/secondary school learners but also in corporate and long-life learning. b. computer edutainment is immersive. it transfers the identity of the player to the recreated world and immerses him/her in whatever reality the designer of the game wanted. thus, computer edutainment can provide a constructivist and embodied learning process. c. computer edutainment stimulates cooperation or competition as the environment in edutainment is often populated by characters that provide interaction. for instance, multiplayer computer edutainment involves several players at the same time and makes them collaborate or compete in the achievement of goals. therefore, when computer edutainment applied to education, it can serve as a medium for collaborative learning even without requiring the involvement of actual peers. d. computer edutainment promotes the creation of communities of practice. playing computer edutainment, even a single-player game, is not an isolated activity. new players soon learn details about the strategies, playstyles, .etc. these communities are essential vaults for learning about edutainment, and it all happens on a peer-to-peer basis. there are no instructors and no learners, yet some vast vaults of knowledge and learning are formed without external influence. e. computer edutainment is interactive environments where there are competition, rules, rewards and a specific outcome. the rationale for using computer edutainment according to garris et al., (2002, p.445), there are several reasons for using computer edutainment for education and training purposes. these are: a. the learning approach is shifting from traditional didactic model of instruction to a learner-centered approach, which emphasizes a more active learner role. b. there are some studies in the literature showing that computer edutainment can be effective tools for supplementing teaching and complex subject matter. c. the intensity of engagement that computer edutainment can invoke in learners. d. when certain computer edutainment features are paired with instructional content, the power of computer edutainment can be exploited to engage and motivate learners towards learning. e. the social nature of people, the increasing capabilities of technology and the demands of a nation for better education are putting into play the next big evolution in interactivity. people play computer edutainment as it is engaging and relaxing. it is motivating and education frequently is not. thus, one possible solution to learner engagement is to integrate computer edutainment into education (swan, 2008). therefore, in recent years the question for educators became what computer edutainment features should be paired with instructional content so that the learners are motivated to learn (prensky, 2002). many people find computer edutainment so motivating because of the powerful sense of control given to players. according to tuzan (2004), there are three characteristics of control: contingency, choice, and power. contingency refers to the fact that learners' outcomes are dependent upon their responses. the choice is visible to the learner when there are alternatives for a specific task. these alternatives can be offered through different edutainment formats, fantasies, or audio-visual effects. learners' actions in learning environments should create powerful effects. this strategy jollt journal of languages and language teaching, vol. 7 no.2, november 2019 102 might have strong effects on subsequent motivation. advantages of using computer edutainment in english teaching because of several computer advantages, it has become an important instrument used in different places. it can exist in the office or at school. it has become an indispensable device for a lot of users and particularly for the learners. according to frei (2007), one of the elements of the computer is the word processor which makes it has many advantages over handwriting and manual typewriters. the word processing is faster and easier than writing by hand and you can store documents on your computer, which you can't usually do on a typewriter. this makes it easier to review and rewrite your documents. you have more formatting choices with a word processor and the spelling, grammar, and language tools are useful, too. you can also print copies of your documents. many language students use a word processor to improve their writing skills and because they help them feel proud of their work. referring to kern (2000) who says that the use of word processing software improves the quality of the students‟ writing. however, this kind of software could have positive influences, such as the students‟ attitude toward writing and the decrease of surface errors. in addition, harmer (2001) recommends teachers to encourage their students to write emails in english to others around the world as he considers this “extremely motivating” and more exciting than other forms of letter writing. harmer (2001) claimed that the use of the computer in the writing skill is good for many reasons, from them: a. a word processing package removes the problems of poor handwriting that some students suffer from. b. a word processing package permits the user to edit his piece of writing in a great speed achievement and with great facility. c. spelling checkers can alleviate the task of achieving correct spelling and dictionaries can provide grammar help. d. a computer screen can be sometimes more visible to the whole in group work than a piece of paper might be. another important point (as cited in hassina, 2005, p.77) is what we call « mouse-pals » instead of « pen-pals », which is the action of getting students to write emails in english to others around the world something that can be extremely motivating. in that harmer held: « e-mail represents a genre all of their own where linguistic accuracy is not so formally important. but despite this, we can still encourage students to „sit back‟ and consider the results of their before checking on the send icon. the computer allows the user to create documents, edit, print, and store them. creation of documents takes less time because of the various tools like spelling, grammar checker, thesaurus, and dictionary that are installed in the computer. it is so easy to reorganize the sentences or paragraphs; we can cut and paste and make the necessary changes. if there is a mistake, the computer automatically gives the correct answer, so there is no need to open up a dictionary book to look for meanings of words. the most incredible feature of using the computer is one can remain connected to the world through the internet. for esl students, the wealth of communication options the computer provides allows for daily opportunities to practice interacting with others in english. using the computer as a tool provides students with the opportunity to develop and use their higher-level thinking skills to solve problems that are relevant to their daily lives. for esl students, the jollt journal of languages and language teaching, vol. 7 no.2, november 2019 103 wealth of communication options the computer provides allows for daily opportunities to practice interacting with others in english. research design this research used classroom action research (car). it is based on mctherte’s view in singh (2006, p. 263) who says that action research is organized, investigative activity, aimed toward the study and constructive change of given endeavors by individual or group concerned with change and improvement. data of the research was gathered from pre-test and post-test. there are two kinds of data in this research called quantitative and qualitative data. firstly, the quantitative data gathered from this study included the improvement of students’ writing skill using computer edutainment. the data was taken from the result of students' works in writing an essay (score). the quantitative research employs the traditional, the positivist, the experimental, or the empiricist method to enquire into an identified problem. quantitative is based on testing a theory, measured with numbers, and analysis using statistical techniques and it particularly emphasizes objectivity and reproducibility (smith et al., 1979). meanwhile, fraenkel&wallen (2003) argued that the goal of quantitative methods is to determine whether the predictive generalizations of a theory hold true. thus, quantitative research is more concerned with issues of how much, how well, or to whom that particular issue applies. kerlinger& lee (2000) explained that quantitative research is deductive in nature and that researchers make inferences based on direct observations with the primary goal to describe cause and effect. secondly, this study used qualitative data gathered from observation sheet, field notes, documentation, and interview. in line with this denzin and lincoln (2005) describe that data are about feelings, opinions, expectation, suggestions, and preferences from the research members and the students related to the method that was used in teaching and learning writing. furthermore, qualitative researchers study things in natural settings, attempting to make sense of or interpret phenomena in terms of the meanings people bring to them. ”when applying qualitative research methods, the emphasis is put on the natural setting and the points of views of the research participants. the data has been collected using observation through field note and interview. subject and object of the research the research in collaboration with the english teacher, the students, and the principal of sman 1 pajo conducted the action research. the subjects of this research were the students’ class xi a. meanwhile, the objects of this research are students’ skill in writing through computer edutainment. the location of the research the research conducted at sman i pajo. it is located at jl. lintas lakey, kec. pajo, kab dompu. it has about 2 hectares in size. the school has seven classes in each grade so it has 21 regular classes for teaching-learning rooms. the school also has some facilities that can support the teaching-learning process. the instrument of the study this study used several data instrument in gathering the data dealing with the question of the study, i.e: writing test in the form of writing essay, observation field note, and interview. techniques of data collection 1. quantitative data the quantitative data are in the form of numerical data. the data are from the students' score of pre-test and post-test. in collecting quantitative data, the researcher https://atlasti.com/qualitative-research-methods/ jollt journal of languages and language teaching, vol. 7 no.2, november 2019 104 applied the activities those are: (a) the researcher prepared the instruments of the test tested; (b) the researcher gave essay test for both pre-test and posttest to the students’ to measure their writing ability; and (c) the researcher collects the results of the students work after they finish. 2. qualitative data the qualitative used in collecting the data were taken from the result of observation and interview. this data conducted as supported data collection techniques. the results of qualitative data were presented in the finding of the study. technique of data analysis in analyzing the qualitative data the researcher was conducted the mean scores of writing achievement scores sugiono (2013, p.49). the data are students’ score from the action at the beginning and the final of research and the test given after the teaching and learning computer edutainment. in analyzing the qualitative data, the researcher did some steps proposed by burns (2010, pp. 104-105). the first step is assembling the data. in this step, and start to look for broad patterns, ideas, or trends that seem to answer the questions. the next step is coding the data. in this step, the researcher groups the data into more specific categories and identifies which data are. the third step is comparing the data. in this step, the researcher compares the categories of different sets of data to see whether the data said the same thing or whether there are contradictions. the fourth step is building meanings and interpretations. the researcher analyzes the data several times to post questions, rethink to connections, and develop an explanation of the situation. the fifth or last step was reporting outcomes. in this step, the researcher describes the context of the research, outlining findings, and considers how she was organized the whole research not only the analysis but also the findings. to analyze the quantitative data, the result scores of the pre-test before the research will be done by comparing with data of the post-test after the research. the data were then analyzed whether their writing results were reaching the minimum standard or not, and having improvement or not. from the comparisons, the researcher makes a conclusion in the form of descriptions whether the students' ability of x 1 of sman 1 pajo in writing has improved by the use of computer edutainment or not. discussion the researcher aimed at describing how computer edutainment could improve the writing skills of class xi a students of sman 1 pajo. referring to the researcher objective, the finding showed that the use of computer edutainment by using short english animated videos and the supporting actions improved the students writing ability in the aspect of content, organization, vocabulary, language use, and mechanics. it was true that the students’ improvement in writing had gradually improved through the use of computer edutainment by using short english animated videos. canning (2002) states that video provides visual stimuli such as the environment and situation that can lead students to generate prediction, speculation and a chance to active background schemata when viewing scene reenacted. in the interview section, the students stated that they become more understood the plot of the story as there were moving pictures and visual effect that helped them comprehend the text better. the result of the post-test proved that the students performed better than the pre-test. according to harmer (2001), a video is not only a great aid to see language-in-use such as comprehension since students are able to see general meanings and moods that jollt journal of languages and language teaching, vol. 7 no.2, november 2019 105 are conveyed through expressions, gestures, and other visual clues, but also uniquely bridge the cross-cultural understanding. based on the interview done to the students, it was proven that they like the speaking teaching and learning process using video as they could create a better atmosphere of the lesson and also could help the students in understanding the story better since the videos were fun and interesting. as stated before, the implementation of videos and its supplementary actions including narrative text reading, providing vocabulary and grammar exercises and giving feedback to them were successful in improving the students writing skills of class xi a students of sman 1 pajo in the academic year 2019/2020. that finding could be inferred from the observation with the english teacher and the students during the research. before the implementation of the actions, the students speaking skills were assessed through pre-test on 12 th of february 2019. the students had to write a narrative text individually with decided topics by the researcher. meanwhile, the post-test was carried out after the implementation of the actions on the 5 th of march 2019. the students were asked to answer the questions that the researcher prepare for them. before they did the post-test, the researcher conducted the actions in order to improve their writing skills. as she conducted the research, some students were at first had quite low skills in writing. that can be seen from the result of the pre-test. so, the researcher implemented some actions such as providing narrative reading texts, providing vocabulary and grammar exercises and also giving feedback to them. the students showed good improvements during cycle i and ii. it was in line with jupri (2018) who states giving some writing tasks facilitate students to acquire grammar and vocabulary. they showed fewer mistakes compared to the results of their pre-tests. the results show the changes in the students' score which increased significantly. the students, who just gained 59.4 in the pre-test, were able to increase their score up to 73.9 in the post-test. it indicated that they were successful in making a considerable improvement. in conclusion, the use of computer edutainment by using short english animated videos was proven to be effective to improve the students’ writing skills. meanwhile, the results of students’ writing performance during the implementation were also presented to support the finding that the use of videos could improve students’ writing skills. references amory, a. 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(2004). motivating learners in educational computer games. published doctoral dissertation, indiana university, united states indiana. https://doi.org/10.33394/jollt.v6i2.1262 https://doi.org/10.33394/jollt.v6i2.1262 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3576 april 2021. vol. 9, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 126-138 jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |126 learners' perception on online learning implementation during covid-19 pandemic 1indry widyasti anwar & 2jusmin hj wahid 1english lecturer, fkip, khairun university, indonesia 2english lecturer, muhammadiyah university of north maluku, indonesia corresponding author email: j.hj.wahid2010@gmail.com article info abstract article history received: march 2021 revised: april 2021 published: april 2021 the massive and fast spread of the covid 19 around the world has changed the way education works. the learning delivery in schools and universities has been switched from conventional classrooms to online mode. this study aims to identify the learner's perception regarding online learning implementation during the covid-19 pandemic. participating in the study were 68 students of the english education study program. data collection was done through a survey questionnaire consisting of both open-ended and close-ended questions, and continued by interview activities. researchers presented the results using descriptive qualitative techniques. results from this research showed that students have a positive attitude toward the online learning experience in general. the implementation of online learning during a pandemic is considered an effective and cheap way of accessing knowledge. however, most students showed frustration due to bad internet access, which affects their learning success. students also felt the need for improvement in terms of interaction and engagement between students and teachers. keywords writing instructions; elt learning; communicative learning; how to cite: anwar, i.w., & wahid, j.h.j. (2021). learners' perception on online learning implementation during covid-19 pandemic, jollt journal of languages and language teaching, 9(2), 126-138, doi: https://doi.org/10.33394/jollt.v%vi%i.3576 introduction as soon as the world health organization (who) declared a pandemic situation in march 2020 due to covid-19 virus spread, the world is forced to stop every activity which requires big gathering and meetings. the pandemic has changed daily human activities, including the education sector. students can no longer be physically present in the classroom as the threat of the virus has become more dangerous each day. working activities are switched from traditional ways to online mode. universities are also switching their traditional education setting into online learning by using various online platforms such as google classroom, microsoft team, zoom, youtube, whatsapp, and others (gacs & spasova, 2020; haerazi et al., 2020). although the concept of online learning have long been used in many countries, to some society in rural parts of the world, the use of the online system in learning is still quite new (paesani, 2020). the pandemic has set quite a big shock, especially to new developing universities, particularly in the eastern part of indonesia, where internet connection problems are often found. lecturers are required to design effective online learning activities which the students can conveniently access. online learning is a type of distant learning where students and teachers do not meet in a traditional classroom setting, and the internet becomes its main media (stern, 2018; jamil & hamre, 2018). it is a process of teaching delivery to provide access to learning despite geographic proximity, time, or other possible reasons (blake, 2011; tarone, 2015). in a pandemic situation, traditional learning can expose students and teachers to the risk of serious http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:j.hj.wahid2010@gmail.com anwar and wahid learners' perception of online learning jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |127 health issues. therefore, carrying out online learning mode is the safest choice. online learning comprised two main elements, learning, and technology, where learning is the cognitive process to achieve information and knowledge while technology acts as a medium to enable the learning process (aparicio, bação & oliveira, 2016). online learning can be delivered synchronously and asynchronously. synchronous mode is when all distant participants are present at a specific organized time using web conferencing or video conferencing technology. while the asynchronous mode is delivered in a more flexible way where participants have the choice to access course materials anytime on their own need through electronic mails, message board forums, video, and audio recordings, and others (alan et al., 2012). online learning is a low cost and convenient for learners to access it anywhere and anytime. through online activities, learners have the autonomy to learn at their needs and wants (hurlbut, 2018). it also provides up-to-date information and can be integrated with other elements to reinforce learners' comprehension such as audio and video explanation, group chats and forum, discussion board and quizzes (cantoni, cellario & porta, 2004). holmes and gardner (2006) noted that e-learning offers a new experience for learners in learning by its variety of interactions with the education community and exposes learners to cultural diversity and globalization in education by eliminating time and space boundaries. the rapid development in technology and information in education is closely related to 21st-century skills. teachers and educators are responsible for assisting students in achieving the required skills of the 21st century. thus, teachers must first improve the expected relevant skills in the area of technology, information, media, and literacy to help students achieve their ability and skills to pursue their future and competitive career (suherdi, 2012). in the framework of partnership for 21st century skill (p21), one of the four aspects of skills required for students to master in the 21st century education is information, technology, and media skill. students are direct subjects experiencing the implementation of technology in distant learning, which makes it important to identify their perception regarding the process. online learning supports students in learning individually and collaboratively by utilizing various kinds of online learning platforms and learning methods. furthermore, online learning promotes independent learning and reduces dependencies of students toward teachers' assistance (kumi-yeboah, dogbey, & yuan, 2017). positive responses were found in cakrawati (2017) where the majority of respondents in the research showed satisfaction regarding the effectiveness of online learning process. despite the complaints due to slow internet connection, participants described that edmodo or quipper's use as a media of online english learning to be effective and helpful. many studies have identified positive attitude toward the benefit and effectiveness of online learning compared to traditional learning (alsaaty, ella, abrahams & alshameri, 2016; brown, 2016; pai, 2013). students perceived an increased motivation toward online learning and that online learning helped them understand course materials easily (saifuddin, 2018). a study among students with visual impairment identified positive responses in the use of various online learning applications. students appreciate the opportunity to learn using digital platforms in understanding the course material which they found to be interesting (hamid, 2020). although the rapid growth of technology on the implementation of online learning might sound familiar for educators, it might not be the case for learners. depending on where the online learning takes place, students' learning style, and state of being, they might perceive different expectations and reactions toward certain kinds of learning mode. in online learning, students' perceptions, needs, and expectations are important for teachers to consider before designing and developing online course materials (sahin & shelly, 2008). hassan & atan (2012) revealed that 'learners' attitude critically influences the success of e-learning anwar and wahid learners' perception of online learning jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |128 activity. when learners maintain positive attitudes during online learning, they tend to get involved better in learning process. the level of satisfaction in online learning was found to be crucially determined by the amount and quality of interaction betwen teachers and learners (fedynich, bradley & bradley, 2015). the research revealed that students are mostly satisfied with the course materials' clarity and organization but perceived that there needs to be more variety in terms of instructional design. some learners stated their frustration for not getting immediate response to the course's questions (fletcher & bullock, 2015). sari (2020) informs that the implementation of online learning during covid-19 pandemic faces some obstacles such as slow internet connection, the enourmous amount of tasks students received, limited interaction between teachers and students, and limited materials received compared to offline teaching. the availability of internet connection in rural areas, limited teaching media accessibility, and technology compatibility in accessing course materials are identified as the main influencing factors. these in efl context determine the efficacy of online learning (nur agung, surtikanti, & op, 2020). therefore, this study aims to identify the learner's perception regarding online learning implementation during the covid-19 pandemic. this study was conducted at the english education study program. research method research design the core focus on this research is to look into language learners' perspectives on the implementation of online learning in efl classrooms during the covid-19 pandemic. this research used descriptive qualitative method which aimed to gain a rich and deeper analysis of respondents' perceptions. questionnaires were used to collect respondents' perceptions regarding the implementation of online learning. instruments the instrument for the data collection was well prepared. related to the research problems, the researchers used a questionnaire test as an instrument. the test used must be appropriate in terms of the object, the dependable in the evidence provides, and applicable to the particular situation. the questionnaire consists of close ended and open-ended questions. close-ended questions are presented in 5 points likert scale, ranging from strongly disagree to strongly agree. close-ended questionnaires are used to determine the percentage from each item measured that will later be interpreted descriptively. open-ended questions were used to identify students' perceptions regarding effectiveness and obstacles during online learning process. the questionnaires discuss three major aspects; students' participation, instructional design and delivery, and teachers' role and involvement. the questionnaire items were adapted and revised from fedynich, l., bradley, k. s., & bradley, j., (2015). data analysis the data of this study are students’ perception on online learning in efl classroom done by english lecturers at english language study program during covid-19 pandemic. the data are collected using questionnaire. the results of this are analyzed in the form of percentage. the data then are followed up in some interview activities. the data resulted are analyzed using qualitative ways. the data analysis covers data condensation steps, data display steps, and conclusion drawing or verification. it is in line with creswell (2008) who argues that the primary form for representing and reporting findings in qualitative research is a narrative discussion. narrative discussion is a written passage in qualitative study in which authors summarize, in detail, the findings from their data analysis. anwar and wahid learners' perception of online learning jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |129 research findings and discussion research findings after completing the survey, 14 items of the close-ended questionnaires were divided into three major categories such as instructional design and delivery, teachers' role and involvement, students' participation, and accessibility. results below are presented into different themes. intructional design and delivery table 1 shows result of the questionnaire data collected from the participants regarding instructional design and delivery of materials in online learning. table 1 instructional design and delivery item question strongly disagree disagree neutral agree strongly agree 3 online courses provide clear instructions to ptomote students' comprehension 5,9% 32,4% 41,2% 16,2% 4,4% 5 online learning utilizes a wide range of learning sources to support learning (link to websites, articles, videos, etc.) 4,4% 5,9% 19,1% 39,7% 30,9% 9 online learning provide students with activities to develop critical thinking 9% 20,9% 38,8% 19,4% 11,9% 10 online learning provides clear instructions to task submission 3% 11,9% 47,8% 34,3% 3% teachers' role and involvement table 2 teachers' role and involvement item question strongly disagree disagree neutral agree strongly agree 4 online learning provides for teachers' formative assesment and feedback 2,9% 27,9% 42,6% 23,5% 2,9% 6 during online learning, students are able to ask questions and receive explanatory feedback from teachers 8,8% 13,2% 29,4% 41,2% 7,4% 7 online learning platform provides clear contact information of instructors or institution for students who need support 8,8% 19,1% 39,7% 29,4% 2,9% 8 during online learning, students and teachers interact and communicate effectively 13,4% 29,9% 40,3% 13,4% 3% students' participation the result from four questionnaire items that are categorized into the aspect of students' participation can be classified as follows: table 3 students' participation item question strongly disagree disagree neutral agree strongly agree 1 online learning promotes students' motivation in learning 14,7% 35,3% 33,8% 14,7% 1,5% anwar and wahid learners' perception of online learning jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |130 2 during online learning, students have the opportunity to interact with each other 13,2% 35,3% 30,9% 13,2% 7,4% 11 online learning promotes students' active engagement in group tasks and discussions 8.8% 30,9% 32,4% 25% 2,9% 12 online learning courses delivery are interesting and engaging 5,9% 29,4% 45,6% 13,2% 5,9% 13 online learning promotes autonomous learning environment 5,9% 11,8% 55,9% 17,6% 8,8% accessibility open ended question results inferred that generally students are satisfied with the implementation of online learning during pandemic because it is a way to protect everyone from covid-19 virus. accessibility to course material is satisfactory, students are provided with clear instructions to access materials or to submit assignments. teachers put extra effort in providing sufficient materials to support students comprehension by adding more details in printed materials, making audio or video explanation and doing video conference with all students. discussion using technology to convey education's purpose is not a new thing. universities need to reflect from this pandemic and started to invest in its human resources and technologies. online learning can be made fun and effective only if every elements in distant learning are maximized. findings from this study indicated a positive attitude toward online learning in general due to its practicallity and felxibility. students through open-ended question mostly showed satisfaction regarding material delivery and instructional delivery. feedback and formative assesment are adequately given thorughout the course by utilizing features of online learning such as video conferencing, discussion board, chat forum, and electronic mails. this study see some aspects in online learning carried out by efl lecturers in english language education study program such as parts of instructional design and delivery, teachers’ roles and involvement, students’ participation, and accessibility. the elaboration of these part can be presented one by one according with the research findings. instructional design and delivery most of the students have 'a neutral perception of whether online courses are presented with clear instructions that can support students' comprehension while 32,4% disagree. through open-ended question, students mentioned that learning online does not always work well. students perceive that there is always lack of explanation and instruction from instructors which create confusion during learning. students are given lots of assignments and independent reading tasks with minimum explanation which resulting in low level of comprehension. it is in line with gao et al. (2016) who inform that online learning gives chances for teachers to provide many kinds of learning tasks. it can create bad atmosphere for students and also fell bored with the tasks. in this study, some students also mentioned that sometimes students could misunderstand the information given by instructors because of limited interaction. "while studying online i easily access material from the internet and a problem i often encounter in studying online is lack of understanding in the delivery of material". "i hope the pandemic will end soon so that online learning will also end. online learning very ineffective because learning is also not well conveyed". "my opinion online learning during pandemic is not effective because sometimes we don't understand what the teachers said". anwar and wahid learners' perception of online learning jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |131 jonassen et al. (2019) proposed the construct of instructional strategies which are distinguished from learning strategies. instructional strategies are seen as enablers to learning where teachers do planning and prepare techniques in order to engage learners in learning process. without sufficient instructional strategies, learning process can not run well. on the other hand, positive responses were found for item 5 where 39,7% students agree and 30,9% strongly agree that through learning online, students can access a wide range of learning sources such as websites, articles, videos, and audios. the students mentioned that online learning benefits are they have unlimited access to relevant learning materials from websites, academic articles, blogs, youtube, and audio recording. students are gradually developing their skill of utilizing technology and searching for information on the internet through online learning. "unlike face-to-face learning, online learning have some proble like connection. but on the plus side, i think it is a good step because with online learning i realized that education are developing in this digital era” 20,9% of students disagree that online learning activities enhance students' critical thinking. on the other hand, with only a bit different in numbers, 19,4% of students actually agree that critical thinking ability can be improved through learning online. this might be due to the abscence of direct interaction between students and teachers as facilitators. in order to construct critical thinking ability, teachers need to plan stimulating activities to support students' coprehension. in online learning, many obstacles are found such as weak internet connection and shortage of internet bundles might cause students to focus less. meanwhile, some students mentioned that teachers often only delivered little explanation during the course or provided them with independent reading tasks followed by assigments. learners have different preference in terms of learning style. some learners might prefer direct and guided explanation in order to adapt with the new learning environment. this is in line with previous research by oh & lim (2005) who underlined that often times in online platform, learning is not directly guided and students are expected to self-direct in autonomous learning. "the challenge is of course the bad internet network and there is also a lecturer who never explains the material at all and only give a lot of assignment." "...it is even more difficult when the question / assignments given are not giver prior explanation or clear grids." during online learning, students are required to submit assignment and projects online. students mostly agree that teachers gave clear instruction about submitting tasks (34,3%) while 47,8% of them are neutral. students mentioned that they were not worried about submitting task because they are quite familiar in using electronic mails and other online learning platforms. however, students complained about not having enough internet credit to access materials and submit assignments. university is providing them internet credit thoughout online learning but it is not enough because they have many courses in a week. 79,4% students still rely on their cellphones to access online learning. the amount of materials and assignments that they have to download everyday are making their cellphones down due to extreme capacity. "even though the online system makes it easier for a lot of work, in the learning process, we get additional work, namely creating and sending photos, videos, downloading materials, and uploading tasks have been done. all of that requires a long time in the process. my cellphone's memory is full." "in my opinion, online learning is not very effective because there are many challenges, such as when the network is zooing so that we cannot clearly hear the material being conveyed, then the internet quota runs out". anwar and wahid learners' perception of online learning jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |132 teachers’ roles and involvement 27,9% perceive that formative assesment and feedback are not effectively given in online learning mode. meanwhile, 23,5% participants actually agree that teachers' provide sufficient assesment and feedback during online learning. author assumes that this might be due to variety of teachers' style in teaching. some teachers are very attentive and would take the effort to provide learners with feedback that they need. in an offline setting, it is much easier for teachers to provide immediate assesment and feedback on students' performances. activities in classroom are directly monitored and teachers have the opportunity to engage with students. however in learning online, interaction is very limited which might cause teachers to focus more on explaining materials and put less time in providing formative assesment. "in my opinion, online learning does not really help students in understanding the material they receive, why do i say that, because there is no feedback between students and lecturers, then the network disruptions and so on." 41,2% participants mostly showed satisfaction in terms of getting teachers' explanatory feedback when students are giving questions during online learning. although students mostly complained about weak internet connection that often disturb learning process, students are still able to ask questions and receive answers from teachers. many features in online learning platform that allow teachers and students to engage in direct interaction such as video conference, chat room or discussion board. 39,7% participants were on neutral agreement when asked whether online learning platform provides them with clear contact information of instructors or institution. providing contact information is important so that students who need technical help can reach out and get suppor they need. 29,4% of students agree that they are given clear information on who to contact when support is needed. during online learning, students and teachers use various online applications to stay in contact such as whatsapp, google classroom, electronic mail, zoom , google meet and others. the applications are generally easy to operate and beneficial to use in learning online. besides, the university has developped a website based online learning platform for teachers and students to use calles virtual classroom. upon registering, students can see all contact of lectures from the website. among sixty-eight participants, 29,9% of them are against the statement that students and teachers interact effectively during online learning. 40,3% are on neutral agreement about the following statement. interaction is an important determiner of online learning experience success. through open ended question from the questionnaire, weak internet connection is one of the factor that causes ineffectivity of communication during learning process. students perceive that it is less effective to communicate with teachers during online learning which cause reduced motivation and comprehension. "i have several reasons why this type of method (online learning) doesn't really good for student while the pandemic. firstly it lack of communication between students and teacher. secondly there are some places which is have a bad connection as it impacted on our study and our score on that study." "the benefit of online learning is that it can help students express their thinking skill and helping students to understand more about how to use online media in learning. the challenge in learning online lies in the lack of a good internet network and there is no direct communication between students and teachers". previous studies pointed out that communications between teachers and learners (frajhussein et al., 2012; sela, 2005; tudor et al. 2015) and between learners with other learners (fedynich, bradley, & bradley, 2015) are part of essential elements that influence students' attitude toward online learning. the positive dynamics of online learning is crucially influenced by social communication among teachers and learners and a supporting learning anwar and wahid learners' perception of online learning jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |133 environment that boosts students' self confidence (tudor et al., 2015). apparently, students felt the lack of nonverbal act such as gestures, facial expression, and body language. students’ participation students perceive that online learning demotivates their motivation in learning. from the questionnaire result it can be obtained that 35,3% disagree and 14,7% strongly disagree. this data is also supported with students' description through open ended questions that although learning online is beneficial in terms of time and location, they can hardly concentrate throughout the course. "in my opinion, online learning have some benefits like we can join the class online wherever we are or what we do, and keep enjoy it. have more flexible time. but the challenges while learning online is we so fast be boring." "online learning during the pandemic has several benefits like i can do other activities. however, there are many challenges that must be faced, starting from the lack of explanation, lack of interaction, decreased learning motivation, and inapropriate course hours." this result is in line with fedynich, bradley & bradley (2015) where majority of students in the survey perceived that it takes high level of self motivation to be successful in online course. without persistence self motivation, students will be demotivated in learning and reduce their participation in classroom learning. another disagreement were found regarding lack of interaction between students during online learning. 35,3% disagree and 13,2% strongly disagree that online learning provides the opportunity for students to interact with each other. rojabi (2020) found the same response where students in the survey described that the possibility of misunderstanding between students during online learning is high due to the limited interaction and low connection to internet. the challenge particularly occured when students are given group project and have to work online. the unstable internet connection and lack of direct interaction can create possible misunderstanding. "the challenge in learning online lies in the lack of a good internet network and there is no direct communication between students and teachers" 30,9% students showed disagremeent that online learning promotes active engagement between students in group tasks and discussion. students perceive that doing group tasks is difficult because they can not gather in the same place. discussion needs to be carried out online through group chats, video conference or discussion boards. lack of interaction and limited coordination among students followed with bad internet connection causes reduced engagement. moreover, students are less active during online group presentation and discussion. this is due to the lack of face-to-face interaction like in an offline classroom setting. the same situation was also found in atmojo & nugroho (2020) where students identified the need for physical presence that can support their emotional bond between students and teachers. it was found that students are less motivated during online discussion and learning. the absence of physical presence causes the to feel lazy and less focus during learning thus, the online learning is not optimized. students also perceived that online learning is not quite interesting and engaging showed by questionnaire result where 29,4% disagree and 45,6% are neutral. the change of learningcircustances in students life might cause them to lose interest in learning online. some students mentioned the need of interacting directly with their friends and teachers as a social human being. direct eye contact, physical interaction and social support in a traditional classroom setting are some important factors that infuencing students' engagement. not being able to experience the dynamic of authentic classroom experience influence students' motivation. some students mentioned that they felt unmotivated and lazy to study from home everyday. anwar and wahid learners' perception of online learning jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |134 online learning provides opportunity for students to practice independent learning. 55,9% students have neutral agreement whether online learning promotes autonomous learning while 17,6% agree. students during online learning use the opportunity of engaging technology and their learning needs independently. depending on their learning style preference and psychological factors, learners may reach autonomy in learning online. "the benefits of learning online include learning to be done anywhere and anytime, learning can also be adjusted to the capacity of each student. online learning also ephasizes student initiative and independence." however from the questionnaire result it can be viewed that students are not certain about achieving autonomous state of learning. zhong (2018) inferred that student autonomy is very dynamic and depends heavily on environmental factors such as teachers' guidance and learning situation. learning in isolation can gradually build learning autonomy through teachers' guidance and support while learning collaboratively with other students. accessibility moreover, online learning is considered practicial and beneficial for its flexibility in terms of time. students admitted that they do not need to dress neatly for college, they save more money they used to pay for transport fees and that online learning can be done anywhere. however, students are facing problems of internet availability because not every places in their region can support them with good internet access. for some other students, internet data bundles are not affordable and not enough to access abundant of materials from teachers. students mentioned that they often had to purchase internet data multiple times in a month which is quite costly. despite the flexibility, the cost of online learning is highly determined from the availability of the internet data purchase. "this means there is no need to go back and forth from one place to another. in addition, you not only save time, but you also save money, which can be spent on other priorities. however, there are also obstacles during learning online, namely slow internet network, expensive quota prices, difficult to interactive, etc." "online learning during this pandemic certainly has its benefits and challenges such as being at home we can spend time with family and ourselves. and the challenges are such as internet data that must be purchased every month which is quite a burden for parents who have middle to lower economies." challenge of learning online are not only found in internet connection. 79,4% participants used their mobile phones throughout online learning. students are required to download abundant of learning materials everyday from each different subjects such as pdf or word document materials, lecture audio, videos and handouts. meanwhile after each learning activity, students are often asked to submit assignments as well. all these activities using mobile phones require the utilization of various mobile phone applications. some students reported that their phones are going slow or not working due to excessive data memory used. laptops are only owned by some students because not all students can afford them. this phenomena puts some students in disadvantage because they can not experience learning as it should. "even though the online system makes it easier for a lot of work, in the learning process, we get additional work, namely creating and sending photos, videos, downloading materials, and uploading tasks that have been done. all of that requires a long time in the process. my cellphone's memory is full" findings from the survey indicated that generally students felt the lack of interaction and engagement during online learning process. when learning online, teachers need to ensure that course materials are dilevered succesfully while having students engaged with the process of learning. kearsley (2000) stated that teachers carry the role to ensure students are engaged in a high degree of participation and interaction. but often in the online learning environment, students felt greater isolation between other learners, reduced motivation and anwar and wahid learners' perception of online learning jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |135 satisfaction, and poor academic performance due to teachers' failure to understand the dynamics of of online learning environment. therefore, teachers need to encourage a greater classroom interaction by refocusing their teaching strategy throughout the course. at the beginning of the course, teachers might deliver a big portion of class input and lead by example. however, as the term goes by, teachers need to consider switching role from being a core "provider" to be a "facilitator" and produce lesser classroom input. this strategy should be followed by fostering a friendly classroom discussion, giving immediate feedback, and encouraging more active participation from the students. through the findings of this study, it can be inferred that internet availability and accessibility hold a crucial role to ensure the success of online learning. students reported difficulties in communicating with other members of the class due to bad internet connection. thus, researchers provide some implications for further online teaching process for universities to consider. students should be supported with technical aspects of online learning as clearly as possible. instructors along with institution should prepare for supplementary plan whenever students report challenges or problems during learning. students should also be provided with free internet data bundles to ensure all students get the same opportunity to access course materials. lastly, instructors should gradually evaluating their teaching strategy in order to develop an effective online learning environment. conclussion the present study discovered learners' perception of learning using the online media during covid 19 pandemic. findings indicated general satisfactory among learners regarding instructional design and delivery of online learning including the provision of materials, supporting learning materials and instructions to tasks submission. students felt the need for improvement in designing activities to engage their critical thinking. to create a meaningful classroom interaction, teachers must ensure all students get the opportunities to ask questions and receive immediate feedback. formative assessment must also be provided timely through each courses. teachers along with policy makers of the institution have to reshape the dynamic of online learning delivery in order to create greater participation and engagement between students, not only in independent tasks but also tasks that involve group work. online learning delivery can be made interesting to boost students' motivation during their effort of learning autonomously from home. lastly, accessibility to internet connection as the main medium to online learning holds important to bridge students and teachers in learning. in the least developped region, low internet connection heavily affecting online learning process. therefore, university need to provide students with support to get access to internet through subsidized internet data. acknowledgement this thesis would not be finished without any help from the others. therefore, the researcher would like to give his appreciation and thanks to all colleagues who have support and giving comments in any part of this article. criticisms or suggestions from the readers very much expected to perfection this article. furthermore, researchers hope this article can help readers to add scientific specialties. anwar and wahid learners' perception of online learning jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |136 references agung, a s n. 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(2018). the evolution of learner autonomy in online environments: a case study in a new zealand context. studies in self-access learning journal, 9(1), 7185. https://doi.org/10.37237/090106 https://doi.org/10.1002/9781118784235.eeltv06b https://doi.org/10.37237/090106 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2722 july 2020. vol. 8, no, 3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 315-322 jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 315 english students’ perception about daring learning while quarantine: a qualitative case study evi safitri yulandari english lecturer, faculty of english language education, institut pendidikan nusantara global, aik mual, indonesia corresponding author email: evisafitri785@gmail.com article info abstract article history received: june 2020 revised: july 2020 published: july 2020 this study was aimed to know the perception of the second semester of english department students’ in institut pendidikan nusantara global when they have to use daring learning as a media for their learning process when they did the quarantine because of the covid-19 virus. the researcher did a qualitative case study with a total 32 students’ involved as well as participants. this study used several data instruments in gathering the data dealing with the question of the study, i.e: analysis of students’ writing tests in the form of writing essays and interviews. the researcher also gave a detailed description of a case study – its definition, some classifications, and several advantages and disadvantages –to provide a better understanding of this widely used daring study. the data were then analyzed whether their writing results were reaching the minimum standard or not and were the students doing well in a daring study or not. from the comparisons, the researcher makes a conclusion in the form of descriptions whether the students of the english department in institut pendidikan nusantara global enjoy their daring study while quarantining or not. keywords writing instructions; elt learning; communicative learning; how to cite: yulandari, e. s. (2020). english students’ perception about daring learning while quarantine: a qualitative case study. jollt journal of languages and language teaching, 8(3), 315-322, doi: https://doi.org/10.33394/jollt.v%vi%i.2722 introduction teaching and learning is a process that includes many variables. these variables interact as learners work toward their goals and incorporate new knowledge, behaviors, and skills that add to their range of learning experiences. teachers' teaching behavior is strongly related to students' learning outcomes (seidel and shavelson, 2007; hattie, 2009), but how teaching behavior is perceived by students across countries is relatively unclear. because what students will learn in the classroom depends on how they perceive, interpret, and process the information during teaching practices (shuell, 1996), insights regarding student perceptions of teaching behavior from various cultural contexts can contribute to the advancement of knowledge of effective teaching behavior (haerazi & irawan, 2020). our understanding of what ‘teaching’ is, is based on our experience. our earliest experience was in school, where the teacher was also a ‘master’ or ‘mistress’, standing in front of the class, telling us what to do and what to learn. some of us experienced the same kind of ‘teaching’ at college. others may have experienced teaching where the ‘teacher’ is more of an equal, who takes account of the learner's experience and even learns from the learner. it is in line with yulandari and rahman (2019) who state that teaching can help other people to learn. learning can be done in various ways such as online learning (daring). according to haerazi et al. (2020), learning refers to what happened to us in the past. so, for example, learners may think of ‘learning’ as something which takes place in a school or college, in a classroom. they may think of it as a person sitting alone at night, trying to memories a lot of http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:evisafitri785@gmail.com yulandari english students’ perception about……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 316 facts so that they can pass an examination (buric & kim, 2020). however, a bit of reflection show us that ‘learning’ is much wider than that. after all, children learn a great deal before they even get to school and they learn to speak, to walk. educational psychologists inform that any activity which leads to a change in our behavior is learning (vandenbrauocke et al., 2018). teaching and learning process is really important for students’ exactly at the first-year students in the college. they need the lecturer to teach them about their teaching materials that related to their major, but since the beginning of march in 2020 the students cannot learn in the class their material like before because of the coronavirus or covid-19. coronavirus is a virus that attacks the respiratory system. it is due to infection with this virus and it is called covid-19, coronavirus can cause mild disorders of the respiratory system, severe lung infection, and even death (huang et al., 2019). anyone can be infected with the corona viruslike infants and young children, as well as people with weak immunity, are more vulnerable to this virus attack (holshue et al., 2019). coronavirus infection is caused by the coronavirus itself. most coronaviruses spread like other viruses in general, such as sprinkling saliva (swollen and sneezing), touch the hand or face of an infected person, touching the eyes, nose, or mouth after handling an item that is affected by saliva sprinkling with coronavirus. because this virus is really easy to spread from one person to another, the government of the republic of indonesia has given a command to stop the teaching and learning process in every level of education in indonesia in order to minimize the people from infection of this virus. although the government command is for the better for every people the students’ also got the disadvantages from this command. this study is aimed at investigate the students’ perception on online learning (daring learning) amids coronavirus 19 at english department. online learning in this study refers to one of the appropriate media that can be used by most of the teacher or lecturer for keep students had an activity when there did their quarantine in their home, and teacher or lecturer hope this learning process is expected to give significant result for the students. research method research design qualitative case study methodology provides tools for researchers to study complex phenomena within their contexts. this study used daring as a media to teach and learning process and qualitative data gathered from the analysis of students writing essays and interview. in line with this denzin and lincoln (2005) describe that data are about feelings, opinions, expectations, suggestions, and preferences from the research members and the students related to the method that was used in teaching and learning writing. furthermore, qualitative researchers study things in natural settings, attempting to make sense of or interpret phenomena in terms of the meanings people bring to them.”when applying qualitative research methods, the emphasis is put on the natural setting and the points of view of the research participants. the data has been collected using analysis through writing essays and interviews. research subject the subject of this study was the second-semester students of english language education at institut pendidikan nusantara global in the academic year 2020/2021. there was only one class consisted of 32 students. those students are involved in filling questionniare dealing with their perception on daring learning amids corona virus pandemic. instruments to gather the data needed in this study, the instruments consist of writing essays and interviews. writing essays was employed when the teacher finish teaches the students third https://atlasti.com/qualitative-research-methods/ yulandari english students’ perception about……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 317 data collection data reduction data display conclusion drawing & verifying or fourth time by using daring learning media, so the students were more adjusted with the media that they used. the teacher asks the students’ what they think and feels when they use daring learning as a media in the teaching and learning process, and the students would answer the questions in the form of writing an essay. in the interview guide, some questions were written to guide the interview. since this study employed a semi-structured interview, the prepared questions in the interview guide were possible to be developed when the interview was done. the interview guide was employed to gather more information from the students regarding during study that they implemented, where they like to use daring learning as the media for studying or they were more suitable to use a traditional method like face to face in teaching and learning process. data analysis to analyze the data of this study, the model of data analysis procedure suggested by miles & huberman (1994) was employed in this study. figure 1. miles & huberman’s analysis model (1994) in data collection, the data were collected using the students’ writing essays. the writing essay was employed to observe what the second-semester students’ of institut pendidikan nusantara global think and feel when they were using daring learning as the media for their teaching and learning process. after that, interview in the form of semistructured interview with the students was employed to gather more information regarding the reasons why the students’ like or doesn’t like daring learning as the media for teaching and learning process. the result of data collection was the raw data. data reduction involved the process of selecting, simplifying, and organizing the data which were relevant to this study. it focused on the data directly to solve the problem of the study. in this study, the raw data relevant to this study were transcribed, selected, and classified based on celce-murcia’s taxonomy. in other words, the relevant data was included; meanwhile, the irrelevant data was excluded. the result of data reduction was the transcribed data relevant to this study. in data display, the data were displayed in the form of table and description, as the result of the data reduction written systematically which could be understood and reasonable. the data displayed in the form of table and description were to made audience easy to read and to know the percentage of the students’ that like using daring learning as the media of their learning process, and also the students’ that doesn’t like to used daring learning as their media for the learning process. the result of the data display was the data in the form of table and description regarding to daring learning employed by the second-semester students of english language education program at institut pendidikan nusantara global. yulandari english students’ perception about……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 318 all the data which have been processed by the researcher were concluded. the conclusion was verifying by looking back to the data reduction and data display after collecting the data. it aimed to get the credible data which supported the valid data. the final conclusion was drawn after knowing that the data displayed has already solved the problem of the study. the result of conclusion drawing & verifying was the final data in the form of a short description regarding the conclusion of daring learning employed by the secondsemester students of the english education program at institut pendidikan nusantara global. research findings and discussion research findings daring learning was implemented to known the students’ perception about daring learning while quarantining at second-semester of english language education students’ of institut pendidikan nusantara global as the respondent of the research, based on the result of implemented daring learning were presented on the following table. table 1 student’ perception of daring learning student’ agree used daring learning students don’t agree used daring learning 25% 75% the result of the table above showed that only 25% student’ that agree with daring learning while 75% students’ don’t agree with this method, the researcher got this result from the students writing essay after the researcher implemented the media and ask the students to write down on the paper what their perception about daring learning that they used so the students can freely explain their thought about the media by using the writing essay. based on the students’ writing essay, the researcher found the difficulties face by the students when they used daring learning as the media of teaching and learning and also the advantages and disadvantages of using the media, and those explanations will be presented in the discussion session bellow. furthermore, the researcher did semi-structural interviews with the students, in semistructured interviews the researcher prepare an interview guide that describes which topics will be explored during the interview, but the actual questions are not pre-written. so in semistructured researcher has the freedom to word the questions spontaneously and explore topics in more detail. after the researcher did the semi-structural interviews by using their personal whatsapp (wa), the researcher could get more information about the students’ perception about daring learning; the interviews can be seen in the following bellow: t : bisa saya bertanya sebentar (can i ask you for a moment) s1: bisa bu (sure miss) t: selama 3 bulan ini kmu sudah menjalani proses belajar menggunakan daring learning, bagaimana menurut pendapat kamu tentang media ini apakah efektif untuk proses bejar kamu atau tidak? (for the past 3 months you have been through the process of learning using daring learning, what do you think about this media is it effective for your learning process or not?) s1: menurut saya metode ini cukup bagus untuk di lakukan sebagai pengganti metode balajar seperti biasa nya di kampus di karenakan kondisi pandemi yang sedang kita alami saat ini, jadi kita msih bisa belajar dan mengerjakan tugas meskipun kita berada di rumah masingyulandari english students’ perception about……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 319 masing dan saya rasa itu sudah cukup efektif untuk membuat saya tidak tertingal pelajaran saya selama libur pandemi ini berlangsung. (in my opinion this method is good enough to do as a substitute for the regular learning method on campus because of the pandemic conditions that we are experiencing right now, so we can still learn and do assignments even though we are at home and i think it's already effective enough to make me update with my lessons during this pandemic holiday) t: ok, terima kasih untuk jawaban dan waktu mu, semoga kamu bisa mendapatkan manfaat yang lebih banyak lagi dengan menggunakan media ini. (ok, thanks for your answers and your time, hopefully you can get even more benefits by using this media) s1: sama-sama bu (your welcome miss) from the interview above, the researcher can take the conclusion that the student likes the daring learning media which is applied as a substitute for the direct learning method because of the coronavirus pandemic, and the student also feels this media is effective for his learning process. furthermore, to know more about students’ perception about daring learning media the researcher also did the interview with every students’ of second-semester of english language education at institut pendidikan nusantara global, the interview can be seen in the following bellow: t: hello, bisakah saya bertanya sedikit mengenai daring learning media kepada mu? (hello, can i ask you a little bit about daring learning media to you?) s2: iya bisa bu (yes sure miss) t: selama menggunakan daring learning media apakah kamu merasa ada kesulitan? (as long as you use daring media did you feel any difficulty?) s2: ada bu (there is miss) t: apa itu? (what is that?) s2: penggunaan daring media ini cukup banyak menghabiskan kuota saya bu, karna semua pelajaran di rubah menjadi daring saya lebih banyak menggunakan uang saya untuk membeli kuota tambahan bu, apalagi ketika sinyal di rumah saya lagi bermasalah bu, saya jdi susah untuk mengumpulkan tugas saya tepat waktu, dan yang membuat saya agak tidak suka sedangan daring learning ini bu karna kebanyakan dosen yang mengajar dengan menggunakan daring learning media hanya menggunakan sistem memberikan soal tanpa menjelaskan tentang materi dari soal tersebut, itu yg membuat banyak di antara teman-teman saya merasa kesulitan dengan metode daring learning online. (the implemented of this media pretty much consumes my quota miss, because all the lessons have been changed to daring learning, so i use more of my money to buy additional quota miss, especially when the signal at my house has a problem miss it would be difficult to collect my assignments on time, and the thing that makes me rather dislike this daring learning because most lecturers who teach with daring learning only use the system to give questions without explaining the material of the questions, which makes many of my friends feel difficulties with this daring learning media). yulandari english students’ perception about……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 320 t: okey, terimakasih atas pendapat mu, jadi saya bisa tahu lebih banyak tentang kekurangan dari daring learning media ini. (ok, thank you for your opinion, so know i could known more about the deficiency of this media) s2: iya bu (yes miss) from the interview above the s2 (student) feel many disadvantages by using daring learning online, it can happen because the media is quite new for the students to used, so the student not really ready for using the media, but because of the coronavirus pandemic spread in indonesia and also in lombok where their institutetakes place. the student suddenly has to change their regular learning method to daring learning media, so when the lecturer implemented the media most of them fell some difficulties, but they don’t have another choice besides following the lecturer order to use daring learning as the media for their learning process. discussion taken from students’ perspective daring learning is one of the new methods and has not been commonly used in indonesian universities. to complete the required data, researchers have taken 32 samples of survey respondents regarding the effectiveness of daring learning when viewed from the point of view of second-semester students majoring in english department in institut pendidikan nusantara global. a total of 24 students from 32 students who were sampled or equivalent to 75% of the survey sample stated that they did not like the daring learning method and preferred to do face-to-face learning. based on the results of an analysis of students’ writing essays and interviews conducted by the researchers, there were several obstacles felt by students related to daring learning. as many as 45.5% of respondents felt that the main obstacle perceived was signal constraints. the signal obtained by students is deemed inappropriate so that it is difficult for students to accept the lessons given by lecturers to the maximum. it is in line with haerazi et al. (2020) and pitura & berlinska (2018) who inform that internet connection as a main problem faced by students in online learning. as many as 16.4% of respondents felt that the main constraints they felt were constraints on quota depletion and the limited money they had to continue to refill internet quota. this can happen because not all telecommunications companies operating in indonesia have collaborated with daring learning media platforms, so the quota of students who are accessing online learning content is quickly depleted. other respondents felt that the main obstacles felt were easily distracted; lack of explanation from the lecturer, and lecturers who did not explain the material but only gave the assignment to their students. if the researcher saw from the answers above, we can conclude that daring learning has many shortcomings from various aspects. unfortunately, the deficiencies experienced by students regarding daring learning are major deficiencies or shortcomings that are felt to be large and can hamper the process of teaching and learning activities as a whole. starting from the problem of the signal to difficult to focus, daring learning is considered to add a burden to students. difficulty in understanding the material delivered by lecturers who have never given the explanation of the material either by video message or video conference is also felt to be one of the burdens for students in undergoing daring learning. although online learning has many shortcomings and is not liked by most student respondents, as many as 6 students or the equivalent of 25% of respondents like the daring learning and can see the positive side that can be drawn from the implementation of daring learning. online learning can be done anywhere, although it cannot always be done at any time. this causes students who carry out online learning to do the learning process in places they like while doing other things besides learning, such as eating, listening to music, and yulandari english students’ perception about……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 321 watching television. for some students, learning environment of daring learning is more suitable for them than offline learning or face-to-face learning. apart from the quota purchase problem, students who use a wifi network feel that online learning can save their costs that are normally incurred daily. with online learning, students no longer need to pay fees to go to campus in the morning. from all the things that have been explained above, it can be concluded that from the viewpoint of second-semester students of the english department in institut pendidikan nusantara global, daring learning is not an effective learning method. although online learning has several positive aspects, the positive side possessed by online learning has no impact on the effectiveness of existing teaching and learning activities. the positive side of online learning is mostly a positive side in terms of student lifestyle and student financing. opposite of the positive side, the negative side possessed by daring learning is a weakness that can really affect teaching and learning activities carried out by lecturers and students, causing daring learning to be an ineffective learning method. conclusion the ignorance of government and public about when the covid-19 pandemic will end will result in students and lecturers still having to go daring for the rest of the semester. some changes can be applied to make online learning a more effective learning method, such as lecturers who are supposed to hold video conferences or at least record video explanations of the material and send their videos to group chats so students can better understand the explanations of lecturers and teaching and learning processes can occur two directions and give students the flexibility to ask questions, the lecturers really explain the material that they will convey to students through video or video conferencing and not only provide power points, limit the number of assignments given by the lecturers so it will not become a burden for students, even distribution of signals by telecommunications companies so that there will be no hard signals when the learning process takes place, and the making of an appropriate platform is also adequate by all universities in indonesia. it is better if daring learning can be further reviewed by the relevant agencies in order to become a more effective learning method going forward, both for students and lecturers. references abbatt f, mcmahon r. london: macmillan; 1993. teaching health care workers; pp. 15–21. burić, i., & kim, l. e. 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https://doi.org/10.33394/jollt.v%vi%i.2284 april 2020. vol.8, no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp.128-138 jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 128 scrutinizing directed reading thinking activity (drta) strategy on students' reading comprehension nerim english teacher, smpn 1 jonggat, central lombok, indonesia corresponding author email: nerim1974@gmail.com article info abstract article history received: february 2020 revised: february 2020 published: april 2020 the aim of this research was to examine the directed reading thinking activity (drta) strategy on students’ reading skills. this research was classified as experimental research applying a quasi-experimental design. this study involved 60 students of second-grade students of smpn 1 jonggat. the students were divided into two groups, the experimental and control groups. the experimental group was subjected to drta strategy, while the control group was treated using the conventional learning strategy. the data were obtained by using a reading test. the data were analyzed using descriptive and inferential statistics. the data were calculated using spss 19.0 for windows. the descriptive statistic was aimed at finding out the students’ mean score, mode, median, and standard deviation. hence, the inferential statistic was used to test the research hypothesis using the independent sample t-test. the results of the research showed that the drta strategy in teaching reading had a more positive effect than the conventional learning strategy. it was proven that the students’ mean score in the experimental class (78.80) was higher than those in the control group (73.73). in addition, the score of 2-tailed (0.032) was lower than the sig. level 0.05. therefore, the hypothesis was accepted. it means that the directed reading thinking (drta) strategy had a significant effect on students’ reading comprehension. keywords reading comprehension; drta strategy; teaching english; how to cite: nerim (2020). scrutinizing directed reading thinking activity (drta) strategy on students' reading comprehension. jollt journal of languages and language teaching, 8(2), 128-138. doi: https://doi.org/10.33394/jollt.v%vi%i.2284 introduction as a compulsory subject, in learning english, there are four language skills that should be mastered by the students, they are reading, speaking, writing and listening. the four skills should be taught in order to help the students communicate in english. among the four language skills, reading is one of the four primary skills that students should master. lei, barlett, and gorney (2010) state reading is the process of understanding of a reading text in order to obtain the information and knowledge. students are not only expected to be able to understand a text but also to comprehend the content of the text (haerazi & irawan, 2020). reading comprehension in the teaching-learning process is badly needed to be mastered by the students to gain information and knowledge in a written text. students must know exactly what they are reading and finding the meaning from the text. in reading comprehension, students can interact with written information in order to improve and add some information. according to sharma, hoof, and ramsay (2017), reading comprehension is the process of making meaning from a text. however, to master the reading skill, students should first master reading micro-skills (haerazi, prayati, & vikasari, 2019). based on the current curriculum in indonesia 2013, students are expected to be able to understand written texts. a text does not by itself carry meaning (brown, 2001; haerazi & irawan, 2019). understanding a text requires some skills to understand the language of the text in word level, sentence level, and whole-text level nerim scrutinizing directed reading thinking ….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 129 (haerazi et al., 2020). it is in an attempt to connect the message of the text to the knowledge of the world (spratt et al., 2005). to make the students easier in comprehending the reading text, the most important thing is the use of teachers’ strategy to help the students activate their background knowledge, connect ideas, focus on the topic, and help them get and remember the general information and specific information after english reading activity (odwan, 2012). there are many strategies that can be applied to teaching reading. one of them is the directed reading thinking activity (drta) strategy. the directed reading thinking activity (drta) was developed as a framework for teaching reading, which stresses students’ abilities to read reflectively and to use prediction. this strategy leads students in active learning. active learning indicates that the learning processes take place well and enable them to improve students’ academic achievement (vercellotti, 2017). it is in line with burchfield and sappington (2000) who argue that reading activates students’ thinking processes and active activities. the drta strategy involves the students to be active in making a prediction. the teacher can build their prior knowledge by asking them some questions related to reading text. bos and vaughn (2012) state that the students can get a little information related to their prior knowledge they have already had from the teacher’s question. it happens in the drta strategy in which there are three steps of the drta strategy, namely the prediction step, guided silent reading step and proving step (stauffer, 1998). in the prediction step, the teacher sets the students for reading and helps them think about what they are going to read before starting. the students learn to predict what they are going to read. prediction deals with any speculation about the content of a reading text. according to gillet, hobart, and william (2012), the prediction step requires the students to relate their prior knowledge to the reading task at hand and to form expectations they will apply to the reading. it means that in prediction, the form of expectation can be right or wrong based on their knowledge. the researcher conducted several interviews with the english teacher and some grade viii students of smpn 1 jonggat on reading instruction in the school. the findings suggested that the students remained to have difficulties in understanding english texts. they lacked the vocabulary and grammatical knowledge important to comprehend the texts. they also tended to translate every single word instead of using reading strategies such as guessing meaning from the context to understand such texts. those problems make reading frustrating which in turn may make the students discouraged. there are several previous studies related to the issue. for instance, odwan (2012) informs that the directed reading thinking activity using collaborative learning has a positive effect on learners’ reading comprehension. also, riley (2006) investigated the effect of directed reading thinking activity on reading achievement of first-grade learners. the result shows that there was the possibility of correcting most of the mistakes made by the students when they used the directed reading-thinking activity. a little bit different from the two previous studies, stahl (2008) informs that the dr-ta has a positive effect on students’ reading comprehension if the students are provided with the other two instructional methods of comprehension, picture walks (pw) and know-want-learn (kwl). yazdani and mehdi (2015) argue that the directed reading thinking activity (drta) and guided reading (gr) indicate a positive influence on reading comprehension. there were two results of this study. firstly, learning strategies could improve reading comprehension skills. second, both strategies could improve the learners' reading comprehension skill however the directed reading thinking activity had a more significant positive effect than guided reading. based on the overview of the importance of reading comprehension for the students’ successful english mastery, it is necessary to overcome the aforementioned problems. those problems indicate the need for an appropriate teaching strategy cannot only help students nerim scrutinizing directed reading thinking ….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 130 improve the students’ comprehension but it can make them actively participate in the reading class as well. in this case, the researcher suggests the use of directed reading-thinking activity (dr-ta). dr-ta is expected to help students comprehend texts by activating their background knowledge related to the texts and promote the use of reading strategies. in addition, the students’ comprehension progress before, while and after reading is monitored during the discussion so as to prevent the students from misunderstanding the texts. also, dr-ta uses media and activities that can help the students to understand the text and make them actively involved in the teaching and learning process. it is expected that dr-ta will be an effective way to teach students reading to improve their comprehension. review of literature reading comprehension there are some definitions regarding reading comprehension, particularly, for secondary school students. reading is regarded as one of the english skills that need relatively mechanical skills and thinking processes (melby-lervag et al., 2012; sasanguie et al., 2013). also, vanbecelaere et al. (2019) assumed that reading is viewed as not merely taking written information on the printed matter but also attributing a meaning-extracting process as the essence of the act of reading. it means that reading is not only to get the information from the text passively but also to process it mind to understand the meaning. that assumption is in line with norlund (2019) who states reading includes an active process in which readers shift between sources of information, elaborate meaning and strategies, monitor their comprehension, and use the social context to reflect their response. furthermore, sari, drajati, and rochsantiningsih (2019) argue that in the attempts to comprehend text readers construct meaning from the text as they read it by absorbing new information found in the text and comparing it to the one in their pre-existing knowledge. so, as they read a certain text, their understanding of the information related to the topic of the text increases gradually and sometimes changes to fit the information presented in the text (gultom, 2018). this idea is similar to the concept of accommodation and assimilation suggested by piaget as explained in cameron (2001) that learners will either absorb new information without any changes made on their schemata (assimilation) or adjust their schemata to fit the new information they receive (accommodation). richards and schmidt (2002) add that comprehension is the identification of the intended meaning of written or spoken communication. contemporary theories of comprehension emphasize that it is an active process drawing both on information contained in the message therefore, comprehension involves active processes. it does not only result from the information contained in the text but also from the interaction with the background knowledge that readers bring to the text. directed reading thinking activity directed reading-thinking activity (dr-ta) is a strategy to guide language learners to improve their reading comprehension. dr-ta is used in each of the three stages of reading, i.e. pre-reading, during reading, and post-reading (stauffer, 1969). it can be implemented both in small groups and individually. in dr-ta, predictions play an important role to provide students with reading purposes. readers should have purposes to read. it is line with celik (2019) who argues that reading should have aims to guide readers’ intelligence. in doing so, a “teacher should provide questions for students to activate their prior knowledge and use clues such as the title and pictures from the text so as to stimulate the students to make an accurate prediction” (januarty & azizah, 2019). in addition, the teacher should also pre-teach vocabulary considered important to support them making an accurate prediction of the text. nerim scrutinizing directed reading thinking ….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 131 dr-ta has several purposes. according to androveda (2015), the drta is a strategy to build independent readers because the readers are equipped with the abilities to set reading purposes, examining reading material based on these reading purposes, and making decisions based on the information from the text. moreover, jennings (2006) argues the drta helps students to become aware of the reading strategies, understand the reading process, and develop prediction skills. it is in keeping with fitriana (2019) who argues that students during reading activities try to predict any word that they hesitate the exact meaning of it. based on the explanation above, it can be concluded that dr-ta aims to have students employ reading strategies, to elicit their prior knowledge related to the topic of the text, to set a purpose for reading and to encourage them to monitor their comprehension while they are reading. these steps later can make students an independent reader. in relation to the procedure of dr-ta, lain (2019) argues that comprehension activities during reading students should be able to make predictions prior and to prove or to modify the predictions made about the story events. research method research design this research conducted a quasi-experimental design with a non-equivalent control group design, intended to examine whether or not there was an effect of using directed reading thinking activity (drta) strategy on the tenth-grade students’ reading comprehension achievement at smp n 1 jonggat. there were two groups that were investigated in this research, namely the experimental group and the control group. fraenkle and wallen (2012) state that quasi-experimental research is a research design that does not include the use of random assignment. in this research, the experimental group was taught reading by using the directed reading thinking activity (dr-ta) strategy while the control group was taught reading by using the conventional technique commonly used by the teacher that is the scientific approach. in this study, there were two groups namely the experimental group and the control group. the experimental group was students at class viii a of smp n 1 jonggat which consisted of 30 students who were given the drta method. the control group was students viii c at the second class of smpn i jonggat which consisted of 30 students who were given conventional teaching methods. the two classes received the material on reading comprehension on narrative text with the same time allocation. the material provided in accordance with that specified in the curriculum. the data in this study were obtained by giving questionnaires on student’s reading interest before the class began and by giving the final test in each of the students either in the experimental group or in the control group. the frequency of meetings in this study was six times a meeting (three weeks). five meetings were to give the subject matter related to recount text and once to give the final test. the meeting was conducted twice a week for 80 minutes, 40 minutes per meeting. both classes received the same lesson that was “recount text” with the same time allocation. population and sample the target population in this study was a second grade or 8 th grade of students of smpn 1 jonggat. it consisted of 6 parallel classes in which each class consisted of 30 students. due to the time limitation, the scope population was grade 8 students of smp n 1 jonggat in the academic year 2019/2020. the sample of this study was determined by a cluster random sampling technique with equal characteristics and probability. creswell (2012) states that in this random sampling technique, research subject in the population are mixed so that all subject are considered equal and every member of selected groups have similar characteristics and probability. thus, the sample of this study was distributed into two classes of grade eight students (class 8) of nerim scrutinizing directed reading thinking ….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 132 smpn 1 jonggat. one class as an experimental class comprised of 30 students, and the other class as a controlled class comprised of 30 students as well. the technique of data collection the data collection technique used in this study was an experimental design used in terms of the dependent variable and two independent variables in this study. the dependent variable is reading comprehension and independent variables are teaching methods and different reading interests. the technique of collecting data was used test and non-test technique. the test was used to obtain the result of students’ reading comprehension, while non-test in this case questionnaire was used to gain information about students’ reading interest. research instrument information needed in this study involved data of different reading interests and reading comprehension. reading interest data were obtained through questionnaires while reading comprehension instrument was obtained through a test. the questionnaires on students’ reading interest were developed on a five-point likert. the five responses used in the likert scale include: strongly agree (sa), agree (a), undecided (u) disagree (d) strongly disagree (sd). in addition, for reading comprehension instrument tests used to gain information related to reading comprehension in multiple-choice questions. the number of items is 30 numbers in multiple choice in order to be easier in administering and investigating students’ reading comprehension scores. data analysis the data analysis method used in this research was the independent sample t-test formula to analyze the results of the students’ scores of the reading post-test. the analysis intended to know whether or not there was a difference between the mean of the two groups (the experimental group and the control group). based on spss data output, there were two stages of analysis in the independent sample t-test, which were the test of equality of variances (f-test) and the test of equality of mean score. there were two kinds of data collection methods used in this research, namely primary data and supporting data. the primary data were obtained from the reading post-test, while the supporting data were obtained from the interview with the english teacher and the documentation. the researcher also conducted the tryout reading test to a class that did not belong to the experimental group and the control group. the try out was done to know the reliability of the test items, the index difficulty of the test items, whether the time allotted was enough or not and whether the instruction of the test items was clear or not to understand. the data were obtained from tests. the data were presented in the form of students’ reading comprehension scores. to analyze them, the researcher employed descriptive statistics and inferential statistics to examine any improvement in relation to students’ reading comprehension ability or not. also, the researcher used measures of central tendency represented by the means of students’ reading-comprehension test scores obtained from the pre-test and the post-test. then, inferential statistics in the form of paired-samples t-test was employed to assign meaning to the difference in those means using spss 22. research findings and discussion research findings dependent sample t-test counted by spss software, the output of the analysis could be seen in table 1 below. the table is about students’ reading achievement that gave information related to the number of the students in each group (n), the mean score of each class, standard deviation, and standard error mean. nerim scrutinizing directed reading thinking ….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 133 table 1. students’ reading achievement class n mean std. deviation std. error mean experimental group 30 78.80 9.463 1.728 control group 30 73.73 8.317 1.518 table 1 shows that the total number for both groups was 60, consisting of 30 students in the experimental group and 30 students in the control group. the mean score of the control group was 73.73 and the mean score of the experimental group was 78.80 the standard deviation of the control group was 8.317 and the standard deviation of the experimental group was 9.463. the standard error mean for the control group was 1.518 and the control group was 1.518. the result of students’ post-test can be seen in table 2 as follows. table 2. post-test result of analysis lavenes' test for equality variances t-test for equality means 95% confident interval of the difference f sig. t dt sig (2 tailed) mean df. std. error df. lower upper score equal variance assumed .588 .588 .588 2.203 .58 . 2.300 ..463 .463 9.671 equal variance not assumed 2.203 57.50 .032 5.067 2.300 .461 9.672 table 2 shows that the analysis result of the primary data taken from the post-test by using an independent sample t-test to know the significant effect of using directed reading thinking activity (drta) strategy on the students’ reading comprehension achievement. to read the table above, the first step was analyzing two variances whether they were equal or not (f-test). the second step was analyzing two groups whether the mean scores were the same or not (t-test ). the first column on the table above showed that the f value was 0.558 with the sig. value 0.446. because of the sig. the value was higher than 0.05, the variances of the two group (experimental group and control group) were the same. the equal variances assumed should be read because the two classes were equal in the score of their reading test. in the second column, it was shown that the sig.value was 0.03 which lower than 0.05 (sig < 0.05). it means that the scores of the two groups were different. discussion the result of the analysis on the students’ reading showed that the experimental group which was given a treatment that was directed reading thinking activity (dr-ta) showed better performance during the test than the control group. it could be seen from table 2 that the significant value was 0.03 < 0.05. it means that the mean scores of the two groups were different. table 1 showed that the mean score of the experimental group was 78.80 and 73.73 for the control group. it proved that there was a significant mean difference between the experimental group and the control groups. therefore, the research alternative hypothesis nerim scrutinizing directed reading thinking ….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 134 saying that “there is a significant effect of using directed reading thinking activity (drta) strategy on the tenth-grade students’ reading comprehension achievement at smpn 1 jonggat in the 2019/2020 academic year” was accepted. the present research result is relevant to the theory suggested by stauffer (1999) who states that the use of the directed reading thinking activity (dr-ta) strategy is a kind of general reading strategy to guide the students having critical thinking processes while reading through the reading text. the students’ critical thinking skill was expressed when the students try to judge their own prediction. drta also helped the students of the experimental group to have a better understanding of the process of comprehending a text. it was proven that the drta strategy was able to make the students become active readers (odwan, 2012). for instance, the phase of reading purpose leads students to express their aims to read, what they want to get from the reading texts. some students express their wills to acquire much more english vocabulary. it is in line with novita (2018) who argues that the more students read, the more they acquire vocabularies. after students enact their reading purposes, they are asked to examine the reading materials based on their reading purposes. in doing so, the students are divided into two or three small groups with the same reading purposes. they are involved in a group discussion. some students phrase their opinions based on the reading content that they understand. other students do some notes of vocabulary. the learning processes are designed in order that students utilize their thinking to have the meaning of the reading text. it happens in a dynamic discussion. it is in accordance with tawali (2018); haerazi and irawan (2019) who state that students should be involved in thinking activities to read because with good critical reading they can remember their vocabularies that they acquire during reading activities. at the result of these activities, students can make decisions based on the information from the text this study shows that the implementation of the drta strategy was more effective than the traditional one. it was reinforced with some studies using the drta strategy to improve students’ achievements in reading comprehension. for example, experimental research by androveda (2015) showed that the sig. value 0.02 was lower than 0.05. it proved that there was a significant effect of using the directed reading thinking activity (dr-ta) strategy on the tenth-grade students’ reading comprehension achievement. furthermore, novita (2010) also used experimental research in a different sample. she chose junior high school as the sample. her study proved that the use of the directed reading thinking activity (dr-ta) strategy gave a significant effect on the students’ reading comprehension achievement. in addition, erliana (2011) conducted experimental research entitled improving reading through directed reading thinking activity (drta) strategy. it was found out that drta was an effective and suitable strategy in improving reading in terms of providing the students with the opportunity to utilize reading strategy, to enhance self-confidence, and to produce independent learners. in this study compared with the previous studies, the researcher emphasized on the schematic structures and linguistic structure. such an activity made the students not interested in participating in the class. then, the teacher gave them some minutes to do exercise and discuss the students’answers. the teacher also gives the chance to the students to analyze the text by using the appropriate method. by using directed reading-thinking activity strategy, the students from the experimental class can comprehend the texts by activating their background knowledge related to the texts, providing them with reading purposes, making them employ reading strategies, and monitoring their comprehension. it is in keeping with novita (2014) who states the drta strategy can improve students’ reading comprehension ability. based on the calculation of t-test, the results shows that t account(4.784) > t-table (2.00) and sig (2-tailed) (0.000) < 0.05 with degree of freedom 41. the mean of the pretest was nerim scrutinizing directed reading thinking ….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 135 25.85 for 8a and 17.34 for 8c. the mean of the post-test of 8a is 26.85 and 8c is 23.13. it means that there was an improvement score of 8a as the treatment group for reading comprehension. it was in line with daeli et al. (2020) inform that students can improve their reading skills if teachers give a big chance for them to read. reading activities can equip the students with the abilities to determine purposes for reading, extract, comprehend, and assimilate information, examine reading material based on the purposes for reading, suspend judgments, and make a decision based on the information of the reading text. it can be drawn to the conclusion that teaching reading skills at second-grade students by using directed reading thinking activity are more effective than the conventional method. conclusion based on the data analysis result, hypothesis verification and discussion in the previous chapter, it can be concluded that there was a significant effect of using directed reading thinking activity (drta) strategy towards the eight grade students’ reading comprehension achievement at smp n 1 jonggat in the 2019/2020 academic year. it means that the experimental group who was taught reading comprehension by using directed reading thinking activity (drta) got better reading comprehension achievement than the control group taught by using conventional strategy. the result of the study showed that the application of directed reading-thinking activity was able to improve the students’ reading skills.the improvement of reading skills can be seen from the result of the test. the mean of a pre-test for treatment class (8a) was 25.85 and the mean of the post-test was 26.85. the improvement was 1.00. the mean of a pre-test for the control group (8c) is17.00 and the mean of the post-test is 23.13. the improvement was 6.13. the result of the t-test shows that there is a significant difference between 8a and 8c for pre-test results. those mean that the data are a significant difference between treatment class (8a) and control class (8c). so, it can be concluded that directed reading-thinking activity influences the reading skill of 8a. the result of the test can be concluded that there is a significant difference between students having low motivation and students have high motivation. furthermore, the results of the study show that there is a correlation between reading and drta strategy. generally, it can be concluded that dr-ta is suggested to be used in teaching reading skills. the teachers have to facilitate the students with the most suitable and feasible strategy of reading because of it in fluencies the students’ achievement. reading skill has a relation with the students’ motivation, so the motivation must be improved. references alyouser, h. s. 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(2017). do interactive learning spaces increase student achievement? a comparison of classroom context. active learning in higher education, 19(3), 197210. doi: https://doi.org/10.1177%2f1469787417735606 https://doi.org/10.22437/ijolte.v3i2.7394 https://doi.org/10.1016/j.jecp.2012.10.012 https://journals.sagepub.com/doi/10.1177/1469787417731200 https://journals.sagepub.com/doi/10.1177/1469787417731200 https://doi.org/10.1177%2f1469787417731200 https://doi.org/10.33394/jollt.v6i1.811 https://doi.org/10.1016/j.compedu.2019.103680 https://journals.sagepub.com/doi/10.1177/1469787417735606 https://journals.sagepub.com/doi/10.1177/1469787417735606 https://doi.org/10.1177%2f1469787417735606 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3546 april 2021. vol. 9, no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 243-249 jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 243 the influence of mangarock online comics in teaching writing a narrative text 1muhamad sofian hadi, 1lidiyatul izzah, & 2ineke larasati 1english lecturer, fkip, muhammadiyah university of jakarta, indonesia 3english student, fkip, muhammadiyah university of jakarta, indonesia corresponding author email: inekelara@gmail.com article info abstract article history received: march 2021 revised: april 2021 published: april 2021 manggarock online comics are used by many researchers in enhancing students’ language skills. this study aims to investigate the effectiveness of manngarock online comics to improve students' writing skills at the ninth-grade students of smp harapan masa, depok, indonesia. this study is categorized as a quantitative study using a pre-experimental design. to attain the data, researchers employ writing tests. the sample of this study is all students of ninthgrade students of smp harapan masa. the students are subjected to manggarock online comics. to know the efficacy of manggarock online comics, researchers apply statistical analysis, which is a t-test. the students’ writing skills in the pre-tests and the post-test are calculated using descriptive statistical analysis. based on the results of the analysis, the mean score of students is 79.26. meanwhile, the value of the t-test (16.243) was higher than the t-table (2.015) in a significant level of 5% (0.05). therefore, the alternative hypothesis (ha) proposed was accepted, while the null hypothesis was rejected. from the results of this analysis, this study can be concluded that the manggarock online comics have a positive effect on students' writing skills at the ninth-grade students. keywords narrative text; online comic; teaching writing; how to cite: hadi, m. s., izzah, l., & larasati, i. (2021). the influence of mangarock online comic in teaching writing a narrative text, jollt journal of languages and language teaching, 9(2), 243-249, doi: https://doi.org/10.33394/jollt.v%vi%i.3546 introduction many studies inform that understanding a language needs a long process because language is a complex and dynamic system. because a language is complex, the accuracy, fluency, and complexity progress cannot be totally seen by performance in any subsystem (hundt, 2019; alfulaila et al., 2019; wee, 2018; sitorus & sipayung, 2018). writing skill is a subset of students’ language competence, with an emphasis on writing abilities. students are demanded to produce various genres and rhetorical features and include language-specific abilities such as vocabulary and syntactic structures (lahuerta, 2018; baroudy, 2008). in efl contexts, writing is considered the most difficult language skill to be mastered. due to this, english teachers employ various learning methods, strategies, and techniques to help students develop their writing performance. in addition, writing requires students to be able to organize their cognition, sociocultural, and linguistics aspects since they write ideas into papers (haerazi & irawan, 2020; song, 2019; raigon-rodriguez, 2018). composing texts, such as planning, drafting, revising, and editing, is employed by efl teachers in their writing classes. at any stage of writing, students are demanded to use strategies or approaches to help them carry out their acts of writing (mishima, 2019). therefore, efl teachers should arrange their writing classes in order they facilitate students to improve their writing skills. in this study, the mangarock online comics are presented to help students in enhancing their writing skills. many efl http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& hadi, izzah, and larasati the influence of mangarock online … … jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 244 teachers have already applied this medium, but the use of digital comics for the teaching of writing skills has not been extensively conducted yet. digital comics are categorized as electronic comics that are posted digitally (ferdiansyah, 2018; jang & song, 2017; susilawati, 2017; winarti et al., 2018). digital comics also are divided into two forms; online and offline. when the teachers download or print the online comics, it becomes offline comics. the contents of digital comics are presented in the form of school life, romance, comedy, historical, tragedy, horrors, fiction, gender, etc. these contents can be designed to facilitate students to improve their language skills. this study tries to improve students’ writing skills using digital comics, which are mangarocks comics. writing is a complex skill. according to muschla (2011), good writing starts with a good idea. writing is a language skill that plays an important role in daily life. to help students practice to write, this study provided students with narrative texts. in general, narrative texts tell about actions or events. narrative texts have a social function to entertain, entertain, and address real experiences or experiences in different ways (rambe, 2017). digital comics can attract and encourage high-achieving language learners to write in english. the interesting features of this digital comic seem undeniable (yunus et al., 2012). engagement with the digital arts in which software programs allow for experimentation and expression through color, line, font, image, and narrative creates opportunities for students to express their responses to literature in exploratory ways across multiple sign systems (yeung, 2016). as researchers, analytical lenses attuned to the arts and aesthetics also enhanced our analyses of students’ comics (wissman & costello 2014: 116). this media is also available as a downloadable online application. there are many comic stories available on the online comic media application mangarock. the researchers take a comic story from this media according to the students' grades. after that, researchers ask students to rewrite the narrative text story to develop students' ideas in understanding text narrative writing. it is in line with javed et al. (2013) carried out in the study. this study aims to find out the effectiveness of mangarock online comics in enhancing students’ writing skills at smp harapan masa. in the current study, the mangarocks online comics are a teaching medium employed in writing classes. the learning processes are carried out in online learning. to help researchers, the teaching-learning approaches used product approach, process approach, and genre approach. therefore, the novelty of this study lies on the use of various approaches to facilitate students to improve their writing skills using mangarocs online comics. research method research design in this study, researchers used a quantitative study with a pre-experimental research design. this study is aimed at finding out the effect of the mangarock online comics on students' writing skills at the ninth-grade students. according to creswell (2014), quantitative research focuses on numerical, fixed, and detailed data. this research is used in one class. there is no control class in this study because this study applies a pre-experimental design. a variable is a feature in a study or a measurable number of events. the students are subjected to mangarock online comics. the meeting was carried out in 4-5 meetings. before treatments, students are tested using pre-test writing. it aims to see the students’ writing ability. during the treatment process, researchers collaborate with the existing writing teachers. mostly, the existing teachers acted as teachers in giving the students treatments. population and sample this research was conducted online. the population in this study all of class 9 grade of smp harapan massa were consist 200 students with into 5 classes. in this research, the researcher was randomly choose one class only as the sample of this research., that is viii-1 hadi, izzah, and larasati the influence of mangarock online … … jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 245 grade in smp harapan massa it consists of 23 students. there is 17 female and 6 male in this class. the samples are treated using mangarock online comics to improve their writing skills. in the current study, the samples are provided with various writing exercises of narrative texts. they are also involved in making graphic-organizer forms of narrative texts. instruments the instrument of this study uses writing tests. the tests are used to attain the students’ writing achievement. the writing tests are in the form of writing a complete narrative text. the writing test is carried out in two sessions, the pre-test, and post-test sessions. students are given the writing test in the pre-test to see the students’ writing skills before giving them a specific treatment, which is mangarock online comics. in the tests, students are asked to produce a complete narrative text. the writing assessment focuses on students’ writing contents, organization, vocabulary, grammar, and mechanics. data analysis the data of this study are students’ writing achievements in the pre-test and post-test. the data are analyzed using statistical analysis, which is descriptive and inferential analysis. the descriptive analysis is focused on students’ mean, mode, and median scores. the score is collected using writing tests at the end of treatments. meanwhile, the inferential analysis is carried out using a t-test. the t-test analysis aims to see the significant difference of students’ writing achievement in the pre-test and post-test. to take conclusion, researchers decide that if the value of the t-test is greater than the value of the t-table, the mangalocks online comics are effective in improving students’ writing skills. but, if the value of the t-test is lower than the t-table, the online comics are not effective in improving students’ writing skills. based on the result of the analysis, the value of the t-test was higher than the t-table. the process of the data calculation is assisted by using spss devices. research findings and discussion research findings in this section, the researcher explains the collected data during the study conducted at smp harapan massa. in the sample of this study, one class was an experimental class. in the first meeting, all class was given a pre-test to measure their narrative texts. after the process of collecting the pre-test data, the researcher prepared the teaching materials and implemented mangarock online comic to improve students writing skills. the treatment was conducted for six meetings. at the last meeting, the researcher gave the post-test. the result of the test was used as a reference for the author to analyze the students ’improvement in writing skills. table 1 the experimental class students’ pre-test writing skill students’ writing skill level total number of students total number of the students in percentage very poor 7 30,43% poor 16 59,3% enough 0 0% good 0 0% excellent 0 0% the mangarocks online comics are designed to improve students’ writing skills. efl teachers involve students in various writing exercises using digital comics. the type of digital comics includes story comics and fictions comics. both are considered representative teaching materials for teaching writing skills. due to this, students feel easy to compose simple sentences and paragraphs. before teaching students using digital comics, students have low hadi, izzah, and larasati the influence of mangarock online … … jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 246 writing performance. table 1 shows that most students have low writing skills in the pre-test session. students perform writing skills at a very poor level (30,43%), and 59.3% of students are a poor level. the students’ writing performance is seen in different results from the pretest. in the post-test, the use of mangarocks online comics is able to improve students’ writing skills. the results can be presented in table 2 as follows. table 2 the experimental class students’ post-test writing skill students’ writing skill level total number of students total number of the students in percentage very poor 0 0% poor 3 13,04% enough 7 30,43% good 13 56,52% excellent 0 0 the popularity of mangarock digital comics affects students to accomplish their writing exercises effectively. digital comics provide students with images and texts. it attracts students’ attention. through this medium, teachers distribute their materials to students. because of this, students can practice writing easily. they can create various simple narrative texts. table 2 shows that students perform their writing at a poor level (13,04%), in enough level (66,6%), and at a good level (30,43%). based on the category level, there is no student in the very poor level and excellent level. figure 1. diagram of frequency distribution of pre-test and post-test based on the students 'pre-test and post-test results in figure 1, researchers analyzed the results to determine the effect of the mangarocks online comics on students' ability to write narrative texts. the writer calculated based on the t-test formula steps as follows. based on the calculation above, the result is 16.243 > 2.015. the result of the data analysis showed that by using the t-test formula, the result of tcal is 16.243 higher than ttable 2.015. this means that mangarock online comic can influence students’ writing skills. it means most students are categorized as enough writing competence. in other words, the use of mangarocks online comics has a positive effect on students’ writing skills at smp harapan masa. 0 5 10 15 20 very poor poor enough good excellent distribution of pre-test and post-test scores pre test post test hadi, izzah, and larasati the influence of mangarock online … … jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 247 discussion this study is aimed at investigating the effectiveness of mangarocks online comics on students’ writing skills at smp harapan masa. the students are provided with learning media, mangarock online comics. in the teaching-learning activities, researchers applied various learning approaches, such as product-based learning approach, process-based learning approach, and genre-based learning approach. the approaches are employed to support students in generating narrative texts. it is in line with muyassaron et al. (2019) who argue that the use of digital comics is effective when teachers apply the approaches in writing classes. the incorporation of digital comics offers opportunities for students to use their writing strategies. students start from the drafting process to the editing stages. the use of mangarocks digital comics helps students to improve their motivation to accomplish their writing tasks. it is also confirmed by zemach (2010), who studied that the use of digital comics can increase students’ motivation and make learning easier to manage. in the current study, the use of mangarock online comics encourages students to compose their sentences and paragraphs. for instance, they are able to create various introductory paragraphs of narrative texts. besides, the online comics promote students’ motivation in group writing collaboration and collaborative writing activities. these findings are found by other researchers, such as muyassaroh et al. (2019) and zemanch (2010). in this study, students are asked to read some texts which are suitable with stories in comics. they are also involved in discussion groups. this aims to build students’ background knowledge of the topic before going to write. in doing so, students are provided with comic strips which capture all essence in a narrative way. students are then drafting any information relating to the writing topics. the drafting activities are directed to compose a complete introductory paragraph of narrative texts. it is very effective to lead students in writing collaboration. students ask other students when they have unfamiliar vocabulary. this learning atmosphere is found as well by alves et al. (2007) and lucas et al. (2010) who inform that digital comics in the form of stories enable students to enhance their language use and advance their vocabulary. the efficacy of using mangarocks online comics was effective in improving students’ writing skills. it is proven by the result of students’ achievement in which the value of the ttest (16.24) was higher than the t-table (2.015) in the degree of the significance level of 5%. it means the alternative hypothesis (h1) was accepted while the null hypothesis (h0) was rejected. thus, it can be concluded that the mangarock online comics have a positive effect on students’ writing skills at the ninth-grade students of smp harapan massa in the academic year of 2020-2021. the other researchers can use the theoretical basis of this study to carry out other studies dealing with digital comics. conclusion after presenting and analyzing data in the previous chapter, the writer concluded that online comics could improve students’ writing skills. it can be seen from the students’ improvement between pre-test and post-test. based on research in class ix smp harapan massa, it can be concluded that the mangarock online comics can influence students in writing skills. this can be seen from the student's process of improving students' narrative writing. student progress can be seen from the results of student predictions and post-test, student prediction results (79.26), and student pre-test results (54.17). this means that the students’ sense of accomplishment has increased, and their post-test scores are higher than their pre-test scores. it also shows that when the significance is 5%, the t value is higher than the t table. if the t-test result is higher than the stable level, then the alternative hypothesis is accepted, and the null hypothesis is rejected. based on the results of the t-test calculation above, because of the acceptance of the alternative hypothesis, it can be said that learning activities using mangarock online comics can influence students' writing skills. hadi, izzah, and larasati the influence of mangarock online … … jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 248 acknowledgements first of all, researchers would like to pray to allah swt, who has blessed them with beautiful things in their life and who has empowered them to finish this study. also, researchers would like to express my warm gratitude to those who have contributed to finishing this study with their comments and suggestions to make this study more easily understood. researchers also thank jollt (journal of languages and language teaching) team-editors who help this article with revisions and suggestions. references alves, t.,mcmichael, a., simoes, a., vala, m., paiva, a &aylett, r. 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(2012). effects of using digital comics to improve esl writing. research journal of applied sciences, engineering and technology, 4(18), pp. 3462-3469. https://doi.org/10.22437/ijolte.v3i1.6502 https://doi.org/10.18172/jes.3478 https://doi.org/10.24167/celt.v18i1.562 https://doi.org/10.18823/asiatefl.2019.16.1.17.267 https://doi.org/10.1111/weng.12302 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4471 january 2022. vol. 10, no,1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 46-55 jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 46 investigating english lecturers’ strategies of committing online written corrective feedback during covid-19 pandemic 1,2ahmad hanan, 1edi firman, 1terasne 1english lecturer, fbmb, universitas pendidikan mandalika, indonesia 2co. author email: ahmadhanan@undikma.ac.id article info abstract article history received: november 2021 revised: december 2021 published: january 2022 written corrective feedback is essential in the teaching of writing skills to help prospective teacher enhance their writing performance. lecturers try to apply strategies in committing written corrective feedback in fully online learning. in addition, written corrective feedback can improve learners’ metalinguistics, metacognition, teachers-learners interaction, and peer connection. consequently, the present study will be aimed at investigating english lecturers’ common practices and strategies in committing online written corrective feedback during covid-19 pandemic at higher education. this study is classified as a qualitative study which is a descriptive qualitative study. it is chosen because the data of this study relates to opinions or attitudes in the form of lecturers’ strategies in the teaching of writing skills and online corrective feedback. the data are elaborated in the form of words, phrases, sentences, and paragraphs. to attain the data, researchers use interview technique. there are five english lecturers involved in the current study. the data are analyzed by using qualitative processes which are data condensation, data display, and conclusion drawing or verification. the novelty of this study lies on written feedback, written corrective feedback, and online written corrective feedback. due to covid-19 pandemic, the teachinglearning process is done in fully online learning. keywords lecturers’ strategies; online learning; written corrective feedback; how to cite: hanan, a., firman, e., & terasne. (2022). investigating english lecturers’ strategies of committing online written corrective feedback during covid-19 pandemic, jollt journal of languages and language teaching, 10(1), pp.46-55. doi: https://doi.org/10.33394/jollt.v%vi%i.4471 introduction written corrective feedback has attracted attention of researchers who have concerns of second language (l2) writing, l2 acquisition, and foreign language (fl) writing (bitchener & storch, 2016; papi et al., 2020). many researchers emphasize their focuses on the effect of corrective feedback, but little bit on prospective teachers’ strategies to minimize their errors and lecturers’ strategies to help practice teachers improve their writing performance (sheen, 2010; lee, 2019). historically, written corrective feedback is carried out in relation to writing errors, linguistic accuracy, and metalinguistic features in general (organization and content of a written text). writing instruction that incorporates written corrective feedback is considered a learning technique to attract prospective teachers’ attention to linguistic forms in their writing texts and also to enhance their linguistic acquisition (benson & dekeyser, 2019; sippel, 2019). because of this, lecturers should respond all written errors made by their prospective teachers so that prospective teachers are helped to improve their written accuracy (sato & loewen, 2018). lecturers provide their prospective teachers with comments of contents, organization, and other essential issues in their writing products. in considering the importance of giving written corrective feedback, researchers investigate english lecturers’ strategies of committing online written corrective feedback in the current study during covid19 pandemic at higher education. https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& hanan, firman, & terasne investigating english lecturers’ strategies ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 47 with the web-based technology and mobile learning development, the internet and mobile application are widely employed in written corrective feedback (goa, moses, & adelina, 2016; dewit, siraj, & alias, 2014; du, 2013). some internet social media platforms are utilized for online written corrective feedback (zhu, 2013; gao, samuel, & asmawi, 2016). in the online learning, lecturers do not carry out no nonverbal activities of prospective teachers learning or cognitive engagement. for lecturers to know that a prospective teacher is present, the prospective teachers have to engage with the course content in a manner that indicates visible traces in the online classroom. during covid-19 pandemic, lecturers provide prospective teachers with online written corrective feedback in the teaching of writing skills in indonesia higher education institutions, including the study program of english language education at mandalika university of education, west nusa tenggara. most lecturers around the world carry out their teaching and learning in fully online learning (ranalli, 2019; ma, 2019). in giving online written corrective feedback, lecturers employ various strategies because they believe that elaborative feedback has benefits and potential to improve prospective teachers learning, foster engagement, and increase learners’ satisfaction (espasa & meneses, 2010; mandernach, 2018; huun, 2018). the online written corrective feedback strategies applied by lecturers should be useful to develop prospective teachers’ writing performance. gao and ma (2019) depict that online written corrective feedback must be focused on prospective teachers’ metalinguistic because they can be helped in developing new structures. it is in line with shintani & ellis (2013) who argue that online corrective feedback using computer helps learners or prospective teachers to proceduralize their explicit knowledge of new structures. the efficacy of online written corrective feedback is conducted in two strategies which are direct and indirect written corrective feedback strategy (gao & ma, 2019; chukharev-hudilainen & saricaoglu, 2016). in the present study, researchers investigate english lecturers’ strategies of committing online written corrective feedback for prospective teachers’ writing tasks during covid-19 pandemic at higher education institutions. written corrective feedback is different from oral corrective feedback. written corrective feedback occurs after prospective teachers complete their writing, while oral corrective feedback commonly occurs shortly or immediately after prospective teachers commit an error (jacob, lachner, & scheiter, 2020; lyster & saito, 2010). in other words, written corrective feedback allows lecturers to do this in online while prospective teachers are in the process of composing their sentences, paragraphs, or texts. therefore, the current study is directed to investigate english lecturers’ strategies of committing online written corrective feedback. the strategies of providing online written corrective feedback are assumed to be able to improve lecturer-prospective teacher interaction and peer interaction. in online courses, prospective teachers are given writing tasks to practice writing and at the end, they generate a complete text. the novelty of this study lies on written feedback, written corrective feedback, and online written corrective feedback. due to covid-19 pandemic, the teaching-learning process is done in fully online learning. in doing so, english lecturers need strategies of conducting online written corrective feedback. the strategies employed by lecturers are able to not only enhance prospective teachers’ cognitive comprehension of teaching materials, but it can provide a strategy or mechanism for encouraging motivation, interpersonal interaction, and engagement. teaching writing skills in higher education in indonesia, english is taught as compulsory subject from middle schools into higher education. in english language study program, writing is one of language skills should be acquired by english prospective teachers in higher education, indonesia. it is considered as the most difficult language skill to be mastered (haerazi, utama, & hidayatullah, 2020; yuan hanan, firman, & terasne investigating english lecturers’ strategies ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 48 & stapleton, 2020). most prospective teachers feel uneasy to write their ideas into a piece of papers, including academic writing or non-academic writing. therefore, writing is taught consecutively from 1st semester to 4th semester (haerazi et al., 2020). writing learning activities are applied to help them to acquire the skills. those include process-oriented learning activities and product-oriented learning activities. online learning during covid-19 pandemic during covid-19 pandemic, english teaching-learning is carried out in online learning or fully online learning. the lecturers and prospective teachers interact with each other virtually and fully online activities. fully online learning is able to encourage learners’ active learning and integrative learning (lomicka, 2020). it is also capable of enhancing learners’ persistence, retention, and satisfaction (lord & lomicka, 2014). online learning leads lecturers to become a professional one who has incredible foresight (paesani, 2020) and teaching experiences (song, 2015; borg, 2012). written corrective feedback in english as a foreign language teaching and learning, lecturers address their attention to how prospective teachers are able to communicate orally and in written. in the written context, the potential language learning benefits is giving feedback (ellis, 2010; ebyary & windeat, 2010; milla & mayo, 2013). feedback in writing refers to correction on an error made by learners or prospective teachers. lecturers applied different strategies to correct prospective teachers’ errors. they might address the text’ content in which lecturers give comments the way its ideas are organized and presented (beuningan, 2010). theoretically, written corrective feedback is different from oral corrective feedback (lee, mak, & burn, 2015). research method research design the current study follows a qualitative work which is a descriptive qualitative study. this study aims to investigate the english lecturers’ strategies of implementing online written corrective feedback in the teaching of writing skills during covid-19 pandemic at higher education. it is chosen because the data of this study relates to opinions or attitudes in the form of lecturers’ strategies in the teaching of writing skills and online corrective feedback. the research issues cover lecturers’ common practice and lecturers’ strategies in giving corrective feedback on prospective teachers’ writing tasks or products through online activities during covid-19 pandemic. the data are elaborated in the form of words, phrases, sentences, and paragraphs (cohen, manion, & morrison, 2018). the main data of the current study comprise lecturers’ common practices and strategies in committing online written corrective feedback. research object the research objects of this study are english lecturers who teach writing subject from level 1 to level 4 (academic writing). there are five english lecturers involved in the current study. this study will be conducted at english language education of the faculty of culture, management, and business at undikma. it is chosen because the institution accreditation is level b which is accredited by national board accreditation of higher education (ban-pt). in addition, english lecturers involved in this study are certified by ministry of national education and culture. they have long experiences of writing teaching-learning. instruments the present study will use an interview technique to attain the data, which is interview sheets. the interview is unstructured interview activities. it is generally emphasizing researchers to conduct long-term activities and allow respondents to express their own ways hanan, firman, & terasne investigating english lecturers’ strategies ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 49 and pace (miles huberman, & saldana, 2016). the contents of interview session deal with lecturers’ common practices in written corrective feedback and their strategies in conducting online written corrective feedback in the teaching of writing skills. the session of interview activities in this study resembles a conversation more than an interview and it is also controlled conversation in line with the interest of this study (mile, huberman, & saldana, 2018; creswell & creswell, 2018). to administer optimum use of interview time, questions are provided more and less 10-15 interview items. the items of questions can be added and reduced. this depends on the respondent situation. data analysis the data of this study cover opinions and arguments collected using interview activities. the interview is done in line with researchers and lecturers’ agreements as the object of this study. it is, of course, carried out at the end of semester. the data will be analyzed by using qualitative ways which are data condensation, data display, and conclusion drawing or verification (miles, huberman, & saldana, 2018). the data of this study will be lecturers’ common practices in giving written corrective feedback and lecturers’ strategies in conducting online written corrective feedback. in the step of data condensation, researchers select, abstract, and transform information given by lecturers in the form of sentences and paragraphs until the messages contain research points. in data condensation session, the data are also coded and summarized in accordance with each information needed. thus, researchers classify each information in the form of table and matrix. afterwards, the data are organized and decided which information is taken to be explored and elaborated on the rows and columns. it is then called the phase of data display (miles, huberman, & saldana, 2018). in the phase of conclusion drawing or verification, researchers interpret and elaborate data founded in the form of conclusion sentences based on each research issue. the conclusion is then verified to strengthen whether the data are suitable or not with the research issues. research findings and discussion research findings this study investigates lecturers’ strategies of committing online written corrective feedback in the teaching of writing skills during covid-19 pandemic. based on the results of interview, lecturers provide their corrective feedback for students in various strategies. the strategies are applied to correct students’ written texts. the strategies can be seen in table 1. the strategies are focused on two common types of feedback, direct feedback and indirect feedback. in the context of grammatical correction, the lecturers’ feedback focused on errors in grammar (syntax and morphology), lexis (referring to word choices), and mechanics (relating to spelling and punctuation). table 1. lecturers’ strategies of committing written corrective feedback written feedback types lecturers’ strategies direct feedback reformulating students’ texts: ❖ rewriting students’ texts but keeping the original meaning as much as possible ❖ inserting the correct phrase and changing phrase order ❖ repairing verb form and adjunction of sentences ❖ deleting verbs of sentences indirect feedback editing (recast/videos) repetition metalinguistic clues explicit correction hanan, firman, & terasne investigating english lecturers’ strategies ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 50 the analysis revealed that the online written corrective feedback appeared in several forms. from five writing lecturers involved in this study, all lecturers stated that the online corrective feedback was delivered in two types of feedback, directive feedback and indirective feedback. during interview session, three teachers were more outspoken and overtly involved in detailed discussion about written corrective feedback. most teachers reported that in online learning during covid-19 pandemic they tended to provide their students with direct feedback. it was provided in the form of reformulating the student’ text. lecturers attended to grammatical and lexical errors in the students’ text and with feedback on their writing immediately. the following excerpts reflect such writing feedback practices. …when i provide correction on my students’ text, i always focus on errors in grammar, word choices, spelling, and mechanics. also, i give a correction to students’ text with reformulating students’ text. for instance, i give insertion of phrases, a change of phrase order, and verb correction. although i correct the students’ text, the original text of students is preserved from the original meaning… during online learning, i used several correction techniques. for instance, recast technique is the most frequent type i provided for my students. i explained how to use english articles, sub-clauses in making compound sentences, and subject-agreement. in the recast technique, i also focused on metalinguistic information by providing them with some examples as the model text. most lecturers agreed with the efficacy of written corrective feedback in both online and offline learning in the teaching of writing courses. lecturers reported that direct feedback was carried out in a range of formats such as crossing out unnecessary words, sentences, and morphemes. this strategy was shared by a member of the interviewees in this study. the generated text of some students should be corrected directly. it was that i called direct feedback. the direct feedback was given when my students indicate errors and i provided with correct forms. the correct forms can be represented in a range of morphemes, words, sentences, and adding missing contents near to the incorrect sections. for outstanding students, this feedback was effective to help them produce a good writing text in one side. it will be insufficient correction for low level students on the other hand. therefore, i sometime recast the corrective feedback online for those students. lecturers also reported that indirect feedback was effective to help students produce good writing texts. three teachers to four teachers provided comments of indirect written corrective feedback. they define indirect written corrective feedback is the indication of an error without an explicit correction. herein, students diagnose and correct any issues given by lecturers. unlike with direct feedback, i applied the indirect feedback in the form of underlining the error and using codes where the errors existing. also, i elaborate implicitly the content of texts as to has cohesive devices, the idea related to the intention of personal view. this strategy can be positive impact when it is applied appropriately. in my class, this feedback was effective for graded students because it forced students to engage in guided learning and problem-solving. similarly, i also conduct indirect written feedback in my writing classes. in doing indirect written feedback, i felt that students are involved in developing their text autonomously. i just provide metalinguistic information related to the generated text. students diagnosed and reformulate the text. the reformulation was focused on phrase order, verb form, content, organization, and ideas. indeed, the strategy of online written corrective feedback in the teaching writing classes has brough various impact for both lecturers and students. members of the discussion (interviewees) believed that the direct and indirect written feedback become a common marking practices and strategies in higher education to help students generate good texts. hanan, firman, & terasne investigating english lecturers’ strategies ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 51 discussion in response to the research questions of this study, the lecturers’ strategies of committing online written corrective feedback are predominantly focused on two types of strategies, namely direct and indirective feedback. in terms of direct feedback, lecturers concerned students’ text reformulation. the reformulation of students’ texts was carried out by rewriting students’ texts but keeping the original meaning. lecturers provided some codes in which the errors existed. they often inserted the correct phrases and change the phrase order in students’ text. in doing so, lecturers mostly give codes such as correction of verb form, a change of phrase order or insertion of the phrase, deletion of sentence verbs, and adjunction of the sequential sentences (second sentence to become first sentence). this strategy was effective for students to find the error grammar and word meanings although this feedback tended to provide students with enough time to read the reformulation. the current findings were different from what storch and wigglesworth (2010) found that the reformulation strategy was not extensive in the level of students’ engagement. because of this, students did not have good time to identify the nature of errors and try to supply the correct form. in online corrective feedback, it is not necessarily reflecting depth of students’ cognitive processes (mila & mayo, 2013; tocalli-beller & swain, 2005). compared to online written direct feedback, indirect feedback in this study showed that it can facilitate students more to have metalinguistic information effectively than directive feedback. indirective feedback strategy relates to students’ writing errors in retention (editing symbol strategy). students have enough opportunity to understand and identify the errors (storch & wigglesworth, 2010; bitchner & storch, 2016). at the same time, students can utilize their grammar knowledge to understand what lecturers commented on their text. in this case, students were involved in extensive engagement. in doing so, lecturers provide online indirect feedback with using email and whatsapp devices. it was focused on metalinguistic clues and explicit and implicit correction on students’ texts. most lecturers applied their feedback in providing metalinguistic information. according to them, metalinguistic clues enabled students to improve and develop their grammar knowledge so that they applied it to correct their texts in line with lecturers’ comments and suggestions (stefanou & revesz, 2015; karim & nassaji, 2020). most of studies founding an impact on corrective feedback have focused on only limited a number of errors rather than a range of editing forms, whether it was conducted in asynchronous and synchronous learning. in this study, most lecturers declared that comprehensive strategy (indirect feedback) has been assumed to become more effective than focused feedback strategy (indirect feedback) in relation to students’ extensive engagement. the current findings were different from the previous studies founding direct feedback was effective than comprehensive one (e.g., sheen, 2007; bitchener & knoch, 2008; ellis et al., 2008; sheen et al., 2009; nassaji, 2015). the reason was that the processing comprehension demanded students cognitively to understand first the metalinguistic information provided. therefore, students need more instruction to interpret the error codes (ferris, 2004; amrhein & nassaji, 2010). the lecturers’ feedback strategies are mostly directed to grammatical errors. then, errors were oriented to treatable and untreatable errors. most english lecturers of writing classes in this study informed that treatable errors were assumed as more effective than untreatable one. lecturers provided their students with codes relating to language forms such as verb tense, article usage, and subject-verb agreement. this helps students revise their texts easily. compared to treatable errors, untreatable errors demanded students to think much more the language choice, collocation, unidiomatic sentence structure, missing and unnecessary words. therefore, lecturers felt this strategy was less effective. these findings of the current study were supported by some previous studies mentioned in the literature review (sheen et al., 2009; ellis, 2010; ebyary & hanan, firman, & terasne investigating english lecturers’ strategies ….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 52 windeat, 2010; milla & mayo, 2013; nassaji, 2015). they did correction feedback for students very often on students’ texts. in doing so, lecturers provide implicit correction on students’ texts by giving codes to revise and edit according to grammatical errors. conclusion this study aims to investigate lecturers’ strategies of committing online written corrective feedback in the teaching of writing skills during covid-19 pandemic. the lecturers’ strategies of committing online written corrective feedback are predominantly focused on direct and indirective feedback. in terms of direct feedback, lecturers concerned students’ text reformulation. the reformulation of students’ texts was carried out by rewriting students’ texts but keeping the original meaning. lecturers provided some codes in which the errors existed. they often inserted the correct phrases and change the phrase order in students’ text. compared to online written direct feedback, indirect feedback in this study showed that it can facilitate students more to have metalinguistic information effectively than directive feedback. indirective feedback strategy relates to students’ writing errors in retention (editing symbol strategy). lecturers provide online indirect feedback with using email and whatsapp devices. it was focused on metalinguistic clues and explicit and implicit correction on students’ texts. most lecturers applied their feedback in providing metalinguistic information. the reason was that the processing comprehension demanded students cognitively to understand first the metalinguistic information provided. most english lecturers of writing classes in this study informed that treatable errors were assumed as more effective than untreatable one. lecturers provided their students with codes relating to language forms such as verb tense, article usage, and subject-verb agreement. this helps students revise their texts easily. compared to treatable errors, untreatable errors demanded students to think much more the language choice, collocation, unidiomatic sentence structure, missing and unnecessary words. therefore, lecturers felt this strategy was less effective. acknowledgement researchers would like to thank the lppm 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(2020). student teachers’ perceptions of critical thinking and its teaching. elt journal, 74(1), 40–48. https://doi.org/10.1093/elt/ccz044 https://doi.org/10.1111/lang.12283 https://doi.org/10.1017/s0272263109990507 https://doi.org/10.1080/09588221.2014.993400 https://doi.org/10.1016/j.jslw.2013.03.011 https://doi.org/10.1111/flan.12416 https://doi.org/10.1111/modl.12212 https://doi.org/10.6018/ijes/2010/2/119181 https://doi.org/10.1017/s0272263109990532 https://doi.org/10.1080/09571736.2016.1146915 https://doi.org/https:/doi.org/10.17220/mojet https://doi.org/10.1093/elt/ccz044 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3978 july 2021. vol. 9, no,3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 264-278 jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 264 a story of south-east asian tesol why teach abroad: its opportunities and challenges 1luthfi nicola sereni & 2elih sutisna yanto 1pre-service english teacher, fkip, universitas singaperbangsa karawang, indonesia 2english education lecturer, fkip, universitas singaperbangsa karawang, indonesia co. corresponding author email: luthfinstkj@gmail.com article info abstract article history received: june 2021 revised: july 2021 published: july 2021 this study aimed to investigate a story from a south-east asian tesol teacher. the purpose of this study is to inspire and guide in-service and pre-service english teachers to teach efl/esl overseas either to native english-speaking or non-native english-speaking countries. the participant of the study is a ba tesol teacher from the philippines teaching english in the kingdom saudi of arabia. the data were collected through a semi-structured interview and analyzed through braun & clarke’s thematic analysis. the data then will be coded, read multiple times, and themes were assigned and generated. the findings describe that teaching abroad provides better prosperity and additive and transformative development for the teachers. however, teachers that aim to teach abroad should be globally accepted and possess proper identity and agency to overcome culture shock, language differences, homesickness as the common challenges of teaching abroad. overall, teaching abroad should be considered greatly by teachers who are interested in receiving a higher salary and involved various teachers’ development experience. keywords efl teachers; native english teachers; non-native english teachers; teaching efl/esl abroad; how to cite: sereni, l. n., & yanto, e. s. (2021). a story of south-east asian tesol why teach abroad: its opportunities and challenges, jollt journal of languages and language teaching, 9(3) doi: https://doi.org/10.33394/jollt.v%vi%i.3978 introduction globalization has transformed the role of the english language to be incorporated globally as an international language or medium instruction. people globally incorporate english to pursue a better career, education, or transferring technology from one country to another. most bona fide higher education institutions already incorporated english as a medium of instruction (emi) while multinational or international companies require english as an obligatory requirement for their employee candidates (alhassan, 2019). thus, english is in high demand nowadays due to globalization (graddol, 2000). moreover, this phenomenon has increased the demand for english teachers globally. at first, most non-native english countries (nnecs) preferred to hire native english teachers (nets), then sending non-native english teachers (nnets) to enroll in tesol majors in higher education (kong, 2016). yet the demand seems to increase over time as there are various nnec who also hire foreign nnets to teach english in their countries as reported in asean (ulla, 2019 frederiksen, 2014) and hongkong (benson, 2012). the increasing demand for english teachers always leads to a similar discussion regarding which one is better nets or nnets in terms of teaching english to speakers of other languages., the discussion often explores the strength and weaknesses of nets and nnets. nets are always assumed to possess superior linguistic competence while nnets are richer in the learning experience as they learned grammar, vocabulary, and macro skills of other languages that could be transpired among learners (shin, 2008). nevertheless, older literature agreed that the discussion in terms of the strengths and weaknesses of nets and nnets should http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:luthfinstkj@gmail.com sereni and yanto a story of south-east asian tesol… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 265 not be explored as they simply do not exist as both have their strength and weaknesses. nets may be superior in linguistic competence, yet do they possess the pedagogical skills that are needed? while nnets may be superior in the learning experience that affects their pedagogical skills. however, learners frequently need to be exposed to native speakers of english either through face-to-face interaction or any other interaction (rampton, 1990). this is just one of the examples of why discussing the strength and weaknesses between nets and nnets is a pointless discussion; overall it is impossible to determine whether one is superior to the other. (davies, 1991). as the discussion only leads to subjective marginalization which often discredits nnets as hiring english teachers based on their nationality leads to a caste system among english teachers, higher compensation for nets, and higher employability for nets. (kachru, and nelson, 1996; amin, 2004). however, despite the pointless debate, few studies have discussed and elaborated on the reasons why the demand for nnets increases overseas. nets possess what nets do not have, as nets regard english as their mother language, nnets regard english as a foreign language they must make sense of english grammar to their mother language. this mostly leads them to discover learning strategies and developing a teaching strategy based on their learning experience. their struggles when learning the language can also be shared among learners as a reflection during learning. henceforth, nnets are often determined to be good role-model for language learners (medyges, 1994). previous studies have explored the stories of filipinos and chinese efl teachers these explored their successes and challenges of being nnets who teach overseas. ulla (2019) and frederiksen (2014) reported that most of the filipinos participating in her study received a better salary than in their home country and this factor is mostly the main factor why filipino english teachers teach overseas. teaching overseas not only be able to deliver better prosperity, but it also offers professional development as most of the experts in tesol had been teaching overseas. moreover, nnets who teach overseas usually develop their professional career through enrolling in higher education in tesol e.g ma tesol or professional certifications (kong, 2016; clark & paran, 2007). however, the issue of the marginalized view of nnets still exists as some learners prefer nets to nnets, and nets receives a higher salary than nnets, and in terms of employability., nets still has a higher chance to be employed than nnets (ulla, 2019; benson, 2012). this study does not discuss the strength and weaknesses between nets and nnets as the issue is often discussed as both have their strength. nets possesses superior linguistic skills while nnets provide a richer learning experience. however, both of them could be competent teachers with proper content and pedagogical knowledge. the stories of nnets teaching overseas discussing their challenges and successes are still underexplored (benson, 2012). a study conducted by benson (2012) reported the issues of shanghainese teachers who teach abroad in hongkong. they shared identical mother language with the students, however, they struggled to connect to the world of their students. while ulla (2019) and frederiksen (2014) reported filipino english teachers who teach in bangkok, thailand, they reported the teachers' experience, perceptions, and motivation on teaching abroad thus, this study is based on the authors’ empiricism on pre-service english teachers who abandon to be english teachers and prefer to work in another field to receive a proper salary. therefore, this study aims to provide detailed insight and procedure for pre-service english teachers regarding teaching abroad as previous studies mostly covered their teaching experience rather than providing more detail on how they teach abroad and explore teacher’s identity and agency that occurs in the story especially for those who reside in countries that have a low rate of salary for teachers through excavating detailed and valuable information based on teaching stories and experiences of an nnets (ulla, 2019; frederiksen 2014; benson, 2012). this study also aims to emphasize that ba tesol graduates would be able to fulfill the expectation to teach language to speakers of other languages through lensing a story of an nnet who already teaches overseas and discover sereni and yanto a story of south-east asian tesol… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 266 its similarities and distinctions to provide new insight regarding nnets teaching overseas. hence, the study proposed to investigate what are the preparations, challenges, and opportunities of nnets in teaching overseas? literature review native english teachers and non-native english teachers nnets who teach overseas must be prepared to address issues related to the classroom. they teach in an unfamiliar environment, mostly in public or private schools that incorporate english as a medium of instructions (emi). however, despite the schools incorporate emi, students often do not communicate in english for daily conversation. as a result, teachers often struggle to communicate with students from other countries. these challenges students to improve their language proficiency level. furthermore, nnets must possess a high level of language proficiency and exposure to compete nets. (moussu and lurda, 2008). despite the challenges, nnets possess strengths compared with nets who often do not possess them. in essence, nnets have experience of learning a foreign or second language (medyges, 1994); they struggle and understand the challenges of learning a foreign or second language. in essence, nnets have experience of learning a foreign or second language; they struggle and understand the challenges of learning a foreign or second language. this will assist the nnets in predicting and overcome challenges in teaching english. árva & medgyes, (2000) and barratt & kontra (2000) suggesting that through experiences of learning a foreign or second language, nnets can be more emphatical to the learners as they shared similar learning experience with their students. however, despite the strengths of nnets, the marginalized view regarding nnets still exists and affects their employability. for example, nets are often reported to possess superior linguistic competence rather than nnets do, and nets are often preferred as they offer an authentic experience in learning english. (shin, 2008) this often leads nets to receive a higher salary and compensation rather than nnets (ulla, 2019; frederiksen, 2014; benson, 2012). this affects a higher rate of employability for nets than nnets., even some schools prefer to hire nets than nnets without considering their teaching competence (clark & paran, 2007). moreover, the nets often are more preferred by learners than nnets (ulla, 2019; frederiksen, 2014; benson, 2012). determining who to hire nets or nnets, nationality, or competence? although competence of teaching and pedagogy affect the effectiveness and success of learning english for language learners, many educational institutions or schools prefer to hire nets than nnets. (merino, 1997). the discussion of who is better often leads to a pointless discussion as both nnets and nets could be competent teachers depending on their linguistic and pedagogical competence. both nets and nnets may be struggling to teach unfamiliar topics. nets may be superior in terms of linguistic competence, yet nnets possess rich learning experience and even may incorporate students' mother tongue to communicate with them (medyges, 1992). therefore, employers who are willing to hire an efl/esl teacher should avoid considering criteria that are no relevant to efl/esl teaching., for example, language background, ethnicity, citizenship, educational level, and socioeconomic status. employers should consider what the teachers have for their professional development, years of experience in teaching efl/esl, qualifications, and their pedagogical and linguistics skills that can be selected through micro teachings and language proficiency tests for non-native teachers. (merino, 1997; medyges, 1992). despite this recommendation, schools and educational institutions prefer to hire white nets (see ulla, 2019; frederiksen, 2014; kong, 2016; kubota & lin, 2006). sereni and yanto a story of south-east asian tesol… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 267 stories of nnets teaching overseas a study conducted by benson (2012) reported the stories of 2 nnet female pre-service teachers who studied and teach in hong kong. the language repertoire of the teachers is shanghainese as the mother language and putonghua as the second language. they learned and acquired english in china their homeland country. they were granted a scholarship that offered them the opportunity to study and teach tesol in hong kong. it was a tremendous opportunity for them as they expected that a country that employs esl would offer them a higher exposure to english and the new environment would be suitable for their career development. a similar study conducted by ulla (2019) and frederiksen (2014) reported the experience of filipino english teachers who teach in thailand. despite that, both the philippines and thailand are geographically located in the same region, yet these filipino teachers decided to pursue their careers in thailand. ulla (2019) and frederiksen (2014) described that this case has existed thailand offers better prosperity and also employs non-local nnets as thailand government perceives that by hiring nets and non-local nnets, the english proficiency index in their country would be progressively increased. moreover, the filipino teachers understand that in their country, as in other developing countries, teachers are still underpaid and it is better to teach in other countries that pay well. also, teaching in thailand provides new insight into teaching as the teachers must adapt to different cultures and working environments starting from their co-workers, supervisors, and their students. a rich multicultural experience will be beneficial for their teaching career and this is also supported by the fact that most experts in tesol are also experienced in teaching in other cultures. . despite the previous studies have reported the stories of nnets in teaching overseas, yet these studies do not provide detailed information regarding the procedure of nnets applying for a teaching career overseas or excavating transformation or development of the teachers’ agency and identity, the authors experienced that most pre-service english teachers that he encountered perceived that they can only teach in their home country or apply for another general undergraduate career. therefore, this study will provide detailed information regarding the hiring procedure by lensing experiences between an nnet who already teaches abroad. the study aims to be an inspirational reading and guidance for pre-service english teachers and english teachers in general that they can enhance their teaching career and prosperity by teaching overseas while providing detailed information on the hiring process. research method research design this study aims to provide insight for tesol/tefl teachers and pre-service english teachers through discovering hidden valuable information that resides in the story of rodriguez when he teaches english abroad. thus, this study employs a narrative inquiry particularly a biography research design as this study aims to transform a story into inspirational and valuable information as a guide for its readers (creswell et al, 2011). additionally, a narrative inquiry design is used to explore one’s lived experience (clandinin &connely,2000; clandinin & rosiek,2007). this design allows the authors to re-tell the participant’s experience in teaching english abroad. subject and context there is no research site in terms of place or location as this study focuses on the teachers' experience on teaching abroad and preparation for it. also, this study does not aim to generalize its results. instead, this study only provides inspirational and valuable information for those who want to teach english abroad. the study involved one participant of filipino tesol teachers who has been teaching english overseas. a narrative inquiry mostly recruits just one or two individuals (creswell, klassen, plano, & smith, 2011). the authors met with the filipino teacher on arizona state university tesol facebook group and exchanged sereni and yanto a story of south-east asian tesol… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 268 discussions regarding tesol through online platforms numerous times. the authors then contacted him through email, offered him the opportunity to participate in the study. the authors have delivered a consent form that the filipino teacher already signed. thus, the filipino teacher expressed in spoken and written form that voluntarily participated in this study. the authors involved rodriguez as a pseudonym name for the filipino teacher. he is a 31-years-old male tesol teacher. he has a bachelor's degree in english for secondary education and has been teaching for more than 10 years. he is currently studying for a master of educational management study. he is also a certified tesol teacher and earned his professional license for teachers in the philippines. his linguistic repertoire includes filipino or yloco as his mother tongue., his proficiency in english is advanced level as proven by his c1 cefr and 7.0 ielts score. he is currently teaching in a corporate technical training center in the kingdom of saudi arabia. instruments in this study, the authors use a semi-structured interview and follow-up emails to collect the data. furthermore, this study employs a deductive way of analyzing the data that were investigated by the participant. the deductive themes covered the experience of the filipino teacher in teaching english abroad. following (ulla, 2019; frederiksen, 2014; benson, 2012) through the story, the themes were coded, juxtaposed, and analyzed. the filipino teacher, rodriguez firstly approached by the authors by contacting him through a chat messenger application. the authors asked about his availability and willingness to participate in this study. the authors also described the aim of this study to him. after he agreed to participate in this study, the authors delivered a consent form for him to sign. then he signed the form legalizing his participation in this study. furthermore, the authors gathered his demographic information collected through follow-up emails. the authors then designed the following deductive themes (1) prior teaching abroad (2) preparations to teach abroad (3) challenges and opportunities of teaching abroad (4) teacher’s reflection. then, the authors and rodriguez scheduled and had an online meeting to share his story regarding teaching overseas. rodriguez also agreed that the authors would send follow-up emails to gather further information. data analysis this study aims to gather a story and investigate valuable information that lies in the story. the story then is regarded as a reflection for other pre-service english and in-service teachers. thus, the authors employed braun & clarke’s thematic analysis to explore and analyze the hidden valuable information which risen throughout the story. the interview transcription was re-read multiple times and extensively. the interview scripts were coded and grouped according to the research questions to discover the valuable information to answer the research questions (braun & clarke, 2012). the data were investigated through exploring the story of a filipino teacher including his preparation for teaching overseas. the data then were coded to generate sub-themes. the sub-themes then were assigned to fit the deductive themes that have been assigned. through this, the authors explored what should be considered and prepared in preparing to teach overseas. the results of the story then were lensed through a theoretical lens proposed by ulla (2019) and benson (2012). findings and discussion findings the findings will be presented under the four headings informed by the participant about his experience in teaching english overseas. prior teaching abroad the 1st deductive theme in this study discovered the participant's identity and agency before taking the job as a teacher. the participant was aware that he needed to take a major that sereni and yanto a story of south-east asian tesol… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 269 was possible for him to finish on time. the participant was aware that english secondary education major was the easiest for him to finish. he had no interest to be a teacher before taking the major. however, his interest increased as he studied, graduated, and work as a teacher. once the participant graduated from his bachelor's study, it was impossible for him to directly apply as a teacher in secondary schools as he graduated in the middle of the year. he needed to apply for a non-teaching job while waiting for another opportunity to apply as a teacher. however, before applying for a teaching job, teachers in the philippines are required to have an official teaching license by the government. a few months later, the participant finally was accepted as a teacher in a private high school. when asked about the salary, he said that he receives $150 a month as his first salary. he expected such a small salary and he felt that it would not be an issue for him as he was aware of the possibility and himself being a new teacher. after a year of teaching in a private high school, the participant resigned from the job. he felt that the job was focused only on means of gaining optimal results from the accreditation; he perceived that the job was more into paperwork rather than the teaching itself. the situation generated a high amount of stress that caused him to resign from the job. he stated that he preferred to be a teacher whose main focus is on teaching without much paperwork. furthermore, the participant taught esl for the first time in his country to korean and chinese students. he employed the opportunities of koreans during the winter break and gained excerpt 1 “i thought that english education was the easier for me to finish it. i like teaching, but it just grew on me because i didn’t think to be a teacher. but i had the chance so it just grew on me. ” excerpt 2 “i graduated in the middle of the year, it was 2010 around october. our schools starts from june to march. so, in between, we have october as a semester break. after that, i worked as a secretary admission officer in a hospital because i could not teach yet officially because i did not yet have a license. we can’t teach without the license. so, that is the basic requirement” excerpt 3 “i got around $150. i was a new teacher and that was 2010 in a private school. it was a very small school, so i did not expect me to pay me much. excerpt 4 “i just cannot, the stress was so high in high school education. the school i was teaching before they were in accreditation and they have a very high standard about it. so, it’s like more paperwork than the teaching itself, so as i said but i could not do this, i wanted to be a teacher, but not a teacher that work in a lot of paperwork just to be accredited to get higher status, so i quitted, the stress was too high. it was a high-status school.” sereni and yanto a story of south-east asian tesol… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 270 experience teaching esl students. the pay for teaching esl was high more than enough for him preparation on teaching abroad the second deductive theme described the preparation needed to teach abroad. it also described the participant's identity and agency regarding the motivation for teaching abroad. the participant believed that the main reason to teach abroad is for prosperity. it is well known that teachers in developing countries like the philippines are still getting underpaid. he believed teaching abroad would assist him in addressing this issue. also, he mentioned other reasons such as professional development. however, it only grew after he teaches abroad. he mainly emphasizes that prosperity is the main reason why he teaches abroad. this theme also discovered what the participant needed to prepare before teaching abroad. he stated that he only had his teaching license, ba degree, and his pedagogical and knowledge skills as a teacher. when inquired why he did not need to have other qualifications such as a tesol license or language proficiency test, he described that the employer did not require him to have such qualifications. he stated that he took a tesol license and got tested on ielts when he has already taught abroad. the participant emphasized that paper such as certification is indeed important however without the proper skills to prove the worth of a candidate's certifications, the employer would not hire that candidate. furthermore, the participant elaborated on how he applied for the job he is in at the moment. he described that his government facilitated its citizen to work abroad and each employer must have an mou with the government to assure each citizen will be supervised excerpt 5 “i taught esl online and offline to 2015. i was teaching koreans and chinese, that was how i started my esl journey to foreign students. so, that was more than a year. so, i was teaching both online and one-on-one tutorial sessions to korean students. they came to the philippines in winter break in korea because it was very cold in korea. so, they went to a warm area like the philippines. they studied as well because it’s cheap in the philippines. that was good money at that time.” excerpt 6 “it is obvious, for money. that’s the main reason. that’s it., why would there be any reason? there are also some exposures towards english but that’s the main reason. for other reasons, they are just growing while you are there. however, the main reason is that you want more money or a better life.” excerpt 7 “what i had only before teaching abroad was my teaching license and then my master, unfinished master, and my skills. that’s it. i didn’t have those (tesol, ielts, etc) when i came here. it’s easy to come here, it’s a when you come here it is up to you if you want to be a professional. also, the company did not require me to have that. this is where i got my tesol. i only had my teaching license, my skills, my passport, unfinished master's degree. we have to be skilled, the papers are just for accessory, if you all the papers needed but you are not good, they will not take you” sereni and yanto a story of south-east asian tesol… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 271 properly. thus, the government provided an official website as a job-seeking agency nationally and internationally. then, the participant applied for the job, attended interviews, had a medical check-up, and prepared required documents. he also explained why the employer did not require tesol or language proficiency test as the vacancy was urgent and the employer was scouting in his country. challenges and opportunities of teaching abroad the third deductive theme of this study focused on the challenges and opportunities the participant gained during his experience teaching abroad. the first challenge he encountered was culture shock where he engaged in different cultures and people. for example, the kingdom of saudi arabia (ksa) is a strict country compared to his country, he was allowed to drink liquor in his country and it is prohibited to do so in ksa. another example is the language where everyone does not share a similar first language to him, thus adapting and assimilating the culture was obligatory for him. furthermore, he described the homesickness he often perceives. he stated that homesickness was the first he felt when he started to teach abroad. it is quite challenging to live in a new place with so much culture shock and the feeling of homesickness. the participant has been teaching for years in ksa, however, he still perceives himself as a stranger who always misses his home. he tried to address the homesickness and culture shock issue by assimilating and adapting to the local customs. he realized that despite the status of english as an international language, the locals of ksa do not communicate in english. thus, he must learn and acquire excerpt 8 “so, that was 2015 around february or may. in the philippines, we have an official job-seeking website. so, if you want to look for a job abroad you just go there and look for an agency then apply. we are all under government supervision, the employers have to have an mou with our government. so, i applied and then i had interviews, medical checkups, some papers, the visa was paid and the flight ticket. i just prepared my government license, educational records, and medical records. i am hereby july of 2015. that was fast because it was urgent. the employer was there in philipines scouting for english teachers there were a lot of applicants excerpt 9 “the challenge here is, of course, the culture, and the people it is different, the language it is a lot different. i have to adapt, philippines is an open country you can do anything you want. it is very strict here in ksa. it is like you can’t even drink because it is not allowed. there is no even liquor store here as it is not allowed. if i want to drink, i have to go to another country so that is a challenge, because for me i am not a muslim so it is a challenge.” excerpt 10 “you are being so far from your family. that is the first thing you feel, you are far from home. so you gonna miss food, gonna miss the weather, you know nothing beats home if you are in other countries. you won’t feel it unless you leave your country. so, you feel you are always a stranger if you in other countries even if you stay there for a long time. you will always feel like a stranger all the time.” sereni and yanto a story of south-east asian tesol… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 272 the local language just to communicate. he believed that learning the local language would assist him to assimilate to the local custom. he even extended his arabic language acquisition by employing his arabic to connect to the world of his arabian esl students. this strategy has helped him to be welcomed more to the society he lives in as the locals perceive an appreciation if a foreigner tries to learn their language besides the challenges, he gained opportunities to support his motivation of teaching abroad and why he resigned from high school. he receives higher pay compared to what he received in his country. the participant currently teaches by following a certain curriculum which is repeated and saves his time in preparing the teaching material. he also said that there is no much paperwork he needs to do and the students’ size is small compared to his country. these facilities and environment help him in reducing the amount of stress generated from the job. teacher’s reflection the 4th deductive theme is a reflection for the participant regarding his journey in teaching abroad. firstly, he reflected on how he perceives the discussion regarding nnets versus nets. he believes that nets have a unique privilege due to their passport which allows them to visit countries freely while nnets must apply for a visa to do so. he described the privilege of the passport by reflecting on his experience finding a teaching job abroad through a job-seeking website. he stated that he discovered many employers rejected him because he does not have the passport required as employers still prefer to hire teachers from uk, new zealand, usa, canada, etc. excerpt 11 “i try to assimilate with their customs. another challenge is of course the language, they say that english is a universal language, but coming here it does not matter if you speak english because many people here are trying so hard to speak english, so i have to learn their local language. also, i teach esl during summer break here too, for kids. i need to speak arabic to them. i don’t need to prove if i can speak arabic, it is just that they appreciate it if i speak arabic. learning the students’ language helps you to connect to the students’ world, that is why i am learning hindi now. i try to learn it informally.” excerpt 12 “the benefits of being here, it is of course the money. the job is not difficult. it is easy because i don’t have to make my curriculum, i don’t have to prepare instructional materials, they provide everything. it is teaching here because there is not a lot of paperwork. also, i only got a maximum of 20 students here. i don’t go more than number. back in my country, it was like 30 to 40 students in private schools, in public schools we got 60 to 80 students in one school. ” sereni and yanto a story of south-east asian tesol… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 273 he believes such privilege is somewhat expected for him as the people who hold the passport are the native speakers of english. the participant believes that he could not care less about the privilege. he only focuses on teaching as best as he can without comparing himself to native speakers. this privilege is not perceived as discrimination for him as he believes the only discrimination that exists between him and native english speakers is a salary gap. the nets receive a higher salary than nnets. however, in the participant's case, they still share similar facilities without any form of discrimination. as this study aimed to inspire and guide its readers that efl/esl teachers could teach abroad, the participant reflected on what could be implemented to enhance the prosperity of efl/esl in-service and pre-service teachers. the participant suggested that if the government could not afford to pay the teachers properly, they should facilitate their teachers to teach abroad and let other countries pay them properly. also, he described that to teach abroad we must globally be accepted, our certifications and degree align with our skills and competencies. excerpt 13 “it is more like their privilege. they can go anywhere with their passport, so it is a privilege, not discrimination. first, they can go anywhere with their passport because they are westerners, they got more freedom of movement. for us, we can’t move without a visa, we can’t go on vacation without a visa, for them to move around like to dubai or oman they just can move freely. we need a visa to do so. once again, it’s more like privilege, not discrimination. we know the fact that they have this powerful passport.” excerpt 14 “i applied before, like in teach away, teach abroad, esl café, but i did not pass the qualification even if i have the experience as they prefer to look for the passport. that is the challenge. if your passport is usa, canada, uk, australia, you will have a higher chance of employment. even if you are asian but have those passports you can teach anywhere.” excerpt 15 “you will only know if you are better than native speakers through the students because they are the ones who can see if you are good or not. i can’t say if i am better than them. i don’t care actually, because it is their nature and their language right?. they have the power to speak the language.” excerpt 16 “in my experience, there is no that kind of discrimination besides salary. we live in the same house, we ride the same car, we teach in the same classroom.” excerpt 17 “it is like our government wants us to stay away from the philippines. that is happening, it is a fact that philipinos are the most diverse in each country as workers, that is why you can find us anywhere like in thailand and vietnam. remember, you must be ready and skilled. we have very limited opportunities for teachers and nurses, but we got a lot of them that is why where will we go? we go abroad.” sereni and yanto a story of south-east asian tesol… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 274 discussion this study discussed and explored the preparation, challenges and opportunities, and the participant’s reflection regarding his teaching journey abroad that aims to be a reflection reading material for pre-service or in-service english teachers who aim to teach abroad. rodriguez is a filipino esl teacher who has been teaching esl for 5 years in the kingdom of saudi arabia. firstly, the study discovered that the participant involved in this study has shown his identity and agency as a teacher as his actions and decisions described how he renegotiated with his teacher’s identity. moreover, his actions and decisions have shown that he could identify and employ what decisions and actions that need to be taken upon their self-development (beijaard, meijer, & verloop., 2004). environment either physical or social has heavily affected his decisions and actions, through them it is possible to reflect and gain inspiration regarding teaching abroad through his identity and agency as a teacher (pappa, moate, ruohotie-lyhty, & eteläpelto, 2017; ruohotie-lyhty, 2011). in this study, it has shown how rodriguez addressed various new responsibilities, challenges, and expectation that were generated by his environment. it began in the earliest phase of his study; the study excavated the reason why he decided to take an english secondary education major and he believed that the major was the easiest for him to finish. this action depicts, how he was aware of his capability as a teacher and taking the major that suits him the most. it would be unwise if he picked another major (ruohotie-lyhty, 2018; ruohotie-lyhty, 2011). after he graduated, he could not apply directly as a teacher as the government has obligated teachers to have an official license by the government. he was aware of this policy and took the license exam, however, he graduated during the middle of the year which challenges him with unemployment as he could not apply for a teaching job in the middle of the year. to fill the gap, he decided to take a non-teaching job. this action reflects his selfefficacy on keeping to be productive despite the gap year, such productivity would provide a good role model for his future students (ruohotie-lyhty, 2018; ruohotie-lyhty, 2011). furthermore, rodriguez often renegotiated his identities through transformative development. this was described by his action and decision when he resigned as a high school teacher due to a high amount of stress and low salary, instead of switching career from teacher to a nonteaching job, he decided to teach abroad by employing an official job-seeking website and applied to a vacancy that demanded less qualification. this situation shares similar findings with the study conducted by benson (2012) where 2 shanghainese english teachers teach in hong kong, both findings reported that teachers should know what environment and expectations are suitable for the teachers. moreover, when was inquired regarding the issue between nnets and nets, rodriguez's beliefs described that he does not pay too much attention to the matter. he is aware that native english speakers have the privilege due to their mother tongue is internationally regarded as an international language. he prefers to focus on his teaching to provide optimal output for the students, as in reality colleagues and students will value work ethics and performance more than nationality (benson, 2012). rodriguez also experienced self-development through opportunities he received on his journey teaching abroad. he was aware of the opportunities that were presented on his journey starting before taking his bachelor's degree until nowadays. he was challenged by various opportunities and challenges and he has developed self-efficacy and authority to adapt and take advantage, thus developing a better identity and agency as a teacher (ruohotie-lyhty, 2018; ruohotie-lyhty, 2011). when rodriguez took his ba major, he considered which one the easiest and suitable for him, during his time abroad he has adapted to his surrounding environment and culture by avoiding habits that is not customary for the local culture and learned the local language to better connect with his students and environment. he understands sereni and yanto a story of south-east asian tesol… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 275 that as an nnet he could not be as competent as net in terms of english linguistic competence, he is aware that he can enhance his strength as nnet by learning the local language to connect to students’ world and local environment (benson, 2012). he always emphasizes that we must focus on assuring that our qualification, papers, certification reflects our skills as without it the papers would be worthless for the employers. this additive development has shown that rodriguez has a self-sense and authority as a teacher which allows him to adapt and overcome challenges he encounters as a teacher (brinton, 2004; kumaravadivelu, 2003). this study also discovered, despite the debate of nnets vs nets, there is no form of discrimination the participant encountered during his journey on teaching abroad, similar to previous studies reported by ulla (2019), farrel (2015), songsirisak, (2015) hickey (2014), walkinshaw and duong (2014), benson (2012), walkinshaw and duong (2012), ulate (2011), and merino (1997). the only form of discrimination that exists between these studies is native english speakers always receive a higher salary than non-english speakers, the native and nonnative still share similar facilities and benefits such as housing, facilities, support, etc. ulla (2019) reported that institutions or employers often hire nets is due to increasing authentic exposure in learning english and aim to enhance english proficiency through the exposure. after all, the nets, have the strength of fluency and remarkable linguistic competence which nnets often struggle to acquire (grubbs, jantarach, kettem, 2010). however, nnets often express their gratitude for receiving their salary despite the salary gap between nnets and nets as they already received multiple times higher salaries than in their home countries (ulla, 2019). as this study aimed at non-native pre-service or in-service english teachers, this study highlighted what are the strengths of nnets that nets could not acquire. nnets have the experience of success in learning english while nets were born with it (kirkpatrick, 2011). this allows nnets to have intangibility and meaningful experience that could be shared among the students or developed into learning strategies (kobayashi, 2017). to enhance their strengths, nnets must often attend and participate in a professional development program and training opportunities they could find (ulla, 2018; ulla, 2017). it is challenging to transform the preference towards nets rather than nnets in the perspective of the employers, it is only reasonable and rationale to enhance nnets professional identity and agency as english teachers. conclusion this study aimed to provide guidance and inspiring read for in-service and pre-service english teachers through providing the experience of a filipino esl teacher who teaches abroad and covering the details of how he teaches abroad and its implication for him. through this study, in-service and pre-service english teachers who reside in a developing country should know that they could enhance their prosperity by assuring themselves to be globally accepted english teachers and teach abroad for the sake of prosperity. also, through teaching abroad teachers could experience various additive and transformative development that enhance their teachers’ identity and agency. the authors suggested that if a teacher's home country could not afford to pay its teachers properly, they should facilitate the teachers to teach abroad and let other countries enhance their prosperity. despite employers and institutions abroad still pay the native speakers higher than non-native speakers, yet the salary they receive is still higher than what they get in their home country. it is important to stop teachers getting underpaid as they are still a human being and requires prosperity and often underestimated of their impacts towards human civilization. overall, teaching abroad should be considered greatly by pre-service or in-service english teachers as it offers prosperity for teachers who live in developing countries and also offer unique professional development compared to teaching in their home countries. sereni and yanto a story of south-east asian tesol… jollt journal of languages and language teaching, july 2021. vol. 9, no.3 | 276 this study is not without limitation, the study only explored a filipino esl teacher who teaches in an esp institution. it would be more insightful if the study covered various stories of nnet esl teachers who teach in different settings such as in public schools, private schools, and language centers, through this setting, a variety of procedures could be generated that the readers could follow regarding teaching abroad. also, this study only discovered a story from a filipino esl teacher which his country already declare english as a second language and the government provides official link and agencies to assist its citizen to work abroad; it would be more insightful if future studies could explore the story of nnet teachers from different teaching institutions who come from a country that does not declare english as a second language and have no official support, especially for teachers, to work abroad. however, this study could also be developed to provide better implications for its readers through providing a training program that assures the in-service and pre-service english teachers would be globally accepted and able to teach abroad. acknowledgement i would like to express my gratitude to singaperbangasa university english education major and my research mentor who are willing to be the 2nd author mr. elih sutisna yanto of singaperbangsa university as they had assisted me in designing, conducting, and writing this study as a part of requirements to finish my ba study. this study also did not receive any funding from any organization or individual. references amin, n. 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(2020). the interference of indonesian language on english second language writing. jollt journal of languages and language teaching, 8(2), 170-182 doi: https://doi.org/10.33394/jollt.v%vi%i.2466 introduction considering english as an international language, it is naturally a great advantage for non-native speakers to learn it. in indonesia, english is taught as a compulsory subject and is studied by indonesian students at school from age 12 until the university level. indonesian language, the official language of indonesia, differs from english in several respects in terms of grammar, such as in the order of noun phrase constituents, number marking, and verb tenses. because of the discrepancies between indonesian and english, indonesian students tend to experience problems in learning english. they tend to apply indonesian grammatical rules in writing english. this phenomenon is called language transfer (odlin, 1989). many previous studies have been conducted in the domain of l1 indonesian interference on l2 english writing. for example, irmalia (2016) who investigated the interference in terms of article, genitive, determiner, verb tense, word order, number, and passive voice. in her study, irmalia did not specify what kind of word order she wanted to investigate. also, in investigating the number marking and verb tenses, she did not provide any detailed examples of what the students wrote. in this study, the author investigated the order of constituents in noun phrases and provided a more detailed picture of number marking and verb tenses. this study aimed to investigate the interference of indonesian language on english writing with special emphasis on the order of constituents of noun phrases, number marking, and verb tenses. for this purpose, the author addressed the following research question, “how does indonesian interfere with english writing in terms of the order of noun phrases constituent, number marking, and verb tenses?” indonesian is the official language of the republic of indonesia. it was declared in the 1945 constitution of the republic of indonesia article 36 that “the national language shall be indonesian (bahasa indonesia)” (preparatory committee for indonesian independence, 1945). iman the interference of indonesian ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 171 as an official language, sneddon, adelaar, djenar, and ewing (2010) state that indonesian is the language used in governmental business settings, newspapers, radio, and television. furthermore, they state that indonesian is also used in educational settings like the language of instruction in all indonesian schools. additionally, they say that indonesian is a communication tool in situations where two indonesians with different regional backgrounds want to communicate with each other. in other words, indonesian also functions as a lingua franca in indonesia. fahrurrozi and wicaksono (2016) and wolff, oetomo, and fietkiewicz (1984) note that, historically, indonesian is based on the malay language. wolff et al. (1984) point out that malay is the language used as the lingua franca of trade, commerce, and inter-area relations in malay regions. malay itself, according to worsley (1994), belongs to the austronesian language family and the western austronesian subgroup. the malay language has a long history of language contact and external influence. colonization played a major role in the development of this language. in indonesia, the language was influenced by dutch, while in other malay-speaking countries, for example, malaysia, the influences came from english. second language acquisition ellis (1977) states that the basic concept of sla is how a human being acquires a second language. according to him, the term „second‟ can refer to any language that is acquired in addition to a first language. therefore, it can be a third or a fourth language. the first language is also not an unproblematic term, since a person can have more than one first language, and some „second‟ languages are first languages. according to nababan (1991), the majority of the indonesian population (88%) has acquired a local language as their first language, and they have acquired indonesian later on, either formally in primary school or informally from the community. by looking at the definition of „second‟ proposed by ellis (1977), indonesian could be considered as a second language for a large part of the indonesian population. in contrast, indonesian students begin to learn english at the age of 12, according to the national education standards agency of republic indonesia (2016). although english is acquired after the local language and indonesian, english is still considered to be a second language, since, according to ellis (1997), a second language is any language that is acquired in addition to the person‟s first language. even if indonesian is to be regarded as a second language for a large part of the population, it can be argued that its status nevertheless differs from that of english. according to kushartanti, velde, and everaert (2010), indonesian children start their acquisition of indonesian at an early age and often in a natural setting, for example at home and in kindergarten. therefore, when they start to learn english, they are already proficient in indonesian. moreover, indonesian is also the medium of instruction in most indonesian schools, including english classes. also, the fact that when the children learn english, it is always through indonesian and not through their first language. due to the relatively high level of indonesian proficiency, it is reasonable to assume that indonesian will affect the acquisition of english. in terms of chronology, the first language of the participants in this study is their local language, sumbawanese. indonesian is acquired after the acquisition of the local language. then, at age 12 years old or at junior high school, the participants of the study start to acquire english. therefore, the order of the participants‟ acquisition of language is the local language (sumbawanese), indonesian, and english. language transfer the notion of language transfer has become an influential issue in second language acquisition. lado (1957) provides one of the earliest definitions of language transfer: iman the interference of indonesian ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 172 “individuals tend to transfer the forms and meanings, and the distribution of forms and meanings of their native language and culture to the foreign language and cultureboth productively when attempting to speak the language and to act in the culture, and receptively when attempting to grasp and understand the language and the culture as practiced by natives” (as cited in gass and selinker, 1992, p. 1). however, odlin (1989) states “transfer is not always native language influence” (p. 27). according to him, when individuals have proficiency in two languages, knowledge of both languages may affect the acquisition of a subsequent language. this is also the case when individuals know three or more languages, which leads to three and or more sources of interference. odlin also states that it is difficult to pinpoint the sources of influence in such multilingual situations. the participants of this study all spoke sumbawanese (a local language spoken on the sumbawa) and indonesian before starting to learn english. although there may be interference from sumbawanese, this essay only focuses on the influence of indonesian. the author decided to only focus on the interference from indonesian because of several reasons, for example, the early age at which children in indonesia acquire indonesian, the fact that indonesian is the language of instruction at school, and the fact that indonesian children always learn english through indonesian and not through their first language. thus, the transfer is likely to also come from indonesian. odlin (1989) defines transfer as “the influence resulting from similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired” (p. 27). he further explains that the effects of cross-linguistic similarities and differences can result in two kinds of transfer, namely positive and negative transfer. the former can facilitate the acquisition of a new language. an example of this could be the svo basic word order of indonesian, for instance, ayah menendang bola, which can be translated into father kicks the ball. the latter may hinder the acquisition of a new language. odlin (1989) also states that negative transfer results in the production of errors, such as substitutions and calques. substitution means that the form of the native language is applied in the target language. an example of this would be the use of the swedish word bort „away‟ in an english sentence written by a native speaker of swedish: “now i live home with my parents. but sometimes i must go bort” (odlin, 1989, p. 37). calque refers to a literal translation from the native language to the target language, as in the example noted by fantini (1985) below. this sentence is uttered by a spanish-english bilingual child. (1) let‟s quickly put the fire out „vamos rápido a poner el fuego afuera‟ in the example above, the student translated the english expression „the fire out‟ using a literal translation. the spanish correct translation as extinguir el fuego (as referred in odlin, 1989, p. 37). odlin (1989) further mentions that several other factors lead to the occurrence of transfer, including motivation, class size and individual variation. highly motivated learners are more likely to reach a higher proficiency in the target language (haerazi et al., 2020). high proficiency correlates to lower levels of the transfer. class size may have an important effect on transfer. students in a smaller class receive more attention than students in a bigger class (haerazi & irawan, 2020). thus, learners in a smaller class may reach a higher proficiency in the target language than learners in a big class. concerning individual variation, the personality of the learners and their proficiency will also affect the occurrence of the transfer. less proficient learners will rely more on their knowledge of previously acquired languages. therefore, this may lead to the occurrence of more negative transfer. iman the interference of indonesian ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 173 contrastive analysis between indonesian and english the study of transfer requires a contrastive analysis of the relevant languages. in this study, the dissimilarities between indonesia and english in terms of noun phrases, number marking, and the way they express present and past time are explained. concerning the former, a noun phrase consists of “a noun serving as headword and (possibly) various accompanying dependents” (huddleston and pullum, 2005, p. 82). in this essay, the focus is only on the elements that precede the head noun, that is, demonstrative determiners, possessive determiners, and pre-modifiers, as this is where english differs from bahasa indonesia. in english, the demonstrative determiners, possessive determiners, and premodifiers precede the head noun. in indonesian, on the other hand, according to djenar (2003), the head noun typically appears before the demonstrative, possessive, and adjective. the number is the “term for the contrast between singular and plural” (leech, conrad, and biber, 2002, p. 78). in english, only countable nouns distinguish between singular and plural. the singular is the base form of the noun, while the plural is in most cases formed by adding –s/es to the stem. in indonesian, on the other hand, plurality is neither indicated by a suffix nor a change in the stem. instead, nouns are reduplicated to indicate plurality (sneddon, 1966). according to orthographic conventions, a hyphen is added between the root and its reduplication. tense is a “grammatical category referring to the time of the situation; the tense is indicated by the form of the verb” (greenbaum and nelson, 2016, p. 87). english has two simple tenses, namely present and past tense. present time is represented by the simple verb form and past tense is represented by the stem and the inflection -ed for a regular verb. in english, the present tense mostly deals with the present time (leech et al. 2002). moreover, leech et al. (2002) also explain some other uses of simple present tense form, such as describing a state that exist at the present time, for example, referring to habitual action, describing an action that is happening at the present time, for example, here comes you mother, and indicating past or future time. english also has aspect. there are two kinds of aspects: the perfect and the progressive aspect (present and past progressive). in this present study, the author only focuses on the present progressive aspect. the present progressive aspect has three major functions (leech, 1987). the three main functions consist of indicating duration, indicating a limited duration and indicating a need to finish the action encoded by the verb. progressive aspect is formed by adding the suffix -ing, and it is preceded by the auxiliary verb be. this study is also concerned with subject-verb agreement. the third-person singular subject (he, she, and it) triggers the suffix -s or -es on the verb. the first person singular (i), second-person singular/plural (you), and first and third person plural (we and they, respectively) trigger no overt agreement on finite verbs. past tense is marked by a specific inflectional form of the verb. according to huddleston and pullum (2005), this inflection is called the preterite. for example, the preterite form of the verb walk is walked. according to leech et al. (2002), past tense is “most often used to refer to past time” (p. 151) and when a speaker says he walked home it is indicated that he is referring to some time in the past. however, the preterite does not always denote the past. leech (1987) explains that there are two other uses of the past tense, namely expressing hypothetical meaning and referring to the present. indonesian, on the other hand, does not have morphological tense, meaning that indonesian does not employ any verb to distinguish between present and past time. the distinction between present and past is made entirely using a time adverbial. therefore, when a time adverbial is not inserted, the time frame of the sentence can be vague. to indicate that an event is in progress in indonesian, the adverbial aspect markers sedang, tengah, and lagi are added (prasetianto, 2015). unlike english, indonesian does not require overt morphological markers on the verb. indonesian lacks subject agreement on the verb. iman the interference of indonesian ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 174 research method research design this study is categorized as qualitative research. according to kumar (2011), the main focus of qualitative research is understanding, explaining, exploring, discovering, and clarifying situations, feelings, perceptions, values, beliefs, and experiences of a group of people. in this study, the author worked with the non-numerical data and interpreted the meaning of the data. research instruments the data were compiled by using a test. all participants were asked to complete the three elicitation tasks. task 1 consisted of describing a holiday, task 2 consisted of describing a sequence of pictures, and task 3 consisted of translating sentences from indonesian to english. the time spent in completing the tasks was 40 minutes. research subject twenty indonesian students who study english at a senior high school in sumbawa, indonesia, participated in the study. the students were boys and girls, and they were between 15 and 18 years old. the participants stated that their first language is sumbawanese (bahasa sumbawa). indonesian is their second language, which they acquired at an early age and in a natural setting. also, indonesian is also the language that they use in school. when the students participated in the study, they had already learned english for three years when they were in junior high school. as a result, they had some knowledge and background in learning english, and at this stage, they were able to compose sentences in english. a convenience sampling method was applied in the study. according to podesva and sharma (2013), inconvenience sampling the researcher chooses participants based on the fact that they are willing and available to be studied. although this study used a convenience sampling, to the author‟s knowledge (based on the indonesian educational system), the subjects of the test were the typical and representative students in sumbawa, indonesia. to find the participants of the present study, the author contacted the headmaster of a high school in sumbawa. then, the author asked his permission to conduct a study at the school. after receiving permission, the author asked the 20 students to participate in the study. the author also told the students that to protect the anonymity, the author would not be mentioned their names and the name of the school in the published version of this paper. data analysis after having obtained the data, the author analyzed it using the step suggested by miles and huberman (1994). according to them, there are three stages when doing qualitative analysis; data reduction, data display, and conclusion drawing and verification. regarding the former, the author started with reading all of the students‟ answers to get a general idea of the possible interference of indonesian in their english writing. next, in order to make it easier to compare the students‟ answers, the author sorted the answers into the following four categories: the order of constituents in noun phrases; number marking; present tense forms: a simple form, progressive form, and subject-verb agreement; and simple past tense form. the group of noun phrases was divided into three subcategories: nouns with demonstratives, nouns with possessives and nouns with adjectives. when it comes to data display, the author displayed the data in tables. with regard to the conclusion, the author looked in detail at each of the categories to investigate where the rules of english were followed and where they were not. the sentences that were considered not to follow the rules of english were further investigated in order to identify whether the sentences were constructed using indonesian grammatical rules or using rules neither from english nor indonesian. finally, to make sure the data is valid the author verified all the students‟ written work by reading it. iman the interference of indonesian ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 175 research findings and discussion research findings results from task 1 this section presents the results for which verb forms the students used in a context where we would most naturally expect past tense form. twenty participants were asked to describe what they did on their last holiday in six sentences. the number of expected sentences from all the participants was thus 120 sentences. however, there were only 63 sentences produced by the 20 students. this is due to the fact that not all of the students wrote six sentences. these 63 sentences were sorted into four different categories. further details about these categories are presented in table 1 below. table 1 the results for task 1; past tense category example number of sentence containing the past tense form of a verb i climbed after we continue journey 2 using the indonesian grammatical structure, where a past time adverbial is combined with the base form of a verb last week i go to field together my mother 22 the sentences were written using the base form of the verb i go to sumbawa 32 the sentences were written with an adverbial that can denote both present, past and future time and the base form of a verb sunday i go to field together my mother to harvest rice 7 results from task 2 as was explained that describing a sequence of pictures allowed the participants to use the present tense forms (simple form and progressive form) as well as subject-verb agreement. the students were asked to describe what the man in the pictures is doing. the total number of sentences expected in this task was 120 sentences. however, the data only had 106 sentences. this is because not all of the participants described all six pictures. these 106 sentences were sorted into five different categories. the results are presented in table 2 below. table 2 the results for task 2: present tense forms and subject-verb agreement category example number of sentence the sentences were written using the base form of the verb to express habitual activity in accordance with english grammatical convention he get up at 7:00 57 the sentences were written using the base form of the verb with the additional suffix -ing added to the noun, but the sentences lacked an auxiliary and therefore also lacked subject-verb agreement. he take bathing 8 the sentences were written without a subject or a verb, or without subject and verb he breakfast 20 the sentences contained the progressive form of the verb without an auxiliary verb he eating 19 the sentences were written in correct subject–verb agreement in accordance with english grammar in terms of subject–verb agreement, but with the second person pronoun instead of the expected third person pronoun you brush teeth 2 iman the interference of indonesian ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 176 results from task 3 as was explained that the translating task was designed to obtain information about the order of constituents in noun phrases and plural forms of nouns. this task consisted of eight sentences in indonesian that the participants were asked to translate into english. results for the order of constituents in noun phrases as was mentioned above, the students translated eight sentences from indonesian to english. six out of eight sentences in the task concerned the order of constituents in noun phrases. the six sentences were divided into three categories: four sentences contained a noun with a demonstrative, one sentence contained a noun with a possessive, and, finally, one sentence contained a noun with an adjective. the results are presented in table 3 below. table 3 the result for the order of constituents in noun phrases category example number of sentence the sentences contained a noun with a demonstrative according to the rules of english grammar that house very beautiful 5 the sentences were written in the correct word order according to english grammar rules, but the agreement inside of the noun phrases was incorrect that cars is product cina 4 the sentences were written in the correct word order according to english grammar rules, but both the demonstrative and the noun were misspellt thet car’s this is product cina 9 the sentences were written using indonesian grammar rule car that is product cina 22 the sentences used the personal pronoun „it‟ instead of a demonstrative pronoun help off lamp it 13 the sentences were written by omitting the demonstrative pronoun pen in there is on table help turn off lamp 24 one of the six sentences contained a noun with a possessive pronoun. therefore, the number of expected answers was 20 sentences. however, only 19 sentences were obtained in this type of noun phrase. the results are presented in table 4 below. table 4 the results for the order of a noun with a possessive pronoun category example number of sentence the sentences were written using indonesian grammar rules i need book math your 15 the sentences showed a misplacement of the genitive in relation to the head noun i need book‟s your math. 2 the sentences indicated wrong place of the attributive noun i need your books math. 2 one out of six sentences should be written with a noun being modified by an adjective. all the participants wrote the sentences in this exercise. thus, there were 20 sentences altogether. the representative sentences are given in table 5 as follows. iman the interference of indonesian ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 177 table 5 the results for the order of a noun being modified by an adjective category example number of sentence the sentences were written with the noun and the adjective in the correct order according to english grammar rules, but with incorrect possessive pronoun and the placement thereof favorite songs me new. 2 the sentences were written using indonesian grammar rules. song favorite my new 17 the head noun was placed before the pre-modifier song new my favorite. 2 results for number the data for the plural forms of nouns were derived from five of the eight sentences translated in the translating task. thus, from the 20 students, 100 sentences were expected. however, 95 sentences were obtained, since not all students translated all of the sentences. the presentation of the results is presented in table 6 as follows. table 6 the results for number discussion task 1 the results from the first task show that 22 out of 63 sentences indicate negative transfer from indonesian. the sentences were written using the base form of the verb and combining it with an adverbial indicating past time, for example, last week i go to sumbawa. this is a typical way to express a past event in indonesian. sentences simply using the base form of the verb to encode past tense were also found in the data, for instance, i buy bag in sumbawa. in this case, the students omitted the inflectional morpheme that would otherwise be attached to the verb. thirty-six out of the 63 sentences were produced using this pattern. it was the most common sentence-pattern found in the data. these results indicate that when the students are unsure of which rule to apply, they tend to use the base form of the verb or they are not familiar with the rules of english in regard to the past form. these findings are in line category example number of sentence sentences were written using the correct english plural forms, but all of them displayed in number between noun and demonstrative please turn of that lamps that cars is product cina 8 sentences were written using indonesian grammar rules car-car it and made cina i need book-book math you 4 sentences expressed the plural marking of the noun, without any overt morphological marking. i need book math you song favorite new me 74 sentences used an apostrophe with an s to mark the plural forms of nouns i need book’s your math song’s new my favorite 9 iman the interference of indonesian ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 178 with syahid and hadi (2018) who state english learners tends to fail using subject-agreement in the form of verbs. however, the participants also produced past forms that were in accordance with english grammar rules, but in a very small number. only two such sentences were found in the data, for instance in journey, i looked guava tree. in conclusion, it seems that the students‟ problems are not only about the transfer because the production of sentences according to indonesian rules is less than a half of the total sentences, while in the other half, but the sentences also do not display the correctly inflected english forms either. they produced mistakes because they were not familiar with or unsure of the past form of the verb in english. however, evidence of transfer did occur in the data, thus corroborating lado's (1957) idea of transfer, which states that the learner of a second language tends to apply the rules of their l1. even though the transfer observed here is not strictly from the participants' l1, this illustrates transfer from one l2 to another l2. these findings may help language teachers and learners. english foreign language teachers in indonesia can develop new ways for english teaching, for instance, by demonstrating to the students the differences between indonesian and english regarding their grammatical constructions (haerazi, vikasari, & prayati, 2019). also, teachers can improve students‟ grammatical knowledge. moreover, by enabling students to become more aware of problems rooted in transfer, both their grammar and writing skills can be improved. also, the results of the present study corroborate the previous study, for instance, a study conducted by irmalia (2016) that found the most interference mistake made by the participants of her study in their english writing was incorrect verb tense. task 2 fifty-seven out of 106 sentences demonstrate a lack of subject-verb agreement. this can be analyzed as a negative transfer from indonesian. however, this can also be the case that the participants simply used the base form of the verb when they were unsure of which rules to apply. the results indicate that the students have great difficulty with subject-verb agreement. using the base form of the verb, in this case, describes the event as a habitual activity, according to the function of the present tense in english. nineteen out of the 106 sentences illustrate an attempt to apply the english grammar rules by adding the suffix -ing to the verb to encode the progressive aspect, for example, he eating. however, the participant omitted the auxiliary verb is. this omission may demonstrate that the participants are not familiar with english grammar rules regarding the use of auxiliary verbs before the verb in the -ing form. the data also revealed that some of the participants were not able to produce a full sentence. it is in line with haerazi and irawan (2020b) who state writing skills are uneasy for students who learn english as a foreign language. based on this result, twenty out of the 106 sentences were not complete sentences. the participants omitted the subject, verb, or both subject and verb, for example, he breakfast, take shower, and next, dress up long shirt. this finding is somewhat surprising because i assumed that students at this level would be able to correctly construct a sentence. it is in keeping with muhayyah (2018) who states that students‟ speaking and writing skills in english are influenced by linguistic knowledge such as grammatical competence. to sum up, it is difficult to make assumptions that using the base form of the verb can be categorized as a negative transfer from indonesian since it could be the case that the students do not know the relevant english grammar rule. instead, they just use the base form of the verb. therefore, these findings could have important pedagogical implications. english teachers need to provide more accurate feedback, for example, demonstrating the difference between indonesian and english in regard to grammatical constructions, to help students correct their mistakes and improve their english proficiency. this finding is reinforced by iman the interference of indonesian ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 179 task 3 discussion on the order of constituents in noun phrases three different kinds of noun phrases are discussed here, namely noun phrases containing a demonstrative, one containing a possessor, and one containing an adjective. twenty-two out of 77 sentences containing a noun phrase with a determiner showed evidence of transfer from indonesian. the participants wrote the sentences by placing the head noun before the determiner, for example, house that is very beautiful. as stated by odlin (1989), a negative transfer can result in production errors. in this case, the error can be categorized as a calque, by which is meant a literal translation from indonesian. the current study also found that the students were not able to translate the demonstrative pronouns into the target language. it may be that the students lack the relevant vocabulary. often, demonstrative pronouns were simply omitted from the sentence, for instance, house is very beautiful. there were 24 sentences like this, and it was the most common type of mistake. thirteen sentences were written using the personal pronoun it instead of the demonstrative pronoun, for example, house it beautiful. it may indicate that there is an incorrect translation of the indonesian demonstrative pronoun. thus, this may be seen as a kind of negative transfer as the pronoun it is positioned after the head noun. another fact that the author found in the study shows that four sentences were written using the correct order according to english grammar rule, but the demonstratives did not agree with the number, for example, that cars is product cina. this might be evidence of negative transfer from indonesian since indonesian demonstratives can be used both for singular and for plural. the misspelling of the demonstrative, for example, thet in thet house is beautiful, or the confusion of using s, for example, thet pen’s is over the table, are also found in the data. the misspelling of the demonstrative that is probably a kind of pronunciation transfer, where the participants wrote in the way they pronounce it. the latter example seems to indicate that the students could not differentiate between genitive s and plural s. regarding nouns being modified by possessors, the participants relied heavily on indonesian grammar rules. in translating the sentence, they placed the possessor after the head noun, for example, book math your. thus, this is an example of a negative transfer from indonesian. the number of these sentences was 15 out of 19 sentences, making it quite common. this error can be classified as a calque (odlin 1989). regarding nouns being modified by adjectives, the data shows that negative transfer from indonesian appeared in the participants' writing. the participants placed the adjective after the noun, in accordance with indonesian grammar rules, for example song favorite my new. the total number of sentences was 16 out of 20 sentences, making it rather common. these errors can likewise be classified as calques. two sentences had the adjective and the noun in the correct order, but the possessive pronoun was placed in the wrong position, for example favorite songs me new. the two remaining sentences had the adjective at the end of the sentence, for example song new my favorite. therefore, these results may indicate that the participants have difficulties constructing such phrases. in summary, half of the sentences of the first category showed evidence of negative transfer. the remaining half of the sentences were not produced according to english grammar rules. thus, the author cannot claim that the errors observed were simply due to transfer. in the second and the third kind of noun phrase, negative transfer was more common. therefore, in these two cases, the author can assume that transfer is a major problem for the participants. these findings show that english teachers may need to improve the students‟ grammatical knowledge by demonstrating how transfer might influence second language production. iman the interference of indonesian ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 180 number marking negative transfer from indonesian was also observed to some degree when the participants were asked to produce the english plural. the participants reduplicated the noun root according to indonesian grammar rules, for example, car-car it made in cina. only four out of 95 sentences were produced according to this pattern. this indicates that the transfer here is not very common. it seems that the participants were not familiar with the english grammar rules for marking plural on nouns. seventy-four out of 95 sentences were written using the base form of the noun, for example, i need book math you. furthermore, the participants failed to distinguish between the plural s and the possessive s. nine out of 95 sentences failed to make this distinction regarding the plural s and the possessive s. the participants formed the plural by using the possessive s, for instance, thet pen’s is over the table. to sum up, negative transfer from indonesian was quite rare in terms of number marking. thus, it cannot be assumed that the participants failed to construct the plural form due to transfer. it may be they have lack relevant knowledge of the target language. therefore, these results demonstrate that teachers may need to improve the students‟ english proficiency in regard to number marking on nouns. conclusion this final section summarises the present study by answering the research question stated in the introduction. the research question is how does indonesian interfere with english writing in terms of the order of constituents in noun phrases, number marking, and verb tenses? the author begins with the order of constituents in noun phrases. the results of the study suggest that the participants produced sentences according to indonesian grammar rules, in which the head noun is placed before the modifier. then, negative transfer from indonesian for number marking was quite uncommon. next, regarding the findings related to interference with regards to present tense. the results of the study show a sign of transfer from indonesian, but it might also be the case that the participants did not understand the relevant english grammar rules. finally, the author summarises the findings related to the interference of indonesian with regards to past tense. negative transfer from indonesian was not very common for the past tense. in conclusion, negative transfer from indonesian was found in the participants writing. however, negative transfer was not the only source of production errors, as some mistakes can be attributed to a lack of knowledge of relevant english grammar rules or unable to apply what they know onto their writing. therefore, it is very important for english teachers to improve students‟ english proficiency. the author hopes the results of this study can contribute to improving english education in indonesia. references djenar, d. n. (2003). a student’s guide to indonesian grammar. melbourne: oxford university press. ellis, r. (1997). second language acquisition. oxford: university press. fahrurrozi & wicaksono, a. (2016). sekilas tentang bahasa indonesia. yoyakarta: penerbit garudhawaca. fantini, a. (1985). problems of predictions. in t. odlin (ed). language transfer: crosslinguistic influence in language learning (p. 37). cambridge: cambridge university press. iman the interference of indonesian ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 181 greenbaum, s. & nelson, g. (2016). an introduction to english grammar. (4 th ed). new york: routledge. haerazi, h., may vikasari, r., & prayati, z. (2019). the use of scientific-based approach in elt class to improve students‟ achievement and classroom interaction. register journal, 12(2), 157-180. https://doi.org/10.18326/rgt.v12i2.157-180 haerazi, irawan, suadiyatno, & hidayatullah. (2020). triggering preservice teachers‟ writing skills through genre-based instructional model viewed from creativity. international journal of evaluation and research in education (ijere), 9(1), 234-244 doi: http://doi.org/10.11591/ijere.v9i1.20395 haerazi, h., & irawan, l. (2020). the effectiveness of ecola technique to improve reading comprehension in relation to motivation and self-efficacy. international journal of emerging technologies in learning (ijet), 15(01), pp. 61-76. doi: http://dx.doi.org/10.3991/ijet.v15i01.11495 haerazi, h., & irawan, l. (2020b). developing intercultural language learning (ill) model to teach writing skills at indonesian private universities. edulite: journal of english education, literature and culture, 5(1), 43-54. doi: http://dx.doi.org/10.30659/e.5.1.43-54 huddleston, r. & pullum, g.k. (2005). a student’s introduction to english grammar. new york: cambridge university press. irmalia, m. (2016). indonesian interference in students‟ writing. english education journal (eej), 7 (4), 496-508. kushartanti, b, velde, h, & everaert, m. (2010). children‟s use of bahasa indonesia in jakarta kindergartens. wacana, journal of the humanities of indonesia, 16 (1), 167. lado, r. (1957). introduction. in s. gass and l. selinker (ed). language transfer in language learning (p.1). amsterdam: john benjamins publishing company. leech, g.n. (1987). meaning and the english verb. (2 nd ed). new york: longman inc. leech, g.n, conrad, s. & biber, d. (2002). student grammar of spoken and written english. edinburgh: longman. muhayyah, m. (2018). the use of bimanese vowel in english speaking. jollt journal of languages and language teaching, 5(1), 40-45. doi: https://doi.org/10.33394/jollt.v5i1.333 nababan, p.w.j. (1991). language in education: the case of indonesia. lnternationale zeitschrift fur erziehungswissenschaft revue internationale de pedagogie 37 (1), 115131. national education standards agency of republic indonesia. (2016, june 6). standar isi pendidikan dasar dan menengah. retrieved from: http://bsnp-indonesia.org/wp content/uploads/2009/06/permendikbud_tahun2016_nomor021.pdf. [accessed 4 august 2018]. miles, b. matthew & huberman, a. michael. (1994). qualitative data analysis: an expanded sourcebook. (2 nd ed). the united state of america: sage publications, inc. odlin, t. (1989). language transfer: cross-linguistic influence in language learning. cambridge: cambridge university press. https://doi.org/10.18326/rgt.v12i2.157-180 http://doi.org/10.11591/ijere.v9i1.20395 http://dx.doi.org/10.3991/ijet.v15i01.11495 http://dx.doi.org/10.30659/e.5.1.43-54 https://doi.org/10.33394/jollt.v5i1.333 http://bsnp-indonesia.org/wp-content/uploads/2009/06/permendikbud_tahun2016_nomor021.pdf http://bsnp-indonesia.org/wp-content/uploads/2009/06/permendikbud_tahun2016_nomor021.pdf iman the interference of indonesian ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 182 podesva, r. & sharma, d. (2013). research methods in linguistics. cambridge: cambridge university press. prasentianto, r. h. (2015). imperfect aspect in english and indonesian verbs. nusantara of research 2 (1), 84-89. preparatory committee for indonesian independence. (1945, august 18). constitution of indonesia. retreived from: http://www.refworld.org/docid/46af43f12.html. [accessed 24 july 2018]. sneddon, j. n. (1996). indonesian: a comprehensive grammar. london: routledge. sneddon, j. n, adelaar, a., djenar, d. n. & ewing, m.c. (2010). indonesian reference grammar. (2 nd ed). sydney: allen & unwin. syahid, a., & hadi, m. (2018). synthesis interference of indonesian language in the right of german. jollt journal of languages and language teaching, 6(2), 67-76. doi: https://doi.org/10.33394/jollt.v6i2.1257 wolff, j, oetomo, d, & fietkiewicz d. (1984). beginning indonesian through selfinstruction. new york: cornell university. worsley, peter. (1994). indonesian/malay in unlocking australia's language potential: profiles of 9 key languages in australia. canberra: national languages and literacy institute of australia. http://www.refworld.org/docid/46af43f12.html https://doi.org/10.33394/jollt.v6i2.1257 second language acquisition language transfer contrastive analysis between indonesian and english results from task 2 results from task 3 results for the order of constituents in noun phrases table 3 the result for the order of constituents in noun phrases task 2 task 3 discussion on the order of constituents in noun phrases number marking jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2596 july 2020. vol. 8, no, 3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 297-306 jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 297 partner reading; pumping up the students' reading comprehension? 1dedi sumarsono, 1ahmad hanan, 1abdul kadir bagis, 2ayumaryani p.p. 1english language education, mandalika university of education, indonesia 2english student, mandalika university of education, indonesia corresponding author email: dedisumarsono@ikipmataram.ac.id article info abstract article history received: may 2020 revised: june 2020 published: july 2020 partner reading is a cooperative learning strategy in which two students work together to read an assigned text. this leads the students to feel free to express their prior knowledge during the discussion with their pair. this study examined the effect of partner reading on students' reading comprehension. this research was an experimental study with one group pre-test and post-test design. the research was conducted at one of mts in west lombok. the independent variable of this research was a teaching strategy that is partner reading. students' reading comprehension was considered as a dependent variable. this research used all of the population as the sample. the research was analyzed through a ttest with spss 21 software. the research reveals that teaching strategies used after treatment affect significantly on the students' reading comprehension as the sig2 tailed shows that it was less than 0.000 at the level of significance 0.05 and n=24. it can be concluded that partner reading affects students' reading comprehension. . keywords partner reading; reading comprehension; how to cite: sumarsono, d., hanan, a., bagis, a. k., & ayumaryani, p. p. (2020). partner reading; pumping up the students' reading comprehension? jollt journal of languages and language teaching, 8(3), 297-306, doi: https://doi.org/10.33394/jollt.v%vi%i.2596 introduction reading is an activity in which the reader has to obtain both explicit and implicit information from the text (kim and piper, 2019). reading is the process of thinking to build meaning (yu-hui, li-rong, and yue; 2010). reading involves the readers, the text, and the interaction between the reader and the text (rumelhart in aebersold and filed, 1997: 5). burns (1990: 151) states that the basic comprehension units in reading are words, sentences, paragraphs, and whole selection. reading as interpreting means reacting to a written text as a piece of communication; in other words, we assume some communicative intent on the writer's part which the reader has some purpose in attempting to understand (wallace, 1992: 4). mitchell in clapham (1996: 11; harris et al., 2019) argues that reading can be defined loosely as the ability to make sense of written and printed symbols. the reader uses the symbols to guide the recovery of information from his or her memory and subsequently uses this information to construct a plausible interpretation of the writer's message. this skill is very important for the reader in order to comprehend what is intended to deliver by the writer. nunan in nurkhairiyah (2017) explains that there are some reasons why it is very necessary; first, it can help the learners to enhance their knowledge because they can learn many things through reading (jang and ryoo, 2019). second, reading can support the learners to master other language skills such as speaking, listening, and writing (lee and chen, 2019; suadiyatno et al., 2019). in addition, reading can entertain the learners because it http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:dedisumarsono@ikipmataram.ac.id sumarsono, hanan, bagis, and ayumaryani partner reading; pumping up……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 298 is not only done for academic purposes, but it can help the learners to refresh their minds. in other words, reading is very crucial for learners. the purpose of the reading activity is that in order the reader could learn to interact productively reading in order to determine the meaning. reading comprehension constructs the meaning to work with a deeper understanding of concepts and information presented in a text (rapp et al., 2007). besides, reading comprehension is usually a primary focus of instruction in the postprimary grades, after readers have largely mastered word recognition skills, although comprehension of text should be an integral part of reading instruction with beginning readers as well. instruction in oral language, vocabulary, and listening comprehension should be a focus starting in preschool and continuing throughout the elementary grades (snow.c.e, 2002: 11; galloway and uccelli, 2019). furthermore, she explains that reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. extracting and constructing are used to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension. comprehension entails three elements: the reader who is doing the comprehension; the text that is to be comprehended; and the activity in which comprehension is a part. this reading comprehension process deals with the cognitive and linguistic abilities, such as vocabulary, grammar, punctuation, constructed sentences, paragraphs, and texts (lems, miller, & soro in sumekto; 2018). the comprehension reading also performs the activities, such as understanding the meaning of words (lee and chen, 2019), terms, idioms, and the expressions that used in the text, capturing the explicit meaning that contained in the text (troyer et al., 2019), capturing the implicit meaning that contained in the text, drawing the conclusions on the content of the reading text, predicting what is going to happen after the community reads the text, and being able to evaluate the content and the language that used in the reading text (medar & kenchakkanavar, 2015). a reader who can optimize his/her reading comprehension skill will be able to grab the from the text accurately as what is stated by haerazi & irawan (2020) that reading needs an awareness of comprehension during reading activities. for adult readers with their comprehension skills, they can read efficiently (yovanoff et al., in pranowo; 2018). in order for the students/readers are able to have good reading comprehension skills, they need to be trained with teaching methods or techniques in which they are feeling free to express their opinion about the text given without any hesitation or afraid. cooperative learning strategy can be used to optimize the students' reading comprehension during the teaching and learning process. cooperative learning requires students to participate in various activities to do interaction, sharing, problem-solving, and open-ended outcomes. these strategies differ in the concept of traditional interaction as they focus on learning outcomes as opposed to the productive-type task (slavin in mubarok and sofiana; 2017). this is in line with some principles of cooperative learning propose by kagan and kagan such as (1) positive interdependence creates mutual support among students, creates peer norms favoring achievement, and increases the frequency and quality of peer tutoring; (2) individual accountability dramatically increases student participation and motivation to achieve; (3) equal participation; students who otherwise would not participate or who would participate very little become engaged when we equalize participation; and (4) simultaneous interaction; the amount of participation per student and our efficiency in teaching and managing the classroom increased enormously when we use simultaneous rather than sequential structures (www.kaganonline.com). the concept of the implementation of partner reading in the classroom is that the students are working in pairs. stahl, heubach, & crammond in meisinger (2004) highlight that in partner reading, children are paired together for the purpose of supporting each other through the oral reading of the connected text. partners listen, follow along, and provide http://www.kaganonline.com/ sumarsono, hanan, bagis, and ayumaryani partner reading; pumping up……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 299 needed words or assistance while taking turns reading, switching roles every other page. partner reading is used mainly as a strategy to promote the development of fluent reading by increasing the time children spend orally reading connected text. in addition, partner reading provides an opportunity for teachers to monitor children's reading progress by listening to the children read to their partners (kuhn & stahl, 2000). like other cooperative learnings, the implementation of partner reading insists the students to work with other students who have different abilities. besides, this strategy will lead the students to support and motivate each other during performing the activity to achieve some reading goals. in partner reading, the learning process refers to a peer-assisted intervention where students are strategically split into pairs (kuhn & stahl, 2000). in pairs learning activities, higher performing students are paired with students who are having reading difficulties. the student who do not do reading activities follows along and corrects the other student whenever he or she does not understand the text provided. the reading learning activities enable students to acquire vocabulary and solve their reading difficulties (brevik, 2019). this provides both students with additional coverage of the content material while also receiving feedback and immediate error correction (fuchs et al., 1997). pertaining to the elaboration above, the empirical studies and the theoretical supports dealing with partner reading strategy and students' reading comprehension are needed to be conducted. this research is aimed at investigating to what extent partner reading strategy affects the students' reading comprehension. to support this study, the researchers start from the framework of partner reading, reading comprehension, level of reading and its principles, and macro and micro skills of reading comprehension. partner reading partner reading is a cooperative learning strategy in which two students work together to read an assigned text. with partner reading, it allows students to take turns reading and provide each other with feedback as a way to monitor comprehension. it provides a model of fluent reading and helps students learn decoding skills by offering positive feedback. it provides direct opportunities for a teacher to circulate in the class, observe students, and offer individual remediation (https://www.readingrockets.org/strategies/partner_reading). partner reading combines elements from different approaches and puts them together for the maximum chance for the students' success. partner reading combines repeated reading and peer-assisted learning strategies. partner reading provides a structured reading activity that the entire class can participate in at the same time. this makes it especially helpful for teachers who do not have enough time to spend part of their day listening to students read one at a time. in
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students who are a variety of different levels and because of the format of this intervention, it is helpful groups with a wide range of reading abilities (rathvon, 2008). partner reading is paired students take turns reading aloud to each other. for partner reading, more fluent readers can be paired with less fluent readers. the stronger reader reads a paragraph or page first, providing a model of fluent reading. then the less fluent reader reads the same text aloud. the stronger student gives help with word recognition and provides feedback and encouragement to the less fluent partner. according to meisinger, et al. (2004), partner reading extends the role of supporter and reader to both participants by including a turning taking procedure. in partner reading, children alternate the role of reader and supporter page by page through the oral reading of the text. also, unlike paired reading, the children read the text sequentially rather than chorally. https://www.readingrockets.org/strategies/partner_reading sumarsono, hanan, bagis, and ayumaryani partner reading; pumping up……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 300 reading comprehension reading comprehension is the process of receiving, making sense, and interpreting information to understand language messages in written or printed form involving reader, text, and the interaction between the reader and the text. in order words, the students are not only hoped to know the words but also its meaning. besides, reading comprehension requires a person's ability in reading, finding the information, and understanding in terms of what is already known. in this process, the reader emphasizes the information in the text. reading comprehension itself not only deals with words but also the ability to create a new idea outside the material. levels of reading comprehension burns (1990: 177) divides reading comprehension into four levels. they are literal comprehension, interpretive comprehension, critical reading, and creative reading. the first level is literal comprehension. the basis of literal comprehension is recognizing stated main ideas, details, causes, and effect, and sequences. it is important because it is a prerequisite for a higher level of understanding. the second level is interpretive comprehension. here, the skills include (1) inferring the main ideas of passage in which the main ideas are not directly stated; (2) inferring the cause and effect relationship when they are not directly stated; (3) inferring referent of pronouns; (4) inferring referent of an adverb; (4) inferring the omit words; and (6) drawing a conclusion. the third one is critical reading. it is evaluating written material, comparing the ideas discovered with known standards and drawing conclusions about their accuracy, appropriateness, and timeliness. the critical reading must be an active reader, questioning, searching for the facts, and suspending the judgment until he or she considered all of the materials. the last level is creative reading. it involves going beyond the material presented by the authors. it requires readers to think as they read. to help the students acquire the skill of reading creatively, teachers should model the thought process involved. reading strategies involve ways of processing text which will vary with the nature of the text, the reader's purpose, and the context of the situation (wallace, 1992: 57). according to aebersold and field (1997: 16), reading strategies are activities that the readers use in order to construct meaning from a text. these activities are sometimes called reading skills. even though each reader has unique characteristics, successful readers also share much in common and derive more or less the same meaning from the same text as the teacher or the researcher does. here are some strategies for reading comprehension as follows: recognize words quickly; use text features (subheading, transitions, etc); use title (s) to infer what information might follow; use word of knowledge; analyze unfamiliar words; identify the grammatical functions of the words; read for meaning, concentrate on constructing meaning; guess about the meaning of the text; evaluate guesses and try new guesses if necessary; monitor comprehension; keep the purpose for reading the text in mind; adjust strategies to the purpose for reading; identify or infer main ideas; and understand the relationship between the parts of the text. micro and macro skills for reading comprehension brown (2004: 187) states that reading involves two kinds of skills: micro and macro skills. the micro-skills are as follows: discriminate among the distinctive graphemes and orthographic patterns of english; retain chunks of the language of different lengths in short term memory; process writing at an efficient rate of speed to suit the purpose; recognize a core of words and interpret word order patterns and their significance; recognize the grammatical word classes (noun, verbs, etc.), systems (tense, agreement, pluralization), patterns, rules, and elliptical forms; recognize that a particular meaning may be expressed in sumarsono, hanan, bagis, and ayumaryani partner reading; pumping up……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 301 different grammatical forms; recognize cohesive devices in written discourse and their role in signaling the relationship between and among the clauses. the macro skills are as follows: recognize the rhetorical forms of written discourse and their significance for interpretation; recognize the communicative functions of written texts, according to form and purposes; infer context that is not explicit by using background knowledge; from describe events, ideas, etc., infer links and connection between events, deduce causes and effects, and detect such relations as the main idea, supporting the idea, new information, given information, generalization, and exemplification; distinguish between literal and implied meanings; detect culturally specific references and interpret them in a context of the appropriate cultural schemata; developp and use a battery of reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from the context, and activating schemata for the interpretation of the texts. from the above theories, it can be concluded that reading comprehension is the process of receiving and interpreting information to understand language messages in written or printed form which involves reader, text, and the interaction between the reader and the text. the indicators of reading comprehension are as follows: identifying the meaning of certain words based on the context, identifying references, identifying explicit and implicit information, identifying the main idea (general idea) from the text, and identifying the communicative function of the text research method research design this quantitative research is an experimental study with one group pre-test and post-test design. ary (2010; 265) argues that an experiment is a scientific investigation in which the researcher manipulates one or more independent variables, controls any other relevant variables, and observes the effect of the manipulations on the dependent variable(s). the onegroup pre-test-post-test design usually involves three steps: (1) administering a pretest measuring the dependent variable; (2) applying the experimental treatment x to the subjects; and (3) administering a posttest, again measuring the dependent variable. differences attributed to the application of the experimental treatment are then evaluated by comparing the pretest and posttest scores (ary, 2010; 304). in this research, the independent variable is the paired reading strategy and the students' reading comprehension as the dependent one. the population and the sample of this research were all of the grade viii students of mts nw lingsar. table 1: one-group pretest–posttest design pretest independent posttest y1 x x2 instruments the instrument used in collecting data was reading test. the test in the form of multiple choice. the test given to the students was valid and reliable because it was designed based on the construct and the indicators of reading comprehension. in obtaining the data, the instrument was delivered to the students before and after the students were taught with partner reading data analysis technique in analyzing the data, spss 21 was used to know the descriptive and inferential analysis. descriptive analysis was used to know: mean, median, mode, and standard deviation of the reading test. meanwhile, to test the research hypothesis, inferential analysis is sumarsono, hanan, bagis, and ayumaryani partner reading; pumping up……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 302 used. it was done through t-test. the testing hypothesis is conducted in order to manage the research data which are in the form of the number so that they can produce a real conclusion. it was also used to test whether the hypothesis of the research was accepted or rejected. to know whether the treatment influence the students' reading comprehension, the mean score of pre-test and post-test were compared. research findings and discussion this research focused on the effect of paired reading strategy on students' reading comprehension. after the data were found, they were analyzed and calculated using statistical calculations as shown as follows: table 2. descriptive statistics of pre and post test paired samples statistics mean n std. deviation std. error mean pair 1 before_treatment 33,8333 24 10,54871 2,15325 after_treatment 71,3333 24 8,87922 1,81246 from the examination of the mean scores in table 1, it can be concluded that there are strong differences among the groups on this measurement. as the mean score of the students after the treatment given (71.33) is higher that before the treatment (38.83). therefore, it could be concluded that partner reading is more effective than the conventional strategy. it has a positive effect on the students' reading ability table 3. paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 before_t reatment after_tre atment -37,50000 11,66563 2,38124 -42,42596 -32,57404 15,7 48 23 ,000 table 2 summarizes that the mean difference between the two means is (37.50), the standard deviation of the difference score form all 24 students is (11.66), and the standard error the means associate with those difference score is (2.38). confidence of the means difference shows the lower is (42.42) and the upper is (32.57), and the t value is (15.74) and the df is 23. meanwhile, for the sig (2-tailed) 0.000 is lower than 0.005. it indicates that there is a significant differece between the two means (students who were taught with partner reading and those who were not). on other words, it can be stated that partner reading significantly affected and improved the students' reading comprehension. the finding above is reasonable as partner reading is one of cooperative learning in which the students have to work in pairs. this activity made the students feel free to express their prior knowledge in reading without feeling afraid to make any mistakes. in cooperative groups, students can engage in discussions in which they construct and extend conceptual understanding of what is being learned (johnson et al in muliani.; 2016). this is in line with nurhafani (2016) who found that cooperative script method towards students' interest in reading comprehension. sumekto (2018) states that cooperative learning (the think-pair-share) approach leads a positive engagement, in which most of the group learners have a sense of sumarsono, hanan, bagis, and ayumaryani partner reading; pumping up……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 303 self-awareness and confidence to solve problems and effective guidance to find the authentic learning circumstances. mubarok and sofiana (2017) on their finding also concluded that cooperative learning increased students' reading ability. teaching through the parter reading strategy is not difficult to be implemented in the classroom as each group consisted of two students. vaughn
et
al.,(2000) highlight that partner
reading is easy to implement an intervention that helps increase reading fluency especially for students who have been identified with reading disabiities or have lowachievement reading abilities. krauss (1995) states that the use of a partner reading and writing activity is recommended to improve students' word recognition, writing, and higherlevel thought processes involved in reading. the partner reading and writing collaboration activity seemed to provide an added purpose for students' engagement in rereading and writing about their books, although rereading and writing were their least preferred classroom literacy activities (krauss; 1995). in the implementation of this strategy, the students have to work in pairs that lead them to play their role as they have to listen to their friends and give some response. the small groups enable students to interact, share answers, receive feedback, and practice social skills (conderman, bresnahan, and hedin; 2011). during the teaching and learning process, most of the students were involved in the reading process in which it makes them ask and even answer the questions without any hesitation. it also helps the students in mastering much better. partner reading solve the students' reading problems as more students were motivated to learn when they are in the group. it is supported by crawford (2001: 11) stated that when a group succeeds in reaching a common goal, student members of the group experience higher selfconfidence and motivation than when students work alone. partner reading helps students increase reading fluency or reading comprehension (vaughn, et al; 2000). meisinger, et al (2004) argue that the partner reading seemed to be a successful classroom strategy in general. as evidenced by the means on the partner reading rating scale, children were generally cooperative and on-task during the sessions. this idea was in line with alhaidari in mubarok and sofiana (2017) who found that the implementation of cooperative learning in reading comprehension could improve students' achievement in the cooperative partner and group activities, reach learning goals, and individual assessment. besides, students who were taught with partner reading had more time read the passage of the text as they have taken in turn with their partner to read the text that leads the students to be more serious in reading the text. stahl, heubach, and crammond (1997) state that partner reading is used mainly as a strategy to promote the development of fluent reading by increasing the time children spend orally reading connected text. partner reading also can serve as an enjoyable and beneficial pedagogical tool for enhancing the development of fluent reading skills (meisinger, et al; 2004). conclusion partner reading strategy gave a great impact on pumping up the students' reading comprehension. it could be seen that the students enjoy the class more when they were taught with partner reading. this strategy allowed the students to express their prior knowledge freely without being afraid of making mistakes as the students feel enjoyment during the teaching and learning process. finally, partner reading improved the students' reading scores significantly after the treatment. sumarsono, hanan, bagis, and ayumaryani partner reading; pumping up……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 304 references aebersold, & field. 1997. from reader to reading teacher. cambridge: university press. ary d. et al. (2010). introduction to research in education eighth edition. usa. wadsworth. belmont, ca 94002-3098 brevik, l. m. (2019). explicit reading strategy instruction or daily use of strategies? studying the teaching of reading comprehension through naturalistic classroom observation in english l2. reading and writing, 32(9), 2281–2310. https://doi.org/10.1007/s11145019-09951-w brown, d. 2004. language assessment, principles and classroom practices. new york: pearson education. burns and roe and ross. 1984. teaching reading in today's elementary school. ny: houghton mifflin company. conderman, g., bresnahan, v., & hedin, l. (2011).promoting active involvement in todays classroom. kappa delta pi, 47(4), 174–180.) crawford, l. m. (2001). teaching contextually: research, rationale, and techniques for improving student motivation and achievement fuchs, d., fuchs, l., mathes, p., &simmons, d. (1997) peer assisted learning strategies: making classroom more responsive to diversity. american educational research journal, 34(1), 174-206. 
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(2000) fluency and comprehension interventions or third-rade students. remedial and special education 21(6), 325-335. wallace, c. 1996. reading. oxford: oxford university press. yu-hui, l., li-rong, z., & yue, n., (2010). application of schema theory in teaching college english reading. canadian social science, 6(1), 59–65. https://www.readingrockets.org/strategies/partner_reading https://doi.org/10.1007/s11145-018-9907-9 https://www.readingrockets.org/strategies/partner_reading jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3529 april 2021. vol. 9, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 220-227 jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 220 outdoor learning activity in teaching students’ writing skills 1muhammad sofian hadi, 1mutiarani, & 2sri herlina 1english lecturer, muhammadiyah university of jakarta, indonesia 2english student, muhammadiyah university of jakarta, indonesia corresponding author email: sriherlina05gmail.com article info abstract article history received: february 2021 revised: april 2021 published: april 2021 this study aims to find out the effectiveness of the outdoor learning method to improve students' writing skills at senior high schools. the concept of the outdoor learning method in this study adopts collaborative writing learning activities. the learning activities are carried out outside writing classes. the research method is a quantitative method with a pre-experimental design using pre-test and post-test design. the instrument in collecting the data uses writing tests. the researcher only used one class of ninth-graders of smp it harapan. the sampling technique used was random cluster sampling in which the 9th-grade students as the population participated as the sample. the data were analyzed statistically using a t-test. based on the analysis results, the average value obtained in the pre-test was 42,22, and the post-test was 76,60. meanwhile, the score of the t-test was 37,27, and the t-table was 1,706 with a significant 5% (0.05). it means the score of the t-test was greater than the t-table. so, the alternative hypothesis (h1) was accepted, and the null hypothesis (h0) was rejected. it can be concluded that outdoor learning activities can facilitate students to improve their writing skills. keywords outdoor learning; writing skills; descriptive texts; how to cite: hadi, m. s., mutiarani, & herlina, s. (2021). outdoor learning activity in teaching students’ writing skills, jollt journal of languages and language teaching, 9(2), 220-227, doi: https://doi.org/10.33394/jollt.v%vi%i.3529 introduction efl teachers apply various instructional models to improve students’ writing skills. some of them are considered successfully to enhance student's writing performance but others are not able to facilitate students to improve their writing skills. in the efl context, writing is declared generally as a difficult skill to acquire (irmawati, 2016; aunurrahman et al., 2017; bataineh et al., 2018). writing needs linguistic aspects to be mastered and cognitive and cultural aspects (haerazi et al., 2018). students should be able to acquire a lot of aspects of writing, such as spelling, word choice, grammar, and proficient vocabulary (khezrlou, 2020). in addition, students are required to have abilities to compose sentences to become a unified idea in a written text (du & list, 2020). all learning processes of these previous studies are carried out inside writing classes. little studies of writing are conducted in outside writing classes. therefore, this current study aims to improve students’ writing skills by applying outdoor learning activities. the concept of outdoor learning activities is designed to teach writing skills in collaborative learning tasks. collaborative writing is considered an effective activity to lead students to accomplish their writing tasks in outdoor classes. it is in accordance with alshuraidah and storch (2019), who argue that students can be asked to write texts in a group, and they can create peer-feedback activities in completing their writing products. it is relevant with the outdoor learning activities in which students are involved in writing exercises outside http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& hadi, mutiarani, and herlina outdoor learning activity in ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 221 the classes. because writing skills are a very complex ability, students must be provided with writing exercises as much as possible (listyani, 2017). writing is one of the very important language skills. writing is a process of collecting information to convey information to readers. these words are arranged in a system and can be understood by their meaning. writing is an activity in which one's thoughts, thoughts and feelings are expressed in written language. according to widdowson (2012), making correct sentences and pouring them on paper through visual media. therefore, writing is an activity that expresses thoughts and emotions in the form of writing and is regarded by readers as an indirect means of communication (haerazi et al., 2020: ruegg, 2018). in the present study, researchers try to apply outdoor learning to help students diminish their difficulties in composing paragraphs. the problem faced by senior high school students mostly is to compose their ideas into papers to become good paragraphs. students frequently choose unreasonable words, unstructured sentences, and no cohesion and coherence. in other words, students cannot create good words into good paragraphs (sitorus & sipayung, 2018). in addition, students have low vocabulary acquisition. fortunately, vocabulary is an important part of writing (haerazi et al., 2020). students think english writing is difficult because they only have a minimal vocabulary. therefore, students need proper learning activities to overcome these difficulties in writing. this study offers a solution to employing outdoor learning in writing classes. besides, teachers may encounter some problems. the teacher does not provide students with models or media to let students know what they want to write. the teacher does not use any media to support or guide students. these problems may be caused by the fact that there is no model in the teaching process and no media is used. therefore, students find difficulties in discovering concepts in writing and have limited time to practice writing (setyowati et al., 2017). writing skills are one of the language skills that students, including high school students, should be mastered. writing skills are of great significance for determining students’ communication skills in the target language. similarly, having good writing skills help students explore ideas and write them in grammatical order into readable text. in the teaching and learning of writing skills, this study tries to help students overcome their difficulties in completing writing tasks and producing a complete descriptive text. the outdoor learning method is considered as an effective instructional method to handle these difficulties. therefore, this study aims to find out the effectiveness of outdoor learning methods toward students’ writing skills at senior high schools. research method this study is categorized as a quantitative method using a pre-experimental study. the pre-experimental design is chosen because this design aims to understand the effect of the applied outdoor learning method in improving students' writing skills. the text that would be written by students is a complete descriptive text. this study is conducted at the grade-9th in junior high school at smp harapan. research design in this pre-experimental design, researchers employ the experimental study using the pre-test and post-test group design. researchers teach students in a group using the outdoor learning method. it is in line with neuman (2015) who argues that the pre-experimental design has one group, pre-test, treatment, and post-test. this design has no control group and random assignment. a variable is one of the characteristics that can be measured and recorded on the instrument, and it changes in different values or different people's scores. there are two types of variables, independent variables (x) and dependent variables (y). independent variables are variables that affect other variables, and dependent variables are variables that hadi, mutiarani, and herlina outdoor learning activity in ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 222 are affected by other variables. in the present study, the independent variable is outdoor learning and the dependent variable is writing skills. the treatment using the outdoor learning method is aimed at finding out its effect on students’ writing skills. population and sample according to hanlon and largret (2011:7), the population is all the individuals or units of interest; typically, there is not available data for almost all individuals in a population. the population of this research is all grade 9th students of smp harapan, bogor. it consists of 87 students, and they are divided into 3 class; which every class consists of 30 students from ix-1, 30 students from ix-2, and 27 students from ix-3. the sample is a subset of the individuals in a population. there is typically data available for individuals in samples, hanlon and larget (2011:7). clearly, the sample is part of the population. also, that means a good sample should represent the entire population as much as possible. a sample was a subgroup of the target population that the researcher plan to understand for generalizing the target population (creswell, 2014:152). the researcher used one class as the sample of this research. to determine the sample researcher used a random cluster sample. the sample of this research was class ix-3, which consisted of 27 students in the second semester. the instrument for this data is used one question for pre-test and one question for post-test, with the same questions. the researcher also used a journal of descriptive text to give the material to students. data analysis in this research, the researcher analyzed the data of the pre-test and post-test statistically. the students’ writing achievement in the pre-test and the post-test is calculated using statistical analysis. to find out the significant difference of both scores, researchers apply the t-test analysis. before moving the t-test analysis, researchers have declared the students’ score was valid and reliable. this study used the smirnova-kolomograve formula to see the data validity and used levene test to see the data reliability. meanwhile, the instrument of this study also was stated as a valid instrument. the t-test analysis was assisted by using the spss device. research findings and discussion research findings this study tried to find out the effectiveness of the outdoor learning method in improving students’ writing skills at senior high schools. the treatment was carried out in a group, which is the 9th-grade students. at the first meeting, all 27 students received predictions to measure their descriptive writing skills. after collecting pre-test data, the researchers prepared textbooks and implemented outdoor learning for treatment to improve students' writing skills. at the last meeting, the researchers conducted a post-test. the results of these two tests are used as a reference for the researcher to analyze students' writing skills. the students’ writing scores can be presented in table 1 as follows. table 1 the score of pre-test and post-test no name pre-test post-test 1 student 1 60 80 2 student 2 58 83 3 student 3 50 75 4 student 4 58 72 5 student 5 54 75 6 student 6 52 71 7 student 7 55 76 8 student 8 54 70 9 student 9 58 80 hadi, mutiarani, and herlina outdoor learning activity in ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 223 10 student 10 60 87 11 student 11 40 80 12 student 12 50 70 13 student 13 58 75 14 student 14 39 70 15 student 15 48 78 16 student 16 39 72 17 student 17 48 75 18 student 18 60 71 19 student 19 40 75 20 student 20 50 76 21 student 21 60 82 22 student 22 60 85 23 student 23 62 85 24 student 24 60 80 25 student 25 58 75 26 student 26 40 80 27 student 27 39 70 ∑ 1140 2068 mean score 42,22 76,60 the students’ writing score in pre-test indicated that students have low writing skills. it happens because students still have difficulties in arranging good sentences into a good paragraph. students have also lack of knowledge of topics that they are going to write. therefore, students are not able to compose a complete descriptive paragraph. in addition, the generic structures of descriptive texts are not understood properly by students. table 1 presented that students’ writing score is 42,22. it is far from the passing grade of english subject at senior high schools. the category of this achievement can be presented in table 2. table 2 the experimental class students’ pre-test writing skill students’ writing skill level total number of students total number of the students in precentage very poor 11 40,7% poor 16 59,3% enough 0 0% good 0 0% excellent 0 0% most students at the senior high school face difficulties writing a complete descriptive text. it happens because students do not understand the generic structure of descriptive texts. it is proven that students write an introductory paragraph of a descriptive text in the form of the body of descriptive text. in addition, students still have lack of knowledge of the topics provided. students are also lack vocabulary acquisition. the data of table 2 showed that in the experimental class consist of 27 students. students were in very poor level (40,7%) and students that poor level (59,3%). table 3 the experimental class students’ post-test writing skill students’ writing skill level total number of students total number of the students in percentage very poor 0 0% poor 4 14,8% enough 18 66,6% good 5 18,6% excellent 0 0 hadi, mutiarani, and herlina outdoor learning activity in ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 224 as can be seen from the above table, the experimental class consists of 27 students. students are at a low level (14.8%), students are at a sufficient level (66.6%), students at an intermediate level (18.6%), and there are no students at a very poor level or excellent level. figure 1. students’ writing scores use t-test to analyze studentss score data to determine whether there is a significant difference between students’ writing skills before and after giving treatments. table 4 pre-test and post-test scores analysis no pre-test xi post-test xj xj xi �̅� ((𝑿𝒋 − 𝑿𝒊) − 𝑫 ̅) ((xj-xi) �̅�)2 1 60 80 20 24,9 -4,9 24,01 2 58 83 25 0,1 0,01 3 50 75 25 0,1 0,01 4 58 72 14 -10,9 118,81 5 54 75 21 -3,9 15,21 6 52 71 19 -5,9 34,81 7 55 76 21 -3,9 15,21 8 54 70 16 -8,9 79,21 9 58 80 22 -2,9 8,41 10 60 87 27 2,1 4,41 11 40 80 40 15,1 228,01 12 50 70 20 -4,9 24,01 13 58 75 17 -7,9 62,41 14 39 70 31 6,1 37,21 15 48 78 30 5,1 26,01 16 39 72 40 15,1 228,01 17 48 75 27 2,1 4,41 18 60 71 11 -13,9 193,21 19 40 75 35 10,1 102,01 20 50 76 26 1,1 1,21 21 60 82 22 -2,9 8,41 22 60 85 25 0,1 0,01 23 62 85 23 -1,9 3,61 24 60 80 20 -4,9 24,01 25 58 75 17 -7,9 62,41 26 40 80 40 15,1 228,01 27 39 70 31 6,1 37,21 jml 1140 2068 674 -7,3 1570,27 mean 42,22 76,60 24,9 0,27 58,15 0 5 10 15 20 very poor poor enough good excellent students' writing score at post-test pre test post test hadi, mutiarani, and herlina outdoor learning activity in ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 225 based on table 4, the researchers analyzed the results to use outdoor learning to discover students’ writing skills in descriptive text. the researchers calculated the following steps according to the t-test formula. the above calculation shows that the output of t0 is 37,27, and the watchband fredom (df) 26 is 1,706. the average value is less than 0.05, and tcalculation> ttable. this means that outdoor learning activities can effectively improve students' writing skills. discussion the current study is focused on investigating the effectiveness of the outdoor learning method in improving students’ writing skills to produce descriptive texts at senior high schools. the outdoor learning method is chosen to help students to practice writing because it seems its learning activities refer to collaborative learning. the practice of writing activities carried out with involvement of two or more students in producing descriptive texts. it is in line with storch (2020) who argues that collaborative writing can be carried out in any workplace, including outdoor classes to practice writing because writing activities often accomplished in teams rather than individually. in this study, students are asked to produce a complete descriptive text. in the learning activities, they discuss and practice to write an introductory paragraph of descriptive texts. it aims to provide students with writing exercises in order they are able to reflect their language use ability. the outdoor learning activities to practice writing facilitate students to analyze any sentences produced. teachers provide them with various exercises. it is in line with the principles of collaborative writing workings in which students are prepared with a multitude of roles and exercises (storch, 2011; ismiati & pebriantika, 2020). during the outdoor learning activities, students are divided into some small groups between 2-3 members of each group. they decide by themselves the writing topics that they want to create a complete descriptive text. the problems faced by them are how to express their ideas to papers. to help students, teachers encourage them to understand first what they want to write. in doing so, students create drafts in sentences. the discussion process in this situation is essential because it can motivate them to think critically. it is in accordance with wiyanto and asmorobangun (2020) who inform that discussing the topic before writing is important to construct ideas going to write. before applying the outdoor learning activities, the teaching materials, learning media, and methods provided by teachers are monotonous and limited in scope. as a result, the students cannot develop their writing skill optimally. based on the effective method for teaching writing theory, it is known that effective method to teach writing should give qualified and understandable input in the pre-writing stage (fernando-dobao, 2020). in this current study, the learning activities give the effects on spoken and written communication in real practices. the effectiveness of outdoor learning activities can be proven with students’ writing achievement. after giving treatments using this method, the students’ writing skills are improved. it means there is a positive effect. the scores of students who took outdoor learning activities after treatment were higher than those before treatment. it can be seen from the students' test scores (76,60) that this is higher than their test scores (42,22). the significance score of the student's writing test results is higher than 0.05, indicating that the outdoor learning activity has a significant effect on improving the writing of the 9th grade students of smp it harapan. outdoor learning activities are a method adopted by the teacher. the teacher invites students to study outside the classroom to watch events or describe something directly in the field as a learning resource. the role of the teacher here is to inspire, which means that the teacher is a guide so that students can gain experience from it. through the teaching methods of outdoor learning activities, you can understand the impact on students' writing ability and hadi, mutiarani, and herlina outdoor learning activity in ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 226 how they use their thoughts and ideas to write. according to vera (2012), the method of teaching outside the classroom is to try to get close to real learning resources such as nature and society. therefore, the current study shows that outdoor learning activities are able to help students improve their writing performances in producing descriptive texts. conclusion the use of the outdoor learning activities to teach students' descriptive writing skills can improve students' writing skills. the students in practicing writing are provided with various materials and topics to produce writing exercises. in addition, this study provided students with vocabulary lists to help them create a complete descriptive text. it can be seen from the process of students improving the decals. the students progress can be seen from the student’s predicted and post-test results, the student’s predicted results (42, 22) and the student’s test results (76, 60). this means that students’ sense of accomplishment has been improved, and their post-test scores are higher than their pre-test scores. it also shows that when the significance is 5%, the value of the t-cal(37,27) is higher than that of the t-table (1,706). based on the research findings, the present study can be concluded that the use of outdoor learning activities has a positive effect on students’ writing skills at senior high schools. efl teachers can apply this method if they have the same instructional goals and objectives. other researchers can utilize the theoretical basis for further studies in developing students’ writing skills and conducting other studies focusing on non-linguistic aspects, such as students’ motivation level, metacognition level, and linguistic awareness. references alshuraidah, a., & storch, n. 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(2022) students' perception toward implementation in teaching strategy of translation, jollt journal of languages and language teaching, 10(1), pp. 56-65. doi: https://doi.org/10.33394/jollt.v%vi%i.4323 introduction the translation is an activity of transferring meaning to the target language. it is important for the students to learn the translation subject. it helps them organize the meaning systematically. in addition to transferring meanings and conveying messages, it can also be employed as a strategy for learning a foreign language (asgarian, 2012). therefore, translation is an important subject to improve students' skills in mastering english. students can transfer their competence in a source language to the target language; it can help the students to elaborate sentences systematically. it means that translation subjects can make the students easily understand the text. tsai 2017 in kiraly (2000) proposes translation teaching in which students learn from practice. in addition, students are the demonstrator as well as the people who encourage and help others. translation teaching emphasizes the cultivation of the individual experience through the interaction between students and external environments. in oxford dictionary (2004), hornby mentions that translation is the process of changing something written or spoken into another language. ridha 2014 in wiratno (2003) says that translation is a process of transferring a message from sl into tl. sl or source language is an original language that is translated, while tl or target language is a final language used to express the result of translation. https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:j.hj.wahid2010@gmail.com wahid, sofyan, & karim students’ perception of implementation …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 57 raju (2016) translation is a natural and useful activity in the language classroom. it is one of the common characteristics in the english as a foreign language (efl) classroom. in addition, bhooth et al. (2014) translation is an activity that has a function to facilitate the communication process by interpreting the information received in one language (l1) into another language (fl). kartinisari (2018) in zhao (2015), translating the meaning of the target language into the native language is good ways to help the learners better understand the target language and help the learners grasp the knowledge of the target language easily. kartinisari et al. (2018) translation give many benefits to the efl learners. in addition, dagiliene (2012) claims that the translation could be beneficial to target language learning. it is also to improve verbal agility, expand students' vocabulary in target language, develop their learning style, improve their understanding of how language works, and monitor and improve the comprehension of the target language. meanwhile, mart (2013) supports that translation give two benefits for language learners. it has been reported to bring up participation and be language learners' chosen strategy. using the learners' native language (l1) in the classroom, the anxiety in the early stage of learning may be reduced. sudarno (2011) views that translation as the transfer of thoughts or ideas from one source language into another. the translation is changing the source language text into the target language text by considering the meaning of the two languages so that it is as similar as possible, what is equally important is that the translation must follow the rules that apply in the target language. translation can also be understood as a process of delivering messages in a particular language source which is transformed into another language so that it can be understood by readers who understand the target language the translator wants. from the description above, it can be concluded that translation is the transfer of meaning and ideas from the source language to the target language. there are still many students who have difficulty to translate words into sentences correctly, sentences, paragraphs, and texts into the target language. one of the many reasons for it is the fact that their mother tongue still influences them. another reason that contributes to students' difficulties in translation is the lack of vocabulary, lack of understanding of the meaning, and lack of the students reading attractiveness. to erase such difficulties, it is necessary to understand the challenges students face how to deliver translation material effectively and interestingly and ensure the success of the strategy. therefore, the researcher intends to conduct this research. teaching is an activity of delivering material concepts in the hope that students can receive, respond, and master them. the teacher prepares the process since the task of a teacher is to direct or teach students about the material unknown to them before it is fully known. therefore, a teacher must provide the most effective, easiest, and fun way possible to deliver the material. furthermore, teachers' task is not only to transfer knowledge or the content of the lesson. they should educate, foster, and guide students' moral compass to be noble, good, and responsible human beings as well as caring to the community. teaching is also one of the absolute requirements or obligations for a teacher where they can convey knowledge through teaching, one of them is felt in the blank in teaching translation. translation is also one of the subjects that getting by the students. thus translation is also very important for students to master the meaning of the text and can organize the meaning systematically. reece and walker (2003) teaching strategy is often related to your style and what you feel most comfortable doing. however, there are some overall rules that you might like to consider. these relate to two aspects. the first type of objective that you want your students to achieve and the second is the number of students you have to teach. when you choose your teaching strategy logically, you make the domain and level of objective you are seeking to achieve the basis for the choice. the most appropriate way to learn a motor skill is through demonstration and individual practice; to gain knowledge and understanding, a lecture and wahid, sofyan, & karim students’ perception of implementation …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 58 question and answer are appropriate; and to develop students' attitudes towards issues, you might use discussion to best achieve the objective. teaching strategy can come from better preparation and make a good design of materials of the teaching process, your effectiveness in the use of the strategy can be achieved through introspection of language skills. related to siregar's (2019) ideas teaching english allows some chances to the students in encouraging students' interest in practicing english competencies namely, reading, writing, listening, speaking, vocabulary, and grammar. apelgren and giertz (2010) defined pedagogical competence as the ability to apply attitude, knowledge, and skill in the best way regularly. moreover, some factors that are included in pedagogical competence as described: attitude; teachers who have an attitude will promote best students' learning. the term of attitude means teachers' awareness toward their role as a teacher and their responsibility toward their students. furthermore, they will attempt to give a good environment for their students and will consider choosing the content, the teaching method, examination, and evaluation to promote students' learning. in this term, they play the best role in enhancing students' outcomes. knowledge; in pedagogical competence, teachers need knowledge about the subject, how students learn, teaching methods, the teaching process, and the aim of the course. moreover, they can use their knowledge and apply their skill in the teaching process to promote the students' learning. ability; teachers who have pedagogical competence will have the ability to arrange planning, organize the teaching process, structure the material properly, and adapt the way to teach for particular situations and groups of students. they can recognize the students' learning styles and can cover them in the teaching process. they are also well-prepared in teaching. adapting to the situation; indicated that teachers need to have the ability to adapt to various situations that confront them in class. they are capable of handling any kind of situation to enhance the best outcome in the learning process. they can easily adjust their teaching if something happens in the learning process. perseverance; in teaching, teachers need to have the ability and willingness to teach in the best way. popovic (2001) stated the purpose of translation teaching in the classroom is not to train professionals but to help learners develop their knowledge of english. however, some learners may become translators one day, and the basic knowledge of translation that they have gained in the classroom can serve as a solid ground for building up translation skills. in addition, siregar (2018) in designing a translation course, the teachers should ensure that students who take the course will practice translating as much as possible. it must aim, at least, at developing the student's insight into the nature and significance of translation as such, as a result of the confrontation between the mother tongue and the foreign language while searching for equivalence in meaning and broadening the student's competence in the mother tongue and the foreign language. in oxford advanced learner's dictionary (2004), hornby stated that translation is the process of changing something that is written or spoken into another language. wiratno (2003) says that translation is the process of transferring a message from sl into tl. sl or source language is an origin language that is translated, while tl or target language is a final language used to express the result of translation. tisgam (2009) concluded that translation is teachable. it is a craft and consequently teachable as are other crafts. believing that translation is a teachable craft, teachers should help their students get an insight into the nature of translation and recognize that it is vital for them to pay attention to translation theories while sharpening their translation skills. ross (2000) argued that translation is the most important social skill since it promotes communication and understanding between strangers. through investigation on students' perception on teaching strategy of translation subject, this research is expected to the literature of teaching strategy in translation subject wahid, sofyan, & karim students’ perception of implementation …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 59 and implication to the teaching and learning process in the classroom. the research problem is how students' perception is toward implementation strategy in teaching translation subjects? researchers in a similar field of interest may benefit from the results of this research to conduct subsequent research in the future. research method research design this research focused on students' perception toward implementation strategy in teaching translation. this research used the descriptive qualitative method which aimed to gain a rich and deeper analysis of students' perceptions. the subject of the study was 30 students at the english department of the muhammadiyah university of north maluku. the researcher chooses all the students from the sixth and eighth semesters as participants in this study and exactly they have been gone off in teaching of translation subject. instruments the research instruments used are questionnaires and interviews to collect the data. the data consist of students' perceptions of teaching translation implementation strategy. dealing with questionnaire, this study applied a close-ended questionnaire. close-ended questionnairs are used to determine the percentage from each item measured that would later be interpreted descriptively, and open-ended questions are used to identify students' perceptions regarding effectiveness and implementing strategy in teaching translation subjects. data analysis creswell (2008) the primary form for representing and reporting findings in qualitative research is a narrative discussion. narrative discussion is a written passage in a qualitative study in which authors summarize, in detail, the findings from the data analysis. the descriptive qalitative approach used in this research is chosen for its nature of the deep analysis of the subjects. research findings and discussion research findings to get the data, the researcher used a questionnaire and interviewed that consisted of 10 questions for the questionnaires and 10 questions for the interview. questionnaires and interviews were distributed to english students who had taken the translation subject, namely students in the sixth and eighth semesters of the muhammadiyah university of north maluku. the number of students taken as a sample is 30 students, including 15 students in the sixth semester and 15 students for the eighth semester. based on the questionnaire and interview results, the following table presents 10 items about the questionnaire about students' perspectives and average scores. table 1 translation subject and implementing strategy item question strongly disagree disagree neutral agree strongly agree 1 translation course is very enjoyable for me. 3.3% 36,7% 60% 2 translation courses can improve my vocabulary. 3,3% 43,3% 53,3% 9 the feel in the blank makes me more confident. 3,3% 3,3% 50,0% 43,3% the students got a high perception in several questions. the table above showed that each question was chosen in the strong category or 60 % in item 1, 53 % in item 2, and 43,3 wahid, sofyan, & karim students’ perception of implementation …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 60 % in item 9. meanwhile, most of the students choice in the agree category and neutral category and one student was in the strongly disagree category or 3, 3% in item 2, it can be stated that most of the students are interesting, enjoyable, and helpful in the translation teaching strategy. table 2 teaching method and fill in the blank item question strongly disagree disagree neutral agree strongly agree 3 teaching methods in translation courses vary widely, it makes me to understand the material. 26,7% 33,3% 40,0% 5 the feel in the blank method used in the translation course makes it easier for me to understand. 3,3% 13,3% 50,0% 33,3% 8 many methods are applied in translation courses, but what makes all students active is the feel in the blank method. 16,7% 50,0% 33,3% 40,0% of students were perceived strongly agree, the students feel that teaching by implementing strategy are helpful and motivate students in translating text. meanwhile, 33,3% of students were perceived as agreeing to the category because they feel that implementing strategy makes them easy, enjoyable, and understanding in translating text. then, most of the students are feel satisfaction by lecturing teaching strategies in translation subjects. 50,0% and 33,3% of students were perceived to agree and feel satisfaction in implementing the feel in the blank strategy in the translation subject they feel that it help them to improve their competence in translation. meanwhile, most of the students are perceive and feel enjoyable in implementing the method and strategy feel in the blank. table 3 translation subject item question strongly disagree disagree neutral agree strongly agree 6 translation can improve my speaking skills. 3,3% 20,0% 43,3% 33,3% 10 i have no difficulty in interpreting the text in the translation course. 3,3% 3,3% 10,0% 43,3% 40,0% students perceived that translation course could improve their speaking skills, with translation they can get a lot of new vocabulary, improve their understanding of a text and interpret the text. still, most of the students feel disagreement while in the low category or 3, 3% with translation course that improves their speaking skill and their competence in interpreting the text they feel bored in the class. table 4 teaching method and fill in the blank item question strongly disagree disagree neutral agree strongly agree 4 the feel in the blank method is my favorite method in translation courses. 3,3% 23,3% 56,7% 16,7% wahid, sofyan, & karim students’ perception of implementation …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 61 7 the method used in the translation course allows me to translate english text. 16,7% 50,0% 23,3% however, one student disagreement with implementing the strategy in the translation subject, but most of the students are feel enjoyable in implementing strategy in a translation course, they feel agreement if fill in the blank and other strategies was implemented in the translation subject will make the atmosphere in the class are running well. they feel helpful of understanding the text. table 5 descriptive statistic of each item item question n minimum maximum mean 1 translation course is very enjoyable for me. 30 1.00 5.00 4.50 2 translation courses can improve my vocabulary. 30 1.00 5.00 4.43 3 teaching methods in translation courses vary widely, it makes me to understand the material. 30 3.00 5.00 4.13 4 the feel in the blank method is my favorite method in translation courses. 30 2.00 5.00 3.86 5 the feel in the blank method used in the translation course makes it easier for me to understand. 30 2.00 5.00 4.13 6 translation can improve my speaking skills. 30 2.00 5.00 4.06 7 the method used in the translation course allows me to translate english text. 30 2.00 5.00 3.80 8 many methods are applied in translation courses, but what makes all students active is the feel in the blank method. 30 3.00 5.00 4.16 9 the feel in the blank makes me more confidence. 30 2.00 5.00 4.33 10 i have no difficulty in interpreting the text in the translation course. 30 1.00 5.00 4.13 based on the table above, it can be seen that students 1 and 2 stated that translation course is a very interesting subject because we can acquire some difficult english words and we can memorize those quickly. that's why we like the translation subject. students 3, 4, 5, and 7 stated feel that the blank method used in the teaching translation process was enjoyable and improved their competence in understanding the text. it helps them to overcome their problem of translating the text. student 6 stated that with translation subject could improve his/her speaking skills, it means that translation subject can help them to communicate directly, and students 8, 9, and 10 stated that feel in the blank used in translation teaching makes them confident to interpret the text as well. in addition, most of the students are enjoyable at lecturing the teaching strategy in translation; implementing strategy can help them improve their competence in translating and understanding a text from the target language. wahid, sofyan, & karim students’ perception of implementation …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 62 what do you think about translation subject? based on the respondents' answers, the translation subject is a subject that gives new information faced to students' needs, translation was given benefit to students to translate text systematically based on context, and the process of translation encourages the students to think critically. how is the process of implementing translation subject in the teaching and learning process? to find out students' opinions about the process of implementing teaching strategy and learning translation. the answers are satisfied because the lecturers are clear and creative in implementing teaching strategies and even have fun teaching translation materials. it uses interesting learning strategy and encourages students in the teaching and learning process so that students easily understand the material being taught. do you feel it changes yourself whit learning translation? learning translation can improve critical thinking, understanding the text, knowing the new vocabulary, new sentences, and improving self-efficacy. for the next question, the researchers want to know the impact of learning translation. what impact did you feel after learning translation? after studying the translation, we know the meaning of the sentence and know how to translate a text properly and correctly. what difficulties do you have in learning translation? it aims to determine students' difficulties in learning translation. the answers were translating using short languages , and idioms were difficult and always wrong in interpreting the text according to the correct context. the researchers want to know the level of student preference for the translation subject in the next question. do you interest in translation subjects? we are interested in it because we can know the process and steps of translating a sentence and even text, and learning translation makes it easier and easier for us to translate or interpret a word, sentence, and text. for the next question, the researchers want to know what method students prefer in learning translation. what method do you prefer to learn translation? they prefer that a good method in translation subject is felt in the blank method were they directly faced in the class, and the next question is that the researchers want to know what students think about the method of learning translation. what do you think about the methods applied in translation learning? the answer was very good and efficient, and the method applied is very helpful by learning the material. meanwhile, the question what is your opinion in learning translation subject? the material that students learned were expected because of related to their need and situation. it can help students in understanding text, reading of new words, getting information of the text. the last question the researcher asked was the student's perspective on the way the lecturer applied the translation teaching strategy and question was. how does lecturer implement strategies in translation subjects? the answer was to enjoy, master the class, and find the good atmosphere in the teaching process so that learning is more enjoyable. discussion most of the students experience difficulties in translation while taking translation subjects. according to researcher ross (2000), translation is a critical language skill except listening, reading, speaking, and writing because translation also increases interaction and understanding. translation operation needs interchange and collaboration among learners and instructors of english instruction and which is helpful in improving students' ability in foreign language teaching. meanwhile, all professionals use mohamed (2014) translation, but english teachers also use it during academic activities on applied linguistics, english instruction, and translation in different situations and aspects. related to research findings, one student disagrees with implementing the strategy in the translation subject, but most of the students enjoy implementing strategy in a translation subject. they would feel agreement if they fill in the blank and other strategies were implemented in the translation teaching process. it makes the class atmosphere run well and wahid, sofyan, & karim students’ perception of implementation …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 63 they feel helpful of understanding the text. it is in line with augustyn (2013) who claims that translation practice facilitate students to acquire various vocabulary and grammatical patterns. this proves that students learn translation because the subject is fun for them and makes it easy to interpret words and sentences. it is in line with goebel et al. (2008) students who learn translation can help them organize the meaning systematically and improve their knowledge, especially vocabulary, understanding the point of view of the text, and understanding the meaning of the text. students are given a full role in the translation subject during the learning process. so that they quickly understood the meaning of the text (goebel et al., 2008; li, 2004). the researchers found the reason for item 1 related to their perception, which encouraged students' enthusiasm in learning translation subjects. furthermore, from the data presented above, it can be inferred that the strategy widely preferred is the feel in the blank strategy because this strategy can make it easy for them to translate a text and more quickly find out the meaning of the text. this is evidenced in items 3, 5 and 8 above, which stated that the blank strategy used in the teaching translation process was enjoyable and improved their understanding of the text. it helps them to overcome their problem in translating the text. furthermore, for the interview data, the researchers found the answer that represented the answers of all participants that the teaching strategy of translation subject was very helpful for students in improving their english skills and improve their translation competence. in addition, learning translation through the feel in the blank strategy makes it easier and helpful for us to translate or interpret a word, sentence, and text. conclusion based on the data presented in the research findings previously, the questionnaire showed that most of the students are enjoyable and helpful in lecturing the teaching strategy. it proved from the score of each item; 1, 2, 3, 5, 6, 8, 9, and 10 are perceived in the score 4. meanwhile, in item 4, and 7 students perceived in score 3. it means that the implementation of the teaching strategy in translation class was accepted and improved. while the data from the interview in this study also showed that students were very enjoyable in learning translation subject so that they can improve their understanding of the meaning of a text, competence in translating a text, improve their self-efficacy, and then improve their critical thinking. acknowledgement this thesis would not be finished without any help from the others. therefore, the researcher wishes to give his appreciation and thanks to all colleagues who have supported and giving comments in any part of this article. criticisms or suggestions from the readers are very much expected to perfection this article. furthermore, researchers hope this article can help readers to add scientific specialties. wahid, sofyan, & karim students’ perception of implementation …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 64 references augustyn, p. 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(2009). is it possible to teach translation in the classroom? j. of college of education for women, 20(2) tsai, yvonne, tsai, amanda. (2017). flipped translation training: the students perception. studies in english language and literature https://doi.org/10.1111/tger.10127 https://doi.org/10.1111/j.1756-1183.2008.00033.x https://doi.org/10.1111/j.1473-4192.2004.00067.x https://www.els.ngo/jels/2455-393x-34.pdf wahid, sofyan, & karim students’ perception of implementation …….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 65 victoria., mishchenko. (2010). terminology translation in teaching legal english. english for specific purposes world, issue 29 volume 9 reece, ian., walker, stephen. (2003). teaching, training and learning. great britain. oxford ross, n. j. (2000). interference and intervention: using translation in the efl classroom. modern english teacher. wahid, hj., jusmin & thais, a, iswan.(2020). chunking strategy; in enhancing fourth semester students' reading skill at english department of muhammadiyah university.j o-elt fakultas pendidikandan bahasa program studipendidikanbahasainggris ikip. wiratno, t., (2003). text deconstruction in english language teaching. the 2nd international seminar on english language studies, universitas sanata dharma: yogyakarta zhao, y. (2015). using translation in esl classrooms: an asian perspective. international journal of innovative interdisciplinary research. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3533 april 2021. vol. 9, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 228-235 jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 228 teaching writing through canva application to enhance students’ writing performance 1muhamad sofian hadi, 1lidiyatul izzah, & 1qondila paulia 1english language education, faculty of science education, muhammadiyah university of jakarta, indonesia corresponding author email: qondila@gmail.com article info abstract article history received: february 2021 revised: march 2021 published: april 2021 this study aims to investigate the effectiveness of using canva application media to enhance students’ writing skills. this research was conducted in julyaugust at mts al-islamiyah, ciledug. researchers used a quantitative method which is pre-experimental research design by applying pre-test and post-test. writing tests were employed in collecting students’ achievement as instruments of this study. researchers used one class in class ix-1 mts al-islamiyah ciledug as research samples. determining samples of this study used the random sampling technique. to analyze the research data, researcher applied t-test. based on the research analysis, the mean score of students’ writing test on the post-test was 70.83, and the pre-test was 64.73. the results also showed that the t-cal value (9,585) was higher than the ttable (2.021), at the 5% significance level. if the result t-test was higher than t-table. it indicated that the alternative hypothesis (ha) was accepted, and (h0) was rejected. based on the results of the t-test calculation, this current study can be concluded that the canva application is an effective media to facilitate students to improve their writing performance. for further studies, english teachers can imitate the basic theory of this study as consideration to teach writing skills. keyword; writing skills; teaching writing; canva application; how to cite: hadi, m.s., izzah, l., & paulia, q. (2021). teaching writing through canva application to enhance students’ writing performance. jollt journal of languages and language teaching, 9(2), 228-235, doi: https://doi.org/10.33394/jollt.v%vi%i.3533 introduction technology-driven language learning is increasingly applied in efl context. different learning tools have been employed for different learning goals. for instance, teaching writing skills use various learning tools for developing different parts of writing skills. mobile applications are also utilized to improve students’ writing skills and self-efficacy (haerazi, utama, & hidayatullah, 2020; blake, 2011). writing is a process of communication that uses a conventional graphic system to convey a message to a reader (haerazi et al., 2020). it cannot be denied that writing is a complex skill because the students need to comprehend spellings, grammar, sentences, vocabularies, and structures as the units in writing. according to sufatmi and aizan (2016), writing is one of the productive english skills that efl students in indonesia should master for written communication and academic writing purposes, such as; letters, essays, papers, articles, journals, project reports, theses, etc. in this study, researchers choose writing skills because all students must practice these skills. writing is considered to have a vital role in the production of that language used for global mediation of knowledge. in expressing ideas, students often find it difficult to interpret words into structured writing. before they do their writing into a solid sentence, they need to know or understand through understanding so that the writing can be perceived. according to myhill and watson (2011), research writing was fallen into three main issues, namely cognitive, linguistic, and socio-cultural aspects. in line with the writing skills, when students write things, they must function their dimensions of cognitive, linguistic, and http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:qondila@gmail.com hadi, izzah, & paulia teaching writing through canva ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 229 cultural aspects from minds when they are writing (haerazi et al., 2018). bartan mentioned (2017 ) “writing is a teachable and learnable skill” for both native and non-native speakers. in foreign language teaching, learners are exposed to varied course books and literary texts, and other text resources that can help them build up prior knowledge and present model texts for their writing. writing can be seen as a process and product. as a process, writing seems an activity that involves composition activities (price and nelson, 2010). in some researches, researchers often refer to writing as a process. every activity has a purpose, so does writing. writing also has a purpose. according to bayor (2013), writing means learning because that writing has several other purposes for students in writing, or it is also called several other functions of writing for students. writing means pouring what the writer thinks or feels that comes across from the writer’s mind in a written form (boyle, ramsay, & struan, 2019). writing needs some effort to gain a good result of a paper especially writing in a foreign language. however, it is used for interactions and transactions and provides the chances to study abroad for students. writing skills in english are also very important activities carried out in schools and colleges. writing is one of the language skills presented in the teaching-learning process of english. starting from the elementary school level, the teacher assigns the task to compose until college. compared to the other english language skills, writing contributes as one of the most difficult skills to master because it requires broad perception and concern on intensive thinking (xianwei, samuel, & asmawi, 2016; sinaga & feranie, 2017; ilyas, 2018). the main issue that brought writing, especially english, hard to master in indonesia is the background of the language itself because both languages have different cultures and grammatical structures (haerazi et al., 2018; sellick & bury, 2018; baker, 2012). in addition, the lack of appropriate knowledge, skills, and training, teacher factors can also influence efl writing teaching. teachers' beliefs about the writing approach determine how writing skills are taught in the classroom. if teachers believes in producing a final product with error-free writing, they will spend a lot of time teaching grammar structures or editing mistakes made by students, not in the process itself. in the teaching and learning process, writing has an important role where the teacher's learning abilities can be evaluated because each student has a different understanding of learning (chan, 2019). therefore writing can help teachers know the extent to which students understand in getting conclusions. as many writing teachers have experienced, most of the main problems that made students do not start to write because they feel unconfident and unenthusiastic (choi & lee, 2018). there may be some reasons for them not to start to write. they have never written much in their first language or think that they do not have anything to say and cannot come up with ideas. and writing needs to combine all the techniques and abilities possessed by students both in terms of vocabulary and sentence structure; combined sentences into a paragraph, even text or essay (zilka, rahimi, & cohen, 2019). to improve students writing skills in a foreign language needs special treatment to propose for students. efl writing language learners can develop their writing skills by practicing the best teaching steps. for students, producing good writing becomes a challenging task because this skill is the most difficult skill of the four skills (haerazi et al., 2018). students often face difficulties in getting ideas, choosing ideas to write, outlining, drafting, revising, and editing their writing (ruegg, 2018). these difficulties could be minimized or even solved by applying the genrebased language teaching model in the writing class. the teacher plays an important role in guiding students during the writing process. teachers help students in developing their strategies in the writing process. the teacher is also responsible for responding to learners' writing where language teaching is often explicit (bonilla-lopez et al., 2018). the teacher must be able to describe the characteristics of written text types so that students can understand the differences between types of written text (haerazi hadi, izzah, & paulia teaching writing through canva ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 230 et al., 2020). the teacher also must be able to describe the characteristics of written text types so that students can understand the differences between types of written text. and most importantly, the teacher must notify assessors to correct students' writing. this can be a note showing where they wrote well and where they went wrong. it provides feedback on student writing. learning english in junior high school, there are several obstacles that students face in writing. first, their mindset that writing is not important to them because the teacher only asks them to write the text without supporting them why they should write it (aunurrahman, hamied, & emilia, 2017). the second problem is that many of the students have little or very little grammar. in writing skills, grammar plays an important role because in composing sentences and developing them into good text, students should have the ability to use correct grammar. the third problem is the limited vocabulary of students to write. lack of vocabulary affects the quality of writing compared to other factors such as student motivation and learning preparation. knowing vocabulary in writing is very important to help students develop texts and support their ideas. in this case, to build student motivation in writing, researchers tried to do learning through digital posters, using an application called the canva application. digital posters can have a positive influence on the learning process. some of the reasons outlined above have attracted the attention of the author to use digital posters as a medium used in the delivery of lessons. the use of digital posters through canvas applications as a media in teaching writing in english subjects is expected to be able to attract the attention of students because there are many choices of poster models with attractive and contemporary models and colors, and have a special appeal in the form of varied images that make it easier for students to understand vocabulary. using learning media such as this digital poster is expected to create interest and creativity, and motivation of students in learning writing skills so that students can benefit the maximum both from the process and the learning outcomes. therefore, based on the description above, the researcher wants to know the effectiveness of using the canva application media on students' writing skills in creating ideas that are poured into posters that can be used as digital information. research method research design the method used in this study is a quantitative method which is an experimental research design. the kind of the experimental design is categorized as pre-experimental research design (creswell & creswell, 2018). in this study, researchers examine the canva application in one group. therefore, this study is aimed at investigating the effectiveness of using canva application to enhance students’ writing skills. the current study also specifies the results of students’ pre-test score and post-test scores. the comparison of these was examined using ttest to know the significant difference among the two scores. this research was conducted online. the population in this study all of class 9 grade of mts al-islamiyah ciledug were consist 219 students with into 5 classes. in this reasearch, the researcher was randomly choose one class only as the sample of this research., that is ix-1 grade in mts al-islamiyah ciledug it consist of 41 students. there is 28 female and 13 male in this class. instruments the instrument of this research used writing tests distributed in the pre-test and post test sessions. the test was focused on generating narrative texts. students are asked to write the generic structures of narrative such as introductory paragraph, body of the narrative texts, and conclusion paragraph. at the end of this process, students are requested to write a complete narrative text. the final products are reviewed by two peer reviewers. the reviewers assess the students’ writing product in terms of organization, content, language use, vocabulary, grammar, hadi, izzah, & paulia teaching writing through canva ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 231 and mechanics. it is in line with du and list (2020) who argue the writing performance is assessed on content, language use, vocabulary, and grammar. the students’ final writing scores from the two reviewers are computed statistically. thus, the data are analyzed quantitatively. data analysis in this present study, researchers analyze the data of pre-test and post-test scores using t-test, which is called paired sample t-test. it aims to find the significant differences between students’ writing achievement in the pre-test and the post-test. before this process, the data were declared as normal data because the sig. value was higher than the sig. level 0.05. to find out this normality, researchers applied kolmogorov-smirnov formula (cohen, manion, & morrison, 2018). in addition, this current study also computed the homogenous data using levene test. results of this showed that the data were homogenous because the sig. value was greater than the significant level. it means that the students’ writing achievement was normal and homogenous data, and then was computed statistically to attain the interpretation of this study. research findings and discussion research findings this study aimed to investigate the effectiveness of using canvas application to enhance students’ writing performance. canvas application was considered as good applications to practice writing. the discovery and interpretation of data are presented. the data analyzed in the present study is based on the result of writing tests. the data were collected from students' writing achievement based on results of the pre-test and post-test sessions. in the first meeting, students were given the pre-test for measured their narrative writing skill. then, the researcher given the treatment with the media using canva application, in here students were given a tutorial on how to use canva and the benefits of using canva. then the students practice their writing skills with canva, by their own handphone. at the last meeting, the researcher gave the post-test. the results of the two tests were used as a reference for the author to analyze the students’ improvement in writing skills. table 1 precentage of students’ pre-test writing skills students writing skilss level total number of students total number of students in percentage excellent 0 0% good 0 0% enough 28 68.29% poor 13 31.71% very poor 0 0% total 41 100% the data of students’ writing achievement are interpreted in the form of percentage. the categories applied are excellent, good, enough, poor, and very poor. the percentage of scores was done because the teaching writing was done in online learning and the evaluation was conducted in online as well. from the table above, it can be secribed that in the experimental class, 28 students were enough (68,29%), 13 students were poor (31,71%). there were no students got excellent, good, and very poor (0%). meanwhile, the percentage of students’ writing performance can be presented in table 2. the students’ writing performance in the pretest and post-test seemed different representation. post-test was done after carrying out specific treatment for students to write narrative texts with various exercises. hadi, izzah, & paulia teaching writing through canva ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 232 table 2 precentage of students’ post-test writing skills students writing skilss level total number of students total number of students in percentage excellent 0 0% good 21 51,22% enough 10 24,39% poor 10 24,39% very poor 0 0% total 41 100% the percentage of students’ writing performance in the post-test showed that the implementation of canvas application was significant in enhancing students’ writing performance of narrative texts. from 41 students, most students indicated they are able to complete narrative texts using canvas application. the results can be proved in accordance with table 2 showing that 21 students were good (51,22%), 9 students were enough (21,95%), 11 students were poor (26,83%). there were no students got excellent and very poor (0%). the findings presented that canvas application was effective learning media to facilitate students to write narrative texts. the comparison of students’ writing performance in the pre-test and posttest can be presented in figure 1. figure 1. diagram pre-test and post-test based on the results of the students 'pre-test and post-test above, the researcher analyzed the results to determine the students' writing skills in narrative text using the canva application. experimental class students who were treated using the canva application were enthusiastic about participating in the lesson. there is a difference between the results obtained by students in the pre-test and post-test. in the pre-test there were no students who got good scores while in the post-test there were 21 students who got good scores. the canva application is an application that was recently released among the public that provides various digital templates for writing such as creating advertisements, curricullum vitae, short information and so on. researchers try to apply it to learning, especially writing skills at the junior high school level. and they also have the motivation to practice writing skills on the canva app. in short, this media is expected to solve problems and make positive changes in the teaching and learning process. discussion this study was oriented to examine the efficacy of canva applications to enhance students’ writing performance for junior high school students. it was carried out in preexperimental research design. there were 41 students involved in writing classes. the meeting was conducted in online learning. in this study, canva is integrated to promote learning very poor poor enough good excellent pre-test 0 13 28 0 0 post-test 0 11 9 21 0 column1 0 10 20 30 summary of students' writing performance pre-test post-test hadi, izzah, & paulia teaching writing through canva ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 233 activities in writing exercises. teachers utilized some features provided in creating learning media to practice writing. it is in line with smaldino et al. (2015) who argue that canva can be designed for various learning activities to achieve learning goals. for instance, the feature of abstract part, students are asked to visualize their narrative introductory using concreate abstract ideas. students write their introductory paragraph in canva part (abstract) in the form of concreate sitemaps. at the same time, teachers give them a guideline of narrative generic structures. it aims to make students stay focus on completing narrative paragraphs. the use of canva application make easier for teachers to design learning media focusing on writing correction or grammatical checkers. for instance, when teachers asked students to practice to write introductory paragraphs of narrative texts, students are easy to create some drafts indicating issues or themes becoming topic sentences. they create sentences in the form of pictures or posters using to compile their ideas in online. it is in line with anwar (2021) who investigates that canva application can be used for creating many things for learning goals. it is proven by al-khoeri et al. (2021) inform that canva is a graphic design application that facilitate students to easily design various types of creative elt materials online. the use of canva in this study also is applied in the form of creating infographic containing blog contents. given blog also can be used as media to facilitate students to practice writing (bener & yildiz, 2019; rister & bourdeau, 2021). in this situation, students are requested to write some issues in the from of argumentative sentences. later on, this infographic is formed in canva application. students then present their design in visual representation. therefor, the use of canva is helpful to facilitate students to practice writing. teachers who have interest using canva should have good knowledge of digital literacy because in the teaching of writing skills they must be creative to design their writing materials for students. writing narrative structures from introductory paragraphs to conclusion paragraphs must be done as much as possible. it is in line with khezrlou (2020) who adds that in completing narrative texts students must acquire adequate knowledge of topics going to write and enough vocabulary acquisition to write. in the form of a drag-and-drop format, students create images containing vocabulary that they need to be used later on in composing narrative paragraphs. based on the implementation, students feel easy to remember difficult english words because they can see the images made. based on the calculation above, the result is 9,585 > 2,021. the result of the data analysis showed that by using the t-test formula the result of tcal is 9,585 higher than ttable 2,021. if the result of tcalculation is higher than ttable the alternate hyphotesis (ha) is accepted and null hypothesis (h0) is rejected. based on the result of t-test calculation above, the value of tcal 9,585 is higher than ttable 2,021. it means that there is significance different in students post-test toward pre-test score. then, it can be concluded that using canva in teaching writing is effective. conclulusion findings from the current study revealed that student writing improved significantly using the canva app. the results showed that students in the experimental class experienced an acceptable improvement and they were able to write better on the post-test. this higher score could be attributed to presenting the application canva which significantly improved student performance in writing. apart from increasing students' motivation in writing, the results show that canva app is not only useful but it can also save time. thus, it can be concluded that the application of the canva application is effectively used as a medium for the writing skill learning process. hadi, izzah, & paulia teaching writing through canva ……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 234 references al khoeri, a. f., nuraini, w., ramdani, r., & agum, s. 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(2019). sense of challenge, threat, self-efficacy, and motivation of students learning in virtual and blended courses. american journal of distance education, 33(1), 2–15. https://doi.org/10.1080/08923647.2019.1554990 https://doi.org/http:/dx.doi.org/10.17507/jltr.0903.13 https://doi.org/10.24167/celt.v18i2.685 https://doi.org/10.1093/elt/ccz050 https://doi.org/10.1080/17404622.2021.1889011 https://doi.org/10.1080/09571736.2014.958190 https://doi.org/http:/dx.doi.org/10.18823/asiatefl.2018.15.4.21.1165 https://doi.org/10.12973/iji.2017.1025a https://doi.org/https:/doi.org/10.17220/mojet https://doi.org/10.1080/08923647.2019.1554990 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4055 october 2021. vol. 9, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 452-461 jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 452 relative clause transfer strategy and implication on contrastive analysis hypothesis sudarsono lecturer, fkip, tanjungpura university, indonesia corresponding author email: sudarsono@fkip.untan.ac.id article info abstract article history received: september 2021 revised: september 2021 published: october 2021 foreign language learners may transfer their previous language properties into that of the target language either positively or negatively. the present study was designed to investigate the transfer strategy from the indonesian relative clauses to the english ones. it was a descriptive study. the data were collected from the theses submitted by the master's program students of english language education to the university. the study found out that most students relativized subjects successfully but frequently failed to relativize the object of which indonesian could not do it. the students were not found relativizing indirect objects, oblique, and comparison of which indonesian did not permit. in conclusion, the study supported the strong contrastive analysis hypothesis. keywords interlingual transfer; contrastive analysis; error analysis; relativizing, relative clause; how to cite: sudarsono. (2021). relative clause transfer strategy and implication on contrastive analysis hypothesis, jollt journal of languages and language teaching, 9(4) pp. 452-461. https://doi.org/10.33394/jollt.v%vi%i.4055 introduction indonesian is generally learned and used by its speakers as a second language. most speakers master indonesian after their mother tongues such as javanese, sundanese, malay, and iban. however, indonesian is now becoming a rapidly-developing mother tongue of the younger urban generation. english is taught at school in indonesia as a first foreign language. it is learned in the classroom setting; it is not used to interact with the surrounding people. for schooling purposes, the students take indonesian and english as compulsory courses (silalahi, 2016). the former is taught as the national language and the latter as the first foreign language. in learning english, indonesian speakers face ease in some points, but constraints in others. one of the arguments is that there are similarities and differences between these two languages (sudarsono, 2018). the similarities and differences lie in grammar, pronunciation, lexemes, and other aspects of language. numbers of studies have been done on negative transfer mostly from the students' l1 to english. they included the studies on the interference from indonesian to english (sudarsono, 2011 & 2018; said, 2012), from turkish to english (erkaya, 2012; erarslan & hol, 2014; uzun, 2020), arabic into english (sabbah, 2015; dweik & othman, 2017), from thai to english (watcharapunyawong & usaha, 2013), from chinese to english (ma & tan, 2013; zhao, 2019), and from lithuanian to english (daukšaitė, 2019). other researchers studied the interference from malay to mandarin (ling, 2020), and from spanish to basque (erdocia & laka, 2018). indonesian students may succeed in learning english where both languages share properties. for example, they translate indonesian (1) into english (2) easily. both languages apply the same grammatical system, namely, svo where s refers to subject, v to verb, and o to object. as long as indonesian speakers master english vocabulary, they will be able to translate (1) to (2) successfully. https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:sudarsono@fkip.untan.ac.id sudarsono relative clause transfer strategy ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 453 (1) mereka belajar biologi. 3pl study biology s v o (2) they study biology. unfortunately, indonesian speakers may experience difficulties if the act of 'study' (3) occurred in the past. english applies the rule that the past activities or circumstances and the verbs (predicate nuclei) are marked by a past tense morpheme. therefore, 'belajar' shown in (3) is translated into (4) by inflecting the verb 'study' into 'studied' (4). if the verb "study" is not inflected into the past tense form as shown in (5), this sentence will not be acceptable to the native speakers of english. (3) mereka belajar biologi kemarin. (4) they studied biology yesterday. (5) *they study biology yesterday. canonically, the english predicators are verbal, whereas the indonesian ones can be either verbal or non-verbal (liusti, 2016). at this point, the students may transfer the indonesian nonverbal predicate (6) into the english negatively as illustrated in (7). the predicate "very fat" (7) is an adjective phrase, not a verb phrase. this adjective phrase must be headed by an auxiliary to function as the predicate of (8). (6) aminah sangat gemuk. (7) *aminah very fat. (8) aminah is very fat. as shown in the above examples, language students may transfer the properties of their previous language into the target language positively or negatively (phoocharoensil & simargool, 2010). the former occurs when one uses his previous language in the target language without causing interlingual errors. the latter occurs when the previous language properties are applied to the target language and the result is unacceptable in the target language. since indonesian and english are similar in some linguistic aspects and different in others, the study in this field is very broad. because of the limited time and funds, the present research covered only the relative clause transfer of indonesia into that of english. this study was also aimed to investigate whether the transfer made by the students implied the contrastive analysis hypothesis. the present research was designed to answer the questions “what strategy did the indonesian-speaking students of the english language study program write english relative clauses in english?” and “did the results of this study support strongly or weakly against the contrastive analysis hypothesis?” the purposes of this study were to examine how often the students transferred the indonesian relative clause system into the english one and to confirm whether the negative transfer could be used as a prediction of the difficulty for indonesian students to master english. a relative clause refers to an expansion clause that involves a relative pronoun. the relative pronouns is 'yang' in indonesian and 'sing' in javanese as reported by ambarita & mulyadi (2019) who studied "relative clause of indonesian and java language" and ekaristianto et al. (2020) who did research entitled "construction of relative clause in the indonesian language". shibatani (2008) reported that sasak and sumbawa, eastern indonesia languages apply a relative pronoun 'saq' equivalent with 'yang' in indonesian and 'sing' in javanese to have a relative clause. the relative pronouns 'yang', 'sing', and 'saq' here according to the primary concept of a relative clause, "describe a noun phrase in which its relative pronouns refer back to the noun phrase upstream" (ambarita & mulyadi, 2019; sari et al., 2017). the examples of relative sudarsono relative clause transfer strategy ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 454 clauses in indonesian and javanese are illustrated in (9) and (11) respectively. the relative clauses are written italic and the relative pronouns are written bold. the clauses in (10) and (12) are their respective equivalence in english. the example of relative clauses in sasak (shibatani, 2008) is written italic as shown in (13), equivalent with (14) in english. (9) kakak saya yang tinggal di banjarnegara mengajar di sekolah dasar. (10) my sister who lives in banjarnegara teaches in an elementary school. (11) ayam sing nembe mabur ndeke inyong. (12) the chicken which just flew belongs to me. (13) mu=k gitaq acong [saq kakoq=em wiq]=no past=1 see dog rel bite=2 yesterday=that (14) i saw the dog that bit you yesterday.' unlike indonesian, javanese and sasak, english distinguishes relative pronouns for human subjects 'who' (10) and non-humans 'which' (12) and the relative pronouns that can be used for both namely, 'that', which can be seen in (15) and (16). (15) my brother is the man that is sitting next to the dean. (16) the pencil that my younger brother borrowed last night was lost. in addition to the subjects (subj), english can relativize direct objects (do), indirect objects (io), obliques (obl), genetives (gen), and comparative objects (ocomp) (fox, 1987; xu, 2011). the examples of english relative clauses are underlined and the relative pronouns are written bold from (17) to (21) respectively. (17) i saw the man who(m) the police arrested. (18) i saw the man to whom you gave a lift. (19) i saw the knife with which you cut the meat. (20) i saw the man whose car rolled over the cliff. (21) i saw the man than whom no one is taller. keenan and comrie reported their research finding that some relativizations were more accessible than others (comrie & keenan, 1979; shibatani, 2008; hanafi et al., 2020). the hierarchical formula is as follows: (22) subj > do > io > obl > gen > ocomp where '>' in the above formula means 'more accessible than'. formula (22) shows that subj is more accessible to a relativity than do; do is more accessible than io; io is more accessible than obl; obl is more accessible than gen; and gen is more accessible than ocomp. as shown in the examples of (17) (21), english can relativize them. on the other hand, indonesian can only relativize them partially. from the above explanation, the relativization in english cannot be fully done with the same strategy in indonesian. for example, (17) cannot be relativized by the same strategy in indonesian. this language will change the clauses first from the active voice to the passive one, so the object of the active transitive verb can be promoted to be the subject of the passive as shown in (23). example (24) is not accepted by the indonesian native speakers because it is the object that has been relativized. (23) saya melihat orang yang ditangkap polisi. (24) *saya melihat orang yang polisi menangkap. referring to the above discussion, there is a difference between the relative forms of indonesian and that of english. according to the theory of contrastive analysis, the difference between the two languages may make students have difficulty at the point of difference between the two languages (phoocharoensil & simargool, 2010). there are two versions of contrastive analysis hypotheses, namely, the strong version (the prior version) and the weak version (the posterior version) (tajareh, 2015). sudarsono relative clause transfer strategy ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 455 according to the strong version of the hypothesis, a teacher can predict the difficulties that students may encounter when they learn the target language (fauziati, 2014). the claim is based on the constraint that the students faced lies in the grammatical forms that are not applied in the target language, but they are used in the students' mother tongue. the grammatical form of the mother tongue transferred into the target language is called negative transfer. the grammatical transfer of the mother tongue like this will produce the wrong form in the target language (sudarsono, 2018). however, such a prediction is not supported with sufficient data. it should also not be difficult for the students to make the grammatical forms at the syntactic forms (positive transfer) that both languages share. according to the weak version, the students' difficulties are not entirely due to differences in the two languages. research method the present study was a contrastive analysis. the procedure included describing indonesian and english relative clauses explicitly, selecting the forms, the regulations, or the structure of indonesian and english relative clauses to contrast, contrasting the relative clause system with that of english and establishing the indonesian clause system relationship with that of english, and making predictions based on the analysis conducted. the data were sorted out from the theses submitted by the graduates from the master's program of english language education, teacher training and education faculty, tanjungpura university from 2016 to 2020. they were english teachers from state and private schools/universities from various regions within west kalimantan, indonesia. the theses were selected randomly to get the real picture of the students' strategy in expressing their thoughts as native speakers of indonesian in english. the selected theses were treated as corpora from which the research data were obtained. the data sorted out from these corpora were the english relative clauses that were written in indonesian grammar such as "which will be used by the researcher" shown in (25) or in english such as "which the researcher will use" as illustrated in (26). the relative clause of (25) is grammatical, but not common in english. the data excluded the ungrammatical forms outside the relative clause system such as the ungrammatical finite predicator that disagreed with the noun that was the antecedent of the subject or the object as illustrated in (27). in this example, the finite predicator "is" is incompatible with the subject whose antecedent is in the plural form, "teachers". (25) the approach which will be used by the researcher is ... (26) the approach which the researcher will use is ... (27) ... certified teachers that is teaching twenty-four periods in a week ... all relative clauses were collected and classified according to what has been relativized and the frequency of each classification was computed. the conclusion from this analysis was intended to provide an answer whether in expressing relative clauses in english using the rules of indonesian relative clauses, english relative clauses, or distinctive forms that are neither indonesian nor english. besides, the findings of the present study were intended to answer whether they support the strong or the weak version of the contrastive analysis hypotheses. to determine whether the findings were supportive to the strong or to the weak version of contrastive analysis hypotheses, the frequency of the negative transfer from indonesian relative clauses into english relative clauses were classified into 5 categories, namely, very weak, weak, moderate, strong, and very strong as shown in the table below. sudarsono relative clause transfer strategy ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 456 table 1 percentage of the occurrence and the classification of negative transfer no. percentage of transfer negative frequency category 1 0-20% very weak 2 21-40% weak 3 41-60% moderate 4 61-80% strong 5 81-100% very strong research findings and discussion the data analysis showed that the students applied various strategies in constructing english relative clauses. the strategies encountered in the corpora involved relativizing subj covering the subj of active and passive clauses, relativizing do, and relativizing obl. the example of relativizing subj encountered in the corpora is (28). in this example, the construction of "who suffer from communication apprehension" is a relative clause. the word 'who' in this clause is a relative pronoun that functions as the subject of the clause and refers to its antecedent, "people". (28) people [who suffer from communication apprehension] are ... the second type of relative clause written in the corpora was a relative clause whose clause was constructed in a passive clause of which the subject was resulted by promoting the do of an active clause. an example of this clause type is 'which was played by the teacher' as illustrated in (29). the relative pronoun 'which' of this clause is the subject of a passive clause (29). (29) the music [which was played by the teacher] could ... another type of relative clause that the students expressed in their theses was the relative clause whose object was immediately relativized. the word 'that' of 'that a writer uses to communicate' (30) is a relative pronoun functioning as do in this clause. (30) ... the expression [that a writer uses to communicate ...] the fourth type of relative clause was the relative clause that relativized an oblique (obj of a preposition). in (31), the word "which" is the oblique of the preposition 'through' which is relativized in this clause. (31) ... small groups [through which students work together ...] the research findings also showed that the most frequently encountered strategy was that relativizing subj. this strategy was then followed by the clauses that relativized obliques and direct objects. the following graph shows the frequency of occurrence of relative clauses encountered in this study. graph 1: frequency of each type of relative clause sudarsono relative clause transfer strategy ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 457 then, the students relativized the subjects in two strategies. the first strategy was relativizing the subjects of active transitive verbs, and the second one was through promoting the direct objects of active transitive verbs as the subjects of their passive counterparts. the first strategy could be done by both indonesian and english speakers without any potential errors because they shared properties. erarslan and hol (2014) and dweik and othman (2017) argue for the facilitation of previous language knowledge to the new learning of the target language for the application of similar rules. unfortunately, the indonesian speakers more frequently demonstrated the second strategy. indonesian system does not permit to relativize the direct objects of active transitive verbs. ambarita & mulyadi (2019) and sudarsono (2011) urge that to relativize indonesian do well, the speakers must paraphrase the active clause first into its passive counterpart to promote the do of the active clause as the subj of a passive sentence. this mechanism is acceptable grammatically, but not common in practice among the english native speakers. graph 2: the frequency of relativizing subjects encountered in the corpus instead of relativizing the direct objects as commonly applied in english, the students more often relativized the direct objects in active clauses by promoting the direct objects as the subjects of passive clauses as shown in the graph below. graph 3: strategies for direct object relativity as can be seen in the above graph, the students more often relativized the direct objects with the relativizing strategy applied in indonesian, that is, promoting the direct objects as the subjects of passive clauses rather than using the typical strategy applied in english, that is, relativizing the direct objects while still maintaining the clauses in active clauses. alvin (2014) suggests that the relative clauses be expressed in the passive voice when they are intended to "draw attention to the affected phenomenon rather than the agent". the examples of the relative clauses in the passive voice where the promoted do as the subj in passive voice are 'which are usually interpreted' and 'which is increasingly debated' as shown respectively in the following underlined examples. (32) these experiments however usually measure longer distances by small rate increases which are usually interpreted in a semiquantitative way yielding relative distance information. sudarsono relative clause transfer strategy ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 458 (33) . . . which is increasingly debated as a trigger for forest decline . . . the last finding of the present research was that the negative transfer of indonesian into english on the relativizing strategy of 1050 direct objects fell in 4160%. this range is classified as moderate, i.e. under 'strong' and above 'weak'. however, when viewed from the closeness of the range limits, the finding is closer to 'strong' than to 'weak'. therefore, the prediction of a negative transfer is closer to the prediction of a stronger version. this finding is higher than the finding reported by erarslan & hol (2014) who investigating the interference of turkish into english that covered the interference in vocabulary, prepositions, and tenses as shown in the following table. table 2 the interference of turkish into english level lexemes % prepositions % tenses % elementary 35 41 19 pre-intermediate 21.90 21.49 19.8 intermediate 28.33 21.33 21.23 conclusion indonesian and english are two languages that come from different language families. even so, these two languages have similarities and differences in their relevant aspects. the students who speak indonesian as their mother tongue or as their national language are predicted to experience convenience when learning phrases or sentences applying the same grammatical system with english, for example, they are predicted to have difficulty when learning phrases or sentences that indonesian and english do not share. the present study examined the indonesian negative transfer or interference on english in relative clauses encountered in the theses that the english students of the master's program submitted to the university. the research found out that the students only expressed some of the relative clauses that were possible in the language, that is, relativizing subj, do, and obl. the students relativizing the subjects were very high in number compared to those who relativized do, and obl. in relativizing do, the students applied two strategies, namely, the do relativizing strategy in indonesian and also the do relativizing strategy in english. the do was relativized by students via the indonesian mechanism to relativize the do in english. the students' negative transfer in relative clauses was considered 'moderate', closer to the prediction of the "strong" version than with the prediction of the "weak" version. the transfer of the indonesian relative clauses into english encountered in the theses submitted by the graduates of english language education, teacher training and education faculty, tanjungpura university is categorized into a fossilized form, not developmental form. jalali and shojaei (2012) claim that the fossilized errors are expressed by the senior (advanced) students or even english teachers, and the developmental errors are encountered among elt beginner and less proficient students. finally, the present research also reported that the previous language transfer into the target language supports the strong version of the contrastive analysis hypothesis. it is at the level of almost "strong". referring to the above research findings, it is necessary to give suggestions to both students and practitioners in tefl including teachers and lecturers whose previous language is indonesian. they need to understand contrastive analysis when learning or teaching english as a foreign language. they need to know the grammatical properties, for instance, that indonesian and english share and do not share. they do not need to worry about difficulties when learning or teaching an additional language at the properties where the previous and the target languages share. the similarities of both languages are facilitative. however, they need to pay more sudarsono relative clause transfer strategy ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 459 attention to the properties that these two languages do not share. at this point of difference, the students are predicted to have constraints even though, not very 'strong'. they mostly prefer to use the system of the previous language and to avoid the system of the new language. acknowledgement i would like to express my sincere gratitude to dr. martono, the dean of teacher training and education faculty, tanjungpura university, who approved the funding for the research through 'pnbp dipa fkip untan 2019'. i also thank the chair of languages and arts education department, and the chair of master's program as well as the lecturers, students, graduates, and staff for the support and the contribution to the research. references alvin, l. p. 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(2019). negative transfer of mother tongue in english. creative education, 10(05), 940–946. https://doi.org/10.4236/ce.2019.105070 relative clause transfer strategy and implication on contrastive analysis hypothesis jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4245 october 2021. vol. 9, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 488-495 jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 488 the implementation of task-based language teaching on writing descriptive text 1,2an nida nur azizah, 1kusrin, 1abdul kodir al-baekani 1fkip, universitas singaperbangsa karawang, indonesia 2corresponding author email: annidanurazizah4@gmail.com article info abstract article history received: september 2021 revised: october 2021 published: october 2021 students' responses to the implementation of task-based language teaching in the writing learning process and the implementation of task-based language teaching in the writing of descriptive text are the focus of this study. the research design used in this study is the case study. the participants that participated in the study were in the tenth grade of a vocational high school. there were three male and two female participants in this study. in addition, research utilizes observation, interviews, and documentation to gather data for the studies. there are three diplomas in the framework for task-based learning such as pre-task, task cycle, and language focus. as shown in the findings of this study, task-based language teaching has an influence on students' learning, particularly in regards to writing descriptive text. students become active and task-based language teaching also influences students to involve a high level of creativity, students are required to think critically and be responsive. however, students find it difficult with the tasks that have been assigned because it believes writing to be difficult and there are aspects of writing that weren't well understood. keywords writing descriptive text; task-based language teaching; students’ responses; how to cite: azizah, a.n.n., kusrin., & al-baekani, a.b. (2021). the implementation of task-based language teaching on writing descriptive text, jollt journal of languages and language teaching, 9(4) pp. 488-495. doi: https://doi.org/10.33394/jollt.v%vi%i.4245 introduction writing is one aspect of one’s ability to communicate in english. harmer (1998, p.79) in (faraj, 2015) states that writing skills have been recognized as a basic language learning skill. he also pointed out the reasons for the importance of writing skills and teaches writing skills to efl students, including reinforcement, language development, learning styles, and writing as a separate skills. (heaton, 1998; (sahardin et al., 2017), there are five general components or main areas of writing such as language use: the ability to write correct and appropriate collocations and sentences, mechanic skills: the ability to use correct conventions like punctuation and spelling, treatment of content: the ability to think creatively and to develop thought excluding irrelevant information, stylistic skills: the ability to manipulate sentences and paragraphs and to use language effectively, judgment skill: the ability to write in a manner appropriate for a particular purpose with a particular audience, and the ability to select, organize, and order relevant information with acceptable collocations. in writing, it is not just the writing of what an author wants to write that appears in his or her mind. on the other hand, a writer must be specific about the kind of information he or she want to communicate to her or his audience. (harmer, 2007; (asshiddiq & faridah abd rauf, 2019), there are four main elements in the writing process, those are planning: they will make a simple draft of the construction of their ideas, drafting: this can be called the first version of a paper is as draft, editing (reflecting and revising): reflection and revisions are often assisted by readers or editors who provide comments and suggestions, final version: produces the final version. there are four different types of writing in the field of writing. richards & schmidt (2002) in (sufatmi suriyanti, 2016), descriptive, narrative, expository, and argumentative are the four most common types of writing. however, descriptive text is the most basic of the four https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& azizah, kusrin, & al-baekani the implementation of task-based ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 489 types of writing. in the study, significant learning occurs when educators choose teaching strategies that are appropriate to be implemented in the classroom, educators should makes students interested in learning descriptive text, and educators should implement strategies to assist student who are having difficulty writing so that students do not feel bored when they are learning to write. one of them is task-based language teaching. task-based language teaching (tblt) is a communicative approach in the form of interactive activities that involve students to understand using a second language, and these activities are designed through giving assignments in learning activities (nunan, 2004, p.4; (halimi, 2019). willis (2006: p. 38) cited in (karunasree & francis, 2020) expresses that the task is the center of the eminence aspect attention during tblt. he illustrates that each exercise has a contribution to make to some level. willis (1998: p. 38) provides a three-diploma framework in a framework for task-based learning. they are as follows: pre-task, task cycle and language focus. the pre-task stage provides the problem and the task researcher’s task to show the researcher to find related words and expressions that might make sense for the problem. in the initial assignment, the educator offers what the students will predict in the exam stage. besides, educators can also prepare with the right techniques to create excellent supervisors, content, develop linguistics [syntax], mechanics, and jargon, and can move and encourage students to apply what they are ok with to complete the endeavor. task-cycle, this stage accommodates assignments, compilation, and documents. carrying out a major based language education offers three important situations for language acquisition situations: emergence, use, and thinking. third, language focus in this phase contains investigations and exercises. consideration of language allows for continued assessment of the number of precise highlights that prominently emerge in the language spoken during the challenge cycle. with this problem, amateurs could just work with language and set it up for that purpose, so they may be ready to focus on the administration of a particular language that carries between the lines. in addition, the use of appropriate methods in teaching writing can solve the problem that occurs in the writing class. on the other hand, sometimes teachers are also experiencing difficulties in teaching writing the descriptive text for students who do not understand or are less enthusiastic about the material. however, students can develop the skills of writing descriptive texts consisting of essays and paragraphs after students complete the task, because task-based language teaching is an approach in language that encourages learning for students. task-based language teaching can also be referred to as learning media. research method research design in this study, the researcher used qualitative research. qualitative research is especially efficient at collecting culturally specific information on specific populations’ values, opinions, behaviors, and social contexts (namey, 2005). for the research design, the researcher used a case study. a case study is an empirical investigation that analyzes a current phenomenon (the “case”) in depth and within its real-world context, particularly when the boundaries between phenomenon and context are unclear (yin., 2014). in this study, the researcher tries to find out the utilization of task-based language teaching on the process of learning writing and to find out students’ responses on the implementation of task-based language teaching on writing descriptive text. research participants and instrument the participants were tenth grades at a vocational high school in karawang. the researcher selected five participants, three male participants and two female participants to be interviewed. interviews were conducted via google meet. to collect data in this research, there are ways to do data collection such as observation, interview and documentation. researchers used instruments to collect data such as interview guidelines. azizah, kusrin, & al-baekani the implementation of task-based ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 490 data analysis in this study, the collected data is analyzed. data analysis used thematic analysis. braun & clarke (2006) as cited in (kiger & varpio, 2020), thematic analysis is a qualitative data analysis method that includes looking through a collection in order to identify, analyze, and report on recurring patterns. it is a method for describing data, but it also requires interpretation in the processes of selecting codes and constructing themes. in phases of thematic analysis adapted from braun & clarke (2006), there are 6 phases such as familiarizing yourself with the data, generating initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the report or manuscript. research findings and discussion research findings task-based language teaching affects students in the writing learning process the researcher acts as a teacher and makes observations during the learning process by observing students in their learning. the researcher introduces the topics and tasks discussed, the topics discussed reflect the world’s tasks, so that it attracts students to be real, researchers can learn and task to follow the learning because it can be applied in everyday life. writing skills can provide benefits to train and encourage students to express themselves to express their ideas when writing. table 1 the three students said they were interested in learning to write no student responses 1 b “i'm interested in learning, writing makes me to think critically and tries to pull out of ideas." 2 c "feel interested in learning writing, i can develop ideas." 3 d ["i'm still interested in learning writing because i'm practicing my own writing." the researchers provided clear instructions on what the student needed do at this stage of the task in order to accomplish it. following that, students are allowed to start work on their given task. the teacher's role in this situation is to observe and monitor students while their complete the task. students are involved in the class. they are interested in paying attention, participating in the discussion of the material, and following the teacher's directions. teachers in task-based language teaching are facilitators. students use their initiative to accomplish their task. although task-based language teaching is learner-centred, it does not mean that students are allowed to carry out activities without prior guidance or explanation. students also active when it entered the discussion and when given a task. azizah, kusrin, & al-baekani the implementation of task-based ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 491 table 2 three students are active in the learning process no student responses 1 a “i am active in the learning process even though i don't like english lessons, but i'm still working on my assignments.” 2 c "in my opinion, because it was interspersed with material, i also understood the instructions that you gave so that i became active in learning." 3 d "given a task by you i became active because i already understood the instructions you gave so i did the task." during the learning process, the teacher also asked questions about the material being discussed. students also respond with their own answers, this shows that students are active in the learning process. there are some students who immediately asked if feel less familiar with the material that has been previously described. when students have completed their tasks, the teacher asks them to show the results of the tasks they have done. task-based language teaching has been shown to influence students in the learning process especially in teaching writing for this task-based learning involves a high degree of creativity, students are required to think critically and responsive in learning. students’ responses in writing learning involvement there are student responses in their involvement regarding difficulties in learning writing. there are student responses in their involvement regarding difficulties in learning writing. regarding the involvement of student responses in writing, there are two students who have difficulties in learning writing because they are confused about one of the aspects of writing is the ability to use the correct conventions such as punctuation and spelling. table 3 students respond to difficulties in learning writing no student responses 1 a “i have difficulty learning writing, confused about determining the letters, such as using lowercase and uppercase letters.” 2 b “it is difficult for me to learn writing, sometimes i am confused about putting the punctuation marks in a sentence.” 3 d “i find it difficult to learn writing, how to write the right sentence.” the students' responses indicated that learning writing was difficult if they did not understand the writing aspect. azizah, kusrin, & al-baekani the implementation of task-based ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 492 student responses in the involvement of learning to write descriptive text student responses in the involvement of learning descriptive text writing. descriptive text has a social function to describe a person, place, or a particular object. table 4 there is one student who understands the material no student responses 1 e “i have understood the learning material that you gave. in my opinion, descriptive text is a text that describes an object, person or place.” there are responses of students regarding their difficulties in making the descriptive text that has been the teacher commanded. there are students who have difficulty in planning what they will write, confused to find their ideas and use the linguistic features of descriptive texts. need the ability to think creatively and develop ideas. table 5 student responses about making descriptive text no student responses 1 a “my difficulty in making descriptive texts is finding ideas that will be discussed and arranging the words.” 2 b “if i was to difficulty making descriptive text translated into english.” 3 d “it's hard to make descriptive texts looking for ideas, and i'm confused about compiling it into a paragraph.” this shows that indeed making descriptive texts is not easy, it requires ideas, moreover students have to translate the text into english. student responses to the implementation of task-based language teaching to write descriptive text the task is a goal-oriented activity with a definitive result, in which learners use language to achieve real results. given the task to find out how the students' understanding of learning has been implemented. table 6 student responses about tasks no student responses 1 a “for me, the task given is quite difficult because there are other tasks too.” 2 b “the task given is quite difficult, i still don't understand the task that determines one of the linguistic elements in a text.” 3 d “for the task you gave is difficult too, i feel confused about the task that determines the generic structure of the descriptive text.” azizah, kusrin, & al-baekani the implementation of task-based ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 493 students responded that the given task was difficult because they were still confused with the elements of writing language discussion this section shows the outcomes of the study that has been conducted by the researchers. the findings above are obtained from the results of two research questions. concerning the first research question, the results of the study show that task-based language teaching had an influence on students' writing skills during the writing learning process. concerning the study results of the second research question, the three findings obtained in the form of student responses in writing learning involvement, student responses in the involvement of learning to write descriptive text, and student responses to the implementation of task-based language teaching to write descriptive text. the first data collection of this research used observation. the observation used in this research is a participant observer. the researcher as a teacher and as an observer of students who are directly involved in learning activities. according to (creswell, 2012), participant observer is the observational role adopted by the researcher when taking part in activities in the setting being observed. the researcher acts as an “inside” observer who is really involved in the activities at the research site. at the same time participate in activities, and record information. based on the data collected from these observations, students are indeed involved in the learning process by utilizing assignments so that they can influence students in their learning, especially writing learning. it can be seen from the attitude and enthusiasm of students in learning. students feel interested in learning writing so that they are active in learning. (douglas & kim, 2014) cited in (davut nhem, 2020), found that most teachers considered tblt a learner-centered approach because it allowed students to be more involved in learning activities. the authenticity of tasks that require students to interact and participate in the learning process can also be referred to as activities carried out by students (guariento & morley, 2001). after that, responses to the second research question were obtained from students who were involved in the process of writing learning. in terms on the things that influence them, three students reported difficulty in learning writing, whereas two additional students reported ease in learning writing, resulting in a greater number of student answers indicating problems in learning writing. as underlined by (heaton, 1998) cited in (sahardin et al., 2017), there are five general components or main areas of writing, one of them mechanical skill is the ability to use correct conventions such as punctuation and spelling. furthermore, responses of students to the involvement of learning in the production of descriptive text there is one student who has already shown an understanding of the material that has been given. although other students also understand the descriptive text material, the use of punctuation and spelling errors causes them to be less understanding of what they are learning. in addition, students also responded to difficulties in producing descriptive text. there were three students who made a statement about difficulties in producing descriptive texts. lines (2003:33) cited in (hariyadi et al., 2018), writing is a combination of the process and product of finding an idea, putting it on paper and working on it until it is presented in a way that is polished and understandable to the reader. that is, what is important from writing for students is to express the feelings generated in their own words on paper. from the previous ideas, the writer concludes that writing is a thinking process to find ideas, think about how to express them in good writing and compose a clear statement of ideas and paragraphs. in addition it is translated into english text into trouble the students themselves. azizah, kusrin, & al-baekani the implementation of task-based ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 494 on the other hand, there is also a student responses to the implementation on the task of learning writing descriptive text. students assume the tasks assigned by the teacher is hard enough, still confused on the generic structure and linguistic features of descriptive text. (feez & joyce, 1998) in (sahardin et al., 2017), there are 8 linguistic features of descriptive text, such as the use of nouns, simple present tense, noun phrases detail to provide information about the subject, various adjectives used to number or categorize the subject, relating verbs to provide information about the subject, think and feel verbs to communicate personal feelings about the subject, action verbs, adverbials to provide additional information about the subject's behavior, and similes or metaphors. if students understand some of the language features, it will make it easier for students to write correctly so that they don’t feel confused and had no difficulty in doing the task. conclusion the data that has been collected, it shows that the utilization of task-based language teaching in the writing learning process can affect students in their learning, especially in writing descriptive text. task-based language teaching can also help teachers in their learning process to control the students and help students interact spontaneously. students showed their participation in the learning process. moreover, they showed activeness during the discussion. in addition, when the teacher gave questions to the students, the students directly answer the question. the application of task-based language teaching can be considered as an effective way for the learning process for tenth-grade students. besides, recognizing the importance of being responsible for the extent of the material that they understand of learning that has been given and the learning process by creating a meaningful task. however, all respondents stated that their obstacle was that they felt difficult with the tasks they had been given. their difficulty is writing, especially in making descriptive texts because writing does require students to be creative and come up with ideas. in addition, respondents also found it difficult to use linguistic elements, writing aspects, and elements in the writing process. references asshiddiq, m., & faridah abd rauf. (2019). using video critics strategy in developing students’ writin. journal of linguistics and english teaching studies, 25–43. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research fourth edition. (vol. 148). davut nhem. (2020). using task-based language teaching in english writing classrooms: students’ perception of motivation, writing behavior, and challenges. journal of foreign language teaching and translation studies, 5(3), 47–66. https://doi.org/10.22034/efl.2020.246165.1054 faraj, a. k. a. (2015). scaffolding efl students’ writing through the writing process approach. journal of education and practice, 6(13), 131–142. halimi, i. s. s. (2019). the use of task based language teaching (tblt) as to improve descriptive writing skills. 4(2), 780–796. hariyadi, p., wennyta, & fitri, n. (2018). an analysis of students’ ability in writing descriptive text at the tenth grade students of sman 11 jambi academic year 2017/2018. repository universitas islam sultan syarif kasim, 2(2), 39–46. azizah, kusrin, & al-baekani the implementation of task-based ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 495 karunasree, k., & francis, s. (2020). developing writing skills of esl learners using task based language teaching. journal of critical reviews, 7(6), 6–8. https://doi.org/10.31838/jcr.07.06.02 kiger, m. e., & varpio, l. (2020). thematic analysis of qualitative data: amee guide no. 131. medical teacher, 42(8), 846–854. https://doi.org/10.1080/0142159x.2020.1755030 namey, n. m. c. w. k. m. m. g. g. e. (2005). qualitative research methods: a data collector’s field guide. sahardin, r., hanum, c. s., & gani, s. a. (2017). using think-pair-share for writing descriptive texts. studies in english language and education, 4(1), 54. https://doi.org/10.24815/siele.v4i1.7004 sufatmi suriyanti, a. y. (2016). exploring teacher strategies in teaching descriptive writing in indonesia. malaysian journal of learning and instruction, 13. yin., r. k. (2014). case study research: design and methods fifth edition (vol. 148). sage. journal of languages and language teaching, vol. 5, no. 2, november 2017 52 the effect of brain-based learning toward students’ speaking skils lalu febryan syahbandi sma negeri 2 praya, lombok tengah, ntb e-mail: lalu.jorge51@gmail.com abstract this study was intended to find out the significant effect of brain-based learning toward students’ speaking skills at sman 2 praya in academic year 2017/2018. the method of the research was applied experimental research (quantitative approach). the population of the research was all the students of xi at sman 2 praya and the sample of the study was 25 students consist of one classes. based on the result of the study, it can be concluded that the use of brain-based learning has positive effect toward students’ speaking skills at sman 2 praya in academic year 2017/2018, in which t-test (4.664) > t-table (1.710) (0.05/90%) the df used 25. it indicated that the value of t-test was higher than t-table. key words: brain-based learning, speaking skill abstrak penelitian ini bermaksud untuk mencari efek yang signifikan terhadap brain-based learning terhadap kemampuan berbicara siswa di sman 2 praya tahun ajaran 2017/2018. metode yang digunakan dalam penelitian ini adalah penelitian eksperimental (pendekatan kuantitatif). jumlah populasi dari penelitian ini adalah semua kelas xi di sman 2 praya, dan sebagai sampelnya adalah 25 siswa dari satu kelas. berdasarkan hasil penelitian itu bisa disimpulkan bahwa penggunaan brain-based learning telah mempunyai efek positive terhadap kemampuan berbicara siswa sman 2 praya tahun ajaran 2017/2018, sebagaimana hasil t-test (4.664) > t-table (1.710) (0.05/90%), df used 25. itu bisa di nyatakan bahwa nilai t-test lebis besar dari nilai t-table. kata kunci: brain-based learning, kemampuan berbicara introduction speaking is a natural action of the language to make someone be able to interact and communicate with other. chaney (1998: 13) states that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. speaking skill important for someone career. however, not limited to one’s professional aspirations. in international relationship, the capability of english spaking is very important. it becomes a local content in elementary school, a compulsory subject in junior and senior high school and complementary subject of the higher educational institute. based on the researcher found that students at sman 2 praya in academic year 2017/2018 have difficult in learning english especially in speaking skill. the students were passive in class. they were afraid and shy. this is especially true when a teaches got interaction, such as asking questions or tell them describe something to the class as a whole, expecting at least one student to respond. but the students still cannot to answer the question or just saying something. students reluctant to give feedback. these made big problems to the students in giving the question or answer the material or lesson at the class. regarding the problems faced by teachers and students above, the researcher proposes a solution to overcome the problems, brain-based learning as one of teaching technique of cooperative learning to reduce students’ speaking. journal of languages and language teaching, vol. 5, no. 2, november 2017 53 according to jansen, (2008) brain-based teaching and training is a technique of teaching speaking which make the students interested and helped students to speak. it was because this technique could make students active in the classroom, develop ideas and learn how to cooperate in a group and have a chance to speak english. in brain-based learning students are divided into several groups and each member of the group will have a turn to speak english. review of related literature according to brown, (2004:140) speaking is so much a part of daily life that we take it for granted. there are five components to make fluent in produce speech, namely fluency, comprehension, vocabulary, pronunciation, and grammar. the indicators of speaking according to brown, (2004:172) there are five indicators in peaking skill, they are: grammar, vocabulary, pronunciation, fluency and comprehension. grammar: mastering grammar knowledge will help one in speaking english, because he will know how to arrange word in sentence, what tense will be used, how to use appropriate utterance. in other word, grammar is important role to master the spoken of the language. mastering vocabulary is first step to speaking english if the learners do not master vocabulary we cannot utterance what is our purpose. it is very important in speaking if the learners do not appropriate pronunciation it can influence meaning of word. in speaking, the learner must speak fluency because listeners are able to response what the people say. in speaking, comprehension is needed if not misunderstanding will happen between speaker and listener and the communication cannot run well. speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. speaking is a skill of conveying sounds of articulation to give idea and information burns and tarigan, (1997). speaking is the product of creative construction of linguistic strings, the speaker make choices of lexicon, structure, and discourse. either five components are generally recognized in analyzing the speech process brown, (2003: 157). researchmethod this study aimed to find out the effect of brain-based learning toward students speaking skills at the second grade senior high school 2 praya. miller (2005: 4) state experiment is a means of collecting evidence to show the effect of one variable upon another. so that way, in this research the researcher manipulates the independent variable, holds all variable constant, and then observes the changes in the dependent variable. the type of experimental method used in this research is pre experimental design, where in this design there is only one group without control group. so that way, the researcher will use one group pretest post-test design. population research only done for a limited population and the subjects are not many (arikunto in agung, 2012: 20). based on statement above, the population in this research in the all of second grade students of sman 2 praya in academic 2017/2018. the numbers of population are limited, it just 216 students as population, so it call population research. the population of this research was second grade of sman 2 praya that had only one class. the class consists of 25 students. all population is used as sample. in selecting the sample of this research, the sampling technique operated at non-probability sampling, in short, it is surfeited sampling. this technique used to determine sample if all member of population is used to be sample (sugiono, 2007:124). such a technique is based on reason that sum of population is relative little or less than 30 persons. sugiyono, (2012: 102) states that research instrument is the tool that used to measure the nature or social phenomena that being research. meanwhile stated that research instrument is tool or facility journal of languages and language teaching, vol. 5, no. 2, november 2017 54 which is used by researcher in collection data (suharsimi, 2010: 203).in this study researcher usedsubjective test. researcher used describing text as instrument to tkow students’ speaking skill. it took a two pictures which students had choose. pre-test is a test that the researcher gives to the students to know the ability of the students in speaking skills before teaching and learning process conducting by the researcher. the kind of instrument that will be used for pre-test is describing picture. post-test is a test that the researcher gives to the students to know the ability of students in speaking skill after the researcher giving the treatment (brain-based learning) to the students in teaching and learning process. the kind of instrument that used for post-test is describing picture. research findings and discussion this chapter lead to discuss the findings and discussion. the researcher collected the data from the second grade students of sman 2 praya in academic year 2017/2018. the researcher gathered the data by using test (pre-test and posttest) . the process of collecting the data was started with pre-test. the result of the pre-test was used as the basic consideration of giving treatment. pre-test in speaking skill was administered to the subjects under study to obtain their preexisting ability in reading comprehension. the data showed that, the highest score of pre-test was 60 and the lower score was 32, after the researcher calculating the score of pre-test by using descriptive analysis, the researcher found that the result of mean was 44.16 median was 46.15, mode was 49 and the standard deviation was 6.6. here was the data found in pre-test as follows: table 4.1 frequency distribution of pre-test class limits class boun darie s mid point tally f xi.fi % 32-37 31.537.5 35 iiii 5 175 9.16 % 38-42 37.542.5 40 iiii 5 200 4.16 % 43-47 42.547.5 45 iiii 5 225 0.84 % 48-52 47.552.5 50 iiii iiii 9 425 5.84 % 53-57 52.557.5 55 0 0 0 10.84 % 58-62 57.562.5 60 i 1 60 15.84 % total 15 15 111 0 100 % figure. 1, histogram and polygon of control group (pre-test) the data of post test the data showed that, the highest score of post-test was 68 and the lower score was 52, after the researcher calculating the score of post-test by using descriptive analysis, the researcher found that the result of mean was 62.4 median was 65.36, mode was 67.4and the standard deviation was 5.4. here was the data found in pre-test as follows: 0 2 4 6 8 10 histogram and polygon control group(pre-test) journal of languages and language teaching, vol. 5, no. 2, november 2017 55 table 4.2 frequency distribution class limits class boun darie s mid point tally f xi.fi % 52-54 51.554.5 53 ii 2 106 88.3 6% 55-57 54.557.5 56 iiii 4 224 40.5 6% 58-60 57.560.5 59 iiii 5 295 11.5 6% 61-63 60.563.5 62 0 0 0 0.16 % 64-66 63.566.5 65 iiii 5 325 6.76 % 67-69 66.569.5 68 iiii iiii 9 62 31.3 6% total 25 25 1.012 100 figure. 2, histogram and polygon of experimental group (post-test) testing hypothesis testing hypothesis is the procedure for deciding if the null hypothesis should be rejected or the alternative hypothesis should be accepted. the hypothesis was tested by using t-test. to interpret the level of significance of the students before and after having treatment, calculating the ttest was needed in this research. the formula used was as follows: table 4.3 result analysis of t-test in speaking t df sig.2tailed ha 4.664 24 0.05 accepted from the table analysis above, because t-test (4.664) was higher than critical value of t-table (2.064) at the significant level of 0.05, it means significant different between pre-test and post-test was exist. alternative hypothesis was accepted and null hypothesis was rejected. because mean score of post-test is higher than pre-test,it can be stated that there was significant effect of brain-based learning toward students’ in speaking skills before and after treatment. conclusion based on the result of data analysis, researcher states that the research finding are as follows: the effect of brain-based learning toward students speaking skillsat second gradesman 2 praya in academic year 2017/2018). since t–test had significant different from t-table (4.664 >1.710). ha is accepted and ho is rejected. references burn, a., & joyce, h. 1997. focus on speaking. sydney: national center forenglish language teaching and research. chaney, a.l., & t.l. burke. 1998. teaching oral communication in gradees k-8 boston: allyn and bacon. cigman, r & davis, a. 2008. brain-based learning.new philosophies of learning.journal of philosophy education, vol. 42, 3 halaman. clemon, s.a. 2005. brain-based learning: possible implications for online instruction. international journal of instructional technology& distance learning, vol. 2 (9), 7 halaman. edwards, b. 1999. the new drawing on the right side of the brain.tarcher/putnam, 4. floyd, e. 2003. the dana guide to brain health. free press, 14,28,85. given, b.k. 2007. brain-based teaching .(l. h. dharma, penerj.) bandung: kaifa . jensen, e. 2008. brain-based learning. yogyakarta: pustaka belajar. 0 2 4 6 8 10 journal of languages and language teaching, vol. 5, no. 2, november 2017 56 jensen, e., & karen, m. 2002. otak sejuta gygabite: buku pintar membangun ingatan super.bandung :kaifa. kammer, d. 2007. abc’s of brain-based learning. ashland university. langelier, c.a & connell, j.d. 2005. emotions and learning: where brain-based learning research and cognitivebehavioral counselingstrategies meet the road. rivier college online academic journal, vol. 1 (1). manus, c.m. 2002. right hand left hand: the origins of asymmetry in brains, bodies, atoms and cultures. harvard university press, 181. mulyasa. 2007. menjadi guru profesional menciptakan pembelajaran kreatif dan menyenangkan. bandung : pt remajarosdakarya. oemarhamalik. 2005. perencanaanpengajaranberdasarka n pendekatansistem. jakarta: bumiaksara. ornstein, r. 1997. the right mind: making sense of the hemispheres. harcourt brace & company, 2. uno, h.b. 2009. teori motivasi dan pengukurannya. jakarta: bumiaksara. porter. d.b., & hernacki. 1999. quantum learning: membiasakanbelajarnyamandanme nyenangkan. bandung : kaifa. sastradi, trisna. 2014. brain based learning (bbl) tersedia:http://mediafunia.blogspot.c om/2014/07/brain-based-learning -bbl.html [26 januari 2015]. simon, b.c. 2003. the truth about the male and female brain. basic books, 31. steven, m. 2003. the role of selfawarness and mental state attribution. cognitive brain research, 17, 27223. turner, m. 1996. the literary mind: the origins of throught and langguage. oxford university press,45 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.8441 july 2023. vol.11, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 502-514 jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 502 cognitive and social strategies to deal with anxiety in speaking: typical strategies and application 1bayu afkar milanrianto, 1*dira permana, 1sri ariani 1english language education, faculty of culture, management, and business, mandalika university of education, university, indonesia *corresponding author email: dirapermana@undikma.ac.id article info abstract article history received: june 2023 revised: july 2023 published: july 2023 the emergence of anxious feelings still becomes a worrying image for language learners in the process of speaking english as a foreign language. various studies dealing with strategies to overcome anxiety in speaking have been triggered. however, anxiety about speaking still remains existed. the current study aims to reveal cognitive and social strategies integration to relieve students’ anxious feelings in speaking at nurul hakim islamic boarding school. two research questions guided the study, i.e., what were strategies used by students to cope with anxiety in speaking? and (2) how were the strategies applied to overcome the anxiety in speaking? this study was descriptive qualitative. the research subjects were eleventh-grade students of nurul hakim islamic boarding school chosen through a purposive sampling technique. data collection used semi-structured interviews and documentation. data were analyzed through data reduction, data display, data verification, and conclusion. methodological triangulation technique was used to provide valid data. the result showed that students used various strategies to get off anxiety feelings when speaking english including rehearsal, preparation, cooperation, self-talk, and relaxation. among the strategies, the rehearsal strategy is the most dominating strategy used by students to deal with speaking anxiety. in addition, preparation and relaxation are the other strategies claimed effective to reduce students’ anxiety in speaking. these strategies represent cognitive and social strategies with typical use in avoiding students from anxiety in speaking. keywords speaking anxiety, speaking strategies, how to cite: milanrianto, b. a., permana, d., & ariani, s. (2023). cognitive and social strategies to deal with anxiety in speaking: typical strategies and application. jollt journal of languages and language teaching, 11(3). pp. 502-514. doi: https://doi.org/10.33394/jollt.v%vi%i.8441 introduction having the ability to speak english has been much expected by the english learners. these learners need to master communication skills to get success in their fields in this global world (rao, 2019). hence, it is necessary to use understandable language when talking with others (handayani, 2021). one who speaks should understand what will be conveyed and how to convey it in an appropriate way to achieve goals in communication. however, in the process of learning to speak, there is a common case that might happen so-called speaking anxiety. the successful advancement of speaking skill within the language learning process might be influenced by many factors, and one of which is the emergence of anxiety (tulgar, 2018). there have been many studies on anxiety in speaking as a foreign language. handayani (2021) found that most students feel anxiety while speaking english in the classroom. even, almost all of the students in such foundation programs using the english language particularly tend to show uncomfortable feelings when encountered with speaking (kouni, etc, 2022). one of the causes that has a possibility to hinder language learners’ achievement of oral performance is speaking anxiety (olmezer, etc., 2021). further, the causes of this anxiety in speaking were the fear feeling of making mistakes to speak which uses many accents of foreign, and making https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:dirapermana@undikma.ac.id milanrianto, permana, & ariani students’ strategies and its ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 503 comparison between oneself with other speakers (yenturk, etc., 2020). these findings explicitly showed how anxiety contributes to unsuccessful learners’ speaking. therefore, it is essential that speaking strategies must be further studied to avoid the learners anxiety. anxiety is similar to fear as these senses involve high levels of arousal (ormrod, anderman, & anderman, 2006). anxiety is an uneasy feeling that usually emerges in learning and social context (abrar 2017). on the other hand, foreign language anxiety is particularly anxiety related to language use (abdillah, 2018). in an academic context, foreign language anxiety is a specific situation of anxiety related to the language learning context (istitoah 2021). this type of anxiety typically occurs only when the students face a situation where they need to perform a speech. anxiety is a feeling of nervousness, tension, and apprehension categorized as one of the main factors affecting students ‘speaking performance (ulandari, 2018). anxiety usually appears in classroom activities, since speaking activities are known as anxietyprovoking factors (abdillah, 2018). anxiety has a negative impact on students’ academic achievement because it is debilitating in the process of language learning (javed et al. 2013). anxiety is uncomfortable emotion when danger is perceived, and the victim has a powerless feeling with the expression of tension (setiadi & junaid 2020). anxiety is characterized by fear of finding oneself in certain social situations such as speaking in a group of people or carrying out specific tasks (maina, mauri, & rossi 2016). individual with social anxiety is afraid of failing in certain situations and then being judged by others (maina et al. 2016). to sum up, anxiety is a psychological reaction toward an uncomfortable situation that makes the victims feel less confident in doing something. there are two factors affecting anxiety; threat and challenge. learners are more likely to experience anxiety when they face a threat or situation in which they have little chance of succeeding. learners also can experience anxiety when they face a challenge. it means they believe they can probably succeed with reasonable effort (ormrod et al. 2006). in short, threatening and challenging situations are the two factors that usually affect students’ anxiety. for example, when they face a difficult test in a classroom and think they need to give more effort to finish the test. many researchers divide the types of anxiety in varied ways. there are two types of anxiety that are most well known namely state and trait anxiety (abdillah, 2018). state anxiety is a situational anxiety that disappears when the threatening situation goes away, while trait anxiety is the tendency of a person to be nervous about the situation (abdillah, 2018). state anxiety also could be defined as a temporary feeling of anxiety, for example when the students feel anxious before a difficult test or before speaking to a large group (ormrod et al. 2006). in addition, trait anxiety is a chronic condition that hampered performance. for example, when the students show a pattern of responding with anxiety even in non-threatening situations (ormrod et al. 2006). in conclusion, the factors of state anxiety come from external factors such as threatening situations. while the factors of trait anxiety come from internal factors such as victims’ health conditions in certain situations. both state and trait anxiety surely could affect students’ speaking performance in classroom activities. foreign language anxiety foreign language anxiety is particularly anxiety related to language use (abdillah, 2018). anxiety usually appears in classroom activities, because speaking activities are known as anxiety-provoking factors (abdillah, 2018). anxiety is one of the problems in speaking especially when the students are required to involve in english conversation (andriyani, 2020). anxiety has a negative impact to students’ academic achievement because it is debilitating in the process of language learning (javed et al. 2013). in addition, pratama (2018) says “…they experience emotions like fear and anxiety, leading to become nervous. this phenomenon is called public speaking anxiety”. milanrianto, permana, & ariani students’ strategies and its ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 504 based on the discussion above, anxiety in speaking is specific anxiety indicated by the uncomfortable feeling that make the students show psychological symptoms, going blank, or feel freezing while speaking in public. this type of anxiety typically occurs only when the students face the situation where they need to perform speech. anxiety in speaking has something to do with the atmosphere and the mental condition of the students. in conclusion, anxiety in speaking is foreign language anxiety which is particular anxiety in academic context such as communication apprehension, nervous, or shy, that occurs when the students involve in speaking activity. there are three factors caused performance anxiety in academic and social context namely communication apprehension, test anxiety, and fear of negative evaluation (horwitz et al. 1986). communication apprehension clearly plays a major role in language anxiety. communication apprehension is a type of shyness that is characterized by fear; it is also characterized by anxiety about communicating with people. test anxiety is also involved in foreign language anxiety. test anxiety is a type of performance anxiety that come from fear of failure. the students who feel test anxiety usually put unrealistic demands and think that imperfect performance is a failure. fear of negative evaluation could be defined as apprehension toward peoples’ evaluation, evaluative situations, avoidance, and the expectation that others would give negative evaluation to oneself. therefore, such anxiety in speaking should be resolved by applying strategies to provide better speaking ability. generic learning strategies strategies is an alternate construct for shaping objectives in learner training (wenden 1998). strategies also could be defined as special ways of processing information that can enhance learning and comprehension (o’malley & chamot 1991). in short, strategy is a technique that can help students become a confident learner (syinta, 2021). there are three generic strategies: cognitive, metacognitive and social strategies (o’malley & chamot 1991). cognitive strategies involve interacting mentally or physically with the material to be learned. while, metacognitive is executive skills that involves self-awareness toward language achievement. in addition, social strategies involve interaction with another person or the use of affective control to assist learning (o’malley & chamot 1991). students who want to reduce speaking anxiety should employ strategies such as strategies that are included in metacognitive, cognitive, and social strategies. strategies to reduce anxiety in speaking marwan (2007) found that there are four strategies used by students to reduce anxiety in speaking namely preparation, relaxation, positive thinking and peer seeking. first, preparation is a strategy that students can use to reduce anxiety by improving their learning in attempt to control the impending threat. the examples of preparation strategies are summarizing, studying harder, or note taking. the second is relaxation which is involves particular tactics in speaking context that aimed to reduce somatic anxiety symptoms. the examples of relaxation are taking deep breath and trying to be calm. the third strategy is positive thinking, this strategy involves processes that underlie students’ anxiety in speaking such as thinking about giving a great performance or enjoying the tension while speaking. the fourth is peer seeking which could be distinguished by learners’ willingness to look for other learners that experienced anxiety in attempt to help each other reducing anxiety. in other words, to look for others (peers) means to cooperate in solving speaking anxiety problem. social comparison may serve as a source of emotional regulation (kondo & ying-ling, 2004). most of the students have been affected by language strategies to deal with their difficulties in learning english (marlin et al. 2021). strategies can help students enhance their learning aspect such as confidence, skills, and motivation (shi, 2017). it means that strategies milanrianto, permana, & ariani students’ strategies and its ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 505 can help students overcome speaking anxiety. mistar and umamah (2014) in their study have shown that strategies correlate to students speaking ability. in short, students use strategies to enhance speaking ability in language learning process (marlin et al. 2021). students who want to improve their speaking abilities should employ strategy (marlin, saehu, and yundayani 2021). there are two typical strategies that students can use to enhance their speaking ability, which are direct and indirect strategies. direct strategies involve memory; cognitive; and compensation strategies, while indirect strategies involve: metacognitive, affective, and social strategies (oxford, 1990). on the other, there are three generic strategies namely metacognitive, cognitive, and social strategies (o’malley & chamot 1991). the classification of strategies is complex; many researchers divided different strategies in their studies. moreover, there is no complete agreement on precisely how many strategies exist; what strategies are, how they should be defined or categorized (oxford, 1990). though there have been many researches ever studied dealing with various strategies in speaking anxiety, in this context of study, the strategies referring to o’malley and chamot (1991) were as the focus of the study from which the students were getting out of the anxiety in speaking. this current study tried to reveal alternative strategies to solve learners’ anxious feelings by formulating two research questions which (1) what were strategies used by the islamic boarding school students to cope with anxiety in speaking? and (2) how were the strategies applied to overcome the anxiety in speaking?. it is expected that these current results of study are beneficial for the english speaking students, particularly to students of nurul hakim islamic boarding school to deal with anxiety in speaking. research method research design the research was qualitative with a case study design aimed to reveal the strategies employed by students to deal with anxiety in performing speaking. qualitative method used in an attempt to answer the research question in which the aim of the research question is to explore the groups’ problem. qualitative research properly seeks answers by examining individuals or social settings who inhabit these settings (berg, 2001). qualitative research means the researcher explored and tried to understand the meaning of group or individual problem (creswell, 2009). the research design in this study is a case study as the researchers explores the strategies used by students at nurul hakim boarding school to reduce anxiety in speaking. case study is a strategy of inquiry in which the researcher explores in depth a process, activity, program, event, and individual or group (creswell, 2009). considering the definition and the aim of case study design, it is clear that case study is the appropriate design to conduct qualitative research that requires in depth exploration towards individuals’ activity. in short, case study design is the most appropriate design that can be used to facilitate the researcher to conduct the study. research subjects the subjects in this study were the eleventh-grade students of nurul hakim boarding school involving 12 students. the samples were selected based on the researcher’s predetermined criteria, qualities, and study purposes. to suit the purpose of the study, the sample are selected based on two criteria, first students should participate in english speaking activity, and the second students should have an experience with speaking anxiety. the subjects expected to provide rich, unique, and valuable information to the study (etikan, 2016). purposive sampling technique was used to choose the room based on the researchers’ criteria. purposive sampling is also called judgmental sampling in which the researcher used his or her knowledge about certain group that represents the population (berg, 2001). purposive sampling technique is suitable to collect qualitative data (etikan, 2016). milanrianto, permana, & ariani students’ strategies and its ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 506 instruments the researcher used semi-structured interview and documentation to collect the data. interview is a conversation between interviewer and interviewee, in which the interviewer inquired a question to gain information from the interviewee (mashuri et al., 2022). compared to structured and unstructured interview, semi-structured interview is more powerful to get indepth information since it is adaptable yet still hold its direction (mashuri et al., 2022). the researcher used modified interview guideline to interview students at nurul hakim boarding school to know their strategies to reduce anxiety. further, the researcher collected students’ artifact such as diary as the evidence and complete the other techniques of data collection. there were steps that researcher have done to do the interview, initially, the researcher asked the teacher at nurul hakim to facilitate the interview process. after the researcher got permission to do the interview, the researcher prepared the interview guideline. further, the researcher met and interviewed the students one by one to explore their strategies to reduce anxiety in speaking. the researcher recorded the interview on smartphone so that it could be analyzed clearly. last, the researcher terminated the interview after the researcher found the required data from the research subjects. documentation technique used in this study as a mean of methodological triangulation. triangulation is the mixing of data that can help the researcher to validate the data (oslen, 2004). methodological triangulation is the use of more than one method to gather data (turner & turner, 2009). documentation is a procedure to review printed or electronic documents in which the researcher should not interfere the whole process (bowen, 2009). the researcher used documentation to support the interview in order to provide valid data regarding students’ strategies to deal with anxiety. in qualitative research, validity relates to whether the data or findings of the study are true and certain (guion et al., 2011). in documentation, initially the researcher met the students in front of their room. further the researcher gave a paper to each student and instructed them to write down any kind of strategies that can help them deal with anxiety in speaking. last, the researcher collected the diary as documents to support and triangulate the data. the researcher used methodological triangulation to establish the validity in this study. methodological triangulation is the use of more than one method to gather data (turner & turner, 2009). after collecting the data from interview and documentation, the researcher compared the results of each data. if the data are similar, then validity is established. data analysis the researcher used miles and huberman (1994) theory to analyse the data: data reduction, data display, conclusion drawing/verification. in data reduction, initially, the researcher gathered, prepared, transcript and identified the data from documentation. the researcher transcript the interview from each student in form of descriptive qualitative data. further, the researcher selected suitable and relate data that could answer the research question. in this process the researchers simplified the data from interview and documentation. the researchers classified each item based on the defined categories, which one belongs to cognitive strategies, metacognitive strategies and social strategies. after the data are simplified, the researchers displayed the data in form of table followed by brief description for each defined category. the data were grouped based on the three classification of strategies namely cognitive, metacognitive, and social strategies. last, the researchers recheck the data, drew the data and its relationship with theories, and wrote a conclusion of the final data. the researchers asked an expert to review and confirm the conclusion, so that the confirmed conclusion can be defined as the final data. in order to make the data easier to understand, in the whole process of data analysis the researcher used codes such as, [mc] for metacognitive strategies, [c] for cognitive strategies, [sc] for social strategies, and [s] for the subjects. milanrianto, permana, & ariani students’ strategies and its ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 507 research findings and discussion research findings there were two research questions studied within the current study comprising of (1) what were strategies used by students to cope with anxiety in speaking? and (2) how were the strategies applied to overcome the anxiety in speaking? based on the results of conducting interview and documentation study, it was found that nurul hakim islamic boarding school students used various strategies to get them off the anxiety feelings when speaking english including the use of rehearsal, preparation, cooperation, self-talk, and relaxation strategies. among the strategies, rehearsal is the most dominating strategy used by students to deal with speaking anxiety. in addition, preparation and relaxation are the other strategies claimed effective to reduce students’ anxiety in speaking. these strategies represent cognitive strategy and social strategy. table 1 rehearsal interview student theme percentage “before i speak, i read the paper multiple times” s1 c 58.33% “i write the paper and try to remember it,” s2 “i read the paper continuously until i remember it” s6 repeating words to be remembered is defined as rehearsal. [s1] said that he read the text over and over until he could understand the text so that he could speak fluently. in addition, [s2] tried to remember the paper written to prevent anxiety in speaking. [s6] also used similar strategy to deal with speaking anxiety such as reading the text continuously before the speech. moreover, based on the interview, rehearsal is the most used strategy as more than half (7 from 12) of the subjects in this study used rehearsal strategy to deal with anxiety in speaking. in addition, based on the documentation, there were 8 from 12 students employed rehearsal strategy. the data above showed that, to deal with anxiety in speaking during pursuing fluent communication among the students, the students used rehearsal which was classified into cognitive strategy [c]. table 2 preparation interview student theme percentage “keep learning and read more books” s9 c 16.67%. “just learn normally” s10 preparation means dealing with the anxiety by improving the strategies. students’ willingness to study harder is the implementation of preparation strategy. the data above show that [s9] and [s10] try to reduce anxiety just by learning normally. it means that the students just learn english language only when they are in english class. the students never try to reduce anxiety by employing another type of strategy that may be more effective to improve their confidence. preparation was used by small number of students, based on the interview, there were only 2 of the students used preparation strategy to deal with anxiety in speaking. in addition, based on the documentation, there is no student employed preparation strategy. the data above show that, to deal with anxiety in speaking, the students used preparation which was classified into cognitive strategy [c]. table 3 cooperation interview student theme percentage “i also practice speaking with my friend” s2 sc 25% “i practice speaking with friends” s3 milanrianto, permana, & ariani students’ strategies and its ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 508 cooperation means working with other peers to solve problem in learning. students practiced speaking with their friends to help them speak fluently so that they can deal with speaking anxiety. [s2] said that he needs some help from friends to practice the speech so that he can prevent speaking anxiety. in addition, [s3] said that he practiced the speech to his friend so that he can speak fluently and deal with anxiety. based on the data from interview there were 3 from 12 students used cooperation strategies to deal with speaking anxiety. in addition, based on the documentation, there were 2 from 12 students used cooperation strategy. the data above show that, to deal with anxiety in speaking, the students used cooperation which was classified into social strategy [sc]. table 4 self-talk interview student theme percentage “imagine the audience are just an inanimate object” s5 sc 41.67%. “try harder to be more confident” s8 self-talk generally covers any kinds of process that involves mental manipulation that help student to be more confident. students used self-talk as their strategy to deal with anxiety in speaking. [s5] said that to be more confident while speaking, just imagine that the audience are not human. in addition, [s8] said that he tried to be more confident so that he can deal with speaking anxiety. both students try to do mental manipulation to help them establish confidence. based on the interview there were 5 from 12 students used self-talk as the strategy to deal with anxiety. in addition, based on the documentation, there were 8 from 12 students used self-talk strategy. the data show that, to deal with anxiety in speaking, the students used self-talk which was classified into social strategy [sc]. table 5 relaxation documentation student theme percentage “taking a deep breath” s3 sc 16.67%. “blow the thumb” s4 relaxation could be categorized as the next level implementation of self-talk strategy, as relaxation is the specific strategy that involves mental and physical tactics to reduce anxiety which is related to self-talk. based on the data from interview there is no student uses relaxation to deal with speaking anxiety. instead, based on the data from documentation there were 2 from 12 students used relaxation to reduce speaking anxiety. [s3] ever used relaxation to reduce the speaking anxiety by taking a deep breath. however [s3] also employed another strategy which is cooperation, it can be seen on the discussion about cooperation strategy. the combination of these strategies can help him deal with his speaking anxiety. the data above show that, to deal with anxiety in speaking, the students used relaxation which was classified into social strategy [sc]. in the process of applying the strategies, referring to the data found from the research subjects in the interview and documentation, the researchers found that rehearsal, preparation, cooperation, self-talk, and relaxation strategies were typically applied on their own ways in the application stage to reduce anxiety in speaking by the students. rehearsal strategy is applied before the speaking activity takes place, in which in this phase students utilized the time to read the prepared text of speaking materials repeatedly. this was done with the aim of pursuing a fluent speaking without feeling a nerve. preparation strategy was also performed right before the speaking stage by learning to enrich english language knowledge. the students used various sources including books and others from which they improve their english knowledge. the milanrianto, permana, & ariani students’ strategies and its ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 509 increasing of the english knowledge was intended to improve the speaking insights in order to help students relieve from anxiety when speaking. cooperation strategy was usually done right before the speaking activity by the students through committing practice speaking with friends over time. this practice moment had made students used to perform in front of public that indirectly helps each other cope with anxiety. however, there such a slight difference in the application of the three previous strategies, self-talk strategy can be applied before or after the speaking activity through manipulating students’ mental in order avoid from anxious feelings. the students sometimes assumed their speaking partners as inanimate objects that they were not shy to speak up and communicate. besides, the students in their deep heart tried to also motivate their selves to act confidently. relaxation resembles self-talk strategy where the students use not only mental but physical manipulation to deal with anxiety in speaking. this relaxation strategy was done by taking a deep breath and then releasing it into air. in addition, blowing the thumbs would be another tip for the students to deal with their anxious feelings. the relaxation strategy had successfully made students more calmly relieved their anxious feelings in speaking. discussion based on the research findings, this study revealed that there were five strategies used by students to deal with anxiety in speaking encompassing rehearsal, preparation, cooperation, self-talk, and relaxation strategies. rehearsal and preparation represent cognitive strategies, while cooperation, self-talk, and relaxation are possessed by social strategies. there are three classifications of learning namely cognitive, metacognitive, and social strategies (o’malley & chamot, 1991). however, the current finding of study showed that there were only two classifications of strategies utilized by the eleventh-grade students at nurul hakim islamic boarding school to get them of the anxious feelings to speak english, namely cognitive and social strategies. meanwhile, metacognitive strategies did not emerge to be parts of the strategies utilized by the students to diminish their anxious feelings in the process of speaking english. further elaboration on these strategies and how these strategies were applied to overcome students’ anxiety in speaking can be seen in the following discussions. rehearsal, also known as repetition, refers to the process of repeating the words as the effort to remember certain topic in long term memory (weinstein & mayer, 1986 as cited in o’malley & chamot, 1990). rehearsal strategy was done by the students through reading and speaking the prepared topic continuously. once the students repeatedly read and speak the material prepared, the students will start to master the language use, as well as the better way of speaking (pratama, 2018). the same claim also came from (el-sakka, 2016) that rehearsal can help students store information in memory by repeating the material. further, practice by repeating the english words help the students to memorize the material more easily, hence it will reduce their anxiety in speaking (andriyani, 2020). in other words, mastering the material in such a proper way can help students become more confident about their competence, which it consequently will help them deal with anxiety. preparation is a strategy where the students motivated to learn or try to understand certain topic by doing action such as studying harder or taking a note from teacher. the application of preparation strategy was conducted by studying more intensively the materials before speaking in the aim of increasing knowledge dealing with language insights. kondo & ying-ling, 2004 state that by studying harder students are expected to master the subject and become more ready to do any kind of task in certain subjects. students used preparation to deal with anxiety, moreover preparation before speaking english can make them feel better than never did some preparation (hamzah & irianto, 2020). preparation which is in tune to problem-focused coping is effective to reduce stress (hamzah & irianto, 2020). preparation is most important thing to do in learning process especially in speaking english (hamzah & irianto, 2020). in other words, milanrianto, permana, & ariani students’ strategies and its ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 510 improving language knowledge can help students to be more confident, hence it will help them to deal with speaking anxiety. cooperation is a widely recognized strategy employed by students to enhance their language learning process through collaborative efforts with their peers. this approach involves the mutual assistance and support among students to overcome language-related difficulties, as documented by o’malley and chamot (1991) as well as buchs and maradan (2021). this strategy, also referred to as peer-seeking, enables students experiencing anxiety in language learning to seek help from their peers who are facing similar challenges. by engaging in such cooperative interactions, students can foster emotional regulation as they come to realize that others share similar anxieties, thereby promoting a sense of calmness and reassurance (kondo & ying-ling, 2004; chikh & hank, 2016). additionally, this collaborative strategy serves as a means for students to reduce their anxiety by forming supportive partnerships and establishing a network of individuals who can empathize and provide assistance, as noted by istitoah (2021) and tang et al. (2021). in summary, through active group participation and problem-solving, students can effectively alleviate speaking anxiety, highlighting the potential benefits of cooperative learning in language acquisition. self-talk or positive thinking can be conceptualized as a cognitive process that involves the deliberate use of mental tactics, as described by o'malley and chamot (1991). through the employment of these strategies, students are able to enhance their self-confidence and alleviate anxiety (o'malley & chamot, 1991). engaging in self-talk manifests in various ways, such as envisioning delivering a successful speech or consciously attempting to exude confidence while speaking. this internal dialogue serves as a form of self-guidance and empowerment, allowing students to establish a sense of calmness and composure. individuals who possess unique mental tactics or personalized methods to attain a state of tranquility are more likely to effectively mitigate speaking anxiety. these mental tactics may include visualizing oneself giving an outstanding performance or deliberately striving to project confidence. by employing such techniques, students can create a mental environment conducive to reducing anxiety, as outlined by kondo and ying-ling (2004). relaxation is the next level implementation of self-talk, both have the same type of process that aims to help students overcome anxiety in speaking. unlike the self-talk that only involves mental process, relaxation involves mental and physical tactics that can help students overcome speaking anxiety. the actions of relaxation strategies are more specific such as taking a deep breath, play with hands, shake body or using gestures or another special mental and/or physical actions (kondo & ying-ling, 2004). istitoah (2021) stated that relaxation can help students to control feeling of fright, hence it will reduce speaking anxiety. further, pratama (2018) states that relaxation can help student to overcome anxiety in speaking. moreover, francesco et al., (2010) states that, relaxation was effective to reduce anxiety in any kind of participant. the five types of strategies were classified into cognitive and social strategy depends on the definition and type of process involved on each strategy. cognitive strategy is the classification of strategy that involves mental or physical manipulation that aims to learn or remember the material. it refers to the action where students directly interact with the material to understand it (o’malley & chamot, 1991). the implementation of interact with material is doing some action that can train students’ brain to comprehend and/or remember the material such as repetition of words. in conclusion, cognitive strategies covers any types of strategies that aims to train human brain to remember, learn, and/or understand certain topic. since the aim of rehearsal is to remember words, and the aim of preparation is to learn harder. it is clear that these strategies belong to cognitive strategies. meanwhile, social strategy involves mental or physical control over personal affect that interferes with learning (o’malley & chamot, 1991). it means the aim of social strategy is to milanrianto, permana, & ariani students’ strategies and its ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 511 help students with learning problem or bring relaxation so that it can reduce anxiety. interactions with peer is one of the examples social strategy, as well as the mental control to help the students overcome learning problems such as anxiety. the interaction between one student and the other can improve learning achievement, such as in practice speaking with friend can reduce anxiety (istitoah, 2021). helping each other to solve a problem in language learning is the implementation of social strategy. the other implementation of social strategy is doing mental manipulation to make students become more confident. in conclusion, the aims of social strategy are to help student in learning process by cooperating with others and trying to reduce anxiety by controlling mental and physical actions. based on the definition and the aim of cooperation, it is clear that cooperation, self-talk, and relaxation are referred to social strategies. these five strategies covering rehearsal, preparation, cooperation/peer-seeking, selftalk/positive thinking, and relaxation were the same strategies by marwan (2007) in his previous study in the efforts of reducing anxiety in speaking. however, the current study revealed a new additional strategy adopted by the students so called as rehearsal strategy. the possibility to result in different findings between this study with the previous ones can be subjectively relied on the different use of subjects and settings. since there are a wide variety of strategies with two different theories use dealing with strategies, and different group of students have different strategies to reduce anxiety. the difference might be also caused by the limitation of study, which is the implementation of documentation technique. the imperfect data collection technique may provide incomplete information from the subjects. due to the limitation of this study, it is necessary to do further research and consider a better technique of data collection to explore more about anxiety in speaking. conclusion based on the findings, this study comes to the conclusion that there are five strategies to deal with anxiety in speaking used by eleventh grade students at nurul hakim islamic boarding schools encompassing rehearsal (58.33%), preparation (16.67%), cooperation (25%), self-talk (41.67%), and relaxation (16.67%). these five strategies represent cognitive and social strategy, with no metacognitive strategy is included. each strategy has its own ways in the application phase to reduce anxiety in speaking. rehearsal strategy is applied before the speaking activity takes place, by reading the prepared text repeatedly to have a fluent speaking without feeling a nerve. preparation strategy is also applied before the speaking stage by learning to enrich english language knowledge and try to improve the speaking ability in order to reduce anxiety. cooperation strategy is usually applied right before the speaking activity by the students through practice speaking with friends to help each other cope with anxiety. there such a slight difference in the application of the three previous strategies, self-talk strategy can be applied before or after the speaking activity through manipulating students’ mental in order avoid from anxious feelings. relaxation resembles self-talk strategy where the students use not only mental but physical manipulation to deal with anxiety in speaking. the current study reveals an additional strategy so called relaxation conducted by the students as response to the necessity of using a further strategy to deal with anxiety in speaking compared to the previous study by marwan (2007) which result in four strategies. the possibility to result in different findings can be subjectively relied on the different use of subjects and settings, since there are a wide variety of strategies with two different theories use, and different group of students have different strategies to reduce anxiety. the use of different techniques of data collection too contributes to different finding of the study. therefore, a further research with modified variables and holistic techniques of data collection to explore more about students’ strategies to deal with anxiety in speaking is expected and waited forward to give more comprehensive image on the use of the strategies to overcome anxiety in speaking. milanrianto, permana, & ariani students’ strategies and its ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 512 acknowledgement first of all, the researchers would like to thank to allah swt that the result of this study 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(2020). native or non-native instructors? a case study on foreign language speaking anxiety in efl classroom. journal of language and linguistic studies, 16(4), 1939-1951. doi: 10.17263/jlls.851025 https://doi.org/10.1080/13670050.2021.1977777 http://iojet.org/index.php/iojet/article/view/362/237 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3388 january 2021. vol. 9, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 105-110 jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 105 an analysis of english teachers’ creativity in mediabased learning at the tenth-grade students 1epria primsa meliala, 1pebri wati romatua purba, 1,2likawati doloksaribu, 1lavia panjaitan, & 1natalia widya pasca tarigan 1english language education, university of prima indonesia, medan indonesia 2corresponding author email: dolosaribu@gmail.com article info abstract article history received: december 2020 revised: january 2021 published: january 2021 this study aims to describe english teachers' creativity in using learning media in the tenth grade students at smk pencawan medan. this study is descriptive qualitative. the data were obtained by interview. the data analysis followed some steps, namely collecting data, reducing, display data, data verification and create reports. the results showed that teachers employed the various teachinglearning media in elt classes. english teachers used various media to make it easier for students to learn and understand the teaching materials. the media include audio, visual, and audiovisual. the most media used in the elt classes were audio and visual. a small portion of media was made through internet sources. but the teacher has not been optimal in carrying it out, it can be seen from when the teacher uses powerpoint media, teachers applied it imperfect, and not every day the teacher uses learning media to achieve learning goals. based on the conclusion above, the researchers give suggestion to the teachers should always looking for creative new things and create active, innovative, and fun learning, and also motivate students to seriously participate in learning even though they study through online. keywords teachers’ creativity; learning media; how to cite: meliala, e. p., purba, p. w. r., doloksaribu, l., panjaitan, l., & tarigan, n, w. p. (2021). an analysis of english teachers’ creativity in media-based learning at the tenth-grade students, jollt journal of languages and language teaching, 9(1), 105-110. doi: https://doi.org/10.33394/jollt.v%vi%i.3388 introduction english language education study program is demanded to prepare english teachers who have the professional, pedagogical, personal, and social competences. these should be acquired through education. kunaryo (2013) argues "education is a process how to educate, guide, teach, and train students. education is also the key of progress and quality development because learners can develop their abilities in order to survive in the future life. according to dewantara (1961), education is all the efforts to support the progress of learners’ life. from this view, it indicates that education is the key to develop learners’ potential for future life. therefore, english teachers need to develop their competences, including professional skills in using various teaching media. english teachers are always trying to apply good and effective teaching methods and media. it is to help students easy understand the teaching material. in learning process, teachers must be able to present the best lesson to achieve the goals by using good and appropriate media. some studies showed that using proper learning media can improve and develop learners’ vocabulary (rassaei, 2018), language testing (khoshsima et al., 2019), vocabulary acquisition (ajabshir & sadeghi, 2019), motivation (chorianopoulos, 2018), and writing skills (faridha, 2019). given that the learning media has a vital role in efl teachinglearning proceses, this study try to investigate english teachers’ creativities in using mediabased learning at senior high schools. http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& meliala, purba, doloksaribu, panjaitan, & tarigan an analysis of english……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 106 creativity is all activities that bring results that are innovative, useful, and easy to understand. creativity can be defined as new and useful results, such as combining unrelated things into something new, or borrowing ideas and insights from one field and adapting them to different contexts amabile (1996) shin & zhou (2007). in the teaching-learning process also use media to make the process run useful and interesting. this part describes definition of teaching media, function of teaching media, and the kinds of teaching media. generally, teaching media mean all tools which may be used by the teacher to deliver teaching material to students in the teaching learning process to reach certain learning goals. according to bakri (2011), media is the plural form of medium, which derives from latin word medius that has the meaning “middle”. in bahasa, medium means “between or interval”. the meaning of media is aimed at something that delivers information (massage) between the message sender and receiver. teaching media based on arsyad (2009:4) is a media that bring the instructional purpose of massages or information of learning. media is means of expressing massage and information. according to heinich et al. (in nurrochim, 2013), the medium as a mediator delivers information between sender and receiver. when the media brings instructional messages or information that contains learning purposes, it can be called as teaching media. based on the definition above, it can be concluded that the media relates to technique, the method in teaching and learning process. in other words, media is all aids/tools which may be used by the teacher and learner to attain certain education objectives. based on the observations of researchers with one of the teachers of smk pencawan medan, there is a phenomenon that is observed as a problem of the lack of creativity of the teacher in using learning media, this can be seen from the learning process made by the teacher in the classroom. the teacher only uses visual media because it is easy. teachers do not take advantage of existing media in school. based on the problems as in the background above, the researchers limit focus on analyzing the teachers’ creativity in choosing learning media at the tenth-grade students of smk pencawan medan. within considering the various learning media, this study addressed the focus on how english teachers design their teaching materials since they choose an appropriate teaching media in the classes. in addition, this study also investigated what the advantages and disadvantages are when they apply media throughout learning processes. research method research design the study employed the qualitative research method using a descriptive qualitative. the descriptive design is used to describe the answer with existing questions such as what, who, when, where, and how are related to research problems. researchers would observe the research subject in the environment. the data gathered are analyzed in detail, which is led to an important recommendation. in this study, teachers were used as data sources. as sources of data collection, the subject of the study was english teachers consisting of 6 teachers. researchers interviewed the subjects to obtain the data. instruments of collecting data the data of this study include teachers’ creativity in using learning and teaching media during efl teaching-learning. to collect the data, researchers employed interview guidelines. the interview guidelines consist of fifteen questions dealing with aspects of creativity in using and choosing learning media. six english teachers are involved in this study. the criteria of choosing the research subject are based on teachers’ experiences and certifiedteachers. then, researchers interviewed them and recorded them to have the intended data. after interviewing, researchers analyzed the results of teachers’ creativity in media-based learning. meliala, purba, doloksaribu, panjaitan, & tarigan an analysis of english……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 107 the technique of analysis data after describing the results of interviews, the researchers conducted data analysis. the analysis steps consist of steps of collecting data; reducing data; displaying data; and verifying and concluding data. in the step of collecting data, researchers interviewed english teachers dealing with the use of learning media in creativity. in the step of data reduction, the researchers simplify, summarize, and organize the data so that conclusions can finally be withdrawn and verified. until the data obtained is as expected. in the step of displaying data, researchers displayed the data and focused the data obtained from the interview. in the form of audio recordings, then summarized and selected according to the needs of the researcher can answer research questions. in the last step, researchers do verification and conclusions. based on the activities that the researchers carried out, it was known that the teacher had used more than one type of learning media such as picture media, powerpoint media, school environment media, and made their own media during the learning process. then the teacher had motivated students by giving assignments related to learning media so that student assignments can be used again as internal teaching aids. research findings and discussion research findings this study is aimed at investigating the english teachers’ creativity in selecting and using learning media during efl teaching-learning processes. based on the interview results, english teachers selected some learning media to teach in the class. those are google classroom, powerpoint presentation, youtube, and zoom meeting. table 1 illustrates the teachers’ reason select the teaching media in their classes. table 1 teaching media selected in efl classes kinds of teaching media reasons google classroom ▪ to simplify, distribute, and assess assignments without having to meet face to face so that teachers are lighter in implementing the learning system ▪ allowing students to keep files or document ▪ allowing students to practice their language skills online ▪ giving students a direct feedback based on their performance powerpoint presentation ▪ teaching material presented is easy to understand by students. ▪ giving students key points of teaching materials ▪ providing students with some additional insight dealing with lesson ▪ presenting all teaching materials in short time youtube videos ▪ more fun and attracted students' attention to learn ▪ students can imitate the english native speakers through videos ▪ adding students’ speaking accuracy and pronunciation ▪ adding students’ knowledge about a certain material through videos zoom meeting ▪ it can lead students with face-to-face amongst students from online english teachers at the tenth-grade students applied the teaching media with different learning goals. table 1 showed that the use of the teaching media is lied on teaching materials delivered for their students. the teaching media which they employ include the google classroom, powerpoint presentation, youtube videos, and zoom meeting. most english teachers select the google classroom for delivering their teaching materials. in terms of faceto-face online, most teachers choose zoom meeting to present their teaching materials. meliala, purba, doloksaribu, panjaitan, & tarigan an analysis of english……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 108 discussion according to the teachers that have been interviewed by the researchers, the creativity of teachers at smk pencawan medan in general. firstly, they use the google classroom which aims to simplify, distribute, and assess assignments without having to meet face to face so that teachers are lighter in implementing the learning system. according to them, google classroom is easy to be designed in line with the teaching materials. it has complete features and ideal teaching tools to be employed in efl classroom. it is in line with iftakhar (2016) who argues that google classroom is a platform for streamlining teachers’ work processes and it can help teachers to save time, control the classroom, and improve communication with learners. in addition, the use of the google classroom in this practice shows that english teachers applied this platform because they feel easy to keep files or documents and students can track those quickly, as well as provide them with scoring process (abdullah et al., 2020). the second is a powerpoint. this media is considered as attractive media and the teaching materials are delivered easily and help students understand lessons (eryilmaz et al., 2015). most teachers around the world utilized this media to present their materials online and offline way. in this study, most english teachers preferred using powerpoint for presentation because it consists of audiovisual aids. according to them, powerpoint is simple to utilize and operate. they can present what they want to put on their presentation such as videos, pictures, and audio. it is in line with azis and dewi (2020) who showed that the use of powerpoint was able to facilitate students in improving students’ speaking skills with videos, pictures, and audio. in this study, english teachers create their teaching materials by adding audio with cambridge dict. they modify it for providing students with sound pronunciation from each english word. in addition, this study found that english teachers at the tenth-grade students employ videos from youtube for completing their presentation. according to them, you-tube with various modification become more interested for students. it looks more fun and attracts students' attention to learn. also, youtube for english teachers is one of the most prevalent learning sites across the world. it is in accordance with bardakci (2019) who argues that youtube for education purposes is useful because it can be modified in line with teachers’ learning goals and settings. also, arndt and woore (2018) claim that the use of youtube can be designed to improve students’ vocabulary acquisition. in this study, students are asked to watch videos from youtube links and they note some vocabulary that they do not understand yet. in learning sentence analysis, teachers instruct students to pay attention the grammatical aspects announced by native speakers from videos. it aims to train students to think critically about the grammar issues (fay & matias, 2019). the last teaching media used by english teachers at the tenth-grade students is zoom meeting, which is an application that provides remote conferencing services by combining video conferencing, and online meetings (sugiantari, 2020). currently, the use of zoom meetings is more attractive for teachers, especially in this pandemic because this application can be done face-to-face with students from online. according to english teachers, the use of zoom meeting for their classes is considered as a good application to get an oral communication among students-teachers and students-students. in this study, researchers found that the use of zoom meetings is oriented for discussing a learning topic in which teachers and students communicate through online. it is in line with haratikka (2020) who argues that zoom meeting has a vital role in a discussion forum. it is useful for students to interact with the teacher and other students. also, students can practice their speaking skills in this situation. in applying zoom meetings, teachers design some videos to be presented in the presentation session. then, students are asked to give comments and opinions based on the videos. meliala, purba, doloksaribu, panjaitan, & tarigan an analysis of english……….. jollt journal of languages and language teaching, january 2021. vol. 9, no. 1 | 109 conclusion based on the research finding the data analysis, it was found that the creativity of teachers at smk pencawan medan in general the first to use google classroom which aims to simplify, distribute, and assess assignments without having to meet face to face so that teachers are lighter in implementing the learning system. the second is a power point so that the material presented is attractive and easy to understand by students. the third, the teacher also took learning materials in the form of videos from you-tube because students were also more interested in the learning system in the form of videos because it was more fun and attracted students' attention to learn. and the last one is zoom meeting, which is an application that provides remote conferencing services by combining video conferencing, online meetings, and currently the learning system from zoom meetings is indeed more attractive to teachers, especially in this pandemic, because this zoom meeting application can face-to-face with students from online. also advantages in used media there are students do not get bored easily, teachers teach more efficiently because they do not need to explain too much, the material can be read anywhere and anytime, not bound by time and place. and disadvantages in used media there are teachers must be able to use technology, the school must provide more funds, the manufacturing process is quite complicated if there are errors in the media it is difficult to fix them. it can be so unpacking and starting over the media again the media. acknowledgement the researchers wanted to thank to all parties who helped the researcher to finish this research. those were family and our study program, namely english language education study program. thank you also for the management of the journal of languages teaching (jollt) for cooperation so that this journal can be published. references abdullah, m. h., sulong, m. a., & rahim, m. a. 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(2018). peranan media pembelajaran dalam meningkatkan minat belajar siswa. jurnal komunikasi pendidikan, 2. https://doi.org/10.21070/jees.v4i1.1808 https://doi.org/10.25134/erjee.v8i1.2351 https://doi.org/10.1177/1362168817690183 http://jayapanguspress.penerbit.org/index.php/cetta/article/view/824 journal of languages and language teaching, vol. 5, no. 2, november 2017 67 factors affecting students’ confidence in public sepaking muhammad arif pratama fpbs ikip mataram, kota mataram, ntb pratamaarif11@gmail.com abstract the researcher aimed to find out an internal and external factors that affected students’ confidence in public speaking performance. the kind of this research was qualitative, this study is dealing with miles and huberman theory, the sample of this research was consist 5 members, the technique of collecting data used recording, note taking and questionnaires which was consit of 5 items and each item consisted of four options (very agree, agree, disagree, very disagree). the technique of data analysis used reduction, display, veryfiying the data for recording and note taking, meanwhile for questionnaires the researcher was used tabulation, computation and clarifiying the internal and external factors that affect students’ confidence in public speaking performance. key words: students’ confidence in public speaking performance. abstrak peneliti bertujuan untuk menemukan faktor internal dan faktor eksternal yang mempengaruhi kepercayaan diri mahasiswa dalam public speaking. jenis penelitian ini adalah penelitian kualitatif, penelitian ini menggunakan teori dari miles dan huberman, sampel dari penelitian ini berjumlah 5 anggota, tehnik pengumpulan data menggunakan rekaman, pengambilan catatan dan angket yang berjumlah 5 soal dan setiap soal memiliki 4 pilihan (sangat setuju, setuju, tidak setuju, sangat tidak setuju). tehnik analisa data menggunakan pengurangi, penampilkan, verifikasi data untuk rekaman dan pengambilan catatan, sedangkan untuk angket peneliti menggunakan pengolahan, perhitungan dan menjelaskan faktor internal dan faktor eksternal yang mempeengaruhi kepercayaan diri mahasiswa dalam public speaking. kata kunci: kepercayaan diri dalam public speaking. introduction public speaking requires the same skills used in ordinary conversation. most people who communicate well in daily talk can learn to communicate just as well in public speaking. by the same token, training in public speaking can make you a more adept communicator in a variety of situations, such as conversations, classroom discussions, business meeting, and interviews. despite their similarities public speaking and everyday conversation are not identical. e2dc that enggage in english debate has creating many students with good achievement, such as mr. husnawadi who was the founding father of e2dc, he took his master graduation in australia, mr. endri susanto former leader of e2dc who has the agency of indonesia in some youth exchange programs when he was still active as student and now he has established his own foundation. almost all of those achievements need good public speaking and also has good confidence to enroll those programs, and we cannot prevaricate that e2dc has also support them. because of those argumentations above, the researcher had conducted a study under the title “factor affecting students’ journal of languages and language teaching, vol. 5, no. 2, november 2017 68 confidence in public speaking performance of e2dc’s members at fpbs ikip mataram. based on statement above, the purpose of this study was expected to find out the internal and external factors that can affect students’ confidence in public speaking performance. review of related literature internal factor here means that the factor inside the students themselves plays an important role in learning english. according to felix (1977) as cited in leontiev & james (1981: 133) there are some characteristics of students, such as age, motivation, behavior, etc. external factor are the factors outside the students that influence them in learning. felix (1977) as cited in leontiev & james (1981: 190) stated that, “the number of students in the classroom would play a significant role.” selfconfidence is essentially an attitude which allows us to have a positive and realistic perception of ourselves and our abilities. according to nowak (2004), public speaking means that the way one expresses or communicates his or her opinions to the general public. factors affecting student’s english learning achievement: study at the second grade students of sma islam alma’rif in academic year 2015/2016. the result of her study was found out two factors were found: internal and external factors, 4 high internal, 4 high external and 1 low internal, 1 low external factor. data are to assist in drawing conclusions. while drawing conclusions logically follows reduction and display of data. conclusions would be in the form of propositions, and once they have been drawn, they need to be verified. research method this was qualitative research that conducted with miles and huberman theory, it has three steps in collecting data; data reduction, data display and drawing and verifiying conclusion. the subjects of this research were e2dc members, and the objects of this research were internal and external factors that affected students’ confidence in public speaking performance. where four students are coming from fourth semester and one student is coming from sixth semester. in this stage, the researcher has prepared the questionnaires and then gives the questionnaires to all objects. the researcher tried to filter the data that the researcher needed, menaing that the researcher only take the data that the researcher thinks that was important. the researcher tried to show the data that the researcher got after the researcher finished to reduce the data. the researcher tried to drwan the conclusion of the study. research finding and discussion after collecting the data from the recording, note taking and questionnaires of five e2dc members on 17th july – 8st august 2017, then the researcher began to analyzing the data by theory applied from miles and huberman 1994 in chapter iii to find out are internal and external factors can affect students’ confidence in public speaking performance. the researcher applied the qualitative method to analyze the data. the activities that the researcher conducted was reduction, displayed and then verifying and conclusion the data, and analyzing what are internal and external factors that affect students’ confidence in public speaking performance. as what the researcher has elaborated in chapter iii about the instrument of the research and the technique of data analysis. the researcher used the note taking as the instrument and found that: table 4.1 note taking explanations no subject performance explanation 1 rahmatulla h see other things while explaining, use some gestures (hands, body) 2 yusran hadi use some gestures (hands, body), see his note when he forgot, see other things while explaining. 3 zainul use some gestures journal of languages and language teaching, vol. 5, no. 2, november 2017 69 islam (hands, body), see other things while explaining., using word ‘aaa’ when thinking. 4 jami’at use some gestures (hands, body), see other things while explaining., using word ‘aaa’ when thinking. 5 juliansyah ade putra use some gestures (hands, body), see other things while explaining. here the researcher found that there were 3 internal factors consits of (felix (1977) as cited in leontiev & james (1981: 133)): the speaker used some their gestures while spoke (this factor deals with behaviour). when the speaker confused, relized or not the speaker has thinked while said ‘aaa’ (this factor deals with behaviour). how long their practice speaking could influence their speaking performance (this factor deals with motivation). and here researcher found 2 external factors consist of (surya, (1979)): the speaker avoid to see the listener or audiences (this factor deals with social). place could influence their speaking performance (this factor deals with nonsocial). questionnaires tabulation the researcher used the questionnaires as the instrument of the research which was consist of 5 items, 3 items are about internal factors that affecting students confidence in public speaking performance and 2 others about the external factors that affecting students confidence in public speaking performance. each point has 4 options (very agree, agree, disagree, and very disagree), and each option has the value. to tabulate the values of options, the researcher categorized the values into 4 levels as suharsimi (2006: 241-243) stated in her book: (a) very agree (the first grade) values 4; (b) agree (the second grade) values 3; (c) disagree (the third grade) values 2; (d) very disagree (the last grade) values 1. the first item: shows the factors affecting students in public speaking performance deals with the speaker that avoid to see audience or listener. the value of this item is (1x4) + (4x3) + (0x2) + (0x1) = 4+12+0+0= 16. the final value of this item is 16:5= 3,2. the second item: shows the factors affectng students in public speaking performance deals with the gesture of speaker while speaking. the value of this item is (5x4) + (0x3) + (0x2) + (0x1)= 20+0+0+0= 20. the final value of this item is 20:5= 4. the third item: shows the factors affectng students in public speaking performance deals with the way speaker thinking their ideas when they forget it. the value of this item is (2x4) + (3x3) + (0x2) + (0x1)= 8+9+0+0= 17. the final value of this item is 17:5= 3,4. the fourth item: shows the factors affectng students in public speaking performance deals with the place of speaker performance. the value of this item is (3x4) + (1x3) + (1x2) + (0x1)= 12+3+2+0= 17. the final value of this item is 17:5= 3,4. the fifth item: shows the factors affectng students in public speaking performance deals with how long the speaker practice speaking. the value of this item is (5x4) + (0x3) + (0x2) + (0x1)= 20+0+0+0= 20. the final value of this item is 20:5= 4. based on the computation of the data, the researcher has categorized the values into two levels as follows: (1) 1 to 3,00 is classified as low (l); (2) 3,00 to 4,00 is classified as high (h) (purwanto, 2010: 103). the students used some gestures to help them to offered their ideas (this factors belong to internal factors deals with behaviour). the students said ‘aaa’ while thinked and got their ideas back (this factors belong to internal factors deals with behaviour). the students agreed that if they practice more they had good confidence when speaking (this factors belong to internal factors deals with motivation). the students tried to not focus on seeing the audience or listener when they speaking performence (this factors belong to external factors deals with social). the students argeed that place could influence their confidence (this factors journal of languages and language teaching, vol. 5, no. 2, november 2017 70 belong to external factors deals with nonsocial). the researcher could stated that internal and external facorts could affected students’ confidence in public speaking performance of e2dc member at fpbs ikip mataram because of some factors such as: behaviour, motivation, social and non-social factors, and all of those factros classified as high level it means that those factors were really important on affecting students’ confidence in public speaking performance. conclusion and suggestion the researcher found that there were two factors internal and external factors, the internal factors consist of 2 behaviours and 1 motivation, while external factors consist of 1 social and 1 non-social factors which all factors classified as high level (h). the result of this study could help the lecture to know what factors that affecting students’ confidence in publc speaking performance, so the lecture know how to build up the students’ confidence. the result of this study could help students to know what factors that affect students’ confidence in public speaking, and this research could be refference for next researcher. references felix as cited in leontiev & james in ummu nur mutmainnah thesis. 2016. “factors affecting student’s english learning achievement: study at the second grade students of sma islam al-ma’rif in academic year 2015/2016”. mataram institute of teachers training and education the faculty of language and art education english department. benabou and tirole. 1999. self confidence intrapersonal strategy. princeton economic theory papers, economics department, princeton university. burton and platts. 2012. confidence for dummies 2nd edition. branded imprint of wiley. nowak a. 2004. power speaking, the art of the exceptional public speaker. allworth press new york. stainback as cited in sugiono. 2015. metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. alfabeta, bandung. lincoln and guba as cited in sugiono. 2015. metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. alfabeta, bandung. esterberg as cited in sugiono. 2015. metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. alfabeta, bandung. khider. 2013. analysis of some factors affecting learners’ oral performance. university of biskra faculty of letters and languages department of foreign languages english division. louis. 9 the analysis of qualitative data. http://scope.edu/portals/0/progs/med/pr ecoursereadings/ieikeyreading8.pdf. city university of hong kong. m. surya 1979. pengaruh faktor-faktor non-intelektual terhadap gejala berprestasi kurang (studi terhadap siswa sma proyek perintis sekolah pembangunan). sekolah pasca sarjana institut keguruan dan ilmu pendidikan bandung. arikunto, suharsimi in ummu nur mutmainnah thesis. 2016. “factors affecting student’s english learning achievement: study at the second grade students of sma islam alma’rif in academic year 2015/2016”. mataram institute of teachers training and education the faculty of language and art education english department. purwanto, ngalim. m in ummu nur mutmainnah thesis. 2016. “factors affecting student’s english learning achievement: study at the second grade students of sma islam alma’rif in academic year 2015/2016”. mataram institute of teachers training and education the faculty of language and art education english department. 57 the correlation between students’ anxiety and learning activity towards their speaking ability mira listia julianingsih sma negeri 01 jereweh, sumbawa barat, ntb miralalo@hotmail.com abstract this research was aimed to know the correlation between students’ anxiety and learning activity towards their speaking ability at tsman 01 jereweh in academic year 2016/2017. this research was correlation research the sample of the research was all of the second grade students of sman 01 jereweh in academic year 2016-2017 which consists of one class. one class was 28 students. the data was collected by using questionnaire to collected the data of students’ learning activity and their anxiety meanwhile test to know student speaking ability speaking test was administered. the data was analyzed by using person product moment, multiple linear regression and multiple correlation. from the data analysis, it was found that the result of correlation score r=0.687. it means the correlation between both of variable , and y in moderate correlation because “r” score not close enough to +1. and the significant score f=9,523 it mean f=test > f-table of on degree of freedom of 25. based on the result of the study, in can be concluded there is the the correlation between students’anxiety and learning activity towards their speaking ability at the second grade student of sman 01 jereweh in academic year 2016/2017. it means that alternative hypothesis (ha) was accepted and null hypothesis (ho) was rejected. keywords: anxiety, learning activity, speaking ability. abstrak penelitian ini bertujuan untuk mengetahui hubungan antara kecemasan siswa dan activitas belajar terhadap kemampuan siswa dalam berbicara di sman 01 jereweh tahun akademik 2016/2017. penilitian ini adalah penilitian korelasi sampel dalam research ini adalah semua siswa kelas dua di sman 01 jereweh, yang mana terdapat 1 kelas. satu kelas ada 28 siswa. data di ambil dengan menggunakan angket untuk kecemasan siswa dan aktivitas belajar, sedangkan test kemampuan berbicara untuk menilai kemampuan berbicara siswa. data di uji dengan person product moment, regressi berganda, korelasi berganda. dari data yg di uji peneliti menemukan bahwa hubungan antara tiga variabel berada di hubungan sedang dimna nilainya r=0,687. itu berarti hubungan antara x1, x2, dan y adalah sedand tidak cukup dekat dengan 1. dan nilai siknifikannya adalah f=9,523 itu berarti f=test > f=table di kebebasan 25. dari hasil tersebut bisa di simpulkan bahwa ada hubungan antara kecemasan siswa dan aktivitas belajar terhadap kemampuan berbicara siswa di sman 01 jereweh tahun akademik 2016/2017. itu berarti hipotesis (ha) diterima dan hopotesis (ho) di tolak. keywords: kecemasan, aktifitas belajar, kemampuan berbicara introduction english was a second or foreign language that learned by people in the world. that was because english was claimed as internasional language and demand people to learn english. by that fact, english was not only learned by people for busines purpose, but also for students in all stages of school, especially in indonesia, used english as the subject in the final examination of their school is like uan. research related to language anxiety stated that anxiety posed potential problems for language learners “beacause it can interfere with the acquisition, retention and productions of the new language” (macintyre & gardner, 1991:86). according wolve (2006: 23) learning activity surely about students 58 learns by doing something. basically, learning is about action in which transforming behavior into activities. when there is no activity then there is no learning process. to made a success education in learning activity, we could not ignore about the language anxiety. the learners anxiety in speaking class to perform in front of the class may influence in some aspects such as in language acquisition or to increase their ability in mastery the foreign language. according this assume, the reseracher was investigate there is or not the correlation between students anxiety and learning activity toward students speaking ability in sman 01 jereweh at sumbawa barat academic years 2016/2017. whether that a positive correlation or negative correlation. review of related literature harmer (2001:269) defines speaking ability as the ability to speak fluently presupposed not only knowledge of language features, but also the ability to process information and language on the spot. brown (2004: 141-142) indicating that one can be called has speaking competence if he/she is able to pronounce the words correctly, apply the grammatical of sentence, have more vocabulary, fluently to communicate, comprehensively the meaningful of the conversation. according to scovel anxiety is a complex affective concept associated with feelings of uneasiness, frustration, selfdoubt, apprehension, or worry. trait anxiety is relatively stable personality characteristic, ‘a more permanent predisposition to be anxious’ (scovel, 1978: cited in ellis, 1994: 479). state anxiety is a transient anxiety, a response to a particular anxiety-provoking stimulus such as an important test (spielberger, 1983: cited in horwitz, 2001: 113). situation-specific anxiety refers to the persistent and multi-faceted nature of some anxieties (macintyre & gardner, 1991a: cited in 2001: 113). according to harwitz et al. (1986: 127), considering language anxiety with relation to performance evaluation within academic and social contexts, drew parallels between it and there related performance anxieties. horwitz et al. (1986: 128) define communicating apprehension (ca) as “a type of shyness characterized by fear or anxiety about communicating with people”. an understanding of test anxiety is also pertinent to the discussions of foreign language anxiety. test anxiety, as explained by horwitz et al. (1986), “refeers to a type of performance anxiety stemming from a fear of failure”. fear of negative evaluation is an extension of the second component (test anxiety) of second/foreign language anxiety because it is not limited to test-taking situations; rather, it may occur in any social, evaluative situation, such as interviewing for a job or speaking in second/foreign language class (horwitz et al., 1986: 127). according to s nasution activities are physically and mentally active, and both of whom must be connected. learning by dimyati and mudjiono (1999: 7) is an action and a complex behavior of students. it can be concluded that the learning activity is any activity carried out in the process of interaction (teacher and students) in order to achieve the learning objectives.. according to paul d. dierich in hamalik (2005: 172-173) learning activity has various types that are classified into the following points: visual activities include reading, seeing pictures, noting experiments. stating facts or principles, relating or connecting the happening events, promoting questions, giving suggestions and opinions, interviewing, discussing. listening to the materials delivery, listening to conversation or group discussion. this includes the activities in writing notes, reports, checking essays, doing tests, and fulfilling the questionnaire. drawing activities can be making graphics or charts, drawing maps and also patterns. motor activity includes the activity of conducting experiments, choosing tools, opening exhibitions, contemplating, 59 remembering, solving problems, analyzing, watching relations. the activities are such as taking interest in certain topics or subjects, being brave, keeping calm or nervous, and feeling happy. research method in this research the researcher used correlation research as method to find the correlation between students’ anxiety and learning activity toward speaking ability. indeed population is all subject in a study that was going to be observed. in this research, the population are the all of student of class xi a in sman 01 jereweh sumbawa barat sampling technique was the processes by with members of sample was a part of population that observed. in this study the researcher took students of class xi a in sman 01 jereweh sumbawa barat as sample. in this class contains of 28 students. for the first instrument was a lists of questionnaire from foreign language classroom for the first instrument was a lists of questionnaire from foreign language classroom anxiety scale (flcas), developed by horwitz et.al, was measured the level of studnets’ anxiety in language class. table 3.1 the items of questionnaire are design to survey causes of language anxiety questionnaire number communication apprehension 1, 4, 9, 14, 15, 18, 24, 27, 29, 30, 32 test anxiety 3, 5, 6, 8, 10, 11, 12, 16, 17, 20, 21, 22, 25, 26, 28. fear of negative evaluation 2, 7, 13, 19, 23, 31, 33. to know the correlation of students speaking about asking and giving information and their anxiety, since there to be 5 items and each item was scored from 1 to 5, so the maximum raw score is 25. in this research, the researcher was gave the student students questionnaire by using likert scale that consist of 25 question. the researcher made the questionnaire by herself. criteria for the score table. 3.2 scale liker typically positive statement answers score sa=strongly agrees 5 a=agrees 4 u=undecided 3 d=disagrees 2 sd=strongly disagrees 1 data collecting in this research the researcher used quantitative approach to collect data from students in this research the researcher used quantitative approach to collect data from students. to assess anxiety in this research used a questionnaire that included of 33 items referred to their felt of anxiety experienced during the classes. the researcher use linier transformation formula to get the final score. to asses students learning activity the researcher also gave a questionnair that consist of 25 items. the responded was given on 5 point speaking test. to asses student speaking ability the researcher gave students oral test, and then the researcher recorded. the researcher recorded the students during their speaking in the test and then the researcher graded them based on recording and their performance. the researcher used transformation formula to got the final score. research findings the data collected from the second grade students of sman jereweh in academic year 2016/2017, there were 28 students tested to discribed the result of questionnaire of anxiety and learning activity and speaking test the result of anxiety, learning student anxiety questionnaire (x1) that from 28 students, 60 more students with highest score 64 than students with lowest score 50. the total score of anxiety was 1651. and from table above the researcher also could concluded student learning activity questionnaire (x1) from 28 students total score of students learning activity questionnaire was 1755 and then there only 2 students with 81 and more students with score ±7. and last students speaking (y) test took from 28 students with total score 2032. in statistic descriptive the researcher searched mean, mode, median and standard deviation of each variable. the result is: data descriptive show that the mean, mode, median and standard deviation of anxiety questionnaire score. mean 58,8214 mode 60. median 61 and the last standard deviation: 4.467845. data descriptive show that the mean, mode, median and standard deviation of learning activity questionnaire score mean 62,67857. mode 60. median 64 and standard deviation: 5,584725. data descriptive show that the mean, mode, median and standard deviation of speaking test score. mean 72,57412, mode 72, median 72 and standard deviation: 8,621371. the value of (x) variable can be predicted with the several value for example like the data above. the value was change with 53 and x2 was change in 68. if the students have low anxiety are gained 53 and learning activity 68. it predicted their speaking score is 76,369. testing hypothesis. based of the result above the researcher concluded that the correlation between anxiety and students learning activity has score r-test 0,404 < rtable 0,374. the higher of students learning activity. from the formula above the researcher can concluded that the correlation between students anxiety, learning activity, and speaking ability has score 0,687, it was mean that the correlation of these variables in enough correlation. it also mean that the lower of students anxiety score is better the learning activity and speaking score those students can get. after calculations was done it can been seen fvalue > ftable or 9,523 >3,39 on the degree of freedom of 25 students (28-21=25). (ha) which stated “there is significant correlation between learning activity, anxiety, and speaking ability” was accepted. in other words there is a significant correlation between anxiety (x2) and learning activity(x1) toward students speaking ability (y). conclusion and sugestion conclusion there is a correlation between speaking ability and students’ anxiety at second grade of sman 01 jereweh in academic year 2016/2017 r-test 0,382> rtable 0,624. it means that students’ anxiety will follow the increase or the decrease of speaking ability. there is a correlation between speaking ability and learning activity at the second grade students of sman 01 jereweh in academic year 2016/2017 r-test 0,516 > r-table 0,374. it means that learning activity will follow the increase or the decrease of speaking ability. there is a correlation between students’ anxiety and learning activity at the second grade students of sman 01 jereweh in academic year 2016/2017 r-test 0,404 > r-table 0,374. it means that anxiety will follow the increase or the decrease of students’ learning activity. there is a correlation between students anxiety and learning activity and speaking ability at the second grade students of sman 01 jereweh in academic year 2016/2017. the researcher gained correlation score r=0.687. it means that the correlation between both of variables an and y in enough correlation it was not too low and high correlation from the result of computation in significant correlation formula, there was 9,523. it means that correlation between variable y, variable and was significant correlation suggestion the students should be more active in teaching learning process especially in speaking to show their own ability, 61 although the students usually have any mistakes on process. the teachers should give more creative in teaching, such as teaching media, learning tool and handbook to their students before learning process to improve students’ spirit in learning, always ask their students to practice some dialogue in front of class every day. the next researcher must have more competitive in conducting research and use better methodology to get good result to be report than this research. the next researcher could develop the result of this . references arikunto, suharsimi. 1998. prosedure penelitian suatu pendekatan praktek. rineka. cipta: jakarta. brow, h. douglas. 2001. teaching by principle, an interactive approach to language pedagogy. new york: addison wesley longman. 2004. language assement, principles and classroom practices. new york: pearson education. burton, willian. 1952. the guidance of learning activities. new york: applenton century crofts. dalkiliç, nilüfer. the role of foreign language classroom anxiety in english speaking courses. dicle universityeducation facultyelt department. dixon, terry. 2012. understanding anxiety problems. new york: helpfor. dr. hamalik, oemar. 2011. proses belajar mengajar. jakarta: pt bumi utama. dr. purwanto. 2011. statistika untuk penilitian. jakarta: pustaka pelajar, horwitz, et.al. foreign language classroom anxiety. themodern language journal, vol. 70, no. 2 (summer, 1986), pp. 125-132. hoover kenneth. 1966. learning and teaching in the secondary school. boston: allyin and bacon inc. lin s, norton. 2009: action research in teaching and learning a practical guide to conducting pedagogical research in universities. london and new york: routledge miller, steve. 2005. experimental design and statistics. france: international thomson publishing company. mckay, penny. jenny guse. 2007. fiveminutes activities for young learners. new york: cambridge university press mckay, penny. 2006: assesing young language learners. new york: cambridge university press pierce erince. 2001. metodologhy in language teaching. usa: cambridge university press scovel, t. 1978. the effect of affect on foreign language learning: a review of the anxiety research, language learning. sugiyono .2006. statistk untuk penelitian. bandung: alfabeta. wealson, jean t.s. 2006. anxiety in learning english as a foreign language.granada. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4111 october 2021. vol. 9, no,4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 399-410 jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 399 the use of google classroom in learning writing descriptive text: students’ perceptions 1,2kartika febiyanti, 1mansyur srisudarso, 1praditya putri utami 1fkip, universitas singaperbangsa karawang, indonesia 2corresponding author email: kartikafebiyanti@gmail.com article info abstract article history received: august 2021 revised: september 2021 published: october 2021 writing is one of the four essential language skills for language learning. writing is considered important because it's one of the communication mediums, and it makes students critical. however, writing is a significant difficulty for both native and non-native learners. due to advancements in technology, lms enables educators and students to communicate and engage in new ways. google classroom, being one of the most widely used lms platforms, may assist students in developing their ability to write descriptive text. this research aimed to investigate students’ perception of using google classroom in learning writing descriptive text. the subject examined students in the tenth grade at a senior high school in indonesia. this research used a qualitative approach with a narrative inquiry. the researcher utilized semi-structured interviews to gather the data and analyzed them using the thematic analysis of braun & clarke. the indicator of the research question is based on utaut (unified theory of acceptance of technology) by vankavesh (2003). the study discovered that students preferred using google classroom to learn the descriptive text. google classroom helps them to know and understand descriptive writing materials easily. however, effort expectancy may be altered with sufficient internet use and google classroom upgrades. keywords students’ perception; google classroom; descriptive text; how to cite: febiyanti, k., srisudarso, m., utami, p. p. (2021). the use of google classroom in learning writing descriptive text: students’ perceptions, jollt journal of languages and language teaching, 9(4) pp. 399410. doi: https://doi.org/10.33394/jollt.v%vi%i.4111 introduction nowadays, technological developments are increasingly advanced. as a result of technological advances, this also affects the education sector. learning is no longer limited by space, distance, and time. in recent days, the learning process has been changed to online learning. learning management system (lms) is one of the results of technological advances that can be used in helping the teaching-learning process. the learning management system (lms), also known as the course management system (cms) or the virtual learning environment (vle), is a technical advancement in the pedagogical approach. (rhode et al., 2017). lms allows educators and students to communicate and interact in new and fun ways (bassam & alshorman, 2018). lms is made to encourage online learning. it provides with interactive multimedia, teaching materials, assignments, online discussions, video lessons, and meetings with interactive videos (r. a. ellis and r. a. calvo, 2007; rabiman et al., 2020). educators and students can engage in learning utilizing electronic devices such as cellphones, tablets, laptops, and computers connected to the internet connection. lms consists of moodle, schoology, google classroom, edmodo, quipper school, chamilo, and khan academy (ramadhani et al., 2019). one of the most used lms platforms is the google classroom application. google classroom is a teaching and learning media developed by google inc. it is a learning management system for schools that aims to simplify assignments' creation, distribution, and grading (iftakhar, 2016). it was created so that educators and students could interact and make https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& febiyanti, srisudarso, & utami the use of google classroom ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 400 learning more meaningful (singh et al., 2020). then, this application is free and suitable for teachers and students who have limited budget costs (abid azhar & iqbal, 2018). this application can be downloaded for free by teachers and students on any digital device. it can help teachers and students to be involved in teaching and learning anywhere and anytime. google classroom can make the students become a learning center in which they could actively participate in examining assignments, discussion, and creative thinking (shaharanee et al., 2016). thus, the use of google classroom in this research is a medium for students to easily learn to write a descriptive text. humans utilize writing as one of their communication methods. this is a fundamental of communication and plays a significant role in knowledge construction and assisting thinking and understanding (jabali, 2018; su ping, verezub, adi badiozaman, & chen, 2019; ghoneim & elghotmy (2019). in language learning, writing is a language skill that must be mastered. according to bello (1997), as cited in nor (2018), writing enables students to successfully convey their thoughts while also improving grammar and vocabulary through exploration with words, phrases, and large chunks of writing. it stimulates the mind, helps learners concentrate and organize ideas, and maintains the ability to summarize, analyze, and criticize (haririan, 2013; zakaria & aziz, 2019). students can also provide information, explain and entertain. it is a communication act that allows us to share information, observations, thoughts, and ideas with ourselves and others (cohen and riel, 1989: 15; rakhmawati, 2020). thus, writing for students is important either inside or outside school. on the other hand, writing is a significant problem for both native and non-native learners. writing abilities are the most difficult tasks for students in the efl setting since english is regarded as a foreign language (salma, 2015; ma’azi & janfeshan, 2018). it is seen as difficult since it is confronted with the cognitive linked with language competence. therefore, the teacher needs an appropriate strategy to teach writing; and google classroom is one of the exact strategies for it. using google classroom for students learning writing makes them share ideas easily. they can also discuss and learn with their friends and the teachers anytime and anywhere. some studies have been conducted related to the perception of students using google classroom in learning writing. the use of google classroom found good results in learning english. they can easily learn anytime and anywhere, be active in learning to speak, be easy to practice listening skills, eco-friendly for reading exercises, and save time, money, and paper for writing skills (islam et al., 2019). but, students need proper training on the use of google classroom so that they can enhance their performance, and it may result from successful learning. albashtawi & al bataineh (2020) found out that google classroom positively affects the reading and writing performance among jordanian efl students. the reason for this is due to its usability, simplicity, and accessibility. google classroom can help students improve their chances of learning english online for writing by allowing them to complete assignments faster, such as writing short texts (sartika, 2021). many studies have been conducted in investigating the benefits of google classroom in learning as described. thus, this research aims to identify the students’ perception of the use of google classroom in learning writing the descriptive text for the tenth grade of senior high school students in karawang, indonesia. research method research design this research used a qualitative approach. the qualitative method helps researchers discover participant experiences since they deal with subjective significance (silverman, 2020). furthermore, the researcher used a narrative inquiry which is one of the designs in qualitative research. in addition, creswell (2012) has been stated that “narrative typically focuses on studying a single person, gathering data through the collection of stories, reporting individual febiyanti, srisudarso, & utami the use of google classroom ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 401 experiences, and discussing the meaning of those experiences for the individual.” the results of this study are presented in a narrative. in this research, students' issues were explored through narrative inquiry, a process of investigation that relies on storytelling. a student's past, present, and future all contribute to their experiences. this research is valuable and can be used as a reflection to produce better results. research instrument and participants this research setting was carried in the tenth grade english class in senior high school, karawang, jawa barat, indonesia. there were 5 efl students of senior high school who became participants in this research. for collecting the data, the researcher used semi-structured interviews. the researcher compiled a list of interview questions to serve as a guide for interview guidelines. the indicator of the research is based on utaut (unified theory of acceptance of technology) who was introduced by vankavesh (2003). the interview consisted of nine questions related to four constructs: performance expectancy, effort expectancy, social influence, and facilitating condition. the interview was conducted in indonesian utilizing an online platform through whatsapp and google meet to make it easier for participants to respond to the researcher's questions. data analysis the researcher analyzed the data using thematic analysis. thematic analysis is a method for identifying, analyzing, and constructing themes of qualitative data (braun and clarke 2006; kiger & varpio, 2020). the researcher reads interview transcripts, watches and listens to videos and audio recordings frequently to get acquainted with the material collected. the researcher then creates a code from the data that is thought to be relevant to the research question. data codes of related groups will be combined into a single theme. the researcher checks to ensure that the grouped codes have been assigned to the correct theme. following the review, various groupings of codes are assigned theme names. finally, the researcher will compile the results into a written topic for this study. research findings and discussion research findings the study results in this part provide the answer to the research question. the findings provided the results of data analysis conducted on five senior high school students about their perceptions of utilizing google classroom to learn to write a descriptive text. facilitating condition of the school before the researcher interviews the participants, the researcher makes sure that they use google classroom as a medium to write a descriptive text. this theme describes how schools and teachers facilitate google classroom as a medium in learning writing descriptive text. all respondents said that school and english teachers support google classroom. schools and teachers support google classroom to allow students to download google classroom and access it on their digital devices. febiyanti, srisudarso, & utami the use of google classroom ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 402 another proof that schools and teachers support the use of google classroom is that the teacher provides a class code from the google classroom that has been created by the teacher so that students can be involved in learning. it shows the teacher providing descriptive text learning materials in google classroom. r1 vignette 1: “yes, my school learns using google classroom by downloading the application or accessing it on google without the need to download.” r2 vignette 1: “yes, strongly supported because the english teacher also told us to download google classroom.” r4 vignette 1: “yes, my school was strongly supported the descriptive text learning process using google classroom by the way i was told to download the application.” r3 vignette 1: “yes, my school supports using google classroom by being involved in learning english in google classroom.” r5 vignette 1: “yes, it supports using google classroom by teacher giving class code google classroom.” figure 4.1 febiyanti, srisudarso, & utami the use of google classroom ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 403 performance expectancy of google classroom on students achievement this theme is discussed how students believe that using google classroom will help them to achieve improvement in learning performance. the researcher includes students who perceive the usefulness of google classroom, students' extrinsic motivation, and the outcome expectancy. students' perceived usefulness means that the extent to which students believe that this application improves their learning activity. students perceive the usefulness of google classroom because it helps them in writing descriptive text. this apps is an easy-to-use online learning medium. it can be downloaded on various electronic devices such as mobile phones. in addition, the use of google classroom helps students write descriptive text because it is paperless. for two students, google classroom helps them in writing descriptive text because the application can be opened at any time. then, students perceive usefulness of google classroom because this application help student active in learning descriptive text. it is confirmed by all respondents. r1 vignette 2: “it's really helpful for me, because since online school, i've been using google classroom and i've downloaded it on my cellphone. so if i'm leaving and then i'm given an assignment and i have to collect it, i can send it with ms word file to the google classroom.” r2 vignette 2: “hmm, in my opinion it really helps, because using google classroom saves notebooks because i can collect it using files. when i open my laptop, google classroom can be accessed on google, so we don't have to download it again like on a cellphone, i think that's it.” r5 vignette 2: “it helps, because it's easier to write by hand and send it using a photo or you can send a file. if i’m lazy to write, i just type it on my cellphone, then send it directly to google classroom.” r3 vignette 2: “it helps, actually, because it's nice to be able to open the google classroom anytime.” r4 vignette 2: “yes, because when i write, i can see examples of the material that my teacher gave me in google classroom.” febiyanti, srisudarso, & utami the use of google classroom ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 404 next, students get motivation to do their task when using google classroom. this is confirmed by all respondents. first respondent tells that it is because she wants to have more break-time for herself. another respondent is because of the convenience of google classroom. the other respondents because the task has the deadline. r1 vignette 3: “yes, i have become more active in studying because i can open the material at any time.” r2 vignette 3: “yes, because there is no attendance list, so i can study the descriptive text as i want and then register the attendance when i have to enter zoom.” r3 vignette 3: “yes, i became active, because i can access it on the cellphone that we use, so i can learn descriptive text anywhere.” r4 vignette 3: “active, it's good because i have been opened it when i was outside the house.” r5 vignette 3: “yes, because there is an immediate notification when the teacher gives the material, so i can open it at any time because i have an application on my cellphone.” r1 vignette 4: “yes, because the faster i do the work, the more time i have to rest.” r4 vignette 4: “yes, so that i can do other tasks as well. it's also practical to do, just send it on google classroom.” r2 vignette 4: “it's faster, because there's a deadline, so working on it is also fast so that i can learn other things too and have a lot of leisure time when the assignments are collected in google classroom.” r3 vignette 4: “yes, because there is not only one assignment, there are other subjects as well. so before the deadline, it's good to do it first.” febiyanti, srisudarso, & utami the use of google classroom ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 405 the outcome expectancy of students toward the use of google classroom in learning descriptive text helps them to know and understand the material of writing descriptive text easily. students understand the material for writing descriptive text well because google classroom has features for teachers to provide learning materials to students. in one respondent, the material is easy to understand because there is a personal discussion column on the task assignment feature. meanwhile, one other person is because this application is cloud-based which allows google classroom users to access personal data access materials through electronic devices with internet access. students’ effort expectancy using google classroom in the learning process of writing descriptive text towards google classroom, students can face the ease and complexity of using this application. the ease experienced by students when accessing the application is because it is easy to use. r5 vignette 4: “yes, because there is a deadline. i actually can't stack my assignments so if i can finish that day why not. i'm afraid there are more assignments from other subjects.” r1 vignette 5: “yes, it's so easy, because in google classroom the teacher also gives the material first in the feature, so when there is a descriptive writing assignment, i understand.” r2 vignette 5: “yes, because the material was given by the teacher which was clearer than the book. then you can discuss with the teacher if you don't understand in the chat column the teacher gives the material.” r5 vignette 5: “yes, because from books, sometimes there is no picture. in google classroom, the teacher gave the material usually in the form of video and ppt (power point) so the description was clearer.” r3 vignette 5: “yes, because when i sent an assignment incorrectly, i was notified in the private assignment chat column by the teacher, so i understand the material better. then there is also a feature section for submitting material, where the teacher sends material for us to study so that we understand better before doing assignments. at that time, i was given the wrong assignment, so it was good that i was told it wasn't caught by the others.” r4 vignette 5: “yes, because the material is saved directly in what is it called, google drive so you can re-read it to understand the material.” febiyanti, srisudarso, & utami the use of google classroom ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 406 however, some respondents had difficulty accessing google classroom. the main problem is because of the internet. one other person is facing difficulties using google classroom because of its feature. in addition, students do not face any complexity when writing descriptive text with google classroom. for two respondents, this is because writing activities are used as timed assignments. while other respondents said that because it is paperless. they can deepen their understanding by accessing material on the internet. r3 vignette 6: “there's nothing. i think because the application is easy to understand.” r5 vignette 6: “i don’t have. so far, i've never had a problem accessing google classroom.” r1 vignette 6: “the access must use internet data, if you don't use internet data, you can't enter the application. that's my problem.” r2 vignette 6: “in my opinion, the internet is the main thing because if there is no internet, i can't access learning materials and can't submit assignments.” r4 vignette 6: “yes, when i open the video from google classroom, it takes a long time. then, i've had problems when i want to input assignments.” r5 vignette 7: “nothing, i feel don’t have difficulties, alhamdulillah.” r1 vignette 7: “it's not difficult for me, because the teacher often gives me a deadline to write a descriptive text so i can understand more deeply about the material the teacher has given me.” r4 vignette 7: “i don’t have. i was given time to collect it, it really affected me, so i didn't find it difficult to think about the idea of writing a descriptive text.” febiyanti, srisudarso, & utami the use of google classroom ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 407 students’ influence using google classroom in the use of learning media, of course, students can be influenced by the school environment. this theme discusses whether other people should use google classroom as a learning tool the same as them and the reasons why students use this application. on the subjective norm, all students will recommend the use of google classroom to other appropriate subject teachers. one respondent recommends this application because of the memory device. while the other respondents are due to the ease of features provided by google classroom, they have different views on google classroom. regarding how students use google classroom, all respondents answered because it was influenced by the school and the teacher concerned. r2 vignette 7: “i don’t have, it's good to write through google classroom because it saves books because you can collect it using ms word.” r3 vignette 7: “it seems that i don’t have because with google classroom i can search for the material on the internet first so that i can understand it better.” r2 vignette 8: “yes, because some lessons also use google classroom. it's efficient if everyone uses it, so it doesn't use up phone memory if other subjects use different ones.” r1 vignette 8: “yes, the features are good in google classroom. it's not complicated, at least you have to have internet so you can access it.” r4 vignette 8: “yes for sure, because the tasks that have been sent are also backed up directly to google drive. so if all the lessons use google classroom, it will be good.” r3 vignette 8: “yes, because google classroom is also easy to use, so i will recommend it.” r5 vignette 8: “yes, it's also comfortable in google classroom. at there, you can also send files, photos or videos, so it's good if all subjects use google classroom.” r1 vignette 9: “the influence of other people, because if the teacher doesn't tell me, i won't download it.” febiyanti, srisudarso, & utami the use of google classroom ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 408 discussion the aim of this research was to investigate tenth-grade students’ perception of using google classroom in learning to write a descriptive text. this research used the utaut by vankavesh (2003) to describe the students’ perception. the result indicates that most students of the tenth grade have a positive perception of learning to write descriptive text using google classroom. firstly, the author ensures that schools and teachers support the use of google classroom in learning english. facilitating condition was found good result. schools and teachers allow students to learn english, especially learning to write descriptive text using google classroom. schools and teachers prove that they use google classroom in learning english because students download the google classroom application and give the class code to the students. secondly, google classroom has a positive response to help students in learning performance. internet access and digital devices is one reason. because of the implementation of online learning as it is today, mobile access to interesting and easy to interactive learning materials is very important in the learning environment (janzen, 2014; iftakhar, 2016). students are actively involved in learning to write because google classroom, which can be accessed on mobile phones and the internet, allows them to be actively involved anytime and anywhere. it can be found by r1 vignette, “it's really helpful for me, because since online school, i've been using google classroom and i've downloaded it on my cellphone. so if i'm leaving and then i'm given an assignment and i have to collect it, i can send it with ms word file to the google classroom.” then, it helps students write descriptive text and do assignments quickly because it is paperless. r5 and r4 vignette confirm it. they can write descriptive text with mobile phones and then send assignments quickly. this is in line with sepyanda (2018) stated that google classroom is a teaching and learning media to help the assessment process and paperless assignment. in addition, the ease of features offered by google classroom has a positive impact on students' perceptions of learning writing descriptive text. google classroom is designed with many features but is very easy to use. according to janzen, m (2014) as cited in iftakhar (2016) r2 vignette 9: “other people, because the teacher use google classroom so i also use google classroom on the teacher's orders.” r2 vignette 9: “other people, because the teacher use google classroom so i also use google classroom on the teacher's orders.” r3 vignette 9: “other people, from school, the teacher suggested using google classroom.” r4 vignette 9: “other people, because of the teacher.” r5 vignette 9: “others, the reason is because of the teacher. for english subjects, use google classroom on the orders of the teacher.” febiyanti, srisudarso, & utami the use of google classroom ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 409 stated “google classroom’s design purposefully simplifies the instructional interface and options used for delivering and tracking assignments; communication with the entire course or individuals is also simplified through announcements, email, and push notifications.” the teacher can upload materials and give assignments to students. students get additional useful material to deepen their knowledge and practice writing descriptive texts with assignments. however, students’ effort expectancy using google classroom was found low because there were three among five students who answered bad perception. according to sudarsana et al., (2019), google classroom is packaged online learning collaboration between teachers and students. this means that to get access to google classroom, students need the internet. they point out that the internet is the main reason they can't connect to google classroom. in conclusion, google classroom has a good perception of students. subjective norm founds good perception with all respondents will recommend the use of google classroom to other appropriate subject teachers. it is confirmed in r1 until r5’s vignette. conclusion in this research, students' perceptions were investigated using interviews with several indicators by vankavesh (2003). the indicators are performance expectancy, effort expectancy, social influence, and facilitating condition. the researcher found that the students had a good perception of using google classroom in learning to write a descriptive text. the school supports learning descriptive writing with google classroom by letting the teacher conducts learning activities in google classroom, and students are required to download this application on their cellphones. students also recommend this application to teachers who have not used google classroom in learning. in performance expectancy, students show a positive response in learning activities to write a descriptive text. google classroom helps them to know and understand descriptive writing learning materials easily. in addition, others have proven that using google classroom makes them do assignments quickly. besides the positive perception, effort expectancy was found low. but, effort expectancy can be changed with adequate internet usage and updates from google classroom. references abid azhar, k., & iqbal, n. 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(2019). the impact of digital storytelling on esl narrative writing skill. arab world english journal, 5, 319–332. https://doi.org/10.24093/awej/call5.22 journal of languages and language teaching, vol. 5 no.1, may 2017 28 the correlation of students’ anxiety and selfconfidence toward their speaking ability helda pebriyana mts. nw tanak maik, lombok timur, ntb heldapebriyana95@gmail.com abstract this study was aims to find out whether or not any correlation between students’ anxiety and self-confidence toward speaking ability. this study used quantitative method. the study was conducted at the second grade students of mts nw tanak maik in academic year 2017. the total of population was 28 students in one class. the total of sample was 28 students. the technique of data analysis was pearson product moment formula and multiple linear regressions to know the correlation between students’ anxiety, selfconfidence and speaking ability. the result of computation between speaking and anxiety was 0,683, speaking ability and self-confidence was 0,557, anxiety and self-confidence was 0,437. the result of anxiety, self-confidence and speaking ability was 0,549. it means that those variables were there a correlation, because t-test was higher than t-table. the alternative hypothesis (ha) was accepted and null hypothesis (ho) was rejected. the result also showed that the value of significant correlation was very high. key words: anxiety, self-confidence and speaking ability abstrak tujuan dari penelitian ini adalah untuk menemukan ada atau tidak hubungan antara kecemasan siswa dan kepercayaan diri terhadap kemampuan berbicara. penelitian ini menggunakan metode kuantitatif. penelitian telah dilakukan pada siswa kelas dua mts nw tanak maik tahun pelajaran 2017. jumlah keseluruhan populasi adalah 28 siswa didalam satu kelas. jadi total sampel yaitu 28 siswa. tekhnik untuk menganalisa data menggunakan rumus pearson product moment dan multiple linear regresion untuk mengetahui hubungan antara kecemasan siswa, kepercayaan diri dan kemampuan berbicara. hasil perhitungan antara kemampuan berbicara dan kecemasan yaitu 0,683, kemampuan berbicara dan kepercayaan diri yaitu 0,557, kecemasan dan kepercayaan diri yaitu 0,437. hasil dari kecemasan, kepercayan diri dan kemampuan berbicara yaitu 0,549. artinya, dari semua variable dinyatakan memiliki hubungan, karena t-tes lebih tinggi dari pada t-tabel. alternatip hipotesa telah diterima dan hipotesa nihil telah ditolak. hasil juga menyatakan bahwa nilai dari signifikan korelasinya sangat tinggi. kata kunci: kecemasan ,kepercayaan diri dan kemampuan berbicara introduction speaking is one of skills that have content in english language subject. this speaking skill in classifying as productive skill because speaking relate to the way of someone produce or discuss an idea or telling an information in the oral form. besides, speaking commonly used by someone to form, to developing, or conducting a communications interaction between one people with other especially in have english language. in this communications, ability in speaking is much needed. how someone can to tell owned idea or give information which have got of precisely language structure goodness or grammar, election of diction or quip, or properties of owned vocabulary it will partake to assist and form ability of someone in speaking. there were many problems that occurred when the researcher taught during conducting practical teaching journal of languages and language teaching, vol. 5 no.1, may 2017 29 (ppl) at the second grade students of mts. nw tanak maik, the researcher found that they still have difficulties in speaking. most of them were still difficult how to pronunciation some letters or words in english. their pronunciation still influenced by the first language. next in grammatical, they were still difficult to make correct sentences. they have a lot of vocabulary but the problem is they could not distinguish which are noun, adjective, adverb, and verb. that’s make them feels anxiety when they try to speak english in front of class. anxiety is a feeling where the people uncertain or hesitant with their ability or what they want to do. this anxiety can be describe that someone having low selfconfidence, so they cannot get the maximal of their life. students with high anxiety can create a negative effect in their speaking ability especially in foreign language class. self-confidence is a feeling of trust in someone or something, and believes in their own abilities without being cocky, arrogant, or overconfidence. but most of them are very, there is no confidence self, and afraid to take a part in the conversation. when they did a conversation with their friends in front of class, they were long pause, and when the researcher asked them why they stopped, they answered they were anxiety to made mistakes and usually their friends would judges them. in the other words, they were having problem with their confidence. from description above, the researcher was interested to find out whether or not the correlation of students’ anxiety and self-confidence toward their speaking ability at mts. nw tanak maik in academic year 2017/2018. the purpose of this study was to find out whether or not the correlation between students’ anxiety and selfconfidence toward speaking ability at mts nw tanak maik in academic year 2016/2017. review of related literature speaking is a productive skill that can be directly and empirically observed, those observation are invariably colored by the accuracy and effectiveness of a test taker’s listening skill, necessarily compromises the reliability and validity of an oral production teas. brown (2003: 140). anxiety is a psychological construct, commonly described by psychologists as a state of apprehension, a vague fear that is only indirectly associated with an object (hilgard, atkinson, & atkinson, 1971 cited in scovel, (1991: 18). based on the understanding of anxiety can be concluded that the speaking anxiety is an emotional state effects the psychological conditions such as feelings of fear, tension, worry, anxiety, and unpleasant circumstances when they speaking in language class. self-confidence is broadly defined as a feeling of trust in one’s ability, quality, and judgment. (bandura, 1986). as like sean mc pheat (2010: 10) said that the confidence people are more successful at work because they have a belief in their own abilities to the point that they comfortable handling whatever comes at them. research method this research was belongs to quantitative research with nonexperimental study. quantitative research was a presentation collecting of the data in form of numeric with statistical. according to kothari (2004: 3) quantitative research is based on the measurement of quantity or amount. therefore, the researcher used correlation research especially explanatory design. it was conducted journal of languages and language teaching, vol. 5 no.1, may 2017 30 when researcher want to explore “the extents to which two or more variables, that was where changes in one variable were reflected in changes in the other” (creswell, 2008: 358) as research method. according to john creswell (2008: 356) correlation research that the researcher used a correlation statistical technique to described and measure the degree of association (or relationship) between two or more variables or sets of scores. in this case, the population in this study involved the whole of second grade of mts. nw tanak maik that consisted of 28 students in one class. the total sample of the second grade at mts nw tanak maik were 28 students of population. the research instrument was a tool or a research facility used by researcher in collected the data. the instrument that used in this research to collecting the data was questionnaire and test. questionnaire was applied by the researcher to get the data on the particular technique. the purpose of the test was to measure the comprehension and production the words used in speaking. the test of speaking that used by the researcher was oral test. in technique of data collection, there were two steps to collecting the data, first step was questionnaire from students’ anxiety and self-confidence, the second steps was oral test for speaking. the way that researcher used in collecting the data for the researcher’s purpose was by the questionnaire taken from foreign language classroom anxiety scale (flcas), which was designed by harwitz et.al (1986). the participants were asking to respond to the 33 flcas items referring to their feeling of anxiety experienced during the classes. the responses were got on a 5 point liker scale, where 1 disagreement, and 5-strong agreement with a statement. 1=strongly disagree, 2=disagree, 3=neither agree nor disagree, 4=agree and 5=strongly agree which indicated the degree frequency of respondents. the researcher provided a questionnaire for self-confidence that consisted of 4 statements in the form of liker’s scale. for positive and negative items the sa (strongly agree) given score 4, the a (agree) given score 3, the ds (disagree) given score 2 and the sds (strongly disagree) given score 1. in the assessment of speaking, the data obtained by the test. for speaking test, the researcher gave oral test to the students, the researcher asked them to introduce themselves in front of the class with the time minimum 2 minutes and maximum 5 minutes, and then the researcher recorded it. the researcher recorded the students during their speaking in the test, and then the researcher was grades them based on the recording. in the testing of oral test, the researcher gave them score based on five criteria, such as; pronunciation, grammar, vocabulary, fluency, and comprehension. techniques of data analysis was the way that used by the researcher in analyzing the data that have been collected. the data gained from speaking test, questionnaire of anxiety and self-confidence, the analysis that used was pearson product moment, multiple linear regression and inferential analysis (interpretation and hypothesis testing). research finding and discussion anxiety is a feeling where some peoples uncertain with their ability or what they want to do. feeling anxiety can be describing that someone having low self-confidence. students with high anxiety can create a negative effect in journal of languages and language teaching, vol. 5 no.1, may 2017 31 their speaking ability especially in foreign language class. self-confidence is a feeling of students believes in their own abilities without being cocky, arrogant or overconfidence. as like sean mc pheat (2010: 10) said that the confidence people are more successful at work because they have a believer in their own abilities to the point that they comfortable handling whatever comes at them. the reason why the researcher want to research about the correlation between students’ anxiety and selfconfidence toward speaking ability, because anxiety and self-confidence was very important in speaking. if students’ anxiety level is so high, so, they cannot speak well. then, students with low self-confidence, of course, they usually afraid to take a part of conversations when they try to speak. they were felt anxiety to make some mistakes. there were two actions that the researcher has done during the research. first day the researcher gave students speaking test. the researcher gave the instructions for the students and asked them to introduce themselves one by one in front of class. the second day, the researcher gave students questionnaire of anxiety and selfconfidence to give a check in the coulombs. the result of data presented intends to answered the problems in chapter one. to find out the solution of those problems, the researcher defined the result of speaking test score as variable y was 2032, where to collect the data, the researcher asked the students to introduce themselves one by one in front of the class, then the researcher recorded it during their speaking. the score of anxiety test as variable was 2292, where to collect the data the researcher gave the questionnaire to students that consisted of 33 statements. the score of selfconfidence test as variable was 1755, where to collect the data the researcher also gave the questionnaire to students that consisted of 30 statements. based on the result of computation from pearson product moment formula and multiple linear regression, it can be stated that, there is a correlation between speaking ability and anxiety, because the higher level of students’ anxiety, students more afraid when tried to speak with their friends and students with high anxiety cannot get a maximal score in speaking. next, there were correlation between speaking ability and self-confidence, because of low self-confidence can make students more feel shy, because most of students with low self-confidence not courage enough to involve in the speaking learning process. conclusion and sugestion conclussion there is a correlation between speaking ability and students’ anxiety at second grade of mts nw tanak maik in academic year 2016/2017 r-test 0,683> r-table 0,374. it means that students’ anxiety will follow the increase or the decrease of learning motivation. there is a correlation between speaking ability and selfconfidence at the second grade students of mts nw tanak maik in academic year 2016/2017r-test 0,557> r-table 0,374. it means that self-confidence will follow the increase or the decrease of speaking ability. there is a correlation between students’ anxiety and selfconfidence at the second grade students of mts nw tanak maik in academic year 2016/2017r-test 0,437 > r-table 0,374. it means that self-confidence will follow the increase or the decrease journal of languages and language teaching, vol. 5 no.1, may 2017 32 of students’ anxiety. there is a correlation between students’ anxiety and self-confidence and speaking ability at the second grade students of mts nw tanak maik in academic year 2016/2017. the researcher gained correlation score r=0.549. it means that the correlation between both of variables and strong enough because “r” score close to +1. it means that students’ anxiety and selfconfidence will follow the increase and decrease of speaking ability. from the result of computation in significant correlation formula, there was 3,997. it means that correlation between variable y, variable and was high significant correlation. suggestion the students should be more active in teaching learning process especially in speaking to show their own ability, although the students usually have any mistakes on process. the students should be more doing practice the dialogue or talking any things with their friends, it can improve the students’ self-confidence without afraid to make some mistakes during learning process. the teachers should give more creative in teaching, such as teaching media, learning tool and handbook to their students before learning process to improve students’ spirit in learning, always ask their students to practice some dialogue in front of class every day, it purpose to more in building or improving students’ self-confidence and also, it can help in reducing students’ high anxiety in speaking. the next researcher must have more competitive in conducting research and use better methodology to get good result to be report than this research. the next researcher could develop the result of this research and writer expects that this thesis become basic knowledge to the next researcher find the new solution in mastery the language skill. references douglas. brown. (2004). language assessment principle and classroom practices. san fransisco state university. ______________(2003). language assessment principle and classroom practice logmen. california. douglas. brown (2000). teaching by principle an interactive approach to language pedagogy. logmen. california pierce erince. 2001. metodologhy in language teaching. usa: cambridge university press bunker,b.b., major,b., & instone,d., 1983, gender, self confidence, and infulence strategies: an organizational, journal of personality and social psychology, volume 44, no 2,322-333, usa: apa inc. dalkiliç, nilüfer.the role offoreign language classroom anxiety. in english horwitz, et.al. foreign language classroom anxiety. the modern language journal, vol. 70, no. 2 (summer, 1986), pp. 125-132. daly, j. (1991) ‘understanding communication apprehension: an introduction for language educators’, in horwitz, e. k., & young, d.j (eds.) language anxiety: from theory and research to cl;asroom implications. englewood cliffs, nj: prentice hall, pp. 3-14 ellis, r. (1994).the study of second language acquisition. oxford uneversity press horwitz e.k. horwitz m.b. & cope j (1986) foreign language journal of languages and language teaching, vol. 5 no.1, may 2017 33 classroom anxiety modern language journal 70. 123-132 dalton and ghosal (2014) self confidence, overconfidence, and prenatal testosterone. netherland: tilbug university mcpheat, sean. 2010. personal confidence and motivation. mtd training and ventus publishing aps. uk preston, david lawrence. 2007. 365 steps to self-confidence. a complete programme for personal transformationin just a few minutes a day. ltd. spring hill house, spring hill road, begbroke, oxford ox5 irx. united kingdem fathurrahman imran, & aprianoto. 2014. introduction to thesis writing, mataram: ikip mataram. sugiyono. 2006. statistk untuk penelitian. bandung: alfabeta. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4201 october 2021. vol. 9, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 385-398 jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 385 willingness to communicate and its influencing factors among indonesian pre-service teachers 1indry widyasti anwar, 2min jung jee, 3sutisno adam, & 4sartika sailuddin 1faculty of teachers training and education, khairun university, indonesia 2faculty of humanities and social sciences, the university of queensland, australia 3 faculty of cultural sciences, khairun university, indonesia 4faculty of education, muhammadiyah university of north maluku, indonesia corresponding author email: indrywidyasti@yahoo.com article info abstract article history received: september 2021 revised: september 2021 published: october 2021 willingness to communicate (wtc) can be defined as the readiness of a language learner to enter a communication situation. this study aims to identify factors affecting pre-service teachers’ wtc and to explore their perspective on the importance of wtc in relation to the study program. the study implemented both quantitative and qualitative methods to gain a deeper understanding from questionnaires and interview data. questionnaires were used to explain the interrelated relationship between variables affecting wtc among pre-service teachers. interview data were used to report their perspective on the significance of wtc in relation to their study program. the result inferred that pre-service teachers have relatively high wtc. the motivation variable scale indicated direct positive relation to pre-service teachers’ wtc, while anxiety showed a negative relationship. language learning beliefs items were reported to be moderately agreed upon among pre-service teachers influencing their wtc. the interview result inferred that pre-service teachers mostly agreed upon the significance of enhancing wtc among learners. implications for learning as a result of this study suggested that teachers and curriculum makers improve teaching techniques and approaches in order to enhance learners’ wtc. keywords willingness to communicate; language anxiety; motivation; learners’ beliefs; how to cite: anwar, i. w., jee, m. j., adam, s., & sailuddin, s. (2021). willingness to communicate and its influencing factors among indonesian pre-service teachers. jollt journal of languages and language teaching 9(4), pp. 385-398. doi: https://doi.org/10.33394/jollt.v%vi%i.4201 introduction this study took place in the indonesian classroom context, involving students of english teacher-study programs. participating in the study are students of pre-service teachers in their final year of study. pre-service teachers in the english study program are being prepared to perform english teaching at some selected schools as one of the requirements to graduate. it is required for teachers to be proficient in communication so that they can make sure students get the best classroom experience through a comprehensive learning activity. furthermore, students are especially emphasized to be able to produce authentic communication as part of language learning and instruction. therefore, wtc is treated as one of the key concepts in language learning and instruction (kang, 2005). thus, pre-service teachers are trained to be proficient in communication skills in order to prepare themselves to enter a real teaching context in the future. the aim of the study is to examine factors underlying pre-service teachers’ wtc in english study program by looking into the relation of factors such as anxiety, motivation, and language learners’ beliefs to their level of wtc. bernat and gvozdenko (2005) stated that beliefs potentially affect students’ attitudes about language learning, motivation and contribute to how students are shaping their experiences and actions in the learning process. through this research, we will see how beliefs around language learning can affect students’ https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:indrywidyasti@yahoo.com anwar, jee, adam, & sailudin willingness to communicate and ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 386 wtc. finally, pre-service teachers in this study describe their perspective on why wtc is significant among teachers in relation to their study program. the result from this research is expected to provide insights for indonesian efl teachers regarding factors that influence learners’ wtc in-classroom seminars. first proposed in the 1990s by mccroskey and colleagues (mccroskey & baer, 1985; mccroskey & richmond, 1987, 1990, 1991), the concept of wtc has unveiled significant factors which lie on between an individual’s actual communication competence and the intention to communicate. in the classroom, it can be observed that some students like to talk while other students prefer to avoid speaking or only when spoken to. the layers between one’s communication competence and the actual communication practice are affected by an individual’s psychology, linguistics, and contextual variables (mccroskey & richmond, 1987, 1990, 1991). the construct of wtc is presumed to be trait-like personality-based, as people maintain to keep on the regularity of their wtc across situations. however, wtc can also be specific situational variables. although one’s may carry a specific trait-determined level of wtc, various behavior of wtc can be portrayed across situations (mccroskey & richmond, 1990). on another examination of wtc in l1 context, macintyre discovered that communication apprehension and perceived communication competence are two factors affecting wtc (macintyre, 1994). in a further study (macintyre, babin, and clement, 1999), wtc in l1 context can encompass both individual traits and states. many studies of wtc have also tried to seek the interrelationship between learners’ beliefs and wtc (peng & woodrow, 2010; peng, 2012). beliefs on language learning affect motivation and communication anxiety, which in turn affects students’ wtc (peng & woodrow, 2010). students who believe that interrupting teachers with a question in the classroom is an unpolite behavior might avoid participating actively, which reduces their wtc. horwitz (1988) invented the beliefs about language learning inventory (balli) in major areas of language learning, such as the difficulty of language learning, foreign language aptitude, the nature of language learning, learning and communication strategies and motivations and expectations. balli instrument has been widely used in many research exploring beliefs on language learning in many countries such as lebanon (diab, 2006), taiwan (yang, 1999), the united states (oh, 1996), and turkey (ariogul & onursal, 2009). the results have discovered several common beliefs patterns of language learners within the concept of language aptitude, the hierarchy of language difficulty, and the importance of learning vocabularies. wong (2010) in an investigation of wtc in the malaysian efl context, found that malaysian pre-service teachers mostly believe children are better language learners than adults and that some people are gifted with the skills to learn the language better than others. within the indonesian context, a recent study exploring learners’ perspectives of their wtc indicated that social and classroom context, linguistic competence, individual differences, and cultural context influence learners’ wtc in l2 (fadilah, 2018). another research investigating indonesian efl learners’ instructional wtc addressed that gender, group size, classroom environment, students’ cohesiveness, topic familiarity, degree of topic preparation, classroom seating, self-awareness, and familiarity with interlocutors influence learners’ wtc (amalia, asib & marmanto, 2019). in a classroom situation, it is the duty of teachers to monitor learners’ participation and to provide reinforcement in order to stimulate their classroom engagement. prasetyanto et al. (2019) reported that teacher reinforcement in the efl classroom could help influence learners’ wtc through affective factors of selfconfidence, interpersonal motivation, and intergroup motivation. a study among pre-service teachers in malaysia (yousef, jamil, and razak, 2013) indicated a significant correlation between language learning communication strategies and wtc through motivation and self-perceived communication competence. another study of anwar, jee, adam, & sailudin willingness to communicate and ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 387 wtc among trainee teachers in malaysia (fahim and dhamotharan, 2016) inferred that male students are more willing to communicate in english compared to female students. no significant differences were found on the influence of nationality to wtc but a significant difference was seen among ethnic groups where indian students performed the highest wtc with friends compared to chinese and malay students. course choice also affected wtc in a significant result and no significant difference in terms of year of the study spent in the program to their wtc. among the few pieces of research of wtc involving students of pre-service teachers, there was no research that attempted to investigate students’ perspectives on the importance of wtc in relation to their study program as english teachers. therefore, this study is trying to fill in the gap to look into factors affecting pre-service teachers’ wtc in classroom activity and perspective on the significance for pre-service teachers to have high wtc to support their future teaching career. from the research, it is expected to gain an understanding on factors influencing wtc among pre-service teachers in order to prepare them to construct effective teaching approaches for the need to enhance learners’ wtc. therefore, two research questions are addressed. the first research question is to identify how factors such as language anxiety, motivational intensity, and beliefs on language learning related to preservice teachers’ wtc in the indonesian context. the second research question is to see the pre-service teachers’ perceptions regarding the significance of wtc in relation to their study program. research method research design collected data were analyzed in quantitative and qualitative methods. the implementation of mixed method is done to achieve a fuller comprehension of a particular phenomenon and to verify a set of findings (sandelowski, 2003 in dornyei, 2007). the questionnaire was used to explore factors influencing pre-service teachers’ wtc. several measures identifying factors loading wtc in the questionnaire were adapted from a previous study in peng & woodrow (2010). the questionnaire will look into four aspects; wtc in english, communication anxiety in english, motivation to learn english and language learning beliefs. the result from the questionnaire will be used to seek correlations between wtc in english to language anxiety and motivation. at the same time, the result from the language learning beliefs scale will be described in a separate section. the questionnaires have forty-five items in total and are scored on scale 1 (strongly disagree) to 5 (strongly agree). the researcher conducted a semi-structured interview in order to describe students’ perception on the significance of wtc in relation to their study program as pre-service teachers. ten students voluntarily signed up for the interview. for participant convenience, they can choose to do the interview in indonesian language or english. participants were asked to describe the importance of wtc in terms of taking an active role in classroom oral participation. participants were asked to reflect on the significance of wtc in relation to the study program they are currently enrolled in. participants the study was conducted in a state university in north maluku, indonesia. participants are students enrolled in the faculty of teachers training and education program, majoring in the english department. participants are students in their fourth or fifth year of undergraduate study. participating in the survey questionnaires are 34 students, consisting of 22 females and 12 males ranging from 20-25 years. students chosen are in the final academic year because they are more prepared for field teaching practice at some selected schools, which is a compulsory requirement to graduate. by involving students in their fourth year, it is expected anwar, jee, adam, & sailudin willingness to communicate and ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 388 to obtain a clearer understanding of willingness to communicate from the pre-service teacher students because at this level of study. they are able to explain better the significance of their program choice into their willingness to communicate. instruments questionnaires were used to measure factors that are affecting students’ wtc using three measurements adopted from the previous study in peng & woodrow (2010). the questionnaire consists of four scales, measuring wtc in english, communication anxiety in english, motivation to learn english, and language learning beliefs. each scale was rated on a 5-point likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), implying the higher the score, the higher to the level of each scale. each of the scales are described as follows; i. wtc in english scale measuring wtc in speaking consist of ten items, and the cornbach’s alpha was .81 in a pilot study. ii. communication anxiety in english scale is presented on a 5-point scale consists of twelve items (α = .90). iii. motivational intensity in learning english scale consist of eleven items to measure extrinsic and intrinsic motivation in a 5-point likert scale (α = .83). iv. learners beliefs scale is designed as a 5-point likert scale consisting of twelve items (α = .66) an interview is designed to explore students’ perspectives regarding the significance of wtc in relation to their study program of teacher training. during the interview, students will be asked to describe the significance of wtc especially as pre-service teachers data analysis questionnaire data were analyzed using the statistical package for the social sciences (spss). the use of spss aims to see the interrelated relationship between variables (wtc in english, communication anxiety, motivational intensity) affecting students’ wtc in english as well as descriptive data of each variable. after transcribing and translating interview data using standard orthography, content analysis was used to explain the data obtained during interviews in order to analyze theme through coding and interpreting textual material. the purpose of content analysis is to identify important aspects of the data content clearly and effectively in order to support some argument that will contribute to the field. research findings and discussion research findings 1. questionnaires table 1 shows the descriptive statistics from the result of measuring pre-service teachers’ wtc in english, communication anxiety and motivation. table 1 descriptive statistics of the variables variables m sd wtc 4.03 .537 communication anxiety 2.70 .723 motivational intensity 4.36 .412 the result inferred that participants showed high wtc in english (m = 4.03, sd = 0.53). participants showed moderately low anxiety in terms of english communication in classroom (m = 2.7, sd = 0.72) while motivational intensity in language classroom are fairly anwar, jee, adam, & sailudin willingness to communicate and ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 389 high (m = 4.36, sd = 0.41). data were tested using pearson correlation to find relationship between the three scales affecting wtc on students of the teachers study program. the result is shown as follow; table. 2 correlations of wtc and the variables wtc communication anxiety motivational intensity pearson correlation -.286 .792** sig. (2-tailed) .101 .000 n 34 34 **. correlation is significant at the 0.01 level (2-tailed). *. correlation is significant at the 0.05 level (2-tailed). the result indicated a negative and statistically no relationship between communication anxiety and wtc in english (r = -.286). considering that the participants are students in their last year of study might explain why they have low anxiety levels. typically, students in their final year are more experienced in classroom learning which explains the low anxiety level. meanwhile, a significant correlation between students’ wtc in english and motivational intensity was found (r = .792). a variety of internal and external motivations of each learner can contribute a big effect to their wtc. high motivational intensity might also explain why participants show moderately low anxiety in english communication. questionnaires on students’ beliefs about language learning showed moderately neutral agreement on several language learning beliefs (m = 3.34, sd = 0.30). pre-service teachers mostly believe that mistakes during english communication is fine as long as each speaker understands each other. pre-service teachers mostly agreed on the importance of learning grammar rules in language learning. they also perceive that learning english is about translating it into the indonesian language. pre-service teachers showed low agreement on the accuracy of pronunciation while speaking. they also perceive that the students who always speak up in class do not mean to be showing off. table 3 shows the mean scores of each item on beliefs on language learning. table 3 descriptive statistics of learners’ beliefs beliefs item m sd 1. the student who always speaks up in class will be loathed by other classmates. 2.76 1.20 2. the student who always speaks up in class is showing off his/her english proficiency. 2.70 1.16 3. students can speak up in class even without being invited by the teacher. 3.41 .95 4. i learn more by participating in communication activities in class. 2.88 1.00 5. learning english is mostly a matter of translating from indonesian. 3.26 1.10 6. to understand english, it must be translated into indonesian. 3.50 1.08 7. making error in oral english speaking fine as long as people can understand what i say. 4.08 .71 8. the most important part of learning english is learning grammar rules. 3.58 .95 9. in english classes, i prefer to have my teacher provide explanations in indonesian. 2.97 .99 10. you can raise an opinion even if you are not sure it is correct. 3.44 1.07 11. you can say something in english even though you can not speak it correctly. 3.79 1.14 12. speaking english should be done with excellent pronunciation 2.35 1.06 anwar, jee, adam, & sailudin willingness to communicate and ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 390 2. interview analysis based on the students’ responses, four major themes were identified: affecting factors of wtc in classroom, teachers’ influence on wtc, teaching and learning strategy, and the significance of wtc in relation to study program. affective factors perceived communication competence perceived communication competence has been viewed as one factor influencing wtc as research in the field of reticence (phillips, 1968,1977, 1984) showed that the lack of communication skills can reduce one’s willingness to communicate. the choice to communicate is a cognitive option, it is likely to be influenced by the perceptions of competence rather than the actual competence (mccroskey & richmond, 1991). during the interview when asked to rate their own wtc in english classroom, six participants perceived themselves to be confidence in speaking and are willing to speak in classroom when there are chances to interact. “when the lecturer or the teacher use english, i will respond them in english too. and so on if my friends use english, i will use english too. i think i have pretty good english. but i rarely used english outside of the class.”(respondent 2) self-perceived communication competence combined with anxiety creates one’s selfconfidence. when learners show lower anxiety and a high level of perceived communication competence, they tend to take possible chances in communication with a certain person or group (yashima, 2002). anxiety learners often times encountered the anxiousness in classroom which is closely related to self-confidence. language anxiety may come from the feeling of inability to do a certain task in language classroom which affects learners' self-perceived communication competence thus, influences their wtc (maclntyre, noels, and clement,1997). “some of my friends are having low confidence so they don’t really try to speak with friends or with me, maybe they are just doing their communication or speaking is just like only if there is a assignment or task from the teacher, presentation or any discussion.” (respondent 4) some pre-service teachers explained that the existence of anxiety in classroom interaction is caused by a lack of confidence. they tend to speak only when a speakingrelated task is required. horwitz, horwitz, and cope (1986) categorized this type of anxiety as a communication apprehension which is characterized by the feeling of shyness or fear to talk to someone. another source of anxiety is the fear of making mistakes in the classroom to avoid getting negative evaluations. motivation most pre-service teachers talked about extrinsic motivation. for instance, the motivation to speak and interact in an english classroom comes from the awareness of their responsibilities as language learners and future teachers. learners are also motivated by their internal goal of studying abroad as a result of being proficient in english. yashima (2002) argued that learners who are motivated to learn english in order to try to achieve their goals tend to have higher trust in their own ability in english communication. anwar, jee, adam, & sailudin willingness to communicate and ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 391 “i am motivated because i as teacher to be so what i know i must to be brave to speak up in the class because umm i am teacher to be, so in classroom the teacher as a control or educator they have to be, they have to speak up in the class because they will teach their students so this is the turning for us how we can train ourselves to be the best teacher in the classroom.” (respondent 3) english proficiency many students reported feeling less proficient in english specifically on grammar. lack of language proficiency will lead to the feeling of inferiority toward other peers. in the efl context, it is very common to find learners cramming on grammar matters. yashima (2002) revealed a significant relationship between variables of wtc and students’ proficiency in terms of grammar. similar to imran and ghani (2014), their participants who had higher results in grammar proficiency tests were more willing to communicate than others who were reluctant to participate in classroom interaction where they tend to have lower proficiency in grammar. “maybe they are scared to the mistake so the mental block is the main thing in their mind that they will do the mistake so they afraid to other students who are having the good ability than them.” (respondent 7) classroom environment during the interview, three students reported on classroom situations which can influence wtc. several aspects involving classroom atmospheres such as mood, emotions, or climate that are felt and shared by the class members. pre-service teachers are affected by their peers. when there is no one showing active participation in the classroom, others will also remain silent. meanwhile, when the classroom flow becomes more interesting, others will be thrilled to speak up. from an ecological perspective, learners are part of classroom members that are embedded in the environment. if there are any changes in one’s behavior during classroom learning, it will influence the atmosphere in the classroom environment (peng, 2012). “....so most students especially in my class maybe they don’t have something like braveness and encouragement in english. uumm maybe they are not interested. so the class become boring and nobody want to speak at all. but if the class become interesting, some students start to speak and others will join.” (respondent 5). teachers influence on wtc teachers’ english proficiency teachers were also identified as one of the motivational factors in wtc during the interview. teachers who possess an excellent english speaking ability can boost learners' interest. when teachers perform sufficient english speaking ability, the students will be motivated to copy their teacher and try communicating in english. “it is important because when teacher can show it to the students then they will have a role model there. the teacher themselves already show us how to speak in that language and it sound fine when she or he speaks, we will be motivated to speak also.” (respondent 1) students enjoy learning with teachers who are open, good at speaking english and perform various communicative classroom activities. on the other hand, teachers can also be the source of discouragement. some students reported being bored and demotivated when anwar, jee, adam, & sailudin willingness to communicate and ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 392 teachers ignore using english in a language classroom. creating a rich english environment in classroom interaction is important so that students can copy the use of the language and familiarize themselves with the language features. “most teachers especially for my class, maybe on the first introduction before they are going to teach us they will use english but at the middle of the lecture maybe they just use bilingual sometimes english sometimes indonesian” (respondent 5) teachers’ teaching style and approach approaches and strategies of teaching in language classrooms were also reported as factors affecting learners’ wtc. pre-service teachers expressed their interest toward teachers who actively seek opportunities to create an insightful learning situation, such as asking questions, doing games or small quizzes, and giving feedback. exciting and creative approaches in teaching result in complete involvement between learners and teacher interaction in classroom communication. teachers’ factors were found to be significantly affecting learners’ wtc in peng’s (2012) wtc investigation. therefore, teachers are suggested to provide effective support for learners during learning by showing empathy and encouragement. “let’s say one teacher is just explaining the grammar or vocabulary and just simply ask students to make sentences in written form. but other teacher tries to push them actively like giving them chances to express what they are thinking toward this material or what are their opinions toward this kind of rules, or even tries to give the students chances of how they understand certain material for example. that will encourage them more in understanding the material in their own way and also how to explain this in their target language.” (respondent 1) however, teachers need to be aware not to make students feel like being the center of attention. one student described that being suddenly asked a question and being forced to answer in english makes them embarrassed. threatening students’ positive face seems to be a common practice in some parts of indonesian classroom whenever the teachers want to see more interaction in the classroom. as a result, students will feel threatened, lose motivation and concentration. “and also they sometimes make the students shy by..by pushing them to speak so they, “if i ask you in english you have to answer me in english....... they just force the students to speak but they can be scared.” (respondent 5) teachers’ authority the use of authority by teachers in classroom sometimes hapened in a way that might discourage the students. one student mentioned that there are some old-styled teachers who perceive themselves to be the only one the students should listen. this type of teacher rarely listen to the opinions from students because they perceive themselves to have the highest authority in classroom. students are sometimes treated as they know nothing more than the teachers’ state of knowledge and so students should not question their teachers’ statement. “when the teachers give material and students have something to add, teachers should accept it. because what teachers know and what students know maybe not the same. so if students want to ask something or comment something that is contrary from something given by the teacher it’s not something like they don’t respect their teacher because every people can get anwar, jee, adam, & sailudin willingness to communicate and ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 393 right to have any information. so school is not place to just teach and educate but also a place for sharing knowledge.” (respondent 4) teaching and learning strategy when asked about their preferred teaching method or strategy which can promote high wtc, most students prefer communicative tasks where they have more chances to speak. “...not all students are going in the classroom just to learn sentence structure, they enter classroom to know how to speak in that language, so it is also the job for ther teachers to force the students or to give them chances to practice especially for non native speakers. we want to learn english to actively participate not only with our friends but also to the native speakers.” (respondent 1) “…when the teacher is maybe teaching about writing or maybe about part of speak maybe they can make some games to make the students interest but don’t just,, you know,, focus on the textbook but sometimes you know the lecture has no art and it’s boring because the teachers only focus on the textbook.” (respondent 5) five students mentioned discussion as an interesting classroom activity that will encourage the students to interact more. in discussion, students feel more relaxed talking to peers and there are more chances to practice english. “when they use strategy like discussion, means that teachers just as facilitators so the students improve the material. in my classroom we always use student centered.” (respondent 7) besides having to promote good wtc, pre-service teachers show eagerness to motivate their future students in many ways that are engaging. the pre-service students believe that encouraging students, compliments, and appreciation are important to foster continuous motivation to improve learning. the personal approach is also considered as important in order to avoid frustration from the students; teachers need to assist them in problem-solving. “for example i can approach like face to face, give reward or maybe appreciation to what the students have done so they can feel more motivated and want to study more…i will always keep in touch with them, delivering more questions, if they don’t understand something in english i need to provide explanation in bahasa, and to facilitate them or make them easy to understand me, and maybe with fun learning is like songs or something like entertainment education or entertainment learning to make them interest.” (respondent 6) the significance of wtc in relation to study program the second research question was addressed to describe pre-service teachers’ perspectives about the importance of wtc in relation to their study program in english study. all ten students during the interview agreed that teachers should have good wtc. in order for the students to acquire good wtc, teachers themselves need to perform in the classroom as a good communicator. especially related to the study program as future english teachers, the students believe that teachers are the perfect example to learn from before they actually enter the real teaching career. for instance, teachers who are good at using english, explaining, and actively looking for chances to involve students in interaction tend to gain more participation and interest. pre-service teachers argued that teachers should have good wtc first and anwar, jee, adam, & sailudin willingness to communicate and ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 394 influence students to improve wtc through teachers’ communication skills and teaching approaches. “of course because he or she teach the students to encourage students how to speak, he or she have to have itself i mean wtc first before they try to encourage the students for speaking” (respondent 6) discussion the findings of this study showed that pre-service teachers had high wtc in english and a relatively low level of communication anxiety. the correlation showed a negative relationship between communication anxiety to their wtc in the classroom, similar to the findings by hasmimoto (2002) and rastegar and karami (2015). many other studies in the efl context have revealed a significant relation between english communication anxiety and its effect on wtc (mccroskey &mccroskey, 1986; mccroskey & richmond,1987). this study was administered among pre-service teachers in their final year of study. teaching preparation subjects were already taught, and participants have done small teaching practices in the classroom before. thus, pre-service teachers are quite experienced in speaking and teaching practice. the finding also confirms macintyre and gardner’s (1991) study, which stated that when experience and proficiency increase, anxiety tends to decrease. the finding inferred that pre-service teachers could cope with their anxiety in the classroom resulting in an increase of wtc level. results revealed a fairly high level of motivational intensity in english learning, similar to the finding by yashima (2002) and peng and woodrow (2010). findings inferred that learners’ motivation is manifested in both intrinsic and extrinsic interests such as acquiring a new language, learning about a new culture, being willing to communicate with native speakers, and getting more prestigious job chances in the future. this was in line with the concept of ideal l2, as explained by munezane (2016). when learners have strong motivation and expectations on language learning, they can visualize themselves to be proficient in english and bridging their classroom experience as a manifestation for their future career. this concept of ideal l2 builds students’ path to be more willing in striving for english communication in the classroom. during the interview, students’ motivation seemed to come from their effort to be good teachers (respondent 3). therefore, they put more effort in classroom interaction as a practice before facing a real teaching situation. as explained by mcintyre and clement (1998), students who enjoy and seek satisfaction in learning and using the l2 may encourage their motivation and put more effort to learning. as hashimoto (2012) explained, when motivation increases, anxiety level tends to decrease in a particular way, which might explain why pre-service teachers have a fairly low level of anxiety. motivation helps learners improve self-confidence to participate in classroom tasks and improves learners’ wtc (fallah, 2013). throughout the interview, pre-service teachers mentioned several factors affecting their wtc such as, self-perceived communication competence, anxiety and motivation. these three variables have been found to be interrelated with each other in many research on wtc. learners who have great anxiety are more likely to perceive themselves incapable of communication, while perceived competence tends to increase when anxiety level decreases (mccroskey and richmond,1990; maclntyre, noels, and clement,1997). meanwhile, motivation plays an important role in building learners’ trust on their own competence and help them improve perceived competence which support wtc (yashima, 2002). increased motivational intensity can also reduce anxiety levels (hashimoto, 2012) pre-service teachers also perceived that teachers’ english proficiency and teaching style can affect students’ motivation to participate in the classroom. teachers who are good at speaking english and have an interesting way of teaching are more likely to engage with the anwar, jee, adam, & sailudin willingness to communicate and ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 395 students. respondent 1 during the interview pointed out that teachers who can model good english proficiency can encourage students to improve theirs as well. the same respondent also commented on being interested in teachers who are creative and engaging during learning. on the other hand, pre-service teachers can be demotivated when teaching and learning activities are boring. a study by eddy-u (2015) and cao (2011) also revealed similar finding where the dislike in task type was mentioned as one of a demotivating factor in the classroom. teachers as a source of motivation and demotivation of wtc is also mentioned in wen & cle´ment (2003), which included teachers’ influence such as teachers’ attitude, involvement, immediacy, and teaching styles. students show a higher willingness to interact during learning when they like the teachers’ attitude, involvement, and teaching styles. several studies suggested that teachers’ involvement. attitude, and teaching style could significantly influence learners’ classroom participation, engagement, and wtc (wen & clément, 2003; peng, 2007; macintyre et al., 2011; zarrinabadi, 2014). in classroom learning, pre-service teachers expect teachers to encourage them in participation by actively initiating communication by utilizing various techniques such as offering questions, giving feedback, showing acceptance or rejection toward students’ answers, and discussing materials with students (cullen, 2002; lee and ng, 2010). in terms of language learning beliefs, indonesian pre-service teachers showed a moderate level of agreement on language learning beliefs items. the highest agreement on belief is shown on items related to fluency and pronunciation. pre-service teachers mostly agreed that making mistakes in oral communication is fine and that students should be afraid to speak even if it is not correct. they also agreed that students should not hesitate to raise an opinion in the classroom even if they are not sure it is correct. on the other hand, pre-service teachers strongly disagree if speaking should be done with excellent pronunciation. they also perceive that the students who always speak up in class do not mean to be showing off and that they will not be loathed by other classmates. these beliefs are important for pre-service teachers to be internalized in their teaching behavior to positively affect their students. when students are not afraid of making mistakes in english or worrying about fluency, they would tend to put more effort into classroom communication, which leads to an improvement in wtc. this finding was in line with horwitz (1988), where most of the participants showed agreements on items related to fluency and pronunciation. peng (2012) explained that at a microsystem level, beliefs and learning expectations could affect learners’ wtc. most pre-service teachers still agree on grammar rules as the most important aspect in language learning. many of the previous research on language learning beliefs in the efl context referred to the same finding on grammar aspects (peacock, 1999; peacock, 2001; wong, 2010). since learners come from the efl context, it is normal that they worry about the grammar rule. peacock (1999) inferred in his study that students who have this particular belief might focus more on learning grammar rules and disregard other types of tasks. teachers’ beliefs could be more influential than their actual knowledge because they may affect pedagogical decision-making, the acceptance and use of certain techniques, approaches, activities, and choice of classroom activities (li, 2013). therefore, pre-service teachers are suggested to not focus only on grammar learning but also on enhancing their learning and teaching with more varieties of tasks that can improve learners’ wtc. highlighting preservice teachers’ beliefs is necessary as it will reveal how these beliefs could affect their future classroom interaction strategies to facilitate learners’ wtc. the second research question attempted to investigate pre-service teachers’ perception on the significance of wtc in relation to their study program. interview data suggested that pre-service teachers were highly aware of teachers’ responsibility to promote the appropriate construct of wtc among students by presenting themselves as a good communicators in classroom teaching. they perceive teachers as a role model in the classroom (respondent 1 anwar, jee, adam, & sailudin willingness to communicate and ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no. 4 | 396 and 2). pre-service teachers agreed that having good wtc is necessary for teachers because through their teaching approach and behavior, the construct of wtc is transferred to the students. if teachers desire their students to demonstrate good wtc in the classroom, then teachers first have to show good examples of having high wtc, as mentioned by respondent 6 on the significance of having good wtc for teachers. teachers’ who are competent in demonstrating oral skills are considered as one of the biggest motivations for students to achieve (zarrinabadi, 2012). this describes the role that teachers’ strategies of teaching can benefit in encouraging learners to take more active roles in classroom communication. this study proposes several implications for teachers of language. it is suggested for teachers to emphasize increasing students’ perceived competence, to reduce language anxiety, and improving classroom motivation to lead to higher wtc. teachers can create a less threatening classroom environment to reduce anxiety and encourage students’ motivation by presenting a variety of language learning tasks. as pre-service teachers proposed numbers of teachers’ influence on wtc, teachers are suggested to build more interpersonal relationships with their students, improve their approach strategy and reduce the use of teachers’ authority. it is important to note that beliefs can not be changed easily. therefore, teachers are responsible for reducing students’ beliefs that are detrimental to language learning, especially among pre-service teachers’ as they may carry these beliefs into their future classroom teachings. therefore, language learning should be made equal by not emphasizing only on a certain aspect of language skills. conclusion to conclude this study, teachers and curriculum makers in the indonesian higher education context need to enhance training in teachers' study, emphasizing the improvement of classroom interaction activities so that pre-service teachers gain higher wtc. the study is limited in the number of participants because the data collection was done during the holiday period, and students were challenging to contact. the bigger number of participants may have resulted in broader data regarding pre-service teachers’ wtc and its significance related to their study program. the instruments regarding factors affecting pre-service teachers’ wtc were limited to only four scales; wtc in english, communication anxiety, and motivational intensity. therefore, future studies should include more factors that could influence wtc based on interview findings such as self-perceived communication 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(2013). willingness to communicate in english: a study of malaysian pre-service english teachers. english language teaching,6(9), 205-216. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi/org/10.33394/jollt.v%vi%i.2723 july 2020. vol. 8, no, 3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 330-335 jollt journal of languages and language teaching, july 2020. vol. 8, no.3|330 a study on students’ ability in reading descriptive text; a case study at sman 1 sikur 1ahmad zuhri rosyidi, 2darmanto 1english lecturer, institut pendidikan nusantara global, indonesia 2english lecturer, universitas samawa, indonesia corresponding author email: rosyidiahmad08@gmail article info abstract article history received: june 2020 revised: july 2020 published: july 2020 this study was intended to find out the students’ ability in reading descriptive text. reading skills are considered as an important skill and are uneasy to acquire. in this study, there were 40 students of the second year students of sman 1 sikur are involved as the subject of this study. the method used in this research is a quantitative study. in collecting the data, the writer used a reading test. the data were analyzed through basic statistical computation. to find out their ability and difficulties in reading descriptive text, the test was used which consists of 25 items to students in the form of multiple choice. the test score for each item was 0.4 points. the result of data analysis showed that the mean score of the second year students of sman 1 sikur in reading the descriptive text was fairly good. there were 21 (52.5%) students who were in a high position and 19 (47.5%) students were in a low position. although 52.5% of students in a high position and 47.5% in a low position, the students’ mean score shows a low position, it is 7.2 mean score which classified as fairly good. therefore, the ability of the second year students of sman 1 sikur has not been in a high position which is categorized from excellent to good score level. this is caused by the lack of reading strategy and vocabulary. the two weaknesses become students’ difficulties in reading descriptive text. keywords descriptive text; reading skills; how to cite: rosyidi, a. z., & darmanto. (2020). a study on students’ ability in reading descriptive text; a case study at sman 1 sikur. jollt journal of languages and language teaching, 8(3), 330-335, doi: https://doi/org/10.33394/jollt.v%vi%i.2723 introduction english is one of the international languages, which is used as a means of communication among people all over the world either in a formal or informal situation. in some countries like america, england, and australia, people speak english as their mother tongue. it is different from other countries like indonesia, india, and the philippines, people use english as a foreign language (bolton, 2019; haerazi & irawan, 2020). since the english language becomes very important in daily lives, the enthusiasm or interest of people in learning it drastically increases. the problem face by efl students is that they are uneasy to acquire vocabulary to function in reading english texts (haerazi & irawan, 2020b). in learning english in indonesian schools, some skills should be mastered by students. those are speaking, reading, listening, and writing (haerazi et al., 2019). one of the english skills that can improve other skills is reading (nerim, 2020). according to troyer et al. (2019) reading is a process of understanding a written language or text. from the reading activity, students can get information and support their writing, speaking, and listening skills because it can acquire vocabulary, grammar, and discourse markers (rohmah, 2018; ambarini et al., 2018). by the reading, the knowledge of the students is gradually increased and it may cause other language skills are developed such as listening, speaking, and writing. in addition, the http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id rosyidi and darmanto a study on students’ ability……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3|331 knowledge and experience obtained from reading can make wide intellectual abilities (aziz et al., 2019). furthermore, reading activity provides the language input, the same as listening. this fact shows that the teaching of reading is important to get attention seriously and reading is not only looked as a stir to speaking and writing activities should be developed every time. in some elt studies, reading skills are very crucial for students to develop other language skills. unfortunately, english teachers still do not have enough competences to choose an appropriate learning strategy to improve students’ reading comprehension (imran et al., 2019). teaching reading aims to develop the student’s reading skills so that they can read more effectively and efficiently. readers should have a particular purpose in their minds before they interact with text (lail, 2019). according to williams (1984) and hidayat (2017), the purpose of reading is classified into getting general information from the text; getting specific information from a text, and reading for pleasure or interest. the students are expected to be able to use the language through reading, listening, speaking, and writing. in fact, reading should be handled seriously, because reading is one of the skills, which is very important to be developed. nowadays, in order to comprehend the text easily, indonesian students have to master a number of english vocabulary items. many graduates of sma/ma do not understand english text well. this is caused by the lack of vocabulary items, the lack of knowledge, grammar and other language components. then, to enable them to understand the english text, the teaching of vocabulary should be developed. in this case, the teacher is considered as a model, moderator, facilitator of knowledge in the teaching-learning process and this matter is necessary to develop i.e. english, especially english reading comprehension. based on the phenomenon above, this research is intended to investigate the second-year students’ ability of sman 1 sikur in the academic year 2019 in reading descriptive text. research method research design descriptive quantitative research was used in this research. according to sugiyono (2012: 13) descriptive research is, research conducted to determine the value of independent variables, either one or more variables (independent) without making comparisons or connecting with other variables. population and sample the population of this study is the whole second-year students of sman 1 sikur in the academic year 2019/2020. the population is the whole object of research (arikunto. 2006: 130). they are divided into 8 classes, and the total numbers of the students about 311 students. the research is only focused on second-grade students in the academic year 2019/2020. the large sample has more a mounting possibility to become the representative for its population. despiteful, by large sample, the data become more accurate and more precious. if the population was less than 100, it would be better to take all of them as a sample of the study and if the population more than 100, it would be better to reduce for 1015 % or 2025 % or more. in this study, the writer takes 13 % of the population as the sample (arikunto, 2010). so the writer took 40 students as the sample of this research. instruments the instrument used to collect the data in this study is an ability test. after finishing each of the tests, then the research collects and manually. the ability test, which constructed in multiple choices, is not so difficult to score for the students are only required to write down their answer sheet provides. the total of reading text is 25 questions in the form of multiple choices. the test weight for each item is 0.4 points, so the highest students’ score is 9.6-10 which classified as excellent and the lowest score is 0.03.5 as very poor in the position. rosyidi and darmanto a study on students’ ability……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3|332 data analysis to obtain the data needed for this particular present study. the writer simply needs to ask the student. firstly, read to the passage in a different topic on two separate time allotment. secondly, the students answer the question concerning the text individually. the samples of students result in the impact of this research. to get the actual data from the test held out several steps bellow are done accordingly. the students are asked to read the text and answer the question based on the texts and the texts are provided into two passages, the total of reading text is 25 questions in the form of multiple choices. in this research, the writer uses a descriptive method from the objective test or reading test to analyze and find out the student's ability. the result of the test tabulated to find out the means score by applying the mean computation formulation. the number of student’s in various positions includes the score of 9.6-10 is classified as excellent, the 8.6-9.5 is classified as very good, the score of 7.68.5 is classified as good, the score of 6.67.5 is classified as fairly good, the value of 5.66.5) is classified as fair, the value of 3.65.5 is classified as poor, and the score of 0.03.5 is classified as very poor. in this study, the “fairly good” score to very poor levels are classified as low while the term ‘excellent to good score level’ is classified as high. . research findings and discussion research findings this part deals with the data analysis of students’ ability in reading descriptive text at the second-year students of sman 1 sikur, which focused to observe the students’ answers and scores. the data analysis in this research was presented by using descriptive analysis. the instrument was used in this research is a descriptive text test in the form of multiple choice. to get a rather explanation that how the score tabulated into the rate of percentage. the writer categorized their score into seven levels. the students’ score after getting the test are 1 student achieved 25 (10), 7 students got 24 (9.6), 3 students got 23 (9.2), 3 students got 22 (8.8), 1 student got 21 (8.4), 2 students got 20 (8.0), 4 students got 19 (7.6), 2 students 18 (7.2), 3 students got 17 (6.8), 2 students got 16 (6.4), 3 students got 15 (6.0), 1 student got 14 (5.6), 3 students got 13 (5.2), 3 students got 12 (4.8), 1 student got 8 (3.2), and finally 1 student got 7 (2.8). from the score above the percentage of students’ answers in the objective test can be shown in the following table. table 2: rate of the students’ score through an objective test no classification score correct answer number of students percentage 1 excellent 9.6-10 24-25 8 20 % 2 very good 8.6-9.5 22-23 6 15 % 3 good 7.6-8.5 19-21 7 17.5 % 4 fairy good 6.6-7.5 17-18 5 12.5 % 5 fairy 5.6-6.5 14-16 6 15 % 6 poor 3.6-5.5 9-13 6 15 % 7 very poor 0.0-3.5 0-8 2 5 % total 40 100% rosyidi and darmanto a study on students’ ability……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3|333 fairly good to very poor levels score is classified as a low score, excellent to good score levels are classified as a high score. based on table 2, the students got (9.610) score consist of 8 students which are classified as excellent. while students got (8.695) score is 6 students that classified as very good, and 7 students got (7.68.5) as a good score. in the other side, the students got (6.675) score is 5 students as fairly good, 6 students got (5.66.5) score as fair, 6 students got (3.65.5) as poor. finally, there are only 2 students got (0.03.5) score as a very poor position. the result shows that the mean score of the students is 7.2 score. so, it could be classified as a fairly good position. discussion in the learning-teaching process, students applied some reading strategies such as students to try understanding any individual words to comprehend the meaning of sentences. in this situation, the english teacher provides students with a vocabulary list. it is aimed at helping students who do not know the meaning of difficult words. to train students to comprehend texts, the teacher provided them with familiar texts. this study showed that students still have difficulties to catch the comprehension from simple texts. it is because of a lack of vocabulary acquisition. it is line with hanifah and afidah (2018) who state that the serious problems faced by english learners in the reading process are a lack of vocabulary acquisition. because of this, teachers should give students useful strategies to read. in this study, the researchers provided some reading texts to see the students’ reading comprehension level. the text consisted of three pages with 25 items, while the sample in this research was 40 students. so, the total of questions for all students was 1000 items. the students were able to answer the question correctly only 723 items, while 277 questions were the false answer. it is clear that most of the questions of this testability were answered correctly by the second year students of sman 1 sikur in the academic year 2019/2020. based on the result of the research, there were 8 (20%) students in an excellent position, there were 6 (15%) students in very good, there were 7 (17.5%) students in a good level, there were 5 (12.5%) students in fairly good, there were 6 (15%) students in fair, there were 6 (15%) students in poor, and there were 2 (5%) students is in very poor. these data showed that most students need to provide various genres in order that they can acquire much more vocabulary. the teacher needs to involve them in much more reading activities. it is in accordance with hartatik and lestari (2016) who inform that reading experiences for students are essential to improve their reading comprehension. through the result, the writer classified 21 students as high, and 20 students classified as low. there are 52.5% of students were able to answer 19 or more questions correctly and 47.5% could only answer less than 19 questions correctly. if the students could answer questions19 or more, they could be classified as high and less than that is in a low position. fairly good to very poor level scores were classified as low, while excellent to a good level were classified as high. so, the result indicated that the second-year students of sman 1 sikur were still in a low position because from the students' mean score obtained 7.2 score which is in a fairly good position. the data showed that students still have difficulties to identify the main idea of each paragraph. the problems here are that students do not understand some sentences of the paragraph because the generic patterns of the text present high grammatical patterns. it is in accordance with khatimah and rachman (2018) who inform that students in reading activities always face problems identifying the textual content because of low knowledge of grammatical competences. the lack of grammatical knowledge is caused by students’ reading experiences (indrasari et al., 2018). the problem answers of the student were found is most of the questions could answer by the students correctly (723 items) than the false one (277 items). this is relevant to the data finding that the students’ ability was in a fairly good position. the results of this study have not made the second-year students of sman 1 sikur at a high level, because the average rosyidi and darmanto a study on students’ ability……….. jollt journal of languages and language teaching, july 2020. vol. 8, no.3|334 of students was 7.2, this rate involved in a low position. the writer found students' difficulties in this study. some students have not known the strategy of reading tests yet. for an instant, reading fast or skimming and scanning. this is the weakness of students that made them difficult to answer the question. some students still very poor in vocabulary, it causes them did not choose the correct answer in the ability test. conclusion the result of data analysis shows that the mean score of the second year students of sman 1 sikur in reading descriptive text is fairly good. there are 21 (52.5%) students who were in a high position and 19 (47.5%) students were in a low position. although 52.5% of students in a high position and 47.5% in a low position, the students’ mean score shown as low position, it was 7.2 mean score which classified as fairly good. so, the ability of the second year students of sman 1 sikur has not been in a high position which is categorized from excellent to good score level. this is caused by the lack of reading strategy and vocabulary. the two weaknesses become students’ difficulties in reading descriptive text. therefore, the students did not get a maximal score in this investigation. acknowledgment praise be upon to allah swt, the lord of the universe, that under his blessing and great guidance, i eventually able to complete this article as one of the additional contributions in english language education. in accomplishing this article, i deservedly would like to acknowledge my deepest appreciation to all who have helped and supported me in accomplishing this article. finally, i hope the readers could contribute to developmental criticism and suggestion in improving this article. references ambarini, r., sumardiyani, l., & wardoyo, s. l. 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(2019). relations among intrinsic and extrinsic reading motivation, reading amount, and comprehension: a conceptual replication. reading and writing, 32(5), 1197–1218. https://doi.org/10.1007/s11145-018-9907-9 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i1.2241 january 2020. vol.8 , no.1 p-issn: 2338-0810 e-issn: 2621-1378 pp.60-71 jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 60 content of the textbook entitled “pathway to english” for the twelfth grade of high school 1 david ricardo sianipar, 1 rahel lolita ginting, 1 kristina elisabeth s, 2 erikson saragih 1 english language education, prima indonesia university, indonesia 2 english lecturer, prima indonesia university, indonesia corresponding email: davidricardo19051997@gmail.com article info abstract article history received: november 2019 revised: december 2019 published: january 2020 a textbook has a big role to make the process of learning and teaching running well. the good textbook will influence on the students’ ability toward the lesson in the classroom. before getting an explanation from the teachers, the students will learn the material first in their homes. it will let them comprehend the material before being explained by their teachers. it will make the learners easily understanding the lesson which is explained by the teachers in the classroom. by doing so, it will not be complicated for the students in mastering each lesson. the purpose of this research is to know whether the textbook integrates all learning skills and to find out whether the textbook gives assessment or self-reflection to the students about each chapter. in order to do this research, the checklist and documentation method is used to investigate the content of the textbook. the result will be shown by using the table and explained clearly to avoid misunderstanding against the readers. briefly, a good textbook used by teachers and students in the classroom plays a crucial role in the process of learning and teaching. keywords english textbook; content analysis; high schools; how to cite: sianipar, d. r., ginting, r. l., elisabeth, k. s., saragih, e. (2020). content of the textbook entitled “pathway to english” for the twelfth grade of high school. jollt journal of languages and language teaching, 8(1) 60-71doi: https://doi.org/10.33394/jollt.v8i1.2241 introduction learning english is affected by several aspects where the aspects are related to each other in order to support success in learning. the aspects consist of the quality of the teachers, atmosphere of the classroom, facilities that support the learning, interactive learning activities, and the content of the textbook (haerazi et al., 2018). all aspects are in synergy to support success in the learning process. the good quality of learning in terms of learning english and teaching cannot be separated from the role of all aspects of learning (lail, 2019; kusumastuti, 2018). it is because they are in unity to make the process learning and teaching running well and the goals of learning can be achieved by the teachers and the students because of those aspects. one of the aspects is the textbook. the textbook is a book used as a standard source of information for a formal study of a subject and an instrument for teaching and learning (graves, 2000:175). in terms of its role in learning, learning is crucial in the process of learning. before the students are taught by the teachers, they need to read the lesson from the english textbook in advance. by doing so, the students will have a brief understanding of what material is going to be conducted by the teachers (haerazi, prayati, & vikasari, 2019). in the learning process in the classroom, the material will be explained by the teachers to the mailto:davidricardo19051997@gmail.com sianipar, ginting, elisabeth, & saragih content of textbook entitled ‘pathway to… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 61 students so that the understanding of students toward the material will be increased. if there is a misunderstanding, the teachers can overcome it. related to learning english, there are four learning skills that are discussed. it is the same in the case of the textbook. there are several skills discussed altogether. the skills are listening, speaking, reading, and writing. they are discussed at the same time with the aim to improve students‟ abilities in relation to mastering english. this is referred to as integrated skills, discussing all the skills in each chapter by combining them all. learning will be arrived at its goal because of the existence of integrated skills in each chapter of the book. integrated skills in the textbook are intended to make learning more effective and successful. in this research, it will be concentrated to analyze the content of the english textbook entitled “pathway to english” for the twelfth grade of high school. all learning skills are analyzed in each chapter. each chapter will be checked whether it has the integrated skills discussed in the book. absolutely, the book has a way to implement all learning skills in the book and they all need to be analyzed. it is also intended to know the advantage inside of this book. the advantage will make the book good for students in the process of learning and also for teachers as their reference in conducting each lesson in the classroom. there are previous studies that deal with content analysis. one of them is a thesis written by agni kusti kinasih (2014) entitled “a content analysis on english textbooks for the tenth graders”. the research was intended to know whether the books have good criteria and related to curriculum 2013. to make it different from previous studies, this research will be focused on analyzing integrated skills in each chapter of the book and to find the advantage inside the book by connecting it with bloom‟s taxonomy. the importance of the research is to investigate whether the book entitled “pathway to english for the twelfth grade” is good and effective for both teachers and students. the textbook is particularly useful in providing support and security for new inexperienced teachers or teachers, who have relatively low confidence to deliver elt lesson in a communicative way (edge & wharton 1998, mares 2003, tomlinson 2008). in other words, a good textbook will help the teacher in conducting a lesson in the classroom, especially for inexperienced teachers. before formulating the research problems of this research, one of the previous studies was investigated. in the thesis written by agni kusti kinasih (2014) with the title “a content analysis on english textbooks for the tenth graders”, agni kusti kinasih (2014) formulated a few research-problems of the study. the problems of that study were as follows (1) do the english textbooks meet the criteria of a good textbook suggested by pusat perbukuan (pusbuk) and some elt experts and were they relevant to the 2013 curriculum? (2) how are those criteria fulfilled by those textbooks and in what way were they relevant to the 2013 curriculum? in the main point, the research written by agni kusti is the same with this study that is to analyze the content of the english textbooks that are used by teachers in the classroom. in order to make it different from one of the previous studies, the problems of this study will make it specifically that is to investigate the content of the english textbook that relates to integrated skills and bloom‟s taxonomy. shortly, the research problems of this research were formulated as follows (1) does each chapter have the four learning skills? (2) how are the four learning skills implemented? (3) how does the textbook make the assessment to the students? besides the research problems, this research also formulated several objectives as follows (1) to analyze all four learning skills in the textbook entitled “pathway to english” for the twelfth grade of high school, (2) to find out the way the four learning skills implemented, and (3) to investigate whether the textbook provides the assessment to the learners. sianipar, ginting, elisabeth, & saragih content of textbook entitled ‘pathway to… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 62 literature review textbook a textbook can be referred to as a published book specially designed to help language learners to improve their linguistic and communicative abilities (sheldon, 1987). the availability of textbooks is quite important to learners. actually, the textbook designed is not only for students but also for teachers who are the actors of the teaching-learning process in the classroom. the teachers will act as actors to guide the lesson and invite the learners to participate in the teaching process by involving the part of the learning that is the textbook. without a textbook, the learning will not be so enthusiastic and attractive to the learners because the book contributes to making the learning running well and systematically. in addition, textbooks can act as a reference point for their learning process and keep track of their development (o‟neil, 1982). in preparing themselves, teachers need to plan what topic is going to be taught by them to the students in the classroom, what things are going to be made during the teaching process, what activities are interested in the students dealing with the material. that is why teachers need the textbook to do it all. without the textbook, it will be complicated for the teacher in making a plan in the teaching-learning process. they need the textbook to guide them to teach the learner. the presence of textbooks makes them confident in leading the class and start learning. advantage and disadvantage of textbook grave (2000:175) states the use of textbooks in teaching has both advantages and disadvantages, depending on how they are used and what the contexts for their use. what one teacher considers an advantage in a textbook, another teacher may consider a disadvantage. furthermore, the textbook will give a big contribution to the teaching process perfectly as long as the teachers know how to use the book and in what content it is for. each textbook is used for various purposes and they are different from each other. the teacher needs to be selective to choose the textbook for being used by them in the process of teaching. the textbook will not give a big contribution to the teaching process if students‟ need in the learning process doesn‟t correspond with the content textbook. suitability is a must between the students‟ needs and teachers with the textbook. one of the advantages of the textbook is to support teachers and students in mastering each material in the process of learning and teaching. the textbook will guide students to understand the material before being taught by the teacher in the classroom and to help teachers conducting the teaching process well. while the disadvantage of the textbook is the content of the textbook is too monotonous and unclearly explained. words used by the author to arrange the textbook are not simple and unfamiliar to the students and teachers. so, it will be difficult to understand the content of the textbook. integrated skills the term integrates means “to combine two or more things so that they work together” (hornby, 2000). in learning english, there are several skills learned by students in the classroom such as listening, speaking, reading, and writing. they all are learning skills. in order to reach goals in learning language, all learning skills must be combined all together. this is called as integrated skills. in addition, wagner (1985) states integrating the language arts means providing natural learning situations in which listening, speaking, reading, and writing can be developed together for real purposes and real audiences. in the process of learning, integrated skills must be realized. it means that what lessons learned by students must integrate those learning skills. the learning of a language will be effective because of the integrated skills applied in the process of learning. sianipar, ginting, elisabeth, & saragih content of textbook entitled ‘pathway to… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 63 it is not only teachers who need to realize the integrated skills in the process of teaching but also the textbooks have to make integrated skills happen in the classroom by providing the content that discusses all learning skills in each chapter. each chapter needs to discuss the four skills together to make the purpose of learning achieved. briefly, integrated skills are crucial in the process of learning in the classroom to reach their goals. bloom’s taxonomy the term bloom‟s taxonomy was firstly introduced by dr. benjamin bloom with his collaborators. forehand (2005) states bloom‟s taxonomy is a skeleton that was constructed to categorize the goals of any curriculum in terms of explicit and implicit cognitive skills and abilities. the skills and abilities in the learning process would be categorized in the term of bloom‟s taxonomy. according to the revision of bloom‟s taxonomy, the order of bloom‟s taxonomy started from the lowest to the highest: remember, understand, apply, analyze, evaluate, and create (anderson & krathwohl, 2001). the evaluation dimension was included as the higher thinking order in the bloom‟s taxonomy. it was included as one of the most important parts of the learning process. after being taught by the teachers, the learners needed to be evaluated by the exercises or exams given by teachers. in fact, it is not only the teacher who is responsible for giving evaluations to students but also the textbook must provide an evaluation to the learners in the learning-teaching process. research method research design this study was about analyzing the content of the english textbook. it was classified as documentary analysis. because the study was about documentary analysis, it would be conducted by using descriptive qualitative design. according to bogdan and biklen (2003) descriptive is the characteristic of data in qualitative research because it was taken from documents, audio-video recordings, transcripts, words, pictures etc. furthermore, the study was included as qualitative research design because it was aimed to explore the content of the english textbook whether the english textbook has all integrated learning skills, how the book implement those learning skills at the same time and also to investigate the advantages of the english textbook by looking at the content that makes the english textbook well. the study was also known as content analysis. content analysis is one of the methods used by the researcher to analyze data in qualitative research. in the content analysis, the researcher will be asked to analyze the content of the textbook. the content of the english textbook can be description and explanation on the inside. the content of the book should be easy to be understood by the learners, interesting, and also attractive for the learners. according to creswell (2009:177) qualitative methods and techniques that available for interpretive studies; draw from phenomenology, hermeneutics, feminism, constructivism, and may take the form of ethnographies, interviews, psychoanalysis, culture studies, participant observation, grounded theory, just to name a view. the researcher will select the best method (s) based on her/his research questions; will the researcher study individuals (narrative, phenomenology); explore processes, activities and events (grounded theory); or learn about the broad cultural-sharing behavior or individuals or groups (ethnography). based on the research questions, the english textbook would be analyzed by using qualitative research in order to get the answers to the research question. the answer to the research questions will be full in the form of description, explanation, and result in doing analysis. by applying this method, it was expected to get the data of content from the english textbook entitled “pathway to english” which is for twelfth-grade students. data can be explanation and information which are supported by the fact of something. the data of this study were the materials on the english textbook. the data should correspond with the criteria that make the textbook good for students and english teachers who use the sianipar, ginting, elisabeth, & saragih content of textbook entitled ‘pathway to… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 64 book. the source of data in doing this study was an english textbook from erlangga publisher. the book is for the twelfth grade of high school. the english textbook entitled “pathway to english” is the third book of the pathway to english edition. data would be collected from that textbook and would be arranged in the form of a document. instrument in doing this study, the researcher played an important role in making the study running well. in other words, we called as the main user of the instrument in collecting data. the content of the book with the title english to pathway should be analyzed by the researcher who must be able to understand in applying the research method. if the researcher could not use the instrument well, the data would not be gotten as well. the instrument used by the researchers was the checklist. the checklist is one of the instruments to identify each material in the english textbook. by applying this instrument, it was intended to investigate whether there are integrated skills in each chapter of the textbook. another instrument used by the researchers is documentation. each chapter would be investigated how they implement all learning skills and how they integrate all learning skills at the same time. data source the data source of this research was the english textbook used by the twelfth grade of high school entitled “pathway to english”. the textbook was published by erlangga. it is one of the well-known book publishers in indonesia. since this research was content analysis, the data gotten of the research would be described in the form of the document. procedure there were several steps in conducting this research which were as follows: (1) prepare the textbook entitled “pathway to english” which is for the twelfth grade of high school, (2) investigate each chapter one by one because it is intended to find out all learning skills discussed on each chapter and how each chapter implement those learning skills. those will be checked, (3) find out whether the book gives a self-evaluation to the learners after learning each material. in giving the self-evaluation, it is not the only teacher but also textbook has to provide questions in order to know before and after learning the material on each chapter. data analysis technique the data were gathered and analyzed by doing these series of steps: (1) the textbook entitled “pathway to english” for the twelfth grade of high school consisted 7 chapters in which each chapter discussed different topic each other; (2) each chapter would be investigated properly whether each material included all learning skills like listening, speaking, reading, and speaking on each chapter; (3) finding out how each chapter implemented all learning skills based on each topic; (4) then all chapters would be analyzed how all four learning skills integrated on each chapter; and (5) after analyzing the integrated skills, each chapter would be explored if the textbook published by erlangga publisherprovided self-evaluation to the learners or in other words whether the textbook provided selfreflection to the learners about the lesson on each chapter. research findings and discussion research findings this research was carried out by analyzing the content of the english textbook with the title “pathway to english” for the twelfth grade of high school. the result of this research which is about all learning skills integrated on each chapter of the textbook, the way of the sianipar, ginting, elisabeth, & saragih content of textbook entitled ‘pathway to… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 65 textbook implemented those learning skills, and how the textbook gave an assessment to the learners is explained as follows: a. after analyzing the content of each chapter, all learning skills were checked whether they all existed in each chapter. the summary of each content can be elaborated in table 1 as follows. table 1. learning skills discussed in each chapter chapter main topic listening writing speaking reading 1 offering for help, asking for help, and responding for help ✓ ✓ ✓ ✓ 2 application letter ✓ ✓ ✓ ✓ 3 captions ✓ ✓ ✓ ✓ 4 news ✓ ✓ ✓ ✓ 5 giving instructions, suggestions, or advice ✓ ✓ ✓ ✓ 6 procedure text ✓ ✓ ✓ ✓ 7 lyrics of songs ✓ ✓ ✓ ✓ according to the table above, we can see that all learning skills were found in each chapter of the textbook. it showed by the symbol tick on the table above. the textbook in each chapter gave the learners exercises or even explain that they dealt with all learning skills. by doing so, the textbook realized integrated skills in each chapter to the students in the teaching and learning process. they all were combined in each chapter to train the learners‟ abilities in the teaching-learning process. integrated skills found the english textbook shows that the textbook has one of the criteria to make the book good for the learners. thus, the textbook integrated all learning skills in the textbook. b. investigating how each learning skill implemented in each chapter of the textbook. the result of this can be presented in table 2 as follows. table 2. all learning skills implemented on each chapter chapter ways in implementing listening writing reading speaking 1 listening to a dialog filling in the blanks reading a material reading a poster making a dialog making role play 2 listening to a monolog filling on the black space reading the application letters and discussing with friends sianipar, ginting, elisabeth, & saragih content of textbook entitled ‘pathway to… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 66 resume 3 listening to someone reading photo captions writing captions 1. reading about “wild art” 2. reading photo caption discussing with friends 4 1. listening to a recording 2. listening to the news 3. listening to a radio 1. completing a table 2. writing a news item text reading news discussing with friends 5 listening to the recording writing a letter reading texts and announceme nt discussing with friends 6 listening to the recording 1. making procedure text 2. filling in the blacks reading a text discussing with friends 7 listening to the song writing a message reading the lyrics discuss with friends c. finding out whether the textbook gave an assessment to the students. its results can be seen in table 3 as follows. table 3. self-reflection before studying this chapter i didn‟t understand ________________________ ________________________ ________________________ when studying this chapter i had difficulties with ________________________ ________________________ ________________________ i overcome these difficulties by ________________________ ________________________ ________________________ sianipar, ginting, elisabeth, & saragih content of textbook entitled ‘pathway to… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 67 having studied this chapter i think ________________________ ________________________ ________________________ table 3 shown above, that was a self-reflection. at the end of each chapter in the textbook, it gave a self-reflection to the learners to assess them. by giving a table which was self-reflection, it was expected to know how the students before studying the chapter, when studying the chapter, and also what they got after studying the chapter. discussion one of the previous studies that dealt with content analysis was about “a content analysis of english textbooks for the tenth graders” by agni kusti kinasih (2014). the research is written by agni kusti kinasih (2014) focused on investigating the relevance of the material to the curriculum, material accuracy, supporting learning material, language appropriateness and so on. in order to make the research different from previous studies, it was concentrated to find all integrated skills in each chapter and to find out the positivity of the english textbook. implementation of all learning skills based on the result of the analysis of the textbook entitled “pathway to english” for the twelfth grade of high school, it was found that each chapter integrated all learning skills into one lesson with a different implementation. julia (2008) states that when a person uses a language in an authentic setting, skills such as speaking, reading, writing and listening are naturally integrated to achieve communicative competence. so, all learning skills would be helpful to help the students to achieve the goals in learning. each chapter in the textbook discussed all learning skills. there were several ways to implement all learning skills. in the first chapter in order to implement the listening skills, the students were asked to listen to the dialog. it would train their ears to comprehend the dialog that was used by english. then it happened to other skills. the writing skill of students was trained by asking them to fill in the blank. it is in line with haerazi and irawan (2019) who conducted a study in writing in which students must be given many more exercises to fill blank in sentences and jumbled sentences or phrases. they were also asked to read the material, to read a poster, to make a dialog with their friends, and to do a role play with their partners. moving to the chapter 2, all learning skills were implemented by asking students to listen to monolog, to fill on the blank spaces, to make an application letter, to read about application letters and resume, and also to discuss with their partners about the topic. how about the chapter 3, the learning skills were implemented by listening to someone reading a photo caption, writing captions, reading about “wild art” and photo caption, and also discuss with friends about captions. the listening skills are emphasized in this chapter because the listening skills are considered as receptive skills to support other language skills such as reading and writing. it was in accordance with namaziandost et al. (2019) and pamuji, waring, and kurniawan (2019) who inform that giving many types of genres can improve students‟ listening skills. going on to the next chapter, the learners were asked to listen to recording/radio/news, to complete a table and to write a news item text, to read the news, and to discuss with friends about the topic. it is keeping with wolf et al. (2018) who state reading activities should be sianipar, ginting, elisabeth, & saragih content of textbook entitled ‘pathway to… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 68 able to support listening skills. for chapter 5, students needed to listen to the recording, to write a letter, to read a text and announcement, and to discuss with their friends. continuing to chapter 6, the learners were asked to listen to a recording, to make a procedure text and to fill in the blanks, to read a procedure text, and to discuss with friends. the last one was chapter 7. the learners were asked to the songs, to write the message of the song, to read the lyrics of the songs, and to discuss with their classmates about the songs. those were ways used by the textbook to implement all learning skills. some of the skills were implemented differently but others were the same. it depended on the topic of each chapter. implementation of the learning skills was affected by material and also the goals of the lesson. by the explanation above, the english textbook entitled “pathway to english” for the twelfth grade of high school was highly recommended to be used by the learners on the process of learning. it was because of the all integrated skills discussed in the textbook and have various ways to implement each learning skill in the process of learning. assessment it is important to see every progress of students‟ classroom interaction and achievement (haerazi, rully & zukhairatunniswah, 2019). in order to know the progress of students in the process of teaching and learning, the teachers absolutely provide an examination or project to see the students‟ achievement. it is not only for teachers but also for the textbook. a good textbook must provide something to see the progress of students and it was a must for all textbooks. furthermore, on the process of learning and teaching, english teachers are in charge to evaluate their learners about how well their learners comprehend the material and how well they apply the result of learning in their daily life. guri skedsmo (2011) states “it investigates principals‟ perceptions of the use of the evaluation tools to improve student achievement”. in that article, the writers wanted to investigate policy in giving evaluations to the students. honestly, evaluation or assessment is really important for the students to know their achievement whether they have achieved the purpose of the study or not. the teachers are not only in charge to evaluate the learners but the government and the textbook have to do it. if the government, they have to provide the national evaluation to the students to check their achievement towards the lesson. for the textbook, it must provide selfreflection or assessment at the end of the chapter to check the understanding of each student towards the material that they have learned. it is in line with aprianoto and haerazi (2019) who inform that the assessment is a very crucial thing for teachers to know students‟ performance after giving learning materials. in the textbook which was investigated, it was found that at the end of each chapter provided self-achievement to the learners. it was made to know how they learned the topic before, how when they learned it, and how they were after learning the material on each chapter. the students need to fill the self-reflection to assess them about the material. by the existence of self-reflection, it will help the teachers to know the knowledge of their learners besides giving them an exam that relates to the topic. it is not only for teachers but also for the learners. they will know their ability after learning the material in the textbook or in the classroom that is handled by their teachers. if they don‟t comprehend the topic clearly, they could ask themselves for making a review in-depth about the lesson or maybe they can ask the teachers for reviewing the lesson one more time before going on to the next chapter of the book. it is because each chapter is discussed systematically from the easiest to be understood to the most complicated to be understood. the learners need to master each chapter one by one. sianipar, ginting, elisabeth, & saragih content of textbook entitled ‘pathway to… jollt journal of languages and language teaching, january 2020. vol.8 , no.1 | 69 conclusion related to the findings of this research, there were factors to consider the textbook good for students and teachers. they were integrated skills provided in each chapter and also selfreflection. in learning english, the students need to train all learning skills to make them easy to master the language. so, it is a must for the textbook to integrate all learning skills in each chapter of the textbook. by integrating all learning skills in a chapter, it will make all the learning skills of theirs improved. without integrating all learning skills in each chapter, all learning skills will not be improved to the learners. it is also self-reflection. the textbook has to provide it at the end of each chapter in order to assess each learner in the teaching and learning process. it is much important to make self-reflection on the textbook to help teachers in evaluating the learners. briefly, the factors that affect the textbook good are integrated learning skills and self-reflection of the book. the textbook entitled “pathway to english” for the twelfth grade of high school is highly recommended to be used in the classroom by teachers and students in learning english especially. the textbook is quite suggested to students and also to the teachers that need a reference for teaching english to the students. acknowledgment first of all, we want to say thank you to the almighty god because of his mercy and his blessing, we all the researchers could finish this research. in order to finish this research, the researchers were helped by mrs. donna ria pasaribu, m.pd. she contributed to giving the idea to the researchers to make this research good enough for the readers especially for the students and also the teachers. references aprianoto, & haerazi (2019). development and assessment of an interculture-based instrument model in the teaching of speaking skills. universal journal of educational research 7(12) 2796-2805. https://doi.org/10.13189/ujer.2019.071230 anderson, l., & krathwohl, d. e. 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(2011). formulation and realization of evaluation policy: inconcistencies and problematic issues. journal of educational assessment, evaluation and accountability, 23:5-20. https://doi.org/10.1007/s11092-010-9110-2 wagner, b. j. (1985). integrating the language arts (eric digest). urbana, il: eric clearinghouse on reading and communication skills. (eric document reproduction service no. ed 263 627) wolf1, m. c., muijselaar, m. m. l, boonstra, · a. m., & de bree, · e. h. (2018). the relationship between reading and listening comprehension: shared and modality-specific components, reading and writing, (2019) 32. pp. 1747–1767 https://doi.org/10.1007/s11145-018-9924-8 https://doi.org/10.1007/s11145-018-9924-8 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3467 april 2021. vol. 9, no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 188-195 jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 188 facilitating a web-based extensive reading course with “edmodo” to promote students’ proficiency in reading 1rasyidah nur aisyah & 1barotun mabaroh 1english lecturer, faculty of pedagogy and psychology, universitas pgri wiranegara, indonesia corresponding author email: ocicyah@gmail.com article info abstract article history received: january 2021 revised: february 2021 published: april 2021 reading is a language skill that demands understanding. this understanding is determined by knowledge, experience, interest, and interest in a text. based on the researcher's experience, most pgri wiranegara university students are less enthusiastic and have difficulty learning reading skills in english. the application of edmodo as an e-learning media is a personal microblogging-based learning medium that can be used to improve reading skills. this research's data source is the fifth-semester students of the english education study program at pgri wiranegara university. the research data were obtained from observations, tests, documentation, and student questionnaires. the results showed that the application of edmodo as an e-learning media could be applied to independent learning of reading skills. besides that, it is also a medium that can connect lecturers and students to communicate outside the campus. analysis of student test results shows that students have reached an average score of 87, which means they have met the minimum completeness standards. based on the results of the questionnaire, learning through edmodo can motivate students to practice reading skills. based on the results of this study, it can be concluded that the application of edmodo as an e-learning media has been successfully applied in the teaching of reading skills. therefore, edmodo can also be applied to other language skills besides reading skills. keywords edmodo application; extensive reading; reading skill; how to cite: aisyah, r.n., & mabaroh, b. (2021). facilitating a web-based extensive reading course with “edmodo” to promote students’ proficiency in reading. jollt journal of languages and language teaching, 9(2), 188-195, doi: https://doi.org/10.33394/jollt.v%vi%i.3467 introduction learning is a process of interaction between learners and teachers. this process focuses on the efforts to teach learners to relate the cognitive elements they already have as their prior knowledge (dedeng, 1998). this learning involves three important components: the process of activities, the teacher as the object, and the learner as the subject. in its implementation, learners often position themselves as central figures who are always considered to be versatile. thus, the implementation of this activity will have an impact on the process of activities that are considered less than optimal because the learning process will be informative, not yet directed to the active process of learners to build their own knowledge (ardhana, 1997 in (rayanto, 2017)). in learning, learners often think that if the learner has not provided lecture material, it means that learners are considered to have not mastered and understood anything. this is said so because so many students come to campus, but if the learners are not present, the students tend to be lazy to do activities that lead to scientific thinking processes. they tend to relax, chat or just chat without clear directions on the topic of conversation. even if students are in the classroom and learning is taking place, they are just sitting and listening. they are passive in doing critical thinking and scientific action. students prefer to chat with friends beside them http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id aisyah and mabaroh facilitating a web-based extensive …….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 189 rather than listen to the lecturer in giving lecture material. hassoubah (2004) states that learners are said to be "thinking less" because students in carrying out their activities tend not to encourage the process of thinking. therefore, in providing lecture material, students are expected to provide and organize attractive and joyful teaching and learning processes. according to ardhana (1997) and dedeng (1998), learning activities have not been optimal because: (1) learners are less able to carry out the learning process in accordance with the demands of learning development, (2) learners are mistaken in seeing the learning process, (3) learners use learning concepts that are not relevant to the development of learning. therefore, learners are advised to be even more creative in developing learning media, strategies or techniques in their teaching and learning activities. the teaching and learning process that used the internet provides more benefits and fun. primadiansari (2014) examined the application of edmodo as an e-learning media for reading skills in language learning. the results showed that the application of edmodo as an elearning medium can be applied to independent learning of reading skills. in addition, it is also a medium that can connect teacher and student communication outside of school. based on the results of the questionnaire, learning through edmodo can motivate students to practice reading skills. the internet that has become an inseparable part of life is media is very potential for developing english learning media. with its flexibility and interactive and multimedia nature, edmodo is very appropriate to be used as a medium for language learning that is very interactive and effective. edmodo can be accessed via a computer or smartphone in the context of coverage, which means that it is no longer limited by the dimensions of space and time. the internet is not only a student lifestyle but also a daily necessity. the internet should be utilized in an educational context. with the background of internet-based learning which is currently a trend, this research is very "urgent" to be carried out to utilize better online-based learning which has great potential as a medium for extensive reading learning. this research is very potential as a trigger for other research activities to study and explore learning media that are trending and provide more pleasure to learners. the convenience of having gadget facilities such as smartphones today has a big influence on students' learning process. gadgets are a need for students because of the functions of the various features contained therein, especially social media. this social media surge phenomenon often causes students to ignore the learning process, both at home and at school. as stated by nugraha and ameliola (2013), "a lot of time is spent facing screens and ultimately not enough to carry out other activities such as reading or socializing". the development of information and communication technology in the field of education has indeed progressed very rapidly. this situation demands a change in the student-oriented education system. the large selection of learning resources makes students able to study whenever and wherever they are. improving the quality of education can be done by utilizing the widest possible access to knowledge and information technology for quality and fun education (andriani, 2015). lectures in extensive reading courses have used several learning models, including cooperative learning. the conventional methods used are also quite varied, such as lectures, discussions, assignments, and presentations. the use of the internet in learning is still limited to material given by lecturers face-to-face and when asking students to do assignments. even though various methods have been used, variations in learning still have to be developed. therefore, students' enjoyment of gadgets and the internet can be channeled and integrated properly through learning. based on these problems, it is important to provide solutions so that learning can take place well. learning outcomes are achieved according to the criteria and students and lecturers can still use gadgets and the internet for learning. this is in accordance with the statement of (hoesny et al., 2020; jefri marzal, 2014; muhajir et al., 2019; ompusunggu & sari, 2019; aisyah and mabaroh facilitating a web-based extensive …….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 190 rohatillah & achadiyah, 2019; shofiyani & rahmawati, 2019; yuniarti & ifadah, 2018) that presenting technology (edmodo) in the classroom by utilizing the internet and one's habits in social networking can be used as a supporting learning facility. the application used in this study is edmodo. edmodo is a social networking application specifically for school-based environments. this application was developed by nicolas borg and jeff o'hara at the end of 2008, with features that support the learning process (wijayanta, 2015). teachers, students, and parents can download edmodo for free at www.edmodo.com. educational practitioners in the united states, such as lia nielsen and marianthe williams have used edmodo as professional development tools (dwiharja, 2015). some of the advantages of edmodo are: (1) its facebook-like account makes it easy to use, (2) there is close group collaboration, meaning that students who have my group code can join certain classes, (3) it's free to access online on an android-based smartphone or ios, (4) edmodo does not need a server from schools, (5) can be accessed anytime and anywhere, (6) edmodo developers are always updating, (7) edmodo can collaborate on many networks, such as one class, one school, between schools in one city, (8) students, teachers, and even parents can use edmodo, (9) social media, learning, and evaluation materials in edmodo can be used as a communication tool, (10) edmodo can be used as team teaching, co-teacher, and teacher, ( 11) there is a notification, (12) there is a badge which is useful for increasing student motivation in learning. it is in line with research conducted by (balasubramanian et al., 2014) that incorporating edmodo into learning encourages student involvement in learning to be responsible for their duties. students also find the edmodo platform good and easy to use in social learning, allowing them to enjoy learning while in online classes. therefore, researchers conducted research to formulate the problem of applying the blended learning model with edmodo media in extensive reading courses. students also appreciated various activities conducted via edmodo. students had positive perceptions towards the use of edmodo since it accommodated their need to apply technology in their learning. in addition, it could also encourage shy students who tended to be discouraged when interacted and participated without the aid of an online tool in the classroom. it can be added that edmodo as a learning platform is not only used to replace the lecturer’s absence, but it can accommodate various learning activities that can increase communication skills in english (hoesny et al., 2020). edmodo as learning media along with the development of learning technology that has shifted towards virtual and prioritizes the use of the internet because of its practicality and effectiveness, learning english should also optimize the media that is trending and booming among its learners. the shift in learning english from tape recorders, playing vcds or dvds to online media or web-based learning has changed the paradigm of using learning media itself. the learning concept that uses e-learning and can be accessed free of charge via http://edmodo.com is web-based learning. edmodo is a site for educators to create virtual classes. the site is free and easy to use as long as a teacher and student can connect to the internet, edmodo (2012). according to research conducted by (looi & yusop, 2011) at the university of malaya malaysia, edmodo is an answer to a comfortable and safe virtual classroom because: (1) students can interact with their teachers' monitoring (free of cybercrime and cyberbullying); (2) the teacher can "lock" the student so that he can only read and cannot comment on the "class", but still, the teacher can communicate directly with the teacher; (3) no outsiders can enter and view a virtual classroom created by a teacher without receiving a special code from the teacher concerned; (4) the teacher can initiate questions, post photos or videos, put presentations on teaching materials, all of which are free for students to download aisyah and mabaroh facilitating a web-based extensive …….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 191 and comment on; (5) students can come back at any time to repeat the material given by the teacher, even homework can be given through edmodo. students can also collect their homework through edmodo, just upload it; (6) edmodo can be combined with other sites such as wall wisher, glogster and so on; (7) the teacher can put the value of the student's work as a reference for the student; (8) there are unlimited virtual classes made by a teacher, the teacher can put teaching materials for use in the next batch or school year; (9) students can work together with other students in small groups formed by the teacher. when working on a project together, they can put all the necessary documents in the process; (10) edmodo allows teachers to put teaching materials that are very useful for students who do not enter or are unable to faceto-face; (11) the quiet student can freely speak and argue without worrying about being embarrassed, while the active type child can post questions anytime as long as he is connected to the internet; (12) teachers can teach procedures that apply in cyberspace such as commenting and a series of online manners that students need to know (looi & yusop, 2011). according to chen (2011), it is proven that edmodo is very effective for learning to read, edmodo has a significant effect on improving the reading ability of both lower and upper proficiency students, which has a good impact on the use of edmodo. according to rayanto (2017), extensive reading means reading widely in which the reading material includes as many texts as possible in a relatively short or not too long period of time. tarigan also explained that in extensive reading, the reader takes as many varied readings as possible, chooses the readings by himself, and reads with pleasure and at a fairly fluid pace. thus, it can be concluded that extensive reading is more appropriate for relatively light reading topics so that the reader can read a lot of text in a relatively short time. extensive reading is very useful for improving language skills, as well as supporting understanding. research conducted by hayashi on the effects of extended reading for university of japanese students learning english showed that students who read more english books had significantly improved reading skills and vocabulary knowledge than students who read less, as measured by their pretest and posttest research method this study uses action research. action research as a research that is oriented in implementing action, quality improvement or problem solving to observe the level of success or action taken on a group of subjects under study. after that, further action is taken to improve or adapt to the conditions and situation. action research in this case is the action taken by the lecturer towards students and assisted by two observers to observe the learning implementation process. to carry out learning activities in this research action learning will be applied for the sake of the implementation of the objectives. the concept of action learning is one of the structural structures of action research (handoyo, 2016). research design kemmis and taggart's (1988) model is used as a reference in this study's design. the four components in this model are planning, action, observation, and reflection. in this study, action learning is used as an instructional approach to the implementation of learning in the classroom. this approach emphasizes the learning process to capture how students and lecturers have different experiences in learning extensive reading skills. action learning is focused on basic learning, contextual and experiential learning. with contextual and experimental learning principles, students will learn to read extensively with extensive reading activities. this research was conducted at the pgri wiranegara university in the english education study program with 30 students taking extensive reading courses. instruments the data collection instrument used the observation method and the assessment method. researchers do this to strengthen data/information about the learning process being carried out aisyah and mabaroh facilitating a web-based extensive …….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 192 by using observations and checklists. assessment is carried out to obtain data about student learning outcomes. tests are given before and after students get learning using edmodo using extensive reading strategies. the data analysis technique used quantitative descriptive techniques. data analysis in doing so, the researchers are carried out in the following stages: 1. modeling before the participants worked on the "extensive reading" task which was assisted by the edmodo application, the researcher, who served as a lecturer in the extensive reading course, showed how to install edmodo on their gadgets, create an edmodo account, and log in to the virtual class for the extensive reading course ( er) in edmodo. 2. selection of english e-books participants are given the opportunity to choose the e-book they are interested in. by choosing the material/text by themselves, they can apply er as a personal activity. they are encouraged to read various variations of text or various book themes that they find easily in edmodo. this is to build the autonomy of lecturers and students to choose texts according to their own preferences or based on their reading needs. of course, they can use the available resources—this self-selection from the texts or books that are already available on edmodo. 3. reading process students determine their own reading books that they are interested in, then are given 1 hour to complete the reading. during that one-hour interval, students work on the quizzes provided in the application. 4. presentation of reading results when they finish reading the selected book, they discuss with their classmates what they read and tell about the obstacles, challenges, and information findings from the books they have read. this peer discussion was carried out in order to involve lecturers and students involved in the work on quizzes and available practice questions. this process is carried out 2 times in-class meetings. 5. online discussion (done at home) after students discuss their reading results in class, they are asked to post, giving a comment, and discuss (post) what has been read and respond to comments from other friends through edmodo. throughout this online discussion, the lecturer monitors how the participants respond to one another regarding their work. this sometimes encourages participants to be active in the discussion. this online discussion is scheduled for three times a week, and discussion material is taken from reading the e-book that is already available on edmodo. in this online discussion, participants focus on different reading goals, such as reading for pleasure or reading for getting information. 6. self-monitoring and reflection: during the project, students were asked to self-monitor their own reading comprehension progress at least weekly. this monitoring and self-reflection are part of action learning where the participants understand their experiences in er activities mediated by edmodo. after the completion of this project, participants are asked to write a 300-500 word reflective report about their experiences with ers. research findings and discussion research findings the improvement of students' reading skills through the edmodo learning model was carried out in 2 cycles. each cycle consists of 2 meetings, with the time allocation for each meeting is 2 x 50 minutes. the learning steps in each cycle are adjusted to the learning plan that has been designed at the planning stage. observations of students' reading abilities were aisyah and mabaroh facilitating a web-based extensive …….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 193 carried out by the researcher and 2 observers during the learning process. the students' proficiency data were obtained through observation sheets with predefined indicators for each cycle. at the end of each cycle, reflection is carried out in order to improve and improve students' proficiency in the next cycle. in cycle one, the results of observations of student learning activities in extensive reading, there were still many students who had not mastered edmodo. this is because there are still many students who are not enthusiastic about extensive reading courses. only creative students can give ideas/suggestions, responses, questions, submit answers, be able to make analyzes, and do assignments well. during the teaching and learning process, an average value of 52% was obtained. after that continued with the second meeting, the lecturer had used the blended learning model in teaching, which was combining face to face learning with online learning. students are given the freedom to dig up information via the internet, discuss with lecturers and friends and even share new information through online media. during the learning process, the researcher observed student activities and obtained an average score of 57.7%. based on the results obtained, students are in the sufficient category so that it is continued in the second cycle. the results of observations on the reading proficiency of a university student in the second cycle have increased. the average score of each indicator obtained in the second cycle, both from the first and second meetings, has entered into good criteria. indicators in providing ideas, asking questions and alternatives to solve problems in the first cycle, which were initially still low, then improved well in the second cycle. this situation can be obtained by students if learning is delivered easily and pleasantly. this statement is emphasized by shofiyani and rahmawati (2019) where blended learning offers the possibility for educators to rediscover appropriate teaching and learning methods, by combining various delivery models, teaching models and learning styles. please see table 1 and figure 1. table 1 average score of reading proficiency meeting cycle 1 cycle 2 meeting 1 52% 69,9% meeting 2 57,7% 82% average 54,85% 75,95% criteria enough good discussion based on the table, it is known that there is a significant increase between cycle one and cycle two, which is equal to 21.1%. the results of observations in cycle one still found that there were students who were less attentive and lazy to take notes. likewise, the procedures for submitting questions and opinions are still not good. this has gotten better in the next cycle, although not completely. the things that need to be considered as a result of analysis and reflection in cycle i and carried out in cycle ii are: (1) lecturers motivate students to further increase student attention to the explanation that has been given, (2) provide good directions how to express an opinion and how to make a resume after reading activity. based on the research results, it can be concluded that learning using the blended learning model via edmodo can improve students' reading proficiency. this can be seen from the average score in cycle i was 54.85% and increased in cycle ii with an average score of 75.95%. the learning success criteria fall into the good category. the increase in learning outcomes and student activities in the implementation of learning is due to the ability of students to integrate face to face and online learning, namely the ease of finding reading materials online that match aisyah and mabaroh facilitating a web-based extensive …….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 194 their interests, the ease of interacting in online discussion forums and the material that students can understand and learn first before face-to-face held. edmodo in this activity is used as an electronic module that aims to facilitate students' independent learning without a lecturer's presence. according to graziano et al., (2017), the overall objective of the module is to facilitate learning without regular supervision. all elements of the teacher's subject matter usually have to be formed into a collection of printed, audiovisual or computer-based material. bonk et al. (2005) stated that while online learning students generally perceive interaction as an effective means of learning, they vary with regard to having more interaction in online courses. besides, the role of the electronic module can make students go through learning events. as stated by gagne et al (1992), stating that learning events are a learning phase consisting of getting attention, informing students about goals, stimulating recall of prerequisite learning, presenting stimulus material, providing learning guidance, bringing up performance, providing feedback. about the accuracy of performance, assessing performance, increasing retention, and transfer are called nine instructional events. apart from being a learning medium, the electronic module is also used as a learning resource to stimulate students' learning process to read and learn independently. then, students are given an abstract understanding that can be directly observed by learning to use electronic modules. this is following dwiyogo (2013) opinion, which states that with the explanation of the abstract in question, students will find it easier to learn things that are concrete rather than abstract. because according to dale (1969) states that learning outcomes are obtained through 10% of what is read, 20% of what is heard, 30% of what is seen, 50% of what is seen and heard, 70% of what is seen and written, 90% of what is done (direct experience). for online learning with edmodo, balasubramain (2014) states that student preferences in using edmodo are very supportive, especially for information sources, motivation, and communication in online forums and discussions. students use the edmodo platform as a userfriendly social learning platform that makes it easier for them to learn in online classes. furthermore, based on the results of research by said (2015), it is reported that most students have a positive perception of learning using edmodo because it can facilitate and increase the effectiveness of communication in learning and is considered to save time. edmodo's obstacles for learning using a mobile phone that students face are that it requires a large file capacity and difficulty in reading text if the mobile phone screen is small. conclusion based on the results of data analysis and discussion, it can be suggested that before implementing online media learning so that the lecturers know the readiness of students for the applications to be used. students must be given explanations or techniques in the use of media so that learning takes place smoothly. in addition, lecturers and students need to pay attention to internet connections so that they are not cut off, especially when working on practice questions or online quizzes. acknowledgement we would like to thank the respondents for their help in data collection process and dp2m ristekdikti. the authors’ research were funded by hibah penelitian dosen pemula (pdp) 2019 from higher education dp2m ristekdikti. aisyah and mabaroh facilitating a web-based extensive …….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 195 references andriani, t. 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(2018). keefektifan penggunaan aplikasi edmodo dalam pembelajaran bahasa inggris berbasis online di kelas x mipa 6 sma negeri 9 semarang. seminar nasional mahasiswa unimus, 1, 460–464. jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4277 january 2022. vol. 10, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 36-45 jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 36 analysis spoof text production ability of class xi high school students with problem-based learning (pbl) approach evi safitri yulandari & hendra suryadi english lecturer, faculty of english language education, institut pendidikan nusantara global, aik mual, indonesia co. author email: evisafitri785@gmail.com article info abstract article history received: october 2021 revised: december 2021 published: january 2022 there are 13 types of texts in english, but english teachers rarely teach spoof texts because most teachers are more focused on descriptive text, procedure text, etc. so, students' understanding of spoof texts was very low, even most students don’t know what the spoof text is, and they are not accustomed to producing texts. the problem based learning approach was chosen to make it easier for teachers to help students produce texts. therefore, this present study aims to analyze students’ abilities in producing spoof texts by using a problem-based learning approach. this research used qualitative descriptive and selected class xi students as a sample of this research. data collection in this study used the following instruments: observation, interviews, and questionnaires to analyze the data in descriptive qualitative form. based on the results, this study can conclude that the level of students’ ability to produce spoof texts after applying the problem based learning approach at the post-test is a complete category. it was proved that an average score of 73.9 and the highest score of 86. the percentage test of students' completeness was 78%, i.e., 14 of 22 students are included in the complete category. in comparison, 22% are not included in the complete category, meaning that students still need improvement. keywords text production; spoof text; problem-based learning; how to cite: yulandari, e. s., & suryadi, h. (2022). analysis spoof text production ability of class xi high school students with problem-based learning (pbl) approach, jollt journal of languages and language teaching, 10(1), pp. 36-45 doi: https://doi.org/10.33394/jollt.v%vi%i.4277 introduction learning english cannot be separated from four skills, and teachers are demanded to teach those skills integratively. there are four types of skills that students must possess, namely: speaking, listening, reading, and writing (imran et al., 2019; nerim, 2020). because of this, the current study focuses on writing skills centered on the ability to produce texts. producing texts requires students to be able to make a frame of mind, observe and express ideas or thought that could be poured into the text. students must be skilled in utilizing the power of expression both from the structure of language, words, and sentences. these writing (producing) skills have to go through a lot of exercise and practice, wirhayati (2019). writing or producing text is a valuable skill. it can be said that writing is the main foundation for work and learning both in school or college, in the workplace, and in society. based on the theory above, the researcher analyzed how the class xi ipa 2 high school students produced spoof texts. spoof text has a social function for readers with a funny story to entertain, which ends with a twist. however, sometimes students have difficulty in producing spoof texts because they have to express the events in written form. then they also have difficulty putting together sentences to find twists or unexpected endings. spoof text tells a potentially factual story that has happened in the past with an unexpected and funny ending. its social function is to entertain and share stories. spoof aims to tell an event with a humorous twist, nurma (2016). moreover, the story usually has a moral message for the reader. sudarwati & grace (2016) stated that spoof has a generic structure or https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& yulandari & suryadi analysis spoof text production ……….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 37 text organization and language characteristics. regarding the organization of the text, djuharie (2017) explains as follows: a) orientation: orientation appears as an introductory part of the text. this guides the reader to indicate what kind of text he/she reads, and it’s also the beginning of the story. b) events: events are included as part of the text narrating the events in the story, usually in chronological order. c) twist: a twist is a part of the text near the end of the story that tells about something unpredictable that makes the reader smile and laugh. this is the funniest part of the story. according to djuharie (2017), spoof text has the following language characteristics: 1) noun: relates to certain people, animals or things in the text. 2) action verb: deals with verbs that indicate events (eg eat, run, stay, etc.). 3) connectives: links with a sequence of events (example: first, then, after, before, finally, etc.). 4) adverb: describes when and where the event occurred (example: at the park, two days ago, etc.). 5) simple past tense: simple past tense relates to activities that occurred in the past and uses verbs in the past tense. to help students produce spoof text, this study applied problem-based learning as a strategy. understanding problem-based learning needs to know the word 'problem' as the main focus in learning activities. it is in line with sumono (2018), who depicts teachers can stimulate learners' curiosity in the learning process. students can be interested in observing and engaging in something (hung et al., 2003; barrows, 1986). this means that students actively participate in the learning process to find solutions. according to dasna (2019), problem-based learning or (pbl) is learning based on a case and then analyzed to find solutions to the problems. problem-based learning encourages students to apply critical thinking and problem-solving skills with content knowledge to real problems or issues. instruction in learning strategy problems is student-based and studentcentered. problem-based learning includes discussion, reflection, research, projects, and presentations. problem-based learning begins with an issue or subject matter, case, or unstructured problem that can be researched, studied, or even solved. the role of a teacher in problem-based learning is to pose problems, ask questions, and facilitate the learning process. producing spoof texts requires knowledge and expressive power based on daily experiences or students' reading results. an appropriate and directed approach is needed to achieve effective results in increasing the ability to produce texts, especially spoof texts. the approach is the problem-based learning (pbl) approach. this approach uses the inner intelligence of learners in their environment to solve meaningful, relevant, and contextual problems (schmidt, 2014). there are two previous studies that the researcher used for this research. the first study was conducted by rangkuti (2020), whose research showed the effect of pbl in producing narrative texts with the zoom application. the results of this study indicate that students' abilities have increased. the second study by julianti (2018) examined vocabulary errors in producing spoof texts. his research shows that many students have not been able to use expressive ability correctly. writing or producing text is one way for students to express their thoughts in written form. producing text also requires precision, requiring a lot of time to revise the results of the writing. take into account the choice of words, forms, and grammatical structures, so that readers can easily understand the content of the text. furthermore, writing is the fourth skill in learning english. in line with harmer, which states that writing is rewriting, viewing, or revising has a central role in creating text. harmer (2018) points out that ‘there are a number of reasons why students find it difficult to produce language.’ writing and learning to write is one of the most complex language skills. nunan (2018) agrees that ‘it is easier to learn to speak than to write, whether it is a first or a second language. this complexity lies in the stages of the process that students go through when writing or producing texts and the lack of knowledge about the subject matter. writing is often taught in such a way that students fail to focus on the writing process. the process of writing is familiar to students at school and its environment. creative yulandari & suryadi analysis spoof text production ……….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 38 language, intense thinking, and critical reasoning make for great artificial writing. there are three general purposes of writing, and all of them can occur in one writing or essay, although usually one of the goals is more dominant, namely: to explain (educate, inform), entertain (give pleasure), and to persuade (convince, change the reader's mind). problem based learning (pbl) encourages students to gain a deeper understanding, using problem-based learning that students combat by always introducing vocabulary to real classroom situations, so they don't have to memorize vocabulary they don't need, larsson (2018). this can make it easier for students to write or produce texts. with problem-based learning, students receive passive knowledge and are required to actively acquire that knowledge. this research will only photograph students' ability to produce spoof texts, but together with three research topics that other research members will carry out, namely: (a) whether or not teachers are able to teach spoof text writing skills using the pbl approach, (b) how teachers run the pbl approach, and (c) students' understanding in producing spoof texts and pbl-based learning. based on the two previous studies, there is no current study on producing spoof text using the pbl approach, especially during the current pandemic. the selection of this research is expected to provide an increase in students' ability to produce spoof texts with a pbl approach at the secondary education (senior high school) level. this study focused on problems related to the analysis of improving the skills of producing spoof texts using the problem based learning (pbl) approach. using this type of qualitative descriptive research and selected as a sample class xi students. data collection in this study used the following instruments: observation, interviews, and questionnaires to analyze the data in descriptive qualitative form. more specifically, this research is expected to be able to describe (1) whether the teacher is able to implement or not teach spoof text writing skills using the pbl approach; (2) how teachers implement the pbl approach; (3) students' understanding in producing spoof texts and pbl approach-based learning. research method research design this research used descriptive qualitative. according to sugiyono (2010), qualitative research is research in which the researcher is placed as the key instrument, the data collection technique is carried out in combination, and the data analysis is inductive. according to poerwandari (2017), qualitative research produces and processes descriptive data, such as transcripts of interviews and observations. kirk and miller16 reveal that qualitative research is a way to make direct observations of individuals and relate to these people to get the data that researchers want, moleong (2017). this research has been carried out for three months. the research was carried out by the head of the research team, research members and assisted by english teachers who teach at the research location to obtain research data. the subjects of this study were students of class xi ipa 2 senior high school of ma darul aminin aik mual lombok tengah, mataram, in the academic year 2021/2022. there is only one class that became the research sample. research instruments to collect the data needed in this study, the instruments used consisted of observations, interviews, and questionnaires. writing spoof texts was done after the teacher had finished teaching two or three times with the pbl approach so that students were more adapted to the material being studied. the teacher asks students what they think and feel when they learn to write spoof texts using pbl in the teaching and learning process, and students will answer questions in the form of interviews and questionnaires. in the interview guide, several questions are written to guide the interview. because this study uses semi-structured interviews, the yulandari & suryadi analysis spoof text production ……….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 39 questions that have been prepared in the interview guide can be developed during the interviews. the interview guide was used to collect more information from students about during the learning they were doing, whether they liked to learn to write spoof texts through the pbl approach or not in the teaching and learning process. the subjects of this study were students of class xi ipa 2 senior high school of ma darul aminin. at the same time, the object of this research was the skill of writing spoof text using the problem based learning (pbl) approach. data analysis in analyzing the descriptive qualitative data, the researcher has conducted the mean scores of writing achievement scores by sugiono (2013, p.49). the data are in the form of students’ scores from the action at the beginning and final of research and the test given after the teaching and learning spoof text using the problem-based learning (pbl) approach. in analyzing the descriptive qualitative data, the researcher did some steps proposed by burns (2010, pp. 104-105). the first step was assembling the data. in this step, look for broad patterns, ideas, or trends that seem to answer the questions. the next step was coding the data. in this step, the researcher groups the data into more specific categories and identifies which data are. the third step was comparing the data. in this step, the researcher compares the categories of different sets of data to see whether the data said the same thing or whether there are contradictions. the fourth step was building meanings and interpretations. the researcher analyzes the data several times to post questions, rethink connections, and explain the situation. the fifth or the last step was reporting outcomes. in this step, the researcher describes the research context, outlines findings, and considers how she organized the whole research, the analysis, and the findings. research findings and discussion research findings the implementation of the problem based learning approach in learning to produce spoof texts was carried out at ma darul aminin class xi ipa 2 high school students for approximately three months, from april to june. at this stage, the learning process was carried out in accordance with the learning implementation plan (rpp) that has been made. at the beginning of the study, the researcher found that ma darul aminin students, especially class xi ipa 2, had difficulties in learning english, especially in writing or producing texts. students have low motivation to learn english and are afraid to make mistakes. they have a relatively low mastery of vocabulary, so that it becomes an obstacle when they want to write their ideas well. in addition, there is also the fact that english teachers only use books or worksheets as the media in their teaching and learning process. after completing the observation as well as the pre-test, the researcher found several problems faced by the students of science class xi ipa 2. to assess the writing of the students, the researcher referred to the writing assessment system given the scale by jacobs (2002); writing or producing texts can be assessed on five aspects of writing: content, organization, vocabulary, language use, and mechanics. the five aspects were given different weights to emphasize the first content (30 points) and subsequent language use (25 points), with organization and vocabulary being equally weighted (20 points) and mechanics receiving less emphasis (5 points). for more details can be seen in the following table. tabel 1 scheme of scoring writing content 30-27 excellent to very good knowledgeable-substantive-etc 26-22 good to average some knowledge of subject-adequate range-etc yulandari & suryadi analysis spoof text production ……….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 40 21-17 fair to poor limited knowledge of subject-little substance-etc 16-13 very poor does not show knowledge of subject non-substantiveetc organization 20-18 excellent to very good fluent expression-ideas clearly stated-etc 17-14 good to average somewhat choppy-loosely organized but the main idea stand out-etc 13-10 fair to poor non fluent-ideas confused or disconnected-etc 9-7 very poor does not communicate-no organization-etc vocabulary 20-18 excellent to very good sophisticated range-effective word/idiom choice and usage-etc 17-14 good to average adequate range-occasional errors of word/idiom, choice, usage but the meaning not obscured 13-10 fair to poor limited range-frequent errors of word/idiom form, choice, usage-etc 9-7 very poor essentially translation-little knowledge of english vocabulary language use 25-22 excellent to very good effective complex constructions-etc 21-19 good to average effective but simple constructions-etc 17-11 fair to poor major problems in simples/ complex constructions-etc 10-5 very poor virtually no mastery of sentence constructions rulesetc mechanics 5 excellent to very good demonstrated mastery of conventions-etc 4 good to average occasionally errors of spelling, punctuations-etc 3 fair to poor frequent errors of spelling, punctuations, capitalizationetc 2 very poor no mastery of conventions-dominated by errors of spelling, punctuations, capitalization, paragraphingetc after analyzing the students' pre-test data using the assessment format by jacobs (2002); researchers can find some problems faced by students. the results of the average value of the pre-test that has been carried out by the students will be shown in the following table. table 2 the average score of xi ipa 2 high school students after carrying out the pre-test mean c o v l m total 15.18 15.9 15.27 14.95 3 65.7 c: content o: organization v: vocabulary l: language use m: mechanics the average score of students in the content aspect of writing or producing texts reached 18.3 out of 30, including in the good and medium categories. they have some knowledge of the subject and adequate range, but the writing development is still limited. the content of the article was most relevant to the topic but still lacks supporting details. students generally have difficulty in generating and expressing their ideas in english because it takes a long time. in the organizational aspect, students, on average, managed to reach 17 out of 30. this scoring range was included in the medium category. they already have the main ideas that stand out. however, it still has limited storylines and incomplete story sequences. in terms of vocabulary, students' writing results generally show that they have an adequate range of vocabulary because they get a score of 15 out of 20. although some of them still make mistakes in their word choice. the students achieve 15 out of 20 in language use. it was categorized as good to average. and yulandari & suryadi analysis spoof text production ……….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 41 mechanics reached 3 out of 5. that's categorized pretty badly. student writing products have a simple construction but are quite effective. they show some errors in choosing verbs, word order/function, articles, and pronouns. to better understand the problems faced by students, the researcher will explain the problem in detail using the following table. table 3 problems faced by students no. problems observation results 1. students attitude there are many students who prefer to play and chat with their friends rather than doing their assignments. most of them claim that english is one of the most difficult subjects. they consider english lessons especially writing or producing texts to be monotonous and uninteresting. 2. students ability to produce texts a. content most of the students do not have sufficient knowledge about the stories they produce. they do not provide sufficient supporting details. they find it very difficult to come up with ideas for producing texts. they took a very long time to produce a story that they already knew because they had no idea to produce or write it. students lack confidence to produce funny stories b. organization they don't produce funny stories in perfect order. sometimes they jump in and make the story confusing. c. vocabulary students make many mistakes while writing and use irregular verbs as regular verbs. the students don't realize adjectives and verbs like "life" when they should write "live". d. grammar and mechanics most of them do not use the past tense in producing the funny stories that they already experienced they produce sentences with wrong grammar. some students do not use capital letters for the first letter at the beginning of a sentence and for certain words or objects. students do not put a full stop to indicate the end of the sentence/paragraph. after knowing the problems experienced by students of xi ipa 2 ma darul aminin, the researchers prepared spoof text material to be applied to students at the next meeting, by referring to the problem based learning approach, a problem-oriented learning approach and students are required to develop thinking skills, solve problems, and find solutions to the problems faced both individually and cooperatively, rusman (2019). by referring to this, the research results are expected to obtain maximum results. discussion there are five reasons for this research happened. the first reason is that although pbl has been around for nearly 50 years now, there are still questions about its effectiveness. one of the proposed strategies is pbl. it has been to understand why and how the underlying principles of pbl (learning is contextual, constructive, collaborative, self-directed and engaging) work, and under what circumstances (dolmans, de grave, wolfhagen, & van der vleuten, 2005; mamede, schmidt, & norman, 2006). to understand how and why pbl works, it is essential to know more about the foundational elements of pbl such as problems, tutors, and students. the second reason is that several studies suggest the quality of problems to be important in positively influencing the students’ learning (gijselaers & schmidt, 1990; van berkel & schmidt; 2000). it is shown to have a higher influence on students’ learning than yulandari & suryadi analysis spoof text production ……….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 42 teacher role and students’ prior knowledge (gijselaers & schmidt, 1990; van berkel & schmidt; 2000). the implication of these findings is that understanding how to improve the quality of the problem is likely to be meaningful and crucial to enhancing the students’ learning. the third reason is that despite the suggested importance of quality of problems in pbl, only a few studies are available that shed light on this matter. what this means is that though the researcher recognizes the importance of problems, the researchers do not know much about the characteristics of problems that determine the quality of problems. the fourth reason is that problem students find the process of answering the questions problems challenging and the lack of framework based on empirical evidence to guide them indicates that there is not much support for students’ problems. hence, there is a need to gain a better understanding of problems in pbl to help the students’ problems, so that the researcher and the teacher can help students learn better. the fifth reason is a lack of validated instruments available to assess the quality of individual problems in pbl. hence, assessing the quality of the problem may not be straightforward. therefore, there is a need to develop and validate an instrument to assess the quality of problems so that the researcher and teacher can evaluate and design better problems. underpinning all the above five reasons was the vision to help students learn better in pbl. therefore, the objective of this research is to explore the students’ and teacher perspective of problem characteristics, develop and validate a rating scale to assess the quality of problems, and utilize this rating scale to investigate the influence of problem characteristics on students’ learning. more specifically, it investigates (1) whether the teacher is able to implement or not teach spoof text writing skills using the pbl approach; (2) how teachers implement the pbl approach; (3) students' understanding in producing spoof texts and pbl approach-based learning. the text used in this research was a spoof text. spoof is a text that tells a potentially factual story that has happened in the past with an unexpected and funny ending. its social function is to entertain and share stories. spoof aims to tell an event with a humorous twist, nurma (2016). moreover, the story usually has a moral message for the reader. sudarwati & grace (2016), stated that spoof has a generic structure or text organization and language characteristics. regarding the organization of the text, djuharie, o. s. (2017) explains as follows: a) orientation: orientation appears as an introductory part of the text. this will guide the reader to indicate what kind of text he will read and the story's beginning. b) events: events are included as part of the text narrating the events that occur in the story usually in chronological order. c) twist: a twist is a part of the text near the end of the story that tells about something unpredictable that makes the reader smile and laugh. this is the funniest part of the story. assessment of student was carried out by giving post-tests. the post-test results support the successful use of the problem-based learning method in improving students' text-producing skills. assessments for writing or text production were conducted to measure the improvement of students' text-producing skills and to support data. researchers made several indicators of writing performance, including content, vocabulary, organization, language use and mechanics, and presented students' average score in each aspect of writing after the post-test process. for more details can be seen in the following table. for the post-test, the average student's writing results got a score of 73.9. this shows students' abilities are at a better level than before. in the pre-test, they only got a score of 65.7. the average score of students from each aspect of producing texts showed a significant increase compared to the previous measure. in terms of content, students managed to get 19.18 out of 30. this was in the good to average category. they have adequate knowledge and supporting sentences, although some still lack detail. however, content development is sufficient. yulandari & suryadi analysis spoof text production ……….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 43 the students also have more organization, with a score of 17.81. the main idea was fairly well written and fairly cohesive. students' ideas in producing texts are also more prominent and logical. they can also provide a logical and well-organized sequence when compared to their writing at the time of the pre-test. in the use of language use, students got a score of 16.45 out of 20. their writing has effective and simple constructions and shows minor problems in complex constructions. students wrote more in the correct tenses although sometimes they made some mistakes, but it was less than before. there are still some students who forget to put a period at the end of the sentence and use capital letters in certain conditions. in terms of spelling, they show fewer punctuation errors. the increase in student learning outcomes occurs because the application of problem based learning approach was applied systematically so that students can develop learning motivation, collect data, and information from various sources. this is in line with rusman (2019) opinion, which states that the purpose of pbl is mastery of learning content from heuristic disciplines and the development of problem-solving skills. the problem-based learning approach uses the inner intelligence of humans in the community or environment to solve meaningful, relevant, and contextual problems. problem-based learning is the most significant innovation in education. pbl is also related to learning about the wider life (lifewide learning), skills to interpret information, collaborative and team learning, reflective and evaluative thinking skills. according to dasna (2019), problem-based learning or (pbl) is learning that is based on a case and then analyzed to find solutions to problems. problem-based learning encourages students to apply critical thinking and problem-solving skills with content knowledge to real problems or issues. instruction in learning strategy problems is student-based and studentcentered. problem-based learning includes discussion, reflection, research, projects, and presentations. problem-based learning begins with an issue or subject matter, case, or unstructured problem that can be researched, studied, or even solved (give a solution). the role of a teacher in problem-based learning is to pose problems, ask questions, and facilitate the learning process. conclusion based on the results of the study, it shows that students' writing skills can improve through the application of the problem based learning model. students can improve their ability to produce spoof texts that include aspects of content, text structure (organization), vocabulary, sentences used (language use), and mechanics after the action research has been carried out from the pre-test to the post-test. the implementation of the problem based learning model shows a significant increase in students' ability to produce spoof texts. this learning approach was problem-oriented to develop thinking skills, solve problems, and find solutions to issues faced both individually and cooperatively. therefore, problem-based learning is an innovation in learning. in pbl, students' thinking skills are really optimized through a systematic group or teamwork process. students can empower, hone, test, and develop their thinking skills effectively. in addition, the role of teachers has very important in the delivery and selection of learning methods that are in accordance with the material to be taught. the influence of the ability of a teacher who has the experience and good language skills will have an impact on student learning outcomes so that in the process of delivering learning, students are more responsive to the material being taught. this study can conclude that the level of students’ ability to produce spoof texts is average after applying the problem based learning model. it was proved by the post-test obtained an average score of 73.9 ideal scores of 100, the highest score of 86 and the lowest score of 66. the percentage test of students' completeness was 78%, ie 14 of 22 students are included in the complete category while 22%, namely 6 out of 22 students, are not included in yulandari & suryadi analysis spoof text production ……….. jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 44 the complete category, meaning that there are still students who still need improvement. however, at this time, it is considered complete because it has met the criteria for indicators of the success of student learning outcomes. references barrows, h. s. 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(2019). a picture of the ability to write a journal daily by students of english department. proceedings universitas pamulang, 9(1). http://openjournal.unpam.ac.id/index.php/proceedings/article/viewfile/2993/2314 http://digilib.uinsby.ac.id/18827/ http://repositori.umsu.ac.id/xmlui/handle/123456789/14008 http://ejournal.iainmadura.ac.id/index.php/ibtida/article/view/3000 https://doi.org/10.1002/9781118410868.wbehibs528 http://repository.radenintan.ac.id/ https://journal.uniku.ac.id/index.php/ieflj/article/view/632 https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=sumono%2c+%282018%29.+the+implementation+problem+based+learning https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=sumono%2c+%282018%29.+the+implementation+problem+based+learning https://journal.uniku.ac.id/index.php/ieflj/article/view/632 http://openjournal.unpam.ac.id/index.php/proceedings/article/viewfile/2993/2314 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2542 april 2020. vol.8, no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 193-201 jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 193 english lesson plan implementation by teachers candidate in micro teaching course at fkip of hkbp nommensen university dumaris e. silalahi english lecturer, fkip, universitas hkbp nommensen, medan, indonesia corresponding author email: dumaris.silalahi@uhn.ac.id article info abstract article history received: march 2020 revised: april 2020 published: april 2020 english lesson plan is a set of learning plans contains essential guidance for the teacher referring to english teaching material. successful teaching is not determined by the learners’ achievement but also teaching process, which is prepared well by the teacher. it is the proof of teaching as transferring the knowledge. referring to this case, this research was intended to find out the extent of the english lesson plan implementation by the teacher candidates of english department students as the learner of english as a foreign language. the implementation was observed engaging 65 students who were attending a microteaching class which was one of education compulsory and requirement subject at fkip of hkbp nommensen university. quantitative research design was used to find out the extent of implementation english lesson plan of the subject. the research found the level of the implementation at 15,19% at level of high, 27,69 % of moderate, 25,00% at low, and 32,11 of poor. it indicates that the english lesson plan implementation by the teacher candidates as the sample in this research was still low. keywords english lesson plan; implementation; teacher candidate; microteaching; how to cite: silalahi, d. e. (2020). english lesson plan implementation by teachers candidate in micro teaching course at fkip of hkbp nommensen university. jollt journal of languages and language teaching, 8(2), 193201. doi: https://doi.org/10.33394/jollt.v%vi%i.2542 introduction teaching is common word which is understood easily by the people. teaching is simply understood as transferring knowledge. teaching is done in institutional involving teacher and learners or students. one of indicators to support the succees education is teaching, therefore, teaching should be concerned well by all the participants of education. teaching is complex work. the word complex denotes that teaching concerns with physical, emotional, practical, behavioral, political, historical, cultural, spiritual, and personal. by covering all aspects, the teachers have to concern into method, approach, and technique (larsen and anderson, 2016). when english is focused on teaching, the complexity is involving teachers‟ view of the nature of english, sociocultural setting in which teaching and learning take place (safitri & sugirin, 2019; haerazi & irawan, 2020a). it means that many things should be prepared before a teacher delivers a material in a classroom or to the students or learners. the things should be prepared well in the form of lesson plan. it is the series of activities that should be done by the teacher. in general, lesson plans can be defined as a set of learning plans that give guidance to the teacher what material will be taught and how to teach it (spratt, et al., 2005). this definition shows that the elements that must be presented in a lesson plan are subject matter mailto:dumaris.silalahi@uhn.ac.id silalahi english lesson plan implementation ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 194 that must be mastered and how learning as an attempt to achieve that material will be designed, managed, and evaluated for success. lesson planning is one of the basic skills needed by a teacher. the importance of lesson planning in learning activities can be viewed as someone who is traveling. people who travel need to know a variety of things related to the journey: goal of the journey, time to spend, and necessary logistics for the trip. in general, the lesson plan functions to: (1) give the lesson a framework, an overall shape and (2) remind teachers what they are intended to do, especially if they get distracted or momentarily forget what they had intended (graves, 2000). by giving concern on a well and creative lesson plan, it may result on a good teaching. beside that, teacher(s) should concern to students‟ learning. understanding the students learning may help the teacher to understand the learners‟ needs. in transferring knowledge or teaching, the teacher(s) has to be able to manage learning experience for the students. learning is about how we perceive and understand the world, about making meaning (anderson ii, 2011). learning in making meaning is not a single thing; it may involve mastering abstract principles, understanding proofs, remembering factual information, acquiring methods, techniques and approaches, recognition, reasoning, debating ideas, or developing behavior appropriate to specific situations; it is about change. despite many years of research into learning, it is not easy to translate this knowledge into practical implications for teaching. there are no simple answers to the questions „how do we learn?‟ and „how as teachers can we bring about learning?‟ this is partly because education deals with specific purposes and contexts that differ from each other and with students as people, who are diverse in all respects, and ever changing. not everyone learns in the same way, or equally readily about all types of material. the discipline and level of material to be learnt have an influence. students bring different backgrounds and expectations to learning. our knowledge about the relationship between teaching and learning is incomplete and the attitudes and actions of both parties affect the outcome, but we do know enough to make some firm statements about types of action that will usually be helpful in enabling learning to happen. this background encourages me as the researcher wants to see the implementation of well-arranged lesson plan by the teacher(s) candidate of fkip universiats hkbp nommensen. it is done through answering the research problem which is formulates as “to what extend is the implementation of english lesson plan in teaching practice of teacher candidate at micro teaching class?” english lesson plan has good learning design implies having two main properties namely coherence and variety (harmer, 2004). 1. coherence good learning design implies having two properties. coherence means the lesson plan has a logical pattern and there is a connection between parts or elements that form a single entity. if there are, for example, three different activities, there must be a link between the three types of activities. at least, each of these activities must achieve the same goal. if each activity is not interrelated, it can be said that the lesson plan is incoherent. 2. variety at least, each of these activities must achieve the same goal. if each activity is not interrelated, it can be said that the lesson plan is incoherent. to achieve a certain competency, it is often necessary to have some continuous activities which will be able to help students have the desired ability together. the two properties above seem like two conflicting things. in extreme conditions, a very coherent lesson plan cannot meet the requirements of diversity, and instead a lesson plan that contains very diverse activities can become less coherent. harmer (2004) suggests a silalahi english lesson plan implementation ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 195 compromise: „plan a lesson that has an internal coherence but which allows students to do different things‟. we must be able to design lesson plan which has internal coherence without preventing students from doing various types of activities that are varied but still relevant. components of lesson plan existing elements in the lesson plan can vary between teachers, each adjusting to their needs. however, according to harmer (2004), basically a lesson plan needs to include the following aspects: who are the students for this activity? (namely the description or characteristics of classes and study groups who will learn to use the lesson plan) what will it achieve? (in the form of a description of the learning objectives to be achieved) how long will it take? (a form of statement about the time limit allocated for the learning process) what might go wrong? (problems that may arise and anticipation) what will be needed? (media needed to do learning) how does it work? (the series of activities (procedures) that will be carried out to achieve the goal) characteristic of microteaching the teachers‟ quality is still the priority up to this time. it becomes crucial case in education because of the reality the position of the teachers at any level of education like since at kindergarten, primary, junior, up to university level still does not catch good performance based on standardized education needs. to overcome this problem the government always treats the efforts like seminar, workshop, and group discussion up to the research of education problem referring to teacher performance in leading the classroom. it is done to improve teacher performance quality to manage the classroom. professional competency indicates optimally the teachers‟ ability as good teaching at classroom. the teachers‟ professional competence in indonesia consisting of ten categories they are: (1) mastering teaching material; (2) managing teaching programed; (3) classroom managing; (4) using teaching media; (5) mastering education basic; (6) managing interaction teaching and learning; (7) evaluating learning achievement; (8) knowing the function and spiritual service; (9) knowing and doing school administration; and (10) understanding and analysis the result of research in order to improve teaching needs (buchori, 2008). refering to uu no.14 year 2005 and pp no.19 year 2005 stated that teacher competencies include personal competence, pedagogic, professional and social. personality competence is a personality ability that is steady, stable, mature, wise and authoritative, be an example for students, and have good character. pedagogical competence is the ability to manage student learning which includes understanding students, designing and implementing learning, and developing students to actualize various potentials they have. professional competence is the ability to master extensive and in-depth learning material that enables it to guide students to meet the competency standards set out in national education standards. organizing microteaching 1. theoretically the purpose of the first stage or the initial stage of the prospective student teacher is given theoretically with regard to teaching micro. in this case, students are given an understanding and understanding of micro teaching theory relating to everything that must be understood and mastered as provision for prospective teachers. the second stage, students are trained to practice theories that have been mastered and understood by practicing teaching (real teaching). that is, it really does teach, but not in the actual classroom. likewise, the students are not actual students, but friends themselves who act as students in other terms of silalahi english lesson plan implementation ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 196 peer teaching. the theoretical implementation begins with introducing theories about (1) understanding, (2) objectives, and (3) micro teaching functions (sagala, 2009 and uzer, 1992). 2. practically the purpose of the second phase is practically, students are divided into two groups, each group consisting of 15-20 people. each individual in the group takes turns acting as a teacher, accompanied by one of the lecturers as a guide as well as a examiner. the division is based on the agreement of the study program lecturer, which has been equipped with a set of instruments consisting of student attendance that is mentored, practice forms and forms for the exam. thus, the assessment is based on the components written in the form provided. for students who will practice, must make a lesson plan and choose one of the teaching skills to be practiced. the practice of micro teaching can be carried out in lecture halls, or in micro laboratories. 3. participants microteaching participants are the students who have passed all the science and skills courses, the subject of work expertise, and the course of work behavior. micro teaching is one of requirements compulsory of educational subjects at fkip universitas hkbp nommensen. the students who are attending microteaching class are they who have passed kinds of educational subject like philosophy of tefl, lesson planning, approach, method, and technique, curriculum and material development. it means they have master how to prepare lesson plan well in delivering teaching and also how to manage teaching material based on the students need at school. research method dealing this research, the researcher prepares instruments of english lesson plan contains sets of questionnaires which is relevance into teaching method, approach, and techniques. it is prepared in order to evaluate the implementation of the lesson plan which is practice in microteaching class by the english department students at fkip universitas hkbp nommensen who learn english as foreign language. then the procedure of collecting data is done through observation teaching practice. furthermore the evaluation is done to see the relevance of teaching practice performance and the prepared english lesson plan. the evaluation is conducted based on the questionnaires in instrument of lesson plan. research design quantitative research design explains phenomenon in form of numerical data which is analysed mathematically or using statistical procedures. it is commonly applied in educational research which related into the students achievements (muijs, 2004). additionally quantitative research design is used to analyse the data in form of students‟ scores or in form of numbers (creswell, 2014). in line with this quantitative research design is the research which uses questionnaires as the instrument of collecting data (silalahi e, 2018). dealing to this definition, quantitative is an appropriate research design used in this research. it refers to the data which gained in form of numerical. furthermore the data is analysed by using simple mathematical. the simple means here is that the mathematics only at the part of percentage to answer the research problem to show the extent of the implementation of english lesson plan by the sample in microteaching class performance. research population and sample the population of this research are all the students who are attending microteaching class at the sixth semester at academic year 2019/2020. they are english department students at fkip universitas hkbp nommensen medan. there 245 students at english department at silalahi english lesson plan implementation ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 197 the sixth semester at academic year of 2019/2020 but not all of them are taken as the sample of this research. the samples are taken purposively. it is based on the purpose of the research. the purpose is the students who are taken microteaching class to the researcher‟s class at the faculty. it is done in order to easy to researcher to get the data through observation. instruments the instrument will be used to collect the data in this research is english lesson plan. furthermore the lesson plan will be evaluated based the sets of questionnaires which is called as the instruments of lesson plan. the instruments consist of 28 statements to measure the participants‟ performance in implementation of the lesson plan. in reporting the result analysis, those statements were reported into 8 categorized. they were: (1) pre-teaching, (2) opening teaching process, (3) comprehension of teaching material, (4) approach, method, and technique, (5) using teaching media, (6) contextual teaching and learning, (7) processing and achievement learning evaluation, and (8) post teaching. to support the data, the teaching practicing performance was video-taped by the sonic handy cam. the data were taken at micro teaching class. the instrument is formulate in the following table table 1. instrument of lesson planning scoring no. aspek/kemampuan yang dinilai nilai nilai i pra pembelajaran 1 2 3 4 1. kesiapan ruang, alat, dan media pembelajaran 2. memeriksa kesiapan peserta didik ii membuka pembelajaran 1. melakukan kegiatan apersepsi 2. menyampaikan kompetensi/tujuan yang akan dicapai dan rencana kegiatan iii kegiatan inti pembelajaran a penguasaan materi pembelajaran 1. menunjukkan penguasaan materi pembelajaran 2. mengaitkan materi dengan pengetahuan yang relevan 3. mengintegrasikan karya ilmiah dalam pembelajaran 4. menarik kesimpulan menuju penemuan konsep b pendekatan dan strategi pembelajaran 1. melaksanakan pembelajaran sesuai dengan kompetensi tujuan yang akan dicapai 2. melaksanakan pembelajaran seacara runtut 3. menguasai kelas 4. melaksanakan pembelajaran yang bersifat kontekstual 5. melaksanakan pembelajaran yang memungkinkan tumbuhnya kebiasaan positif 6. melaksanakan pembelajaran sesuai alokasi waktu yang direncanakan c pemanfaatan sumber belajar/media pembelajaran 1. menunjukkan ketersediaan media dalam pembelajaran 2. menunjukkan keterampilan dalam penggunaan sumber belajar/media pembelajaran 3. menghasilkan pesan yang menarik minat peserta didik belajar 4. melibatkan siswa dalam pembuatan dan pemanfaatan sumber belajar/media pembelajaran d pembelajaran yang memicu dan memelihara keterlibatan kelas 1. menumbuhkan partisipasi aktif peserta didik melalui interaksi guru, peserta didik, dan sumber belajar 2. merespon positif partisipasi peserta didik silalahi english lesson plan implementation ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 198 3. menunjukkan sikap terbuka terhadap respon peserta didik 4. menunjukkan hubungan antar pribadi yang kondusif 5. menumbuhkan keceriaan dan antusiasme peserta didik dalam belajar e penilaian proses dan hasil belajar 1. memantau kemajuan belajar 2. melakukan penilaian akhir sesuai dengan kompetensi/tujuan 3. menyampaikan pesan dengan gaya yang sesuai iv penutup 1. melakukan refleksi atau membuat rangkuman dengan melibatkan siswa 2. melaksanakan tindak lanjut dengan memberikan arahan, atau kegiatan, atrau tugas sebagai bagian dari remedial/pengayaan nilai total data analysis the collected data were analyzed based on the point of questionnaire which was achieved by the teachers candidate at english department students of fkip universitas hkbp nommensen during teaching practice at microteaching class. the questionnaire was in the form of checklist filled by the researcher while observing teaching practice. the checklist was done based on the likert scale on the instrument of lesson plan. based on the likert scale, the sample performances for the english lesson plan implementation were calculated in numerical form. moreover, it was further analyzed by calculating the percentage of the samples‟ achievement. research findings and discussion research findings the research findings were formulated referring to the research question as, “to what extend is the implementation of english lesson plan in teaching practice of teacher candidate at micro teaching class?” to determine the extent of the implementation of english lesson plan in teaching practice of the candidate at micro teaching class, a descriptive analysis was utilized. the participants were taught knowledge of lesson plan in education requirements subject like philosophy of tefl, curriculum and material development, and approach, method, and technique. furthermore, the characteristic and techniques designing of lesson plan were gained by the participants at the lesson plan subjects itself. these subjects were designed well in order to enable the teacher candidate to be professional in teaching. in this case, the participants showed that they were still lack in the implementation of lesson plan. it was seen from the students‟ scores on their performances in teaching practice at the microteaching class. the score can be seen clearly in table 2. table 2 instrument of lesson planning scoring no.of statement high (4) moderate (3) low (2) poor (1) total 1 5 12 32 16 65 2 7 13 18 27 65 3 10 15 16 24 65 4 6 16 18 25 65 5 8 14 15 28 65 6 11 20 10 24 65 7 14 26 12 13 65 8 18 28 9 10 65 total 79 144 130 167 520 15.19% 27.69% 25.00% 32.11% 100% silalahi english lesson plan implementation ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 199 in the instrument of english lesson plan, there were 28 statements used to measure the participants‟ performance in implementation of the lesson plan. in reporting the result of analysis, those statements were reported into 8 categories. it was intended to simplify the report but it would not miss the meaning of those statements, which measured the participants‟ performances. the ability of the participants in implementation english lesson plan is still low. it is still at the level of 15,19 % who get the high scale or only 79 times got by the participants which have to be gotten for 520 times. the same case also happens into the scale of moderate. it is 27,69 % times got by the participants which have to be gotten in 520 times. it means that the participants ability implementation of english lesson plan at microteaching class still stay on the scale low and poor. it is 25,00% at the level of low and 32,11% at the level of poor.to see the extent of the implementation of english lesson plan, the researcher formulates the scale level in the figure. figure 1 scale implementation of english lesson planning discussion the extent implementation of english lesson plan, which was demonstrated in the microteaching class in this study, was still in varieties. the ability of the candidate teachers in the implementation of english lesson plan was still on 15.19%. it means that the ability was still low. referring to the samples‟ background knowledge in various kinds of educational subjects within the previous semester, they were expected to achieve high achievement scores. therefore, they should be well prepared with their english lesson plans before attending a classroom. it is essential for them to come with understanding on teaching as a activity of knowledge transfer. it is in line with haerazi and irawan (2020) who state that the preparation of teaching-learning such as lesson plan including learning materials leads teachers or students to understand what they needs to do in the class. in handling microteaching class, the lecturer had shared instrument of designing a lesson plan containing sets of statements to be prepared well in order to have well teaching performance. it had been taught at the beginning of the meeting. it was done to help the students to master the instrument so that the students might be able to prepare all items in a lesson plan. in addition, this microteaching class was organized in two procedures, i.e. theoretical and practical teaching. micro-teaching practice is aimed at preparing pre-service 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% high moderate low poor series 1 series 2 series 3 silalahi english lesson plan implementation ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 200 teachers to become a teacher. it is in keeping with sjolie, francisco, and langelotz (2018) who argue that “learning to be a teacher is more than learning to teach and more than taking role of a teacher”. it can improve pre-service teachers‟ experience and personal. in this study, the pre-service teachers‟ mastery of teaching materials is considered as a crucial thing in teaching practice. they perform their performance as they lack of knowledge of their teaching materials. because of this, they cannot interconnect the learning materials with another context. furthermore, the participants were also engaged in a microteaching class. the participants were a few students. they were grouped into some small classes. there were only thirteen students in each class. it was aimed to allow students to be fully participating in a teaching practice twice in one semester. another issue was concerning to the time allocation needed in handling a classroom. it is in line with haerazi et al. (2020) who argue that students should be provided with enough time allocation to build their linguistics knowledge and background knowledge. in microteaching class, the class were exposed with the lesson study method, in which the class used feedback in the way of discussion among students and lecturer after observing teaching practicing. practice of teaching was conducted by all class participants one by one. this condition was not adopted well by the candidate teachers. it was proved from the sample ability in implementing the lesson plan. the finding shows that their ability was still low. this result indicates that there were some obstacles in preparing english lesson plan and teaching practice. these issues should be further analysed in a future research. conclusion referring to the research finding, the implementation of english lesson plan at microteaching class by the english department students of fkip universitas hkbp nommensen at sixth semester in academic year of 2019/2020 was still low. it can be concluded by addressing the range of achievement of the samples, which was analysed based on the instrument of lesson. from this finding, it can be concluded that the students did not comprehend the teaching preparation suggested in the instrument of a lesson plan design. the students conducted a teaching practice based on what they had known in their mind without any sufficient consideration towards issues of classroom management. acknowledgement this research was conducted at english department students of fkip universitas hkbp nommensen. it was done to fulfil the program of this board which was handled by its research and community service institution. so my great thanks is addressed to universitas hkbp nommensen for the facilities and also the fund in doing this research until finish. i really appreciate all my colleges who gave me suggestion in improving this research from a research proposal until research result. the proposal seminar was done to improve research proposal become worthy so my thanks to all the advisors. many thanks i say to all the assistance of the clerks of fkip universitas hkbp nommensen especially in completing this project. unforgettable thanks to my husband (wanjul) and children (yolanda, rajes, rafael) for your support me spiritually in completing this research. silalahi english lesson plan implementation ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 201 references anderson ii, dr. james c. (2011). supporting classroom management with principles of teaching and learning. buchori, alma. (2008). guru profesional, menguasai metode dan terampil mengajar. bandung:alfa beta. creswell, j. w. (2014). research design: qualitative, quantitative, and mixed methods approaches. thousand oaks, ca: sage publications. gravess, kathleen. (2000). desiging language course; a guide for teachers. boston: ma. heinle-heinle. haerazi, h., & irawan, l. a. (2020b). the effectiveness of ecola technique to improve reading comprehension in relation to motivation and self-efficacy. international journal of emerging technologies in learning (ijet), 15(01), pp. 61-76. doi: http://dx.doi.org/10.3991/ijet.v15i01.11495 haerazi, h., irawan, l. a., suadiyatno, t., & hidayatullah, h. 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(1992). menjadi guru profesional. bandung:pt remadja. rosdakarya. http://dx.doi.org/10.3991/ijet.v15i01.11495 http://doi.org/10.11591/ijere.v9i1.20395 http://dx.doi.org/10.30659/e.5.1.43-54 http://dx.doi.org/10.30659/e.4.2.261-274 https://dx.doi.org/10.22161/ijels.3.6.11 https://doi.org/10.1080/14681366.2018.1500392 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2483 april 2020. vol.8, no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp.162-169 jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 162 the use of mind mapping to teach reading comprehension sopian saori sekolah tinggi ilmu ekonomi amm mataram corresponding author email: tsaurisofiyan@gmail.com article info abstract article history received: february 2020 revised: march 2020 published: april 2020 the research was aimed at finding out the impact of using mind mapping toward students’ reading comprehension. this study was classified as a quasiexperimental research design using two intact classes as an experimental and control group. the experimental group was treated using the mind-mapping technique, while the control group was subjected to conventional learning techniques. the sample of this study was the first-year students of nabi’ nubu’ islamic senior high school. the instrument of this study employed a reading test for students in both groups. the reading tests were distributed in the pre-test and post-test. the data analysis used descriptive and inferential statistics. the data were met the normal and homogeneous data. the result of the study showed that the mean scores of the experimental group (71.76) were higher than the control group (60.24) after treatment was given. thus, the use of mind mapping has a significant effect on students’ reading comprehension. it indicated that the technique can be an alternative technique to teach reading comprehension. keywords reading skills; mind mapping; how to cite: saori, s. (2020). the use of mind mapping to teach reading comprehension. jollt journal of language and language teaching, 8(2), 162-169. doi: https://doi.org/10.33394/jollt.v%vi%i.2483 introduction english is a compulsory subject in many countries. in indonesia, english is taught as a foreign language. it becomes part of the school curriculum. it is a vital tool for the learners in the global era who wish to communicate easily across nationalities for many years to come (harmer, 2002: 2). there are four skills in learning english namely speaking, listening, reading and writing. reading is one of the language skills should be studied and mastered by students to get information from the texts (haerazi & irawan, 2020). it was a language activity to attain information and knowledge. reading is also taught at junior or senior high school in indonesia. according to imran, firman, and raudhatunnisa (2019), reading is an interactive process between a reader and a text. in this process, readers interact dynamically with the text as they try to elicit the meaning. reading is classified as recognition of printed or written symbols, which serve as stimuli for the recall of meanings built up through the reader's past experience (rachmawati, 2018). it has also been described as a process of translating alphabetical symbols into a form of language from which the native speaker has already derived the meaning (bond, 1984: 02). according to maxom (2009: 139), reading is one of the key skills in language learning. reading skills reinforces other language skills such as speaking, listening and writing (haerazi, prayati, & vikasari, 2019). it is also a complex cognitive process of decoding symbols in order to construct or derive meaning. snow (2002: 11) asserts that reading is a means of language acquisition, of communication, and of sharing information and ideas. it is in line with novita (2018) who argues that a complex interaction between texts and readers is shaped by readers’ prior knowledge, experiences, attitude, and language community. the reading texts also are shaped by the speakers of the target language culturally and socially mailto:abc@edu.ac.id saori the use of mind mapping….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 163 situated (haerazi, vikasari, & prayati, 2019). therefore, the reading process requires continuous practice, development, and refinement. reading helps people to not only get access to more language input but gain more knowledge concerning the world as well. it is the prominent method for learning new information and has the capacity of opening up new ways of perceiving the world and transforming the world (grabe and stoller, 2001; in hsu, 2010: 11). for efl learners, reading is an essential method for independent obtaining information from other countries. even though the majority of people learn to speak before they learn to read or write, most people have more needs and chances to read than to speak in learning second and foreign language (goodman, 1986; in hsu, 2010: 11). there are some problems with reading instruction namely methods, content, vocabulary, instructional materials, environment, ineffective instruction, lack of motivation, grammatical features, and language features. those issues cause the students to experience difficulties in reading english texts (mcnamara, 2007: 199; harmer, 2002: 205; lenski and lewis, 2008: 42-43). it is impossible to discuss all of the problems. due to the limited time, capability and fund, this study is only concerned with investigating the use of mind mapping on teaching reading. review of literature mind mapping technique mind mapping is popularized by buzan in 1964. it is a chosen instrument that may help a person to share one’s memory. it is one of the techniques that can improve the english ability of the students. the picture below is an example of mind mapping. it is a useful technique that helps the students to learn more effectively and improves the way that we gain the information (2007: 19). mind mapping is considered as a technique that could be used in constructivist language lessons because; it develops creativity and promotes individuals’ learning. it can be used by hand and paper or computer. using paper mind maps seem to be time-consuming because students need to erase many times and rewrite again and again (erdogan, 2008). there are some steps to make mind mapping. firstly, place an image or topic in the center by using at least three colors. secondly, use images, symbols, codes, and dimensions throughout the mind map. thirdly, select keywords and print them using upper or lower case letters. fourthly, each word/image is alone and sitting on its line. next, connect the lines starting from the central image. the central lines are thicker, organic and flowing, becoming thinner as they radiate out from the center. next, make the lines the same length as the word/image. next, use a variety of colors throughout the mind map. next, develop a personal style of mind mapping. next, use emphasis and show associations in the mind map. finally, keep the mind map clear by using radial hierarchy, numerical order, or outlines to embrace your branches. (buzan 2007: 70). according to setianingsih, rosihan, and pardani (2018), mind mapping is based on imitating learners’ thinking process in which they are asked to move from one topic to another topic back and forth. the process of recording information through symbols, pictures, or colors is the same as the process of learners’ brains. many researchers have a different focus when they use the mind mapping technique to improve students’ language skills including reading skills. this technique also encourages students to utilize their thinking skills. good readers need higher-order thinking activities to map their mind when they read a text. it is in keeping with thamrin and agustin (2019) who argue that reading activities need learning activities encouraging students to think higher-order thinking skills. mind mapping can be designed to support students in reading activities. the complete of it can be seen in figure 1 as follows. saori the use of mind mapping….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 164 figure 1. mind mapping technique sources: (https://www.mindmeister.com/blog/why-mind-mapping/, 2019) research method creswell (2008) asserts that quantitative research is a type of educational research in which the researcher decides what to study, asks specific, narrows questions, and collects quantifiable data from participants, analyzes these numbers using statistics, and conducts the inquiry in an unbiased, and objective manner. ary et al (2010) define the experimental design as a general plan for carrying out a study with an active independent variable. the design is important because it determines the study’s internal validity, which is the ability to reach a valid conclusion about the effect of the experimental treatment on the dependent variable. research design creswell (2012: 309) states that quasi-experiment includes an assignment, but not a random assignment of participants to groups. it is because the experimenter cannot artificially create groups for the experiment. this study belongs to a quasi-experimental design. it involves the manipulation of an independent variable but differs in the subjects. it is not randomly assigned to treatment groups and does not provide full control (ary et al, 2010: 316). nunan (1992: 41) mentions that the quasi-experiment is a quantitative research that has both pretest and posttest and experimental and control groups, but no random assignment of subjects. population and sample in this study, intact classrooms were used as participants of the research. class b was chosen as an experimental group and class a as a control group of the first-year students of nabi’ nubu’ islamic senior high school in the academic year 2019. those groups were chosen after using two folds of papers which were named on each paper. then all papers were inserted into a small glass. the researcher took the first paper as the experimental group and the second as the control group. instruments the instrument of the study was reading tests. the tests were distributed in the pretest and posttest. the pre-test provides a measure on some attributes or characteristics that the researcher assesses for the participant in an experiment before the students receive a treatment (creswell, 2012). the pre-test for this study was conducted at the beginning of the experiment in the first meeting before giving them a treatment. meanwhile, the post-test is used to measure students’ reading achievement after treatments (creswell, 2012). the post-test for https://www.mindmeister.com/blog/why-mind-mapping/ saori the use of mind mapping….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 165 this study was conducted after the treatments were done at the end of the experiment. it was aimed to know the students’ reading achievement after they get the treatments. data analysis in this study, there are two data analysis techniques, namely descriptive and inferential statistics. descriptive statistics indicate general tendencies in the data (mean, mode, median), the spread of scores (variance, deviation, range), or a comparison of how one score relates to others (creswell, 2008). in this analysis, the interpretation was based on the mean and standard deviation. the data were computed by using spss 15 computer program. the inferential statistics was applied to analyze data from a sample to conclude an unknown population. it assesses whether the differences of groups or the relationship among variables are much greater or less than what the researcher expects for the total population if the researcher could study the entire population (creswell, 2008). the inferential analysis includes the points of normality test and homogeneity test. the requirement of using ancova as a member of parametric statistics was that the data must be in the normal distribution. regarding this issue, the researcher had to give evidence whether the data which have been analyzed had normal distribution or not. the test of normality was done by utilizing the kolmogorov smirnov test and the data were calculated by using spss 15 computer program. the homogeneity test is intended to find out whether or not the scores of one group have homogenous variance with the scores of the other groups. the researcher used levene’s test (best et al., 2006) and the data were calculated by using spss 15 computer program. besides, hypothesis testing is a procedure for making decisions about results by comparing an observed value of a sample with a population value to determine if no difference or relationship exists between the values (creswell, 2012). in testing the hypothesis of the study, the researcher applied ancova because a pre-test as a covariate (creswell, 2008) and the data were calculated by using spss 15 computer program. research findings and discussion research findings the study was carried out to investigate the use of mind mapping on teaching reading comprehension to the first-year students of nabi’ nubu’ islamic boarding school. the results showed that there was a statistically significant difference between the experimental and control group. table 1 presents the result of the pretest and posttest for both experimental and control groups. table 1 the result of pretest and posttest methods n mean standard deviation pretest posttest pretest posttest experiment 17 62.35 71.76 6.9 6.553 control 17 62.59 60.24 7.6 8.059 based on the table above, the mean score of the experimental group was 62 and 72 with a standard deviation of 6.9 and 6.553. meanwhile, in the control group, the mean score was 63 and 60 with the standard deviation of 7.6 and 8.059 afterward, the researcher conducted a normality test to know whether the data were normally distributed or not. the computation showed that the data in the pretest and posttest for both experimental and control groups were normally distributed based on the calculation by using the spss 15 computer program. the result can be seen in table 2 as follows. saori the use of mind mapping….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 166 table 2 test of normality groups kolmogorov smirnov test pretest posttest n sig. n sig. experiment 17 0.168 17 0.101 control 17 0.062 17 0.200 hall (2010: 84) points out that if the p-value is higher than 0.05, it means that the data were normally distributed and p-value labeled as (sig.). based on the table above a kolmogorov smirnov test showed that the score for the experimental group (.168 and .101) was higher than 0.05 and for the control group the score (.062 and .200) was higher than 0.05. thus, the data for both the experimental and control group were approximately normally distributed. after knowing the data were normally distributed, the researcher conducted a homogeneity test to know whether it was homogenous or not by applying levene’s test. the researcher calculated the data by using spss 15 computer program. table 3 presents the result of the homogeneity of pretest and posttest for both the experimental and control group. table 3 test of homogeneity of variances pretest posttest levene statistic df1 df2 sig df1 df2 sig 1 32 0.589 1 32 0.758 if the probability is over 0.05 for levene’s test, variances are considered to be homogeneous (hall, 2010: 88). in line with the result above, the p-value (0.589 and .758) was higher than 0.05. it can be concluded that the data for both the experimental and control group were homogenous. both pretest and posttest are normal and homogenous. it was recommended to fulfill the assumption of ancova. in this study the hypothesis to be tested was as follows: ho is stated there is no significant difference in reading achievement between the students who are taught by using mind mapping and that of the students who are taught by using another technique. meanwhile, ha is stated there is a significant difference in reading achievement between the students who are taught by using mind mapping and that of the students who are taught by using another technique. in this study, the ancova formula was applied by the researcher and the data were calculated by using spss 15 computer program. the result of the calculation was as follows. table 4 tests of between-subjects effects source type iii sum of squares df mean square f sig. partial eta squared corrected model 1347,170(a) 2 673,585 13,839 ,000 ,472 intercept 817,183 1 817,183 16,790 ,000 ,351 pretest 217,288 1 217,288 4,464 ,043 ,126 group 1146,132 1 1146,132 23,548 ,000 ,432 error 1508,830 31 48,672 corrected total 2856,000 33 saori the use of mind mapping….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 167 table 4 shows that the f value (23.5) is greater than the f table (4.15) with a 5 % level in the degree of freedom was 32. it means that there was a significant difference in terms of reading achievement between the students who were taught by using mind mapping and that of the students who were taught by using the conventional technique. thus, the null hypothesis was rejected. the students who used mind mapping created a network relationship linked with their cognitive connection. as the network relationships increased, the cognitive connection increased and supported learning. discussion the research question of this study asked whether there was a significant difference in reading achievement between the students who were taught by using mind mapping and those who were taught by using another technique. this study found a significant difference. it was proved by the mean score of the experimental group (71.76) that was higher than that of the control group (60.24). the mean score of the experimental group increased by 9.41 points from 62.35 to 71.76. meanwhile, the mean score of the control group decreased -2.35 points from 62.59 to 60.24. the f value (23.5) was higher than the f table (4.15) with a 5 % level in the degree of freedom was 32. the finding of the study was similar to alomari (2019) that conducted a study focused on using mind mapping techniques to improve the “reading comprehension ability of fourthgrade arabic language students in jordan”. the results revealed a statistically significant difference between the two groups, in favor of the experimental group attributed to using electronic mind mapping. a review of the literature showed that the mind mapping technique has a positive impact on reading comprehension in the english language. furthermore, utilizing mind mapping techniques in teaching and learning aids students in thinking skills, establishing relationships, analyzing, focusing and creativity. it is in line with siriphanic and laohawiriyano (2010) who found that the mind-map involves students to think and communicate information to become a simple one. it also leads students to conduct semantic mapping and helps students to activate their prior knowledge before doing reading activities (zahedi & abdi, 2012). mind mapping technique in terms of the thinking process, the teachers involve students with some a circle using texts. they are asked to write the topic of the text and draw it in circle form. in doing so, students utilize their background knowledge to do this activity. this activity looks effective to activate their thinking before reading. khatimah and rachman (2018) state the mind mapping technique can improve students’ reading and writing skills because before reading students are asked to do writing exercises. for instance, in the discussion session, they are asked to draw a branch of the initial topic they discuss. then, they continue to write some keywords or phrases from the text presenting a storyline on the branches. in practice, students conduct two kinds of activities, writing and reading activities. students in mind mapping activities can improve their writing and reading skills as well. in writing activities, students also are reinforced with various reading texts. writing and reading skills are inseparable (haerazi et al., 2020). it is in keeping with rubiyah et al. (2019) who conduct a study using concept mapping techniques to improve students’ descriptive writing ability. the results of the writing assessment in cycle 1 revealed that the students' mean score increased to 7.35 points or 11.27%. it was improved from 65.22 in preliminary assessment to 72.57 at the end of cycle 1. this result was moderate, but unfortunately, the criteria of success had not been achieved yet. there were only seventeen students who gained the score 75 and above and twenty students were failed. conclusion there was a significant difference between the scores of the students who were taught by using mind mapping and those of the students who were taught by using another saori the use of mind mapping….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 168 technique. it was proved by the different mean of the score of the experimental group (71.76) and the mean of the score of the control group (60.24) with mean difference 11.6. the f value (23.5) was higher than the f table (4.15) with a 5 % level in the degree of freedom was 32. acknowledgment i thank my wife (wahidaturrahmi) who provided insight and support that greatly assisted the research. i thank sigit ari wijayanto m.m for his assistance with a particular technique, methodology, and ertin helmida for comments that greatly improved the manuscript. i would also like to show my gratitude to faizatul fajariah, m.m for sharing her pearls of wisdom with me during this research. references alomari, akram m. 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(2012). the semantic mapping strategy on efl learners’ vocabulary learning. procedia social and behavioral sciences, 69, 2273–2280. retrieved from https://ac.els-cdn.com https://doi.org/10.33394/jollt.v7i1.1439 https://doi.org/10.21070/jees.v3i2.1498 https://doi.org/10.33394/jollt.v6i1.809 https://doi.org/10.33394/jollt.v6i2.1264 http://fs.libarts.psu.ac.th/research/conference/proceedings-2/4pdf/001.pdf https://ac.els-cdn.com/ jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2314 april 2020. vol.8, no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp.153-161 jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 153 gender differences of students’ ability in writing descriptive text 1 muhammad saibani wiyanto, 1 panji wisnu asmorobangun 1 english lecture, english education, stkip pgri jombang, indonesia corresponding author email: msaibaniw@gmail.com article info abstract article history received: january 2020 revised: february 2020 published: april 2020 language has an important role for every member of the speech community. the connection between language and society is recognized as the main interest of sociolinguistics. nowadays, sociolinguistic has involved many significant research topics. one of them is the relationship between gender and language. studies about gender differences have been conducted for many years, which also deals with the use of a language as a foreign language. for instance, studying english as a foreign language (efl) among the nonnative speakers and its gender-sensitive investigation. the current article provides insights on gender differences among senior high school students with a focus on their writing ability. the purposes of this article were to find the linguistic feature that male and female students tend to use and to find out the gender differences reflected on the students writing ability. the article used a qualitative design with document analysis as the approach. the subject of this article was one class of x mipa 2 at man 6 jombang. the source of the data was students’ writings, while the data were all linguistics components of the students’ works. the data contain some types of linguistic features based on mulac’s theory. this article found four linguistic features used by the students. it can be concluded that males often used locative feature and females often used a reference to quantity feature and “i” reference feature. keywords gender differences; linguistic feature; writing skills; how to cite: wiyanto, m. s., & asmorobangun, p. w. (2020). gender differences of students’ ability in writing descriptive text. jollt journal of languages and language teaching, 8(2), 153-161. doi: https://doi.org/10.33394/jollt.v%vi%i.2314 introduction according to wardhaugh (2006:13), sociolinguistics is the study investigating the relationships between language and society by understanding the structure and function of a language in communication. nowadays, sociolinguistics has involved many significant research topics. one of them is gender and language. gender and language describe how men and women are different when they interact with people. the interaction between men and women can be done by spoken or written form. since the publication of lakoff's classic work in 1975, there are a variety of perspectives in language and gender. the study of gender is significant for the study of language. it aims to explore the differences between men and women. do men and women use language differently? this question is commonly asked. the difference between men and women is viewed as a gender issue, not sex. sex refers to a very large extent biologically whereas gender is a social construct involving the whole of genetic, psychological, social, and cultural differences between males and females (wardhaugh, 2006:315). meaning, gender is something that cannot be avoided. gender is also a reflection of human characteristic and it has happened in the community of society. writing is one way for students to communicate and convey their ideas (haerazi et al., 2018; jupri, 2018). it is in accordance with brown (2000: 232) and alviana (2019) who state that writing deals with productive skill and writing has an important role in every language. it mailto:msaibaniw@gmail.com http://ojs.ikipmataram.ac.id/index.php/jollt/author/savemetadata wiyanto and asmorobangun gender differences of students’ ability ….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 154 can be used to convey information without face to face interaction. teaching writing in english as a foreign language (efl) classroom is dominated by the process of writing (haerazi, vikasari, & prayati, 2019; yulandari & rahman, 2019). in efl classrooms, writing is considered as a challenging subject. there are various types of text in teaching writing such as; descriptive text, narrative text, recount text, report text, and several other types of text (aprianoto & haerazi, 2019; haerazi et al., 2020). one of the texts that should be taught in senior high school student is descriptive text. descriptive text is a kind of text to describe a person, place, or a particular object (haerazi & irawan, 2019). some previous studies had been taken by the writer to support the article. first, it is taken from a journal by yuka ishikawa, (2005) by the title gender differences in vocabulary use in essay writing by university students. the researcher analyzes a corpus of written essays by university students from ten regions in asia. second, it is taken from hamdi and dabaghi, (2012) by the title gender differences in iranian efl students’ letter writing. the researcher takes 64 iranian efl learners (30 male and 34 female) as participants. also, it was taken from indonesia journal by mahmud and nur, (2018) by the title exploring students’ learning strategies and gender differences in english language teaching. all of them had focused on writing with the different subjects of the research. in this article, the researcher focused on analyzing gender differences between male and female students in their writings on descriptive text. the article began with a curiosity about whether gender also influenced student’s writing. gender, as one of the main variables of learning, plays a vital role in writing. there is a link between language and gender. men and women use language differently and acquire vocabulary uniquely (haerazi & irawan, 2020). knowing gender differences is very important, especially in the efl class. mahmud & nur (2018), revealed that the main characteristics of male and female students in their learning strategies and the reason for the differences by interviewing the students. considering this issue, this article aimed to find out the linguistic feature used by male and female students and also the gender differences reflected on the students writing ability. according to mulac et al. (2001), that linguistic feature is divided into 6 features. they are judgmental adjectives, reference to quantity, locative, “i” reference, intensive adverbs and hedges. this article attempt to prove that what linguistic feature do male and female student tend to use and how gender differences reflected in writing descriptive text between male and female students. the article is the newest one because the article focused on writing descriptive text material. the descriptive text was chosen because this article was conducted on 10 th -grade senior high school students at madrasah aliyah negeri (man) 6 jombang, an islamic public school and to look for the differences in language use between male and female indicated by the way they used language in writing. the reason shows there is a different thing with previous studies above. this article was expected to be useful for anyone eager to conduct research on gender differences in writing ability, by focusing on the descriptive text. research method research design this article used a qualitative design. ary et al. (2010: 424) stated that qualitative is to obtain information to determine the nature of the situation and to objectively describe what is in the current article. this article used a document analysis approach. the source of data in this article would be taken from 10 th -grade students at man 6 jombang. data were taken from one class, x mipa 2, which consisted of 32 students. the data were in the form of words in students’ descriptive text. in this article, the data only took from 9 male and 12 female writing assignments because the other students did not collect their works. the data analyzed are words that consist of the linguistic feature mentioned by mulac, et al, (2001). wiyanto and asmorobangun gender differences of students’ ability ….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 155 the data of this article were collected by seeing the document of students’ task of writing descriptive text. to validate the data, the study used member checking to determine the accuracy of the qualitative data by giving back the data to the teacher to get feedback. research instruments the instrument of the article was the writer himself as the primary instrument. sugiyono (2018: 222) stated that in qualitative research, human or the researcher is the instrument, it means that the researcher is the primary instrument for gathering and analyzing the data. to support human as primary instrumentation is needed the secondary instrumentation. it was documented. the document form is the result of students’ task on writing descriptive text. data analysis technique in the analysis data, the data would be classified into part of a linguistic feature. in this step, the writer read students writing assignments to classify the linguistic feature. the writer looks for the linguistic feature by underlying the word in the form of a table. then describes the linguistic feature, in this step researcher describes the findings and concludes the linguistic feature that students tend to use. the last, the writer made a reflection of students writing related to mulac et al. (2001). research findings and discussion research findings 1. the linguistic feature used by male and female students results of data analysis on gender differences in writing descriptive text by students of man 6 jombang gave outlooks upon the inquiries of the current study. the data were taken from the result of students’ task on writing descriptive text. the findings of the study are presented in the table below. table 1 linguistic feature used by male and female students the result showed that male and female students used four linguistic features, i.e. intensive adverb, references to quantity, “i” reference, and locative-, except two linguistic features, i.e. judgmental adjective and hedges in writing descriptive text. this result answered the first problem of the article. the chart above indicates how many male and female students 0 5 10 15 20 intensive adverb reference to quantity "i" reference locative linguistic feature male female wiyanto and asmorobangun gender differences of students’ ability ….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 156 used a linguistic feature of all twenty-one students. from this chart, it can be seen that three male and three female students used intensive adverbs; seven male and eleven female students used the reference to quantity; only one male and three female used “i” reference, and the last nine male and eleven female students used locative. a. intensive adverb feature of intensive adverb was used by three out of nine male students (m3, m6, and m7) and three out of twelve female students (f3, f5, and f6). they used this linguistic feature more often to emphasize something rather than to give force to something. b. reference to quantity reference to quantity was used by seven out of nine male students (m1, m2, m4, m5, m6, m7, and m8) while eleven of twelve female students (f1, f2, f3, f4, f5, f6, f7, f8, f9, f10, and f12) used it. they used this feature more frequently to show the amount of something, but some others used this feature to show the scale of measurement and the level of comparison. c. “i” reference “i” reference was only used by one out of nine male students (m7) and three out of twelve female students (f3, f9, and f11). this feature was used to refer to the first person singular and to show what the writer is doing. d. locative locative was used by all nine male students (m1, m2, m3, m4, m5, m6, m7, m8, and m9) and eleven out of twelve female students (f1, f2, f4, f5, f6, f7, f8, f9, f10, f11, and f12). they used this feature more often to show a location, while others used this feature to show the position of an object. 2. gender differences reflected in writing descriptive text between male and female students data showed that four linguistic features were used by the students in their writing. the most features used by the students were locative and reference to quantity. this result answered the second research problem of the article. locative was often used by all nine male students and eleven out of twelve female students when they were trying to show the location and position of an object. for example, “pasar kedung maling is located at jl. kemakmuran.” they used locative to show the location of pasar kedung maling. this linguistic feature was also found in male writings. reference to quantity was used by seven of nine males and eleven of twelve female students. this indicates that almost all female students used this feature. they use the reference to quantity is used to mention the amount of something. for example, “so many kind vegetables, meat, and fish.” they used the reference to quantity to mention the number of vegetables, meat, and fish. this linguistic feature was also found in the male students’ writings. students also used intensive adverbs and “i” references, but only a few of them. three of nine males and three of twelve female students used intensive adverbs in their writing. they used intensive adverbs only when they wanted to emphasize something. for example, “the place is very beautiful.” this feature was used by the students to emphasize the conditions of a place that was very beautiful. for “i” reference, only one of nine males and three of twelve female students used this linguistic features. they used it when they wanted to show what they do as writers. for example, “i use jacket when going there.” this linguistic feature showed that the writer as the first person was in the middle of doing something. from the example given, the writer showed that he wore a jacket. discussion this part conveys the finding of the article supported by some related theories and previous studies. this study found four linguistic features that were used by the male and female students in writing descriptive text. wiyanto and asmorobangun gender differences of students’ ability ….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 157 1. linguistic features often used by male and female students by referring to a theory suggested by mulac et al. (2001), this article analyzed words from the students’ work. mulac, et al. (2001) mention six linguistic feature male and female language style, including judgmental adjective, “i” reference, intensive adverb, references to quantity, locative, and hedges. in this article, only found four linguistic feature that male and female students used, those were “i” reference, intensive adverb, references to quantity, and locative. he total number of linguistic feature found in the descriptive text are eighty-one words of twenty-one students. from those linguistic features, males and females often used linguistic features that they were a reference to the quantity and locative. almost, all students use this linguistic feature in their writing. those linguistic features are discussed as follows: a. judgmental adjective based on the data above, this article found that male and female students used some linguistic feature mentioned by mulac et al. (2001). it can be seen from the analysis that has been done. but, in these findings, there is no male or female use judgmental adjective. mulac, et al, (2001) mentioned that the male language feature uses judgmental adjective than female. the judgmental adjective is used to judge personal evaluation rather than mere description. because this article analyzes descriptive text (descriptive of place) might be both males and females not use a judgmental adjective. because they have to describe a place and not a person. it is in line with aristiawan (2019) who found that students faced difficulties in judgment adjective features. when students faced difficulties in this, they were able to find some strategies to learn the kind of english grammar such as english adjectives (ismiati & pebriantika, 2020). b. “i” references for “i” reference, only one of nine male students use this feature and three of twelve female students use it. this is different from mulac et al. (2001) that categorized “i” reference as a male language feature. but this finding is the same as ishikawa (2015) that found female students use more pronouns than male students. “i” reference used by student here refers to the first person singular pronoun. it indicates the position of the writer. in students writing found four-word related to “i” reference, they are m7.d4, f3.d2, f9.d4, and f11.d3. for example in m7.d4 “i use jacket when going there.” the word “i” in students writing refers to the first person as the writer and explains what he/she does. these findings indicate that female students prefer to express their presence in their writings. it is in keeping with prayati (2020) who found that students felt uneasy to express some kinds of english pronouns. therefore, they use personal pronouns more in their writing. additionally, although “i” references were rated relatively personal, there is a sense that “personal” may relate to women’s language style as well. by contrast, mulac et al. (2001) state that “i” reference appears to reflect an ego-centric orientation as male languages. whereas, the female language style is relatively socio-centric, oriented to others’ psychological states and to relationships. for example f11.d3 “if there are more or less i apologize.” it is indicated that females use “i” references to show their emphatic. c. intensive adverb this linguistic feature, mulac et al. (2001) categorized it into female language features. in this finding, both males and females use this linguistic feature in the same way. in students writing found that seven-word related to this linguistic feature. students used intensive adverbs to emphasize the condition of something, such as in finding m3.d2, m6.d2, m7.d2, m7.d5, f3.d1, f5.d2, and f6.d4. for example in finding m3.d2 “the place is very beautiful.” the word “very” here use to emphasize the view of the place. f6.d4 “the yard is very spacious and clean”. word “very” here use to emphasize the conditions of the place. according to mulac et al. (2001), this linguistic feature uses more by the female. this is because the female language style is elaborate. they use intensive adverbs to elaborate on wiyanto and asmorobangun gender differences of students’ ability ….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 158 their idea. the difference between male and female students in using intensive adverbs here is, male students use intensive adverbs when they show the view of the place. while female students use intensive adverbs to indicate the condition of the place. d. references to quantity according to mulac (2001) categorized this feature to male language feature. but in these findings, both males and females used this feature are the same. there is a twenty-nine word related to this linguistic feature. references to the quantity used by the male and female student are both in the term of any amount, and measurement. this linguistic feature found in finding m1.d2, m2.d3, m2.d5, m2.d6, m4.d2, m4.d3, m4.d4, m5.d2, m5.d4, m6.d3, m7.d3, m7.d5, m8.d2, m8.d3, f1.d3, f2.d2, f3.d3, f4.d1, f4.d3, f4.d4, f5.d3, f6.d5, f7.d2, f8.d2, f9.d3, f10.d1, f10.d3, f12.d2, and f12.d3. for example in finding f1.d3 “many people pray and read al-qur’an.” this underline word shows the number of visitors and people. both male and female students use this linguistic feature because they use to show the amount of something. in this case, they use the reference to quantity mostly at showing the number of visitors or people that visit the place. even this linguistic feature indicates the male language feature, both male and female students use it. e. locative the linguistic feature of locative here shows the location or the position of the object. in writing, they are words that indicate this linguistic feature. this linguistic feature found in finding m1.d1, m1.d3, m2.d1, m2.d2, m2.d4, m2.d6, m3.d1, m4.d1, m4.d3, m4.d5, m5.d1, m5.d3, m6.d1, m7.d1, m8.d1, m8.d2, m9.d1, m9.d2, m9.d3, f1.d1, f1.d2, f2.d1, f2.d3, f2.d4, f4.d2, f5.d1, f6.d1, f6.d2, f6.d3, f6.d5, f6.d6, f7.d1, f8.d1, f9.d1, f9.d2, f10.d1, f10.d2, f11.d1, f11.d2, f12.d1, and f12.d2. the example in finding m3.d1 “keplaksari park is located in jombang area.” this underline word “jombang area” indicates the location of keplaksari park. this linguistic feature is the most used by students in writing descriptive text. surely both male and female students use this linguistic feature. even mulac et al. (2001) categorize this linguistic feature belong to the male language style. in the descriptive text, this linguistic feature is used by both male and female students. because the subject is descriptive of place. f. hedges there are no male or female students who use hedges. according to mulac (2001) hedges is one of the linguistic features that use by female. hedges usually indicates a lack of confidence. the use of hedges itself indicates women’s language. according to lakoff, (1975) women use hedges when one really needs for protection. hedges in speaking use as the impression of a speaker that has a lack of authority or doesn’t know what they are talking about. in writing, mulac, (2001) categorizes this as a female style. this use as a politeness strategy that minimizes their imposition when responding to a request. 2. gender differences reflected in writing descriptive text between male and female students the linguistic feature used by students in their writing. it indicates the style that they use in their writing. the male language feature is perceived as relatively direct, succinct, personal, and instrumental. whereas female language feature is perceived as relatively indirect, elaborate, and effective. in finding the reference to quantity is perceived to be relatively direct. reference to the quantity used as a reference to any mention of amount, a unit of measurement, and could be in the terms of degree comparisons. in the example “so many kind vegetables, meat, and fish.” they use the reference to quantity to mention the number of vegetables, meat, and fish. in this finding show that seven of nine male and eleven of twelve female used this feature. it means that both of them use male language style in their writing. another linguistic feature that used often by students is locative. this linguistic feature is perceived to be relatively direct. it means this linguistic feature indicates a male language feature. locative used to show the location or position of the object. in examples “pasar wiyanto and asmorobangun gender differences of students’ ability ….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 159 kedung maling is located at jl. kemakmuran.” they use locative to show the location of pasar kedung maling. in this finding, all of nine male students and eleven of twelve female students use this linguistic feature. it means that both students used the male language style in their writing. students also used intensive adverbs and “i” references. but only a few students used this linguistic feature. three of nine males and three of twelve female students used intensive adverbs in their writing. they used intensive adverbs only when they want to emphasize something. in the example “the place is very beautiful.” this linguistic feature used by the student to emphasize the conditions of the place that is very beautiful. the difference between male and female students in using intensive adverb here were male students used intensive adverb when they show the view of the place. while female students used intensive adverbs to indicate the condition of the place. for “i” reference, only one of nine males and three of twelve female students used this linguistic feature. they used it when they want to show what they do as a writer. in the example “i use a jacket when going there.” this linguistic feature shows the writer as the first person is doing something, in this example, the writer shows that he wears a jacket. this article doesn’t find any of the hedges uses by both male and female students. mulac, et al, (2001) mention this feature as a female language feature. according to lakoff (1975) state that females use hedges when they really have a legitimate need for protection. here female students don’t use any of hedges in their descriptive writing. also, there are no judgmental adjective uses by both male and female students. this linguistic feature uses to indicate personal evaluation. so, in descriptive of place, this feature might be rarely used. conclusion based on the result of this article, concludes that in man 6 jombang, class x mipa 2 used four linguistic features. this feature was found in students writing. for the linguistic feature male students and female students use all of them. from twenty-one students in class x mipa 2 the most used linguistic feature in their descriptive text is locative and reference to quantity. they use locative more often to show the location of the object. in the example “keplaksari park is located in jombang area.” in this example, the linguistic feature of locative is used to show the location of keplaksari park. for reference to quantity is often used to show the amount of something. in the example “there is 2 swimming pool there.” this example uses the reference to quantity to show the amount of swimming pool. the linguistic feature of locative and reference to quantity indicates as male language style. and almost all of the students in class x mipa 2 use this feature. it can be concluded that in this class, students are dominated by male language features in writing descriptive text. this could be happening because the data was taken from the uncontrolled condition. so, the students write the descriptive text by their own ability. it might be the treatments of the teacher are different. the different things between the article with previous studies are not all linguistic features used by the students at man 6 jombang. it tends to the characteristic of how students of man 6 jombang deliver linguistic features on their writing. in the previous studies, the subject of the research is a letter-writing and vocabulary on essay writing. but, this article focuses on students’ writing descriptive text. the implication of the article is the teacher should make a formula for how students writing descriptive text using the good linguistic feature. in order for male or female students can apply their writing based on the linguistic feature, the next researcher needs to pay attention to how to write an article with different subjects of the research related to linguistic features with a different gender. from this, the writer would like to give some suggestions for the next researcher who wants to conduct the same article. the language used between men and women is different. the easiest way to know the differences is from speaking and the wiyanto and asmorobangun gender differences of students’ ability ….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 160 activity of the students. consider that different factors exclude gender may also affect students' writing. so the next researcher can try to analyze using any different instrument and subject. different treatments might be needed to reveal their differences in writing. may this article be helpful and give beneficial reference to english language learning especially in sociolinguistic. the recommendation of the article is for english teachers should give understanding and example to male and female students about the linguistic feature on their writing in order to in using linguistic features there is a no different perception. acknowledgment the writers would like to express his gratitude to the stkip pgri jombang for the support to accomplish this study. also, the writers thank my colleagues who have contributed to any part of this manuscript with outstanding and meaningful comments, suggestions, and discussions. references alviana, v. 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(2006). an introduction to sociolinguistics 5th ed. united kingdom: blackwell publishing ltd. http://doi.org/10.11591/ijere.v9i1.20395 http://dx.doi.org/10.3991/ijet.v15i01.11495 https://doi.org/10.33394/jollt.v8i1.2210 https://doi.org/10.33394/jollt.v6i2.1262 https://doi.org/10.33394/jollt.v8i1.2213 https://doi.org/10.33394/jollt.v7i2.1957 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3567 april 2021. vol. 9, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 150-159 jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |150 students’ perceptions of using youtube as english online learning media during covid-19 pandemic 1uli sylphiasimanjuntak,2dumaris e. silalahi, 3partohap s. r. sihombing, & 4lydia purba 1english student, faculty of teacher training and education, universitas hkbp nommensen, medan, indonesia 2,3,4englisheducation department lecturer, faculty of teacher training and education, universitas hkbp nommensen, medan, indonesia corresponding author email: dumaris.silalahi@uhn.ac.id article info abstract article history received: march 2021 revised: april 2021 published: april 2021 this study aims to analyze the students' perceptions in using youtube as online english learning media during the covid-19 pandemic. at grade xi of sma negeri 4 pematangsiantar. the aspects of students’ perception cover attractiveness, effectiveness, relevancy, and motivation. these aspects are seen in students’ learning experiences in classes. the research subjects include students in class xi pmia 6 and xi pmia 7 at sma negeri 4 pematangsiantar. the data are collected using qualitative research methods, namely the type of basic interpretive studies where the data are obtained using a questionnaire distributed to students in the form of a google form. the result of data analysis shows that most students gave a positive response to each statement in each aspect of the questionnaire given. based on the research results obtained, this study can be concluded that the use of youtube as an online english learning medium is attractive, effective, and relevant to the course content. it also motivates students in english online learning during the covid-19 pandemic grade xi of sma negeri 4 pematangsiantar. keywords students’ perceptions; youtube; online learning media; how to cite: simanjuntak, u. s., silalahi, d. e., sihombing, p. s. r., & purba, l. (2021). students’ perceptions of using youtube as english online learning media during covid-19 pandemic, jollt journal of languages and language teaching, 9(2), 150-159, doi: https://doi.org/10.33394/jollt.v%vi%i.3567 introduction online learning is one of the essential activities to be concerned about nowadays (michael et al., 2019; gacs & spasova, 2020). online learning is commonly rutting with the interaction between teachers and students in online without face-to-face. most efl teachers carrying out online learning employ google classroom, google-meets, edmodo, and zoom (hurlbut, 2018; haratikka, 2020; bardakci, 2019). in other words, online learning is the activities that are done in non-physical schools. this learning change because of the situation. the covid-19 pandemic makes the school activities are done from home. in this situation, teaching and learning activities are carried out at home. it purposes to minimize the spread of the covid-19 pandemic. it is one of the learning obstacles. learning must be run in this situation. the alternative of doing learning in this situation is learning through the online system. this situation teaches us that learning can change based on the situation. it means that teaching and learning activities are no longer limited to the stigma of physical school and classroom (balbay & kilis, 2017). online learning is a learning experience carried out by students using different devices such as laptops, mobile phones, etc., with internet access to support the teaching-learning activity (dhawan, 2020; blake, 2011). in other words, online learning is a learning situation in which the continuity of learning occurs with technology supported by internet access. with the http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:dumaris.silalahi@uhn.ac.id simanjuntak, silalahi, sihombing, and purba analysis of students’ perceptions ….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |151 existence of learning alternatives through online learning, so far teaching-learning activity during this situation can be helped properly, despite the shortcomings in its application. the need for online learning for teachers and students is currently due to the covid-19 pandemic situation in indonesia. this made the government assign students from elementary school, junior high school, senior high school or vocational school, and even college students to stay at home and continue learning from home (purwanto et al., 2020). this means that learning conditions are applied online with internet access through various types of supporting media. that is what teachers use in providing learning materials to students in online learning during covid-19 pandemic. it is also to avoid the spread of covid-19 in an education environment that will expand when physical contact occurs directly between individuals. the situation of online learning during the covid-19 pandemic is currently reaping many teachers' and students' perceptions. during the online learning period, the presence of technology becomes an important role in online teaching and learning. it is also emphasized that technology in education has a very important role in students’ learning that can help them obtain a variety of cognitive knowledge goals (stošić, 2015). nowadays, teachers can use many teaching-learning media in delivering materials to students to keep up with online lessons as targeted and designed through distance learning design. some of them are zoom, google meet, edmodo, videos, and etc. one kind of website that uses videos as media in online learning is youtube. the most common reason why many teachers use youtube as a teaching medium in this online learning is that youtube is the most accessible media. youtube is also one of the most popular websites in the world, where people can share different types of videos by uploading them to youtube (duffy, 2008: 123). youtube itself in the world of education is one of the platforms that can offer and provide various types of materials needed in various subject areas such as english. the use of youtube as a learning media also occurs in english learning in one of the schools in pematangsiantar, which becomes the researcher's place in conducting teaching training programs in online learning during the covid-19 pandemic, namely at sma negeri 4 pematangsiantar. perception perception is a process where humans can make the process of observing something that is complex in responding to something and the information around by using our own five senses so that we are able to know, understand and also realize something. perception is a phase which aims to acquire and process the theory data (démuth, 2013: 23). with perception as a process, humans are able to relate to the surrounding environment. this relationship can be made through the human senses such as the senses of sight, hearing, smell, touch and taste. besides, perception is an understanding of the human environment which is generated from information captured and digested by our senses. (johnson, 1994 cited in naidoo and kapofu, 2020: 2). not only about the senses and the understanding, perception can be assessed by giving the indication of agree, strongly agree, neutral, disagree and also strongly disagree for a set of statements about something that given to the respondents (ary, jacobs & sorensen, 2010: 209). our ability to produce perception will certainly help us in realizing many things in our environment that we may not have been aware of the existence of our point-of-view in responding to or reacting to something that is happening in our environment and around us. we can feel various things on the outside and become aware and able to identify what is happening around us with perception (qiong, 2017: 18). besides, the perception of objects in our visual world is not only influenced by low-level visual features such as shape and color, but is also influenced by high-level visual features such as meaning and the relationship among them (hwang, wang & pomplun , 2011: 1192). humans do not only depend on the gesture of color and shape for a certain thing in producing a perception, but human perception can also be simanjuntak, silalahi, sihombing, and purba analysis of students’ perceptions ….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |152 influenced by the semantic meaning that exists to connect with what happens or what is interpreted around. based on the explanation of the understanding above, it can be concluded that perception is an activity carried out by humans by involving the senses of sight, hearing, smell, touch and taste to identify something around us and become connected to the surrounding environment. also, by the experiences of someone, it can be a base for the point-of-view of something. the perception process itself also helps teachers become more aware of and connected to everything outside and transforms it into sensory information by collecting or interpreting it. by analyzing students’ perceptions, teachers also know better how their students’ point-of-view, arguments, or opinions on learning. it certainly helps teachers to be more connected to the environment (blake, 2011). aspects of perception aspects of perception consist of attractiveness, perceived effectiveness, relevance, and perceived motivation (horton, 2003). attractiveness is one aspect that can measure a person's perception. in perception, personality inferences about attractive targets by self-attraction most likely reflect different implicit theories that attractive and unattractive individuals have formed through observation and experience (horton, 2003). indeed, the influence of attractiveness on students' perceptions appears to be embedded in cognitive structures that are well studied and experienced. perceived effectiveness is one of the perceptions aspects which supports the existence of students’ perception-based experiences. perceived effectiveness is those perceptions experienced by the people towards something. it is based on the effectiveness of the use of something to their needs (raheem, 2015) additionally, the relevance aspect and perceived motivation aspects are the aspects of perception. the relevance aspect is the relevance use of things to the needs. it obtained based on what someone observes, feels, experiences when a person relates a relationship between something and finds conformity to it. the relevance can be seen based on the accuracy and suitability of something. these are the basics of giving perception to something. then perceived motivation is one of the aspects that can be felt to be the basis for giving positive perceptions. the motivation factor occurs when a person can feel an effective change in their own self, which is influenced by something. with this perceived motivation, the basis for positive perceptions will be stronger (balbay & killis, 2017). english online learning judging from the current 4.0 era, where everything is all technology, including the world of education, it also has demanded to involve online-based learning with technology and internet access—no exception in learning english as a second language or a foreign language. due to the increasingly global use of english in various institutions, educators' demands for teaching and educating students in the use of english has increased (khalaf, 2018: 1115). therefore, the role of the internet in accommodating english learning is very necessary. with the english online learning implemented by existing schools, the continuity of learning carried out has been able to keep up with the times from the use of technology and internet access in the 4.0 era. and in addition, the school has supported and is able to apply its proper use in creating better english learning through online learning. the current covid-19 pandemic also demands educational institutions' demands to involve the presence of technology and internet access in continuous learning that is carried out from home remotely, including learning english itself. thus, the presence of the internet's role in learning english is well recognized in today's online learning era. in addition, online learning in efl (english as a foreign language), in particular, is one of the learning situations that have simanjuntak, silalahi, sihombing, and purba analysis of students’ perceptions ….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |153 experienced good development (mutambik, 2018). so that it can help the course of learning english online effectively in the covid-19 pandemic that we are facing. the presence of online english learning also helps the effectiveness of distance language learning. in addition, learning english online can make students more motivated to learn the language. students feel a completely different sensation of learning in learning english as was done in previous times in face-to-face learning through online-based english learning (mardiah, 2020: 54). their access to information has also increased drastically. learning english online provides many learning materials and learning resources for students that they can access freely (kuama & intharaksa, 2016: 72). this online english learning can help students improve their skills in english. it not only plays a role in helping students learn english as a foreign language, yet the existence of english online learning also helps teachers in various things. the existence of online-based english learning will certainly help teachers' work in teaching so that teachers can more easily master english through the creativity of teachers in providing illustrations of material delivered in english online learning (cai, 2012). in addition, english online learning brings a change strategy and ultimately increases teaching and learning efficiency. it can be concluded from some of the concepts above regarding english online learning that the existence of english online learning is very helpful for the continuity of learning that takes place remotely, such as during the covid-19 pandemic. learning english, which is facilitated by the presence of technology and the internet, also helps students in language learning so that they become more motivated. on the other hand, students also can access various sources of english language material provided in english online learning. in addition, the teachers are also helped by the existence of online english learning in teaching english as a foreign language. research method research design a qualitative research design is used in exploring data analysis in this research. the qualitative research design is used to perform the data in the form of words rather than numbers (bogdan and biklen, 2007). this study explores the results of data analysis in the form of statements. it is a basic interpretive analysis to understand a phenomenon, a process, or a particular point-of-view from the participants involved (ary, 2010). the participants' point of view is to explore in statements from the students’ experience during the use of youtube as english online learning media during the covid-19 pandemic. in expressing the data analysis, students provide different perspectives on online learning using youtube as a learning medium. the content analysis is the basic control of analysis to be systematic. it is based on the characteristic of content analysis, which is a systematic procedural analysis based on text content in from words, phrases, statements, and documentation (hurabarat et al., 2020). to support the data analysis, percentage figures are used. it means this research design is qualitative with non-parametric. it was used to optimize the final conclusion of the students’ perception in using youtube as english online learning media during the covid-19 pandemic. the qualitative design may use the number in the form of percentage to complete research orientation (maxwell, 2010: 480). thus, in other words, the use of numeric figures in qualitative research can provide additional kind of support for the conclusion. the subjects of this research are students of grade xi pmia. they are 72 students as subjects. they study in the class of xi pmipa 6 and xi pmipa 7. they were chosen as the subjects by the reason that they use youtube as a medium in english online learning during the covid-19 pandemic. it means that the subjects were chosen purposively. purposive subjects give appropriate information as the data source of research (ary, 2010). simanjuntak, silalahi, sihombing, and purba analysis of students’ perceptions ….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |154 instruments the instrument is one of the essential points in collecting data. it is a tool to collect research data (manurung et al., 2020). in other words, an instrument is a research tool used to help researchers in collecting data in a clear, complete and systematic manner (tampubolon, silalahi, herman, and purba, 2020: 1590). the questionnaire is the instrument of this research to gain students' perceptions in using youtube as a medium in delivering the material of english online learning during the covid-19 pandemic. it was shared through google form. it contained twelve items. this instrument was adopted from the instruments of students’ perception in using youtube learning media which was proposed by balbay & kilis (2017). the instruments consist of likert-scale with the criteria of ‘strongly agree (sa)’, ‘agree (a)’, ‘neutral (n)’, ‘disagree (d)’ and ‘strongly disagree (sd)’. it is used in each statement to measure attitudes or point-of-view into the use of youtube as a media in delivering the material of english online learning during the covid-19 pandemic. then it is shared through google form that consists of some aspects. those aspects are attractiveness, effectiveness, relevancy of the course content, and motivation using youtube as an english online learning medium. each aspect consists of three questions. so, this instrument consists of twelve questionnaires. all the questionnaires involved students’ perceptions of using youtube as a medium in delivering the material of teaching-learning in the covid-19 pandemic. it is as online learning or without having a physical encounter with the object involved. data analysis data analysis is one of the stages carried out in a study to classify and interpret a meaning by providing a statement related to the research data (pasaribu, herman, and silalahi, 2019). this research used the theory from leavyto to analyze the data gained from the questionnaire. leavy’s theory has some general phases to analyze and interpret the data. the reason to use a theory from leavy is that there was a match in using the questionnaire. leavy’s theory can measure the students' perceptions as a kind of feeling or satisfaction in values coding (leavy, 2017). the first step was data preparation and organization, which aim to prepare the data to be analyzed. the second was initial immersion which aims to feel the pulse of the data. the third was coding which aims to classify the data as needed by using value coding. value coding was used to measure most of the students’ perceptions as the respondents' data from each aspect. the fourth step was categorizing and theming, which aimed to calculate the percentage in each aspect by calculating the total percentage of statements in each aspect. it is divided by the total of statements in the aspect. then the result was explained by using the descriptive information, which is specifically categorized into the respective aspects. the last step was interpretation, which aims to sum up the result after finishing the data analysis. then the results of the students’ perceptions were made in the form of statements as the conclusion. research findings and discussion research findings this study is oriented to find out the students’ perception on the use of youtube as learning medium in online learning during covid-19 pandemic. this research showed majority of students xi pmia 6 and xi pmia 7 of sma negeri 4 pematangsiantar t.a. 2020/2021 gave positive responses in every statement on each aspect presented through a questionnaire that they had filled in and submitted it. they mostly chose ‘strongly agree’ and ‘agree’ in each statement of every aspect in the questionnaire. in other words, it showed that youtube as english online learning media is attractive, effective, relevant to the course content, and can motivate students in learning english especially in learning that conducted online during the covid-19 pandemic. it is in line with arndt and woore (2018) inform that yotube videos can facilitate students to learn and acquire vocabulary. students can learn cultural vocabulary and simanjuntak, silalahi, sihombing, and purba analysis of students’ perceptions ….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |155 expression from youtube videos (maryani & aguskin, 2019). in the current study, the use of youtube is effective to help students to improve speaking performance and vocabulary. the detail results can be seen in table 1 as follows. table 1 attractiveness aspect no statements scales sa a n d sd 1. youtube is interesting because convenient, affordable, and accessible for english online learning during covid-19 pandemic 23 (31.9%) 47 (65.3%) 2 (2.8%) 0 (0%) 0 (0%) 2. youtube media enables me to understand english lessons better in online learning during covid19 pandemic 28 (38.9%) 42 (58.3%) 2 (12.8%) 0 (0%) 0 (0%) 3. discussion by using youtube media makes english online learning during covid-19 pandemic more interesting 24 (33.3%) 36 (50%) 12 (16.7%) 0 (0%) 0 (0%) youtube becomes interesting media to facilitate students to learn. the various english youtube videos are designed to improve students’ language skills such as speaking performance and listening skills. table 1 showed that in the ‘strongly agree (sa)’ scale, the first statement consists of 23 (31.9%) students, the second statement consists of 28 (38.9%) students, and the third statement consists of 24 (33.3%) students. so, it can be found the average percentage is 34.7%. on the ‘agree (a)’ scale, the first statement consisted of 47 (65.3%) students, the second statement consisted of 42 (58.3%) students and the third statement consisted of 36 (50%). so, it can be found the average percentage is 57.87%. on a ‘neutral (n)’ scale, the first statement consists of 2 (2.8%) students, the second statement consists of 2 (2.8%) and the third statement consists of 12 (16.7%) students. so that it can be found the average percentage is 7.43%. table 2 effectiveness aspect no statements scales sa a n d sd 4. youtube media makes the english online learning become more comfortable 13 (18.1%) 36 (50%) 17 (23.6%) 6 (8.3%) 0 (0%) 5. youtube media captures my attention better in english online learning during covid-19 pandemic 16 (22.2%) 39 (54.2%) 17 (23.6%) 0 (0%) 0 (0%) 6. youtube media helps to accomplish study tasks quicker in english online learning during covid-19 pandemic 19 (26.4%) 31 (43.1%) 19 (26.4%) 3 (4.2%) 0 (0%) youtube videos are easy to access and are effective to improve students’ english skills, such as pronunciation improvement. the efl teachers involve students to listen and analyze any word produced by native speakers from videos. table 2 showed that in the ‘strongly agree (sa)’ scale, the fourth statement consists of 13 (18.1%) students, the fifth statement consisted of 16 (22.2%) students, and the sixth statement consisted of 19 (26.4%) students. so that it can simanjuntak, silalahi, sihombing, and purba analysis of students’ perceptions ….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |156 be found that the average percentage is 22.23%. on the ‘agree (a)’ scale, the fourth statement consisted of 36 (50%) students, the fifth statement consisted of 39 (54.2%) students, and the sixth statement consisted of 31 (43.1%). so it can be found the average percentage is 49.1%. on the ‘neutral (n)’ scale, the first statement consisted of 17 (23.6%) students, the second statement consisted of 17 (23.6%) students and the third statement consisted of 19 (26.4%) students. so it can be found that the average percentage is 24.5%. table 3 relevance aspect no statements scales sa a n d sd 7. youtube videos used are relevant to course content 19 (26.4%) 43 (59.7%) 9 (12.5%) 1 (1.4%) 0 (0%) 8. the contents of youtube videos increases my comprehension of the lesson 23 (31.9%) 37 (51.4%) 12 (16.7%) 0 (0%) 0 (0%) 9. the contents of youtube videos are easy to understand 27 (37.5%) 37 (51.4%) 7 (9.7%) 1 (1.4 %) 0 (0%) this aspect showed that in the ‘strongly agree (sa)’ scale, the seventh statement consists of 19 (26.4%) students, the eighth statement consisted of 23 (31.9%) students, in the ninth statement consisted of 27 (37.5%) students. so that it can be found that the average percentage is 31.93%. on the ‘agree (a)’ scale, the seventh statement consisted of 43 (59.7%) students, the eighth statement consisted of 37 (51.4%) students, and the ninth statement consisted of 37 (43.1%). so that it can be found the average percentage is 54.17%. on the ‘neutral (n)’ scale, the seventh statement consisted of 9 (12.5%) students, the eight statement consisted of 12 (16.7%) students and the ninth statement consisted of 7 (9.7%) students. so that it can be found that the average percentage is 12.97%. table 4 motivation aspect no statements scales sa a n d sd 10. youtube videos in english online learning motivate me to learn more in online learning during covid-19 pandemic 13 (18.1%) 45 (62.5%) 13 (18.1%) 1 (1.4%) 0 (0%) 11. youtube media in english motivates me to participate in english online learning during covid-19 pandemic 12 (16.7%) 40 (55.6%) 20 (27.8%) 0 (0%) 0 (0%) 12. youtube media in english motivate me to study english well online learning during covid-19 pandemic 13 (18.1%) 41 (56.9%) 15 (20.8%) 3 (4.2%) 0 (0%) this aspect showed that in the ‘strongly agree (sa)’ scale, the tenth statement consists of 13 (18.1%) students, the eleventh statement consisted of 12 (16.7%) students, in the twelfth statement consisted of 13 (18.1%) students. so that it can be found the average percentage is 17.6%. on the ‘agree (a)’ scale, the tenth statement consisted of 45 (62.5%) students, the eleventh statement consisted of 40 (55.6%) students, and the twelfth statement consisted of 41 (56.9%). so that it can be found that the average percentage is 58.3%. on the ‘neutral (n)’ scale, the tenth statement consisted of 13 (218.1%) students, the eleventh statement consisted simanjuntak, silalahi, sihombing, and purba analysis of students’ perceptions ….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |157 of 20 (27.8%) students and the twelfth statement consisted of 15 (20.8%) students. so that it can be found that the average percentage is 22.23%. discussion this research showed that the students’ perceptions in using youtube as english online learning during covid-19 pandemic refer to the four aspects, namely attractiveness, effectiveness, relevance, and motivation. youtube videos are useful, and it is proven by efl teachers can administer to facilitate students to learn and improve their language skills (rangarajan et al., 2019). efl teachers create various videos and post them in youtube channels. from the channels, students learn many things dealing with language skill improvement (fay & matias, 2019). the current study focuses on students’ perception on the use of youtube videos, and the learning activities are conducted in online learning. the four aspects of perceptions found in this study are cited from horton (2003), raheem (2015) and balbay & killis, (2017). the aspects include issues of attractiveness, effectiveness, relevance, and motivation. these issues are investigated based on students’ online learning experiences during covid-19 pandemic. dealing with issues of attractiveness, the use of youtube videos in efl online learning can improve students’ interaction simce they practice to imitate the speakers from videos. it is also in line with dollah and ahmad (2020) who argue that youtube videos help students to practice imitating how english words are pronounced properly. in addition, youtube videos facilitate students to analyze english simple structures and it can be used by students in real communication (michael & shah, 2020). with precise youtube videos, efl teachers can develop students’ language skills such as speaking and listening performance (zaidi et al., 2018). the similarities that found in this study with the other previous researches could be seen from the result of the data that being analyzed where in this study, there was found that in each aspect showed the positive response from the students to express their perceptions in using youtube as english online learning media during covid-19 pandemic. the research from sakkir, dollah & ahmad (2020) also found that from the two aspects being analyzed, it showed the positive perceptions from the students in using youtube media. the next research from michael and shah (2020) which focused to the two aspects of perceptions also showed the positive response from the students. the last study from zaidi et al. (2018) also got the positive perceptions in using youtube as english online learning media especially in the attractiveness, effectiveness, and motivation aspects of perceptions. it can be concluded that the use of youtube as english online learning media was the attractive, effectiveness, relevancy to the course content, and could also motivate students to learn english in online learning during the covid-19 pandemic. this has been proven true by evidence of data that has been analyzed by researchers. the existence of youtube media is very good as a means of infrastructure used in learning english online during the current covid19 pandemic. conclusion the use of youtube as learning medium in efl online learning can facilitate students to learn and improve their language skills such speaking, listening, grammar, pronunciation, and vocabulary acquisition. 72 students were involved in this study and they are asked to fill questionnaire by using the google form format. the perception is focused on the issue of attractiveness, effectiveness, relevance, and motivation. the contents in the questionnaire were presented with a likert-scale which students could choose to express their perceptions through the statements provided. as a final conclusion, it can be concluded that the use of youtube as english online learning media is attractive, effective, can be relevant to the course content, and can motivate students in learning english. especially in learning conducted online during the simanjuntak, silalahi, sihombing, and purba analysis of students’ perceptions ….. jollt journal of languages and language teaching, april 2021. vol. 9, no.2 |158 covid-19 pandemic. it clearly proved through data that has been processed and concluded in research finding. where the majority of students gave a positive response in every statement on each aspect presented through a questionnaire that they had filled in and submitted it. for further studies, researchers can focus on how the youtube videos are implemented for efl students in developing their language skills. references arndt, h. l., & woore, r. 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(2018). university students' perceptions of youtube usage in (esl) classrooms. international journal of academic research in business & social sciences, 8(1), 534-545. http://repository.uhn.ac.id/handle/123456789/3688 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4353 january 2022. vol. 10, no,1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 76-84 jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 76 encouraging students to do collaborative learning in esp course to strengthen students’ oral communication skill lia agustina state polytechnic of malang, indonesia corresponding author email: lia_alfan2d@yahoo.com article info abstract article history received: october 2021 revised: published: collaborative learning is a strategy of teaching and learning by grouping students to work together to solve a problem, complete an assignment, and produce a product. it increases learners’ motivation and promotes a harmonious atmosphere, decreasing classroom anxiety and facilitating interaction discussion and an individual sense of self-centeredness. at the same time, it enlarges students' knowledge and skills. one of the important skills is oral communication. oral communication is an important skill to learn as it could express ideas and opinions. it uses to discuss knowledge and bridge the communication for ones who do not understand english. therefore, this study aims to encourage students to do collaborative learning to strengthen their oral communication skills. the researcher used the action research method to see the improvement of the students’ communication skills. the subject was 32 students of the accounting department state polytechnic of malang. the study resulted that most students showed an improvement in all four language skills, but speaking skills had the greatest improvement. keywords collaborative learning; communication skill; how to cite: (2022). encouraging students to do collaborative learning in esp course to strengthen students’ oral communication skill, jollt journal of languages and language teaching, 10(1), pp. 76-84. doi: https://doi.org/10.33394/jollt.v%vi%i.4353 introduction mostly, teachers focused their teaching activities on fulfilling their target in teaching and learning process based on the curriculum (anwar et al., 2021). they feel comfortable delivering their materials from curriculum in time without thinking about the growth of their students either physically or mentally. teachers are happy if their students pay attention to the lesson quietly, work on the assignment, and do not talk (fernandez-dobao, 2020; khonamri et al., 2021). teachers have lectured, and students have listened. the educationally talented students might not demonstrate their capability in the classroom. when teaching is presented in a classroom, some students have no chance to reach beyond the level provided. if grades and competition do not encourage the students, they may be glad to coast along in the classroom. these students may experience a categorical lack of motivation (van de guchte et al., 2019), lack of participation (abe, 2013), and outward disinterest (suparlan, 2021). while in fact, oral communication could be a vital skill to be learnt since it has specific conceptions and opinions (abe, 2013; uztosun, 2020). it is used to talk about knowledge and bridge the communication for those who have problems in english. researchers have examined the model of collaborative learning for over two decades. it has been as a strategic learning model. the utilization of the collaborative learning model has been completely enforced inside the classroom and students advantage academically and socially when working in a group to accomplish the goal. ushioda (2003) states that collaborative learning increases learners’ motivation and promotes harmonious group https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id agustina collaborative learningesp course … jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 77 dynamics, lowering classroom anxiety and facilitating interaction in the classroom as well as an individual sense of self-competence and self-worth. in contrast to individual learning, students who participate in collaborative learning appreciate on other’s resources and skills, discuss data founded, assess ideas, and observe each other’s work. these activities help them work together in any part of learning activities to speak in classes (heinimaki et al., 2021; carvalho & santos, 2021). more specifically, collaborative learning is fundamentally founded on the model that knowledge is frequently created within a group by sharing experiences (deng et al., 2021). collaborative learning refers to methodologies and environments in that students rely upon in their task wherever each individual depends on and is responsible to every different (munoz et al., 2021). these include personal discussions. in the collaborative learning environment, the learners are challenged both socially and emotionally as they listen to different perspectives and must articulate and defend their ideas. in so doing, the learners begin to create their own unique conceptual frameworks and not rely solely on an expert's or a text's framework (li et al., 2021). thus, in a collaborative learning setting, learners have the opportunity to converse with peers, present and defend ideas, exchange diverse beliefs, question other conceptual frameworks, and be actively engaged. this study was directed to see the effective feedback obtained from encouraging students to do collaborative learning in esp course to strengthen students’ oral communication, and it was conducted under the following assumptions. first, it was assumed that encouraging students to do collaborative learning in esp course to strengthen students’ oral communication skill was a crucial tool to improve students' learning and achievement. second, conducting collaborative learning in implementing a business meeting project would motivate students’ oral communication skills. in line with the idea of the study, the formulated research problem would be; “how could a teacher encourage students do collaborative learning in esp course strengthen students’ oral communication skill’? the importance of motivation having a motivation is quite important in teaching and learning activity (csizer & kormos, 2009; bracken & lombard, 2004). it is the fundamental push to move someone to learn the course subject. it is an influence that can be from inside or outside that pushes someone to succeed a certain aim set before. learning is a process of activity to change the behaviour of the learner (henry & cliffordson, 2017). there are many factors that influence both internal or external factor of the learner. it is apparent that one problem that a teachera teacher faces to prepare out her teaching is how to motivate or increase the motivation to the learner effectively. the success in one teaching is influenced by motivator. study is the learning process for students to build ideas, create plans, and comprehend them. so the learning activities would give a chance to do their learning process simply, enjoy and motivate. so the atmosphere created by the teacher would involve learners actively, such as observe, analyze, ask, explained, discuss, and some kinds of involving form. collaborative learning the teacher’s center teaching strategy has been accepted for years, but it is setting to lose ground. as educators starting to notice the value of collaborative learning techniques, and the strategy is becoming popular in today's when students come together in groups, it advises a way of dealing with other students that respect and highlights every member's abilities, ideas and contributions. there is a tolerance of either authority and acceptance of responsibility among group members for the group's actions. collaborative learning is a strategy that refers to an activity to improve or make better in terms of quality, worth, or value agustina collaborative learningesp course … jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 78 (sheth et al., 2020; den hertog & elstak, 2020). it could be in the performance of ideas, objects or processes that more attractive by adding or removing components that can rouse students to participate during the process of learning english. collaborative learning is needed in accomplishing critical thinking (cullen et al., 2013). according to gokhale (1995), individuals are able to achieve higher levels of learning and retain more information when they work in a group rather than individually, this applies to both the facilitators of knowledge, the instructors, the receivers of knowledge, and the students. the benefits of collaborative learning include improving students’ higher-level thinking, speaking practice, self-management, and leadership skills; encouraging students’ interaction; increasing student retention, confidence, and responsibility; increasing the understanding of different points of view; and prreparing for future life and employment atmosphere. the concept of collaborative learning, the grouping and pairing of learners to achieve a learning goal, has been widely researched and advocated; the term of collaborative learning refers to an instruction method in which learners at various performance levels work together in small groups toward a goal. the learners are responsible for one to another learning as well as their own. thus, the success of one learner helps other students to be successful (gokhale, a.a., 1995). numerous benefits have been described for collaborative learning (pantiz, t., 1999). a good way for organizing the benefits of collaborative learning, are to put them in categories. list over 50 benefits for cl. the list below is based on their works. this paper summarizes them into four major categories of; social, psychological, academic and assessment, as in following: in the context of social benefits, collaborative learning helps to develop a social support system for learners (johnsons, 1989; pantiz, 1999). collaborative learning leads to build diversity understanding among students and staff. in the academic context, collaborative learning involves students actively in the learning process. therefore, classroom results are improved (cullen et al., 2013). collaborative learning is especially helpful in motivating students in specific curriculum. it also alternate student and teacher assessment techniques. collaborative learning establishes a positive atmosphere for modelling and practicing cooperation, and; collaborative learning develops learning communities (taguchi & kim, 2016). method research design this research employed qualitative research design. lewin (in kemmis and taggart 1992) described action research as proceeding in a spiral of steps, each of which was composed of planning, action and the evaluation of the result of the action. kemmis and taggart (1992) defined planning as constructed action and by definition must be prospective to action-it must be forward looking. it must be recognized that all social action was to some degree unpredictable and therefore somewhat risky. the general plan must be flexible enough to adapt to unforeseen effects and previously unrecognized constraints. while the action was deliberate and controlled-it was a careful and thoughtful variation of practice and was critically informed. furthermore, they mentioned that observation had the function of documenting the effects of critically informed action and reflection recalls action as it had been recorded in observation, but it was also active. the last step in a circle was reflection. research spiral of planning, action, observing and reflecting. the data was analyzed descriptively to describe students’ perception of the teaching methodology. agustina collaborative learningesp course … jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 79 figure. 1 classroom action research design (kemmis & taggart, 1992) research subjects the subject of the study was the accounting students of the third semester of d3 program, state polytechnic of malang. the subject was 32 students involved in this study. the selection of the research subject considers the particularity and possibility to carry out the classroom action research. the particularity of the subject considers that the third semester students have the average ability of speaking skills. because of this, it has possibility to see the improvement of speaking skills or communication skills in the current study. research instruments pre test and post test pretest and post test was used to measure the knowledge attained in the classroom with diverse learning styles and educational backgrounds. more specifically, the tests indicated how the students were learning in the class. the data target students requiring extra help and identified teaching and learning methods that needed to be changed or developed. pretest used to measure a starting point or the amount of pre-exist knowledge they studied before, to indicate to the student the learning in their level. post test used to measure the learning as a result of the course experience and to target any instructional needs to improve the learning. questionnaire a questionnaire was a number of writer questions which were used to gain information from respondents about their knowledge, beliefs etc. the questionnaire was used to measure the students and the english teacher the problems in english teaching learning process and to know their motivation of it. observation observation was used in order to watch the process of the strategy implemented by direct observation. the writer provided the observation list used as the instrument for collecting the data and the proficiency description for the criteria. those were provided for grouping the information of the students‟ activities. there were students’ significant improvements, the indicator of observing students‟ activeness in collaborative learning activity in group were; (a) students participated actively involved in the project assigned, (b) students worked and discussed together in a group, (c) students appreciated every member in agustina collaborative learningesp course … jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 80 a group, (d) students helped and tolerated their friends in the group, (e) students created individual responsibility, (f) students increased the skills and the knowledge together, (g) students faced the problems and solved the problems together, and (h) group management was working well. meanwhile, the indicators use criteria seen in table 1: table 1. students score’s interval 85-100 excellent 71-84 very good 60-70 good 40-59 low 0-39 failed results and discussions in the traditional methods, students tend to participate in non-interactively receive the materials from a teacher. while collaborative learning is a strategy of teaching and learning, students’ team together, discuss, create, and produce a significant project. some researchers stated about the students’ academic achievement and retention by comparing a group working and individual working. the result found that students working in groups considerably have significant achievement and retention. table 2 students’ learning processes of the speaking class no activities the action result of a researcher/a teacher the action result of students 1 pre test atmosphere the researcher had a good motivation when teaching but she tended to dominate the class the students were passive, tended only listened and worked the exercises alone. 2 collaborative learning the researcher implemented the strategy, explained the project assigned and informed the steps used in completing the assignment confuse but tried to adapt the strategy implemented 3 learning during the process of implementing the strategy, the domination of the teacher was decreased the active students were still dominated in the discussion to finish the project 4 learning the teacher handle the class by coming to each group and did the discussion of the project assigned all students already adapted the cl atmosphere and felt motivated in working the project 5 learning the researcher received the consultation every group came to the researcher in turn and did the consultation students having a good interaction among them every single student had own responsible and help each other to complete the assignment 6 result of the collaborative learning the researcher received the consultation every group came to the researcher in turn and did the consultation students did actively, creative and innovative, students’ high motivation could be read well students aware of working best on the assignments by assigning a project to the students in which the students have to find out the solution of the complex problems met in the esp course implemented, the researcher realized that the agustina collaborative learningesp course … jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 81 students’ high of level thinking was developed well. it was also happened when students assigned to draw upon their past experience and knowledge. students became actively participating and developed their oral communication, even students could manage their management by themselves to complete the assigned project, and their leadership skill immediately appeared. collaborative learning promotes student-students and student-teacher interaction. because of the interaction created, then the students’ retention, self-esteem and responsibility were also increased. the exposure increased the understanding of numerous perspectives. it was very helpful to arrange for a social real-life and employment situations. the assigned project was interesting and challenged the students to complete it. when completing the project, the students learned skills for resolving conflicts and it were; developed the skill of the technology facing, developed the skill of solving problems, when students; should combine ideas, should share assignments, should appreciate the atmosphere created, should create a tolerance, should manage time, should comprehend peer’s group characters, should respect to every member of the team and should hear other ideas, developed the skills of language, developed the knowledge relate to the project’s assigned by drawing their past experience and new knowledge, and students were really invested in their own learning. table 3 students’ responses of collaborative learning no questions 1 do you think the implementation of doing a collaborative learning enhance your language learning 2 how do you feel with the project that should be implemented by using a collaborative learning model (before and after the project) whether it is influenced on your language learning or not 3 do you like the model to be implemented 4 do you agree that the model implemented will help you in the future life 5 english is more interesting to be learnt when the atmosphere created is attracting 6 what is your opinion of learning english traditionally comparing to the model implemented, is it enhanced your language learning. 7 do you get any additional knowledge by experiencing the model implemented 8 do you like the project implemented 9 what do you think if all topics learnt in english are implemented in the model of collaborative learning 10 work in a group is not an easy job, tell your opinion 11 do you learn any other characteristics through the model proposed 12 do your motivation increased when learning the model proposed 13 implement the collaborative learning is a good model, tell your opinion students realized that collaborative learning strategy enhanced their language learning, self-confidence, skills, and knowledge. the knowledge was not only on english but also on other subjects that related to the assignments’ content. event the strategy already improved the students’ characters such as tolerance, respect, appreciation and think of others. the strategy helped to every single student working in a group that prepared students’ social life in the future (wang et al., 2021). in the learning activities, students are asked to work in a small group to see and analyze cases or problems. students are pointed different roles in the group such as a leader, recorder, presenter, and advisor. because of this, students can practice oral communication effectively (dong et al., 2021). before the strategy implemented, students knew the english knowledge learnt at the time when they got the examination and after the examination, the lesson learnt was disappeared. frustrated, nervous and worry when facing the english sessions, afraid when an agustina collaborative learningesp course … jollt journal of languages and language teaching, january 2022. vol. 10, no.1 | 82 english teacher asked questions. the strategy implemented was good, as the strategy was challenging, motivating and the atmosphere created was enjoying and not frightening. teacher place herself to be a moderator, a facilitator that helped students to communicate their problems. it is in line with karlsen and ohna (2021) who state that collaborative learning emphasizes teachers to teach with students’ complex efforts to attain their competences. in doing this, teachers should be able to encourage students to work collaboratively. collaborative learning facilitate teachers to prmote students’ insight of what they are being learned. therefore, students feel sure that the collaborative learning help a lot in facing their social life in the future. it is in accordance with ainscow and messiou (2018) who elaborate that teachers should play an important role to promote students’ competences through engaging them in meaningful learning activities. also, according to the current study, learning english should encourage students in more interesting learning activities. students feel they get good atmosphere in collaborative learning activities. traditional method brought the knowledge of english but did not ask the students to use the language that should be communicated (wang et al., 2021). the collaborative learning strategy forced the students to use their past experience and learnt new knowledge which related to the project assigned where students could not avoid it as they have to complete the assignments. students liked collaborative learning model since they became closer to their friends that developed more understanding, tolerance, respect and love among them. students considered that all the subjects they have to learn should be implemented in the collaborative learning, having other model would diversify the atmosphere and tough them a new experience. students realized that working in a group was not an easy job, but collaborative learning adapted them to work in a team to decrease the ego and to socialize with people. students learnt some characteristics from their friends and its empower their social life. the key to learn english was having a motivation. collaborative learning was created the motivation automatically and they enjoyed the atmosphere. students were happy to get the model of collaborative learning as the model gave much beneficial and achieved the goal of learning (heinimaki et al., 2021). from the result of the evaluation above, the classroom of action research by using a collaborative learning might be a good solution for students in improving the quality of teaching learning process and students’ motivation. conclusion collaborative learning is a strategy of teaching and learning by grouping students to work together to solve a problem, complete an assignment, and produce a product. it increases learners’ motivation and promotes a harmonious atmosphere, decreasing classroom anxiety and facilitating interaction discussion and an individual sense of self-centeredness. at the same time, it enlarges students' knowledge and skills. one of the important skills in collaborative learning is oral communication. oral communication is an important skill to learn as it could express ideas and opinions. it uses to discuss knowledge and bridge the communication for ones who do not understand english. the result of the research stated that because of the atmosphere created was enjoyable, students had feeling of aware to complete the project assignments. creativeness, responsibility, tolerance, appreciation appeared automatically. it was coming from the happiness and 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(2021). incentive mechanism for collaborative distributed learning in artificial intelligence of things. future generation computer systems, 125, 376–384. https://doi.org/10.1016/j.future.2021.06.015 https://doi.org/10.1016/j.ijer.2021.101877 https://doi.org/10.33394/jollt.v9i3.3745 https://doi.org/10.1016/j.apacoust.2021.108499 https://doi.org/10.1016/j.compedu.2021.104310 https://doi.org/10.1093/jbi/wbaa054 https://doi.org/10.33394/jollt.v9i2.3321 https://doi.org/10.1093/applin/amu039 https://doi.org/10.1177/1362168817735543 https://doi.org/10.1016/j.future.2021.06.015 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3534 april 2021. vol. 9, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 170-178 jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 170 creative story through 9gag application in teaching speaking 1muhamad sofian hadi, 1zaitun, & 3tsamara fairuz suni 1english lecturer, muhammadiyah university of jakarta, indonesia 2english student, muhammadiyah university of jakarta, indonesia corresponding author email: tsamara.fairuz@gmail.com article info abstract article history received: february 2021 revised: march 2021 published: april 2021 this study aims to improve students’ speaking abilities through creative stories using the 9gag application. the study is a quantitative method with quasiexperimental design. speaking tests are employed as research instruments in collecting the data. the researchers used two classes of the ninth grade of mts al-islamiyah, tangerang for the population. the sampling technique used was cluster sampling in which the 9.4 class was determined as the experimental class and the 9.5 class as the control class. the data was analyzed statistically by using a t-test to find out the significant difference. the result of this analysis indicated that the average value of the students was 70.33, the statistical calculation showed that the results of to (t-observation) was greater than tt (ttable) in which to obtain was 19.24 while the value of t-t was 2.015 with a significant level of 5% (0.05). therefore, alternative hypothesis (ha) was accepted while null hypothesis was rejected. this research summarized that 9gag application has a positive effect to improve students’ speaking skills. keywords creative stories; 9gag application; speaking skills; how to cite: hadi, m. s., zaitun., & suni, t. f. (2021). creative story through 9gag application in teaching speaking, jollt journal of languages and language teaching, 9(2), 170-178, doi: https://doi.org/10.33394/jollt.v%vi%i.3534 introduction speaking skills in the english as a foreign language (efl) context is interesting for students to achieve. efl learners can be admired as successful learners if they can communicate using the foreign language effectively (irmawati, 2016; aprianoto & haerazi, 2019). unfortunately, speaking difficulties do not only exist in low students but also happen to high achiever learners in the efl context. therefore, the parameter of that students have a good english skill can be observed if they are able to use english verbally in real communication. in speaking skills, some researchers have offered various solution to help students to communicate effectively. in addition, speaking problems of nonnative speakers have been studied by previous researchers (hamad, 2012; mazaozi, 2013; angelini & garciacarbonel, 2019). in the 21st-century era requires students and teachers to utilize technology in their learning, even in everyday life. integrating technology into speaking classes is essential nowadays (anugrah et al., 2019). in this era of globalization, english is important for people’s lives. globalization makes the use of english becomes more widen. there are four basics english skills that must be learned and mastered the listening, reading, speaking, and writing (isda et al., 2021; haryanti et al., 2021). everyone must learn and master those four basics english skills to improve their english. among these four, one skill that must be learned early is speaking. in indonesia, teaching english is focused on communication skills. speaking has an important role in the language learning process (maryam, 2020). according to kilcher (2010), speaking teaching-learning must be oriented in demanding students to be http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& hadi, zaitun, and suni creative story through 9gag jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 171 able use the target language being learnt. therefore, the current study aims to find out the effectiveness of creative story suing 9gag application at the senior high schools. speaking is the delivery of language through the mouth. in order to speak, people create sounds using many parts of their body, including the lungs, vocal tract, vocal chords, tounge, teeth and lips. meanwhile, khorashadyzadeh (2014: 12) states that speaking needs not only the learners understanding about the way to produce the linguistic competence such grammar, pronunciation and vocabulary but also comprehension about sociolinguistic competence such as when, why and how to speak. meanwhile, bahadorfar and omidvar (2015) argue speaking skills can be categorized as good speaking skill when the listener can understand the words produced by the speaker. teaching english speaking skills using the three communicative activities is a learning method focusing on learner-centeredness (haryanti et al., 2021). students work in small groups divided by their language proficiency, i.e., high, medium, and low levels. using this technique, students can have an opportunity to work together, providing help to others while performing the activity. the atmosphere in working in groups can lessen their fear of making mistakes when speaking english (hasan et al., 2021). students in the group can support others in the team needing help. they can express themselves successfully while working in groups. this can lead to self-monitoring, more confidence in speaking, and enjoyment can encourage them to participate more in learning. the results of this study supported the effectiveness of these three communicative activities in developing english speaking skills. study development of english speaking skills using two communicative activities, information and roleplaying. speaking is one of the important skills that had to be mastered by the students in learning english. the main goal of learning english is to be able to speak english well. in fact, many students cannot speak well. they have no confidence to speak english because they are afraid to make mistakes and have no chance or much times to practice in their class because their teacher talks too much in the class (meliala et al., 2021). seeing this fact, the teacher should overcome this problem by applying appropriate and effective technique to teach english so that the students are interested and enjoy the learning atmosphere. one of the techniques can be done by the teacher is by applying an interesting learning media. in order to improve students speaking skill, 9gag media can be selected as one of the alternative choices for teachers. this media is also available as an online application which can be downloaded. this media broadcast many pictures, videos, trending news, etc. the writer will pick several pictures from this media appropriate with the students’ grade. after that, the writer will ask the students to arrange the pieces of those pictures to create short story to tell in front of the class. their performance will become their speaking practice. it is hoped that by doing this kind of strategy, students’ speaking skill will be improved since 9gag offers many interesting pictures that might attract students’ interest to speak english. mutiarani and saindra (2018) inform that the music, pictures, and videos are three kinds of media usually used by language teachers to teach their students about language. many scholars have conducted studies which applied application or video in their teaching especially in teaching speaking. in this research study, the researcher tries to apply a pleasant teaching media for speaking skill. in the context of teaching english as a foreign language in the 9th grade students of junior high school in indonesia, teaching speaking is aimed to teach students to be better understands on how to communicate and understand what is being said by each other. based on the teacher, however many teachers have difficulty in teaching them to speak, difficulties come due to and confidence, lack of vocabulary knowledge, to lack of knowledge about using grammar. thus, seeing the importance of speaking skill but many students are lack of confidence to speaking and lack of vocabulary also boring to study by book, the teachers should apply an interesting and effective media because that can be very hadi, zaitun, and suni creative story through 9gag jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 172 influential for teaching learning and atmosphere of the class. so, the writer conducted this research to facilitate students to learn speaking skills effectively. in this study, the writer tries to apply a pleasant teaching media for speaking skill using creative story through 9gag application. research method research design researchers apply quantitative method using the experimental research design in this study. this method is expected to find a causal relationship in determining cause and effect (creswell, 2012). the design of this study applied a quasi-experimental design using equivalent control group design. the students are divided into two groups, control and experimental groups. the control group is subjected to the conventional method without 9gag application, while the experimental group is treated using creative story method with 9gag application. the treatments were carried out in 5-6 meeting in online learning for speaking classes students. before treatments, pre-test was carried out to see the students’ speaking skills. at the end of the treatment, researchers distributed speaking tests to see the effect of creative story method using 9gag application. the speaking test was designed to attain the data of this study. the instruments are distributed in both experimental and control groups. the instruments consist of some speaking questions to be answered by students. the students are asked to narrate some stories after they answered the questions orally. population and sample the population of this study was all class of the 9th-grade of mts al-islamiyah ciledug comprising five classes. each class consists of 44-45 students. this study used two classes as samples. the b class was decided as control class and the a class becomes experimental class. the a class consists of 45 students and 44 students in the b class. in this research, researchers choose samples randomly by using cluster random sampling technique. the control class was subjected to conventional method without 9gag application, while the experimental class was treated using creative story method with 9gag application. the treatments are given in online learning. the schedule of speaking classes was reorganized in line with the teachers’ time schedule in mts. al-islamiyah. data analysis researchers made speaking test for students in both classes. the researchers distributed the speaking test to students in the pretest before treatment and in the posttest after treatment. the control class is subjected to the conventional method while the experimental class is treated using creative story using 9gag application. the total items of the speaking test include 10-15 items. the in this research, the researcher analyzed the data of speaking test results stastistically. to analyze the data, researchers used paired sample t-test. the t-test analysis aims to find out the significant difference after giving treatment. the data of this study are declared valid and reliability before moving to the t-test analysis. research findings and discussion research findings this study aims to investigate the effectiveness of creative stories using 9gag application in the teaching of speaking skills at senior high schools. in this section, the researchers explain the collected data during the study conducted at mts al-islamiyah ciledug. in the first meeting, all class was given a pre-test to measure their narrative speaking skills. after the process of collecting the pre-test data, the researcher prepared the teaching materials and implemented 9gag application to improve students speaking skill. the treatment was conducted for seven meeting. at the last meeting, the researcher gave the posttest. the result of the two tests were used as a reference for the author to analyze the students hadi, zaitun, and suni creative story through 9gag jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 173 ’improvement in speaking skills. the students’ achievement in the pre-test can be presented in table 1 as follows. table 1 frequency distribution control class pre-test class interval frequency absolute relative % 40 22 48.89 % 45 12 26.67 % 50 5 11.11 % 60 2 4.44 % 65 1 2.22 % 70 2 4.44 % 75 1 2.22 % total 45 100% before giving treatment, students are provided speaking tests to see their speaking skills. in facts, students still have difficulties to address their ideas orally. students also have lack vocabulary and lack of pronunciation knowledge. they pronoun some words wrongly. based on the results of speaking tests, table 1 shows that the students’ speaking skills are below standards from passing grade enacted by the senior high schools. the students’ score can be figured in figure 1 as follows. figure 1. diagram of frequency distribution of pre-test control class table 2 frequency distribution experimental class pre-test class interval frequency absolute relative % 40 22 48.89 % 45 17 37.78 % 55 2 4.44 % 65 1 2.22 % 75 3 6.67 % total 45 100% the same achievement of speaking skills as control class are demonstrated in experimental class. students still have difficulties to address their ideas orally. students also have lack vocabulary and lack of pronunciation knowledge. they speak in ungrammatical 0 5 10 15 20 25 40 45 50 60 65 70 hadi, zaitun, and suni creative story through 9gag jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 174 structures. also, they pronoun some words wrongly. based on the results of speaking tests, table 2 shows that the students’ speaking skills are below standards from passing grade enacted by the senior high schools. the students’ speaking skills in experimental class can be shown in figure 2 as follows. figure 2. diagram of frequency distribution of pre-test experimental class the students’ speaking achievement in the post-test of control class seems no improvement. mostly, students got speaking achievement below standard from passing grades enacted by the school. it means the use of conventional learning technique or method has no effect toward students’ speaking skills. the scores of speaking skills in control class can be seen in table 3 as follows. table 3 frequency distribution control class post-test class interval frequency absolute relative % 65 17 37.78% 70 14 31.11% 75 10 22.22% 80 4 8.89% total 45 100% figure 3. diagram of frequency distribution of post-test control class the students’ speaking skills have been improved after they are treated using creative story with applying 9gag application. students can practice to speak and correct their pronunciation using 9gag application. although some students still feel difficult to improve their pronunciation, students motivate to develop their speaking skills through practice and practice to communicate using stories provided by teachers. the students’ mean scores in the experimental class are increased and it achieves the passing grade. it can be seen in table 4. 0 5 10 15 20 25 40 45 55 65 75 0 5 10 15 20 65 70 75 80 hadi, zaitun, and suni creative story through 9gag jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 175 table 4 frequency distribution experimental class post-test class interval frequency absolute relative % 65 15 33.33% 70 18 40.00% 75 8 17.78% 80 2 4.44% 85 2 4.44% total 45 100% figure 4. diagram of frequency distribution of pre-test experimental class based on the result of pre-test and post-test of the students above, the writer analyzed the results to find out the influence of 9gag application in teaching speaking. based on the calculation above the result of control class is 20.606 > 2.015 and for experimental class is 19.294 > 2.015. the result of the data analysis showed that by using the t-test formula the result of tcal are 20.606 and 19.294 higher than ttable 2.015. in conclusion, applying 9gag application in teaching speaking skill was effective. discussion this study is aimed at finding out the effectiveness of creative stories using 9gag application to improve students’ speaking skills at senior high schools. in this study, teachers guide students to prepare creative ways to focus on their lesson provided. the topics are creative stories taken from 9gag application. the use of 9gag application in this study aims to attract students’ motivation and interest to speak by using stories taken from this media. it is in line with listiyaningsih et al. (2020) who inform the use of 9gag application containing humorous, fearing, annoying, pitiful, and confusing memes can facilitate students to improve their language skills such as speaking and reading activities. in the learning processes, teachers feel easy to arrange their speaking activities to be read by students. reading aloud activities are oriented to train students to pronoun any english words. students are asked to manage their speaking activities by paying attention to set classroom atmosphere. this finding is proven by jatiyasa (2019) who confirms that utilizing humour in efl classes is effective to manage an effecting learning setting and it also creates smooth atmosphere between teachers and students. the same finding is presented by tunnisa et al. (2019) in which they found that the use of humour illustrated in various stories is essential for students to encourage them to communicate. in the current study, students are asked to practice speaking with teachers and students-students. the speaking topics are based on stories taken from 9gag application. the implementation of creative stories encourages students to understand the topic which is going to present. the simple stories are discussed in small groups. afterwards, teachers create the stories using 9gag. the form of stories is designed in various forms such 0 5 10 15 20 65 70 75 80 86 hadi, zaitun, and suni creative story through 9gag jollt journal of languages and language teaching, april 2021. vol. 9, no.2 | 176 as memes, humours, and simple texts. in pairs, students practice to read and present it in front of students. since students practice speaking, teachers analyze the students’ pronunciation, sentence structures, accuracy, word choice, and ideas. at the end, students are provided feedback orally. during learning processes, students look motivated to revise their pronunciation, sentence structures, and accuracy. therefore, the use of creative stories with applying 9gag application improve and develop students’ speaking performance. it is in accordance with pranoto and suprayogi (2020) who inform incorporating 9gag such as games, texts, and humours is able to facilitate students to develop their speaking performance and encourage students to have willingness to communicate in the learning activities. based on the result of t-test above, 19.24 was obtained in the degree of freedom (df) of 44 (45-1=44). in the degree of significance level of 5% 2.015 was gained. if it is compared to each score in the degree of significance then the result were19.24 > 2.015. since to was higher than tt score obtained from the result of the calculation, the positive hypothesis (h1) can be accepted while the negative hypothesis (h0) was rejected. thus, it can be concluded that 9gagapplication is effective in improving students’ speaking skill of the eleventh grade students of mts al-islamiyah ciledug in academic year of 2020-2021. conclusion after presenting and analyzing data in the previous chapter, the writer concluded that 9gag application can improve students’ speaking skill. it can be seen from the students’ improvement between pre-test and post-test. from the result, the writer concluded that 9gag application can improves speaking skills in learning process. the result shows that the average of pre-test was 45.44 and post-test was 70.33. the value of tcalculation (19.294) was higher than the value of ttable (2.015) at the significance level of 5% it can be concluded that null hypothesis (h0) was rejected and alternative hypothesis (h1) was accepted. it means that there is significant different between teaching speaking skill without 9gag application. therefore, it can be concluded that 9gag application improves students’ speaking skill. it gives a significant effect of students’ speaking skill of ninth grade students in mts alislamiyah ciledug. acknowledgements researchers would like to express my thankful to my god allah swt who always give happiness to them in everything researchers do. second, researchers would like to express the warm gratitude for all friends and teachers who contribute comments and suggestions in this study so this study can be accomplished in the exact time. references agustina, l., & setiawan, r. 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(2021). digital storytelling in teyl: a narrative inquiry of a pre-service teacher. journal of languages and language teaching, 9(1), 1-13. doi: https://doi.org/10.33394/jollt.v9i1.3338 https://doi.org/10.33394/jollt.v9i1.3388 https://doi.org/https:/jurnal.umj.ac.id/index.php/elif/article/download/4499/3192 https://doi.org/10.26858/ijole.v3i2.10201 https://doi.org/10.33394/jollt.v9i1.3338 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3338 january 2021. vol. 9, no, 1 p-issn: 2338-0810 e-issn: 2621-1378 pp. 1-13 jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 1 digital storytelling in teyl: a narrative inquiry of a pre-service teacher 1paulus krisna wisnumurti, 2,3endang setyaningsih, 2dewi sri wahyuni 1english education student, teacher training and education faculty, sebelas maret university, indonesia 2english education lecturer, teacher training and education faculty, sebelas maret university, indonesia 3corresponding author email: endang_setyaningsih@staff.uns.ac.id article info abstract article history received: revised: published: digital storytelling is a relatively fast-growing currency in many classrooms, particularly in the context of teyl. in the past decade, numerous studies have captured this trend as listed in the major research databases. regardless of the rich documentation, it is rare to find an investigation on the area from the perspective of narrative inquiry. this study attempts to fill the methodological gap and seeks to answer two research questions: (1) how does the implementation of digital storytelling in teaching english to young learners (teyl)? (2) how do the students respond to the use of digital storytelling? conducted in an elementary school in surakarta, this study depicts the story of a pre-service teacher when he used digital storytelling to teach english to fifth graders of an elementary school in surakarta, indonesia. the data of this study were obtained through video recording, field notes, and students’ reflection. the study reveals that digital storytelling can be delivered through various models and is open to combinations of technology. one model applied in this study has the following general steps: an opening, focusing on the story, further exercises, and closing. activity which including the interaction between the teacher and students such as qna observably preferred by the students. keywords digital storytelling; teyl; narrative inquiry; how to cite: wisnumurti, p.k., setyaningsih, e., & wahyuni, d. s. (2021). digital storytelling in teyl: a narrative inquiry of a pre-service teacher, jollt journal of languages and language teaching, 9(1), 1-13. doi: https://doi.org/10.33394/jollt.v%vi%i.3338 introduction storytelling has transformed spoken folks and tales into a modern way by combining digital visual and audio. in addition to the widespread use of digital storytelling in the classroom, storytelling is a creative, effective, and enjoyable method to provide a meaningful teaching and learning process (wang & zhan, 2010). elementary teachers who can produce their own stories not only engaging young learners but also delivering the topic discussed more comprehensible. studies on digital storytelling have been recorded in numerous research databases. a previous study by arslan, yildirim, and robin (2016) presented a phenomenological study on early childhood education (ece) teachers’ experiences incorporating digital storytelling in the classroom. meanwhile, a study by shelton, archambault, & hale (2017) presented the sevenweek learning experiences of producing digital storytelling videos. meanwhile, a case-study approach was conducted to investigate pre-service elementary teachers’ consideration in applying digital storytelling for the future classroom. a recent study was implemented to investigate the effects of digital storytelling on student’s motivation and satisfaction level by hava (2019). the researcher experimented using a single group of pre-test and post-test measurements. http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& wisnumurti, setyaningsih, & wahyuni digital storytelling in teyl ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 2 regardless of the increasing number of studies on digital storytelling, particularly in the past five years, it is rare to find an investigation on the area from the perspective of narrative inquiry. this study attempts to fill the methodological gap for two reasons. first, it is quite possible to gather in-depth meaning and the people’s reflection of the story as well; second, the data is apparent to interpret since people tend to tell the truth about their stories (baden & niekerk, 2007). the researcher provides a detailed recount of the implementation of digital storytelling in elementary school and the response of the students. the verbal information was assembled from the video recording, the pre-service teacher’s field notes, and the student’s reflection. the data were then analyzed thematically to address two foci of the study: (1) the implementation, including the challenge and facilitating factors, and (2) the students’ responses toward the implementation based on the teacher’s story. unlike previous relevant studies which mainly highlight the implementation of fully digital storytelling (e.g. shelton et.al. 2017 and hava, 2019), this present study sits somewhere in the middle of the continuum between conventional and digital storytelling. by this, it means that the teacher delivers the story using both conventional storytelling skills and digital storytelling. the digital storytelling in this study shares some features of digital storytelling as defined by some experts (e.g. hull and nelson, 2005; porter, 2005, robin, 2016). digital storytelling is a process of creating a story by editing and combining the oral narration with multimedia elements such as text, animation, images, graphics, sound, and music related to the story (porter, 2005; hava, 2019). likewise, hull and nelson (2005) defined digital storytelling as multimedia that consists of pictures and a short video that is combined with background music and voice narration. meanwhile, robin (2016) defined that digital storytelling combines telling stories activity with multimedia elements by using computer software, the duration of the stories approximately 2-10 minutes and saved in a digital format that can be played on a computer or other devices. in brief, digital storytelling involves the digitization of all elements in conventional storytelling. with the aid of technology, digital storytelling also benefits easy storage and retrieval. in a more detailed manner, robin (2008) mentions seven elements of digital storytelling that can give positive contributions to classroom activities. table 1 digital story element elements description 1. point of view what is the main point of the story and what is the perspective of the author? 2. a dramatic question a key question that keeps the viewer’s attention and will be answered by the end of the story. 3. emotional content serious issues come alive in a personal and powerful way and connect the story to the audience. 4. the gift of your voice a way to personalize the story to help the audience understand the context. 5. the power of the soundtrack music or other sounds that support and embellish the storyline. 6. economy using just enough content to tell the story without overloading the viewer. 7. pacing the rhythm of the story and how slowly or quickly intervening it progresses. robin (2008) stated that digital storytelling becomes the convergence point of modern classroom activities. it has been widely applied, mainly in early childhood education. frazel (2011, p.2-3) lists six benefits of digital storytelling in teaching english to young learners which include (1) increase engagement and motivation to learn core curriculum content, (2) provides a hands-on, active instructional format, helping educators meet the needs of diverse student groups, (3) promotes group activities in the classroom, (4) allow personalization within the context of a class assignment, (5) provides opportunities to apply emerging wisnumurti, setyaningsih, & wahyuni digital storytelling in teyl ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 3 technologies as part of their learning, (6) support team teaching and learning across the curriculum. more, storytelling allows the student to learn how to deliver presentations, writing, doing research, improving interpersonal skills, solving problem-based tasks, and using multimedia tools (timuçin & irgin, 2015). robin (2008) added that digital storytelling provides an opportunity to the students to develop their communication skills during the activities of searching information, asking questions, organize ideas, express opinions, and construct a narrative story. to achieve the benefits of digital storytelling, ellis and brewster (2014) suggest three stages of listening to story activity. (1) pre-listening, in which students’ interests are stimulated through personalization of the context and expectations elicitation. at this point, the teacher can highlight key background information and key language by showing the cover or pictures and asking pupils to predict what they think the story is about. (2) while-listening. at this stage, the students should have something to do as they listen, which helps them to focus their attention and stops them from becoming bored. (3) post-listening, in which the teacher gauges the students' comprehension, gives opportunities to practice the new language they have learned and enables them to use their creativity and own ideas in working on role play, re-writing stories, art, craftwork, and the like. it based on the long list of benefits and firm theoretical guide on its implementation, this study focuses on the use of digital storytelling. it aims to portray, through the first-hand experience of a pre-service teacher, the implementation of digital storytelling and the students’ response to the activity. storytelling in this study shares most of the aforementioned features of digital storytelling except for the narration and saving format which makes a difference in the delivery. while filling the methodological gap in the area of digital storytelling researchers, this present study also opens further exploration of the combined form of digital and conventional storytelling. research method research design the design of this study is a narrative inquiry. polkinghorne (1995) stated that narrative inquiry is not new to qualitative researchers and it is defined as a subset of qualitative research designs in which stories are used to describe human actions. narrative inquiry in language teacher education aims to understand the experiences of teachers in the particular context; moreover, it provides guidance and support in terms of both the structure and content of what is to be written (barkhuizen, 2008). in this study, i recounted my experience in teaching english using digital storytelling. research subject the subject of this study is a pre-service efl teacher. he was a student of the department of english education in indonesia and had been teaching english to young learners as a freelance teacher for two years when the study was conducted. he is teaching 30 fifth graders of a private religion-based school in surakarta. instruments the data were mainly collected through participatory observation. data from observation were documented using video recording and extended field notes which also serve as the teaching journal. the recording was taken by a research assistant to ensure that the teaching and learning process was not distracted by the videotaping. meanwhile, the field note was in form of extended type to allow a detailed and flowing story of what happened in the class or what the teacher felt during his teaching at each stage of the lesson, from opening to closing. in addition to observation, data on students’ responses were also collected using students’ reflection sheets. in the sheet, students answer two simple questions to reflect on that day’s teaching and learning activity. wisnumurti, setyaningsih, & wahyuni digital storytelling in teyl ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 4 data analysis the researcher used thematic analysis to analyze the data. the thematic analysis involves the identification and analysis of themes and patterns of similarity within qualitative research; it is not grounded in any particular theoretical and epistemological framework and can be applied across a wide range of qualitative research approaches (braun & clark, 2006). barkhuizen et al. (2014) added that thematic analysis involves the repeated reading of the data, coding, and categorization of data extracts, and their reorganization under thematic headings. after the process of data immersion through repeated reading, the data were coded in two phases. in the first phase, attributive, in vivo, and descriptive coding was created. these were carried out by labeling the data then writing the keyword/ point that describes a piece of data coming from either observation field notes/recording or students’ reflection sheet. after the first cycle of coding was done, the next step was looking for patterns and commonalities. this stage leads to the emergence of themes. research findings and discussion research findings this section presents the major findings of the study (1) the implementation of digital storytelling, (2) context of success and failure, and (3) student's responses. the implementation of digital storytelling preparatory stage the preparatory stage is considered vital in the implementation of digital storytelling. it functions to ensure that the required material and tool for the classroom application and the activities for learning are well-prepared. four steps were taken at this preparatory stage: (1) selecting the story and materials, (2) editing and modifying the story into digital format, (3) designing and preparing the tools for students’ activities, and (4) practicing the delivery of the story. the four steps of the preparatory stage are explained in more detail in the following. the materials selected for this study were taken from this web page: www.britishcouncil.org/learnenglishkids. the website provided free access to complete sets of english teaching materials for young learners. the story of ali and the magic carpet and well-known javanese folklore entitled timun mas was selected for the classroom activities because the vocabularies were considered at the level of the fifth-graders. the selected materials were then edited. for the first session, power points and printed puppets were prepared. the realistic appearance of natures downloaded from google, such as carpet shop, forest, mountain, beach, desert, south pole, and ocean, were arranged on the ppt slides. besides, real sound effects downloaded from youtube were attached to each slide to enliven nature's atmosphere. for the second meeting, an animated video was downloaded from youtube and edited via inshot.the indonesian voice-over was muted then replaced with instruments and appropriate sound effects. after the material selection and editing were done, tools for in-class activities and copies of the worksheet were prepared. the worksheet was designed with various activities such as arranging the correct order, cut and sticks the description box into the right picture and naming the pictures. illustrations, both realistic and animation were added to the worksheet to attract students' excitement. the last step i.e. delivery practice is very crucial. the practice includes voice intonation and facial expression. mimic and gestures were practiced in front of the mirror to check whether or not correct expressions were produced. both of the stories have the same difficulty: the storyteller had to change the voice into different characters. for the word of ali and the magic carpet, the script had to be memorized and some accompanying questions had to be prepared. meanwhile, for the story of timun mas, it was necessary to adjust the speed of the narrator with the animation video. http://www.britishcouncil.org/learnenglishkids wisnumurti, setyaningsih, & wahyuni digital storytelling in teyl ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 5 implementation stage the implementation stage was carried out in four stages: (1) opening, (2) focusing on the story, (3) further exercise, and (4) closing. the activities in the opening covered routine greeting, praying, and attendance checking followed by warm-up activities. the warm-up mainly aimed to stimulate students’ interest and curiosity about the story. it includes building dialogue with the class on things related to the stories, e.g. the vocabulary, context, and prediction elicitation. the second and third stages made up the main activities of the lesson. in the second stage, the teacher delivers the story that had been prepared. careful use of tone, mimic, gesture were employed at this stage. the teacher also differentiated his voice for each character in the story. prepared sounds were used to amplify the atmosphere of the story. during story delivery, i paused several times to engage the students by asking some simple questions which also serve to check the students’ understanding. when the story delivery ended, the teacher distributed worksheets to students. the activities in the worksheet were varied and were designed to be worked out in groups. the answers were discussed with a whole class. the last stage of the implementation was closing in which review of the story was made by the students. lesson of the story was also emphasized in this last stage as points to take. challenges and facilitating factors challenges the challenges faced during the implementation of digital storytelling fall into two categories: (1) linguistics and (2) non-linguistics. the linguistic problems during the classroom activities were related to students' language learning ability, such as grammar, vocabulary mastery, error handling, and background knowledge. meanwhile, non-linguistics related to soft skills or supportive teaching skills include self-confidence, student engagement, storytelling skill, and teaching media. these challenges were found in any stage of teaching. the first challenge came up in the opening stage of teaching related to the students' background knowledge; this happened on the first and second day of implementation. i started the lesson with a greeting, "good morning, students, how are you?" the students answered with different responses; some of them said, "i'm fine," "fine," "thank you." i decided to repeat my greeting. i expected an exciting answer from all of the students; however, they answered the same. (field notes: implementation day 1) their different responses surprised me. it was out of my expectations; in my opinion, the fifth-grade elementary school students should have been taught how to answer english greetings. then, i decided to review material about greeting at the next meeting. on the second day, when the students were asked where the timun mas story came from, the students also answered differently, and some kept silent. i understood they probably had heard the story about timun mas; however, they did not recognize the story's origin. the next challenges were related to the mastery of teaching materials that we would convey to students, including grammar, vocabulary, and pronunciation. in teaching, i applied bilingual, so the students were able to learn the listening skill. every time i asked the students, i tried to speak the sentence not too fast; when the student did not understand my sentence, it was repeated in indonesian. the thing that paid enough attention was the pronunciation of words related to the topic in the story. for some students who made errors in pronouncing the word, i immediately told the correct pronunciation so that it would not become a habit, such as differences in the pronunciation of the word /snack/ and /snake/ then the pronunciation of the word /desert/ and /dessert/. the students were also explained that the pronunciation of words was critical so that the people we were talking to could easily understand the meaning we expressed. finally, a challenge related to linguistics that often appeared during the learning process was about vocabulary. the vocabulary mastery of fifth-grade students at the wisnumurti, setyaningsih, & wahyuni digital storytelling in teyl ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 6 school was conducted; the research was quite diverse; for those who took english lessons outside of school hours, of course, they mastered more vocabularies. during activities, students were asked the meaning of a word, students often answered correctly, but there was also the wrong answer. i asked the students, "what the meaning of the word widow?" a student answered, "jendela" i was smile and laugh. then i told them that the meaning of the word widow and window is different. (field notes: implementation day 2) mastering the material was a way to anticipate students’ questions that we might not expect. it happened during the answer discussion; one of the students asked the meaning of words that had the same pronunciation such as /paper/, /pepper/, /son/, /sun/, /sand/, and /send/. it was a good question, i explained to all the students by giving sentences to distinguish the meaning of words with the same pronunciation, but the meaning was different. it was easier to distinguish the meaning of certain words by looking at the context of the sentence. finally, a challenge that made me rather disappointed was when the students did the exercises; some students asked me the meaning of vocabularies in the worksheet even though the words have been presented clearly in the story. this problem happened both the first and second day in the writing the correct vocabulary bellow the available pictures exercise. then, the students were asked to discuss it again with their partner to recall the story. fortunately, not all students asked me the answers; most students could discuss and write the vocabularies below the pictures correctly. to moderate any challenges that appeared during the activities, i tried not to be panic and always be ready and responsible for every condition so the problems could be overcome. non-linguistics-related challenge technical issue the first challenge was related to the teaching media, it was significant and crucial, so it must be prepared well. because i selected to tell stories using digital media, so i had to be ready for any obstacles that might happen during the activities. the implementation of digital media was not too complicated; it was only limited to downloading images and videos available on the internet and then re-editing them according to the needs. if i had the proper device and application to make video animation, i wanted to make my supporting video for the timun mas story; however, i decided to edit the downloaded one due to the limited time. at that preparation time, i came up with adding a back sound to liven up both stories' atmosphere; the process of selecting instruments required patience to choose the most suitable with every single scene in the story. however, during the editing process, making ppt slides and editing video using the in shot application was not in trouble. during the implementation, unexpected things could happen from the electronic devices used; as my experience on the first day when suddenly the windy beach's sound was too loud, i quickly turned down the speaker volume. therefore, it was essential for the teacher to check the electronic equipment used before the lessons began to minimize errors. then, there was one thing that i apologized about printing the student worksheets in black and white for the first day of implementation, even though the design of the worksheet was full color. hopefully, the full-color worksheet could attract the student's interest and provide a fun atmosphere to do the exercises. as a result, students found it challenging to identify the unclear images when discussing the answers; the solution was to display the screen's soft file worksheet. this case was purely a human error that i did not focus on during the preparation. after the first day of evaluation, the second day's worksheet was printed in full color and checking again the animated video used for the next day. storytelling skill the next challenge was related to my storytelling skill. even though i already learned about storytelling and have participated in the competitions in middle and high school, there wisnumurti, setyaningsih, & wahyuni digital storytelling in teyl ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 7 were still challenges that i faced during the two days of implementation. the first was related to changing the voice for the depiction of characters in the story. in addition to clear intonation and articulation, the ability to change voices according to the characters in the story could increase storytelling and became a plus point in a competition. in ali's story and magic carpet for me, it was still quite effortless because there were only two characters. yet, in the timun mas story, i was required to change the voices into four characters with different genders; imitating female characters' voices was quite tricky. moreover, there was a battle scene between timun mas and buto ijo, where the dialogue was quite tight and required me to be very angry and screaming. i decided to take the risk of being a video dubber, so i had to match the dialogue with the scenes' timing in the story. once missing the timing, absolutely it would not be easy to continue the next script. the challenge was memorizing a story; honestly, my memorizing ability has decreased, especially for memorizing long dialogue. on the second day, there was no interaction between the students and me when telling stories; if i could remember the script, it would have made the storytelling atmosphere more interactive like the first day. psychological factor the last challenge derived from within me, namely self-confidence and student engagement. it was undeniable that there was a feeling of nervousness even though we have prepared well. it happened at the beginning of telling the story of ali and the magic carpet. i started the story without eye contact with the students to reduce nervousness. it did not take too long, and then immediately enjoyed telling stories, making eye contact, and interacting with them. in my opinion, a skill that quite difficult and required a lot of experience was student engagement. i often experienced problems such as the class atmosphere that became very noisy, students who did not want to discuss with their classmates while working on assignments, and the worst was the lack of student appreciation after telling the story, especially the second day. telling them to keep silent and reminding them anytime they should obey the rules was my way of handling the chaotic situation. i realized that dealing with young learners was challenging, requiring more patience, extra energy, and understanding the young learner's characteristics. from these experiences, i was motivated to develop the skill to become a professional teacher who had well classroom management. facilitating factors positive things about learning activities using digital storytelling were also divided into two: (1) linguistics, including vocabulary, and (2) non-linguistics factor, including teaching media, storytelling skills, and student engagement. most of the positive things that arise are non-linguistic and occur at several stages in learning. the strengths were mostly related to my experience in storytelling; also, my interest in music. linguistics-related factor vocabulary mastery was the only strong point that occurred during further exercise activity. when students worked on the questions in sorting the six places visited by ali and the magic carpet, all students could answer correctly. in the other exercises, most of the students also could answer correctly. i was quite proud of my teaching achievement using digital storytelling; however, i still wanted to upgrade my creativity in creating digital media. i wanted to learn how to make animation and further video editing. besides, exploring other methods was also essential to achieve better results in teaching english to young learners. non-linguistics-related factor one of the most prominent strengths of the digital media that applied was selecting instruments and sound effects. while listening to the story, the students could see the visual appearance and listen to the selected audio. in the ali and the magic carpet story, natural sound effects worked well to liven up the atmosphere of the story's natural appearance. wisnumurti, setyaningsih, & wahyuni digital storytelling in teyl ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 8 students could hear the sound of rainforests, windy beaches, ice fractures at the south pole, foggy mountains, scorching deserts, and lightning striking in the ocean. in selecting natural sounds, we only needed to search on youtube, convert them into .mp3 format, and compose them on powerpoint. then, in the timun mas story, the atmosphere of the story was also supported with the gamelan instrument at the beginning of the story, the strains of the violin to accompany the sad scene, and the effect of the war atmosphere quite successfully creating tension in the last scene of timun mas against buto ijo. good taste and skill in arranging back sound could be built by enriching references to watch any film that a music director was one of the elements supporting a film's success. in addition to preparing an excellent supporting teaching media, storytelling skills also really needed to be mastered to become a reliable storyteller. one of them was the ability to change and imitate the voice according to the characters' characters. i was very confident to deliver the dialogue between ali and the magic carpet characters with different voice characters. i have learned this ability to change voice since junior high school; at that time, i also took part in a storytelling competition and won it. inspired by the great storyteller ria enes and her well-known puppet, susan, i learned independently and practiced changing my voice. besides, the ability to express every scene in the story was also important. the facial expressions and body gestures that i applied to ali's story and the magic carpet could attract students' attention, and they could listen to the story well. the effective way to train our expression was regularly practicing in front of the mirror. besides, we could record our storytelling practice using a phone or camera, and then we could evaluate our mimics and gestures. also, the successful moments happened during the main activity and further exercise. even though there were many obstacles, there were also moments where students could work together well. on the first day, students were very enthusiastic about answering questions during our interaction in storytelling. many of them raised their hands and mentioned the beaches they had visited and the locations. on the second day, when students were asked to sort the timun mas story pieces with their peers, they could discuss and did it well. the ability of classroom management was required to be continuously developed and frequently practicing. if we were passionate about teaching young learners, we need consistency and dedication to be faithful in the process of being expert educators. student’s responses positive responses the positive responses were classified into two: (1) affective engagement, and (2) cognitive engagement. the affective engagement included the emotional involvement interest, politeness, and curiosity; meanwhile, the cognitive engagement dealt with responding to the utterance, following the instructions, and thinking the qna. in line with healey and grossman (2018), perspective-taking is characterized along two dimensions: affective and cognitive. the positive responses were found in any teaching stage that was explained in more detail in the following. affective engagement on the first day of implementation, positive responses emerged from the students at the two stages of learning. during the main activity, the whole students got emotionally involved in the story. they responded by laughing at my gestures and facial expressions; this happened in the story of ali and the magic carpet. i loved the children's natural expressions that appear, indicating that they paid attention and understood what i wanted to deliver. during the further exercises, a positive response was conveyed by a student when working on the third worksheet, namely writing words under the picture related to the story. a student politely complained to me about the unclear answer sheet so that they were challenging to identify the wisnumurti, setyaningsih, & wahyuni digital storytelling in teyl ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 9 images provided in the worksheet. this response was good because he conveyed it in the right way, and i considered it an evaluation for the following day's activity. the following day, a curious response showed by a student when discussing the answer to the worksheet. he asked me the meaning of words that had similar pronunciation such as /paper/, /pepper/, /son/, /sun/, /sand/, and /send/. the question was challenging for me; however, i could explain it to all the students by giving them examples of sentences to determine the meaning. i explained that we could determine the meaning of the word from the context of the sentence. teachers will always face this kind of situation even in the higher class; answering the questions from curious or critical students becomes an essential thing that we should prepare. mastering the teaching materials in detail would help overcome the situation; therefore, we could give the best explanation to the curious students. cognitive engagement the positive responses showed by the students at the opening stage of the implementation days. i presented the first slide and asked a question before telling the story of ali and the magic carpet. all of the students answered my question correctly; they could quickly translate the meaning of the story title into indonesian. on the second day, the students could answer greetings better and more enthusiastically because i have reviewed how to respond to english greetings. i emphasized to the students that responding to someone's greeting was vital because it showed respect to others. hopefully, they could remember that for the next lessons with their english teacher as a good habit. besides, most of the students also responded well to the interactions i did during the telling story. when i asked interactive questions about the story, they were willing to raise their hands and answer the questions enthusiastically. the excitement could be seen from the students' expressions and their energy in responding to the interaction i did; the class atmosphere became alive. after finishing the story, the students were asked to check how far they understood the story. on the first day's story, i wondered how many places ali and the magic carpet had visited, and the students answered that there were precisely six places. then, on the second day's story, when i asked about the favorite part of the story, the students answered when timun mas fought buto ijo with all the contents of the bag that was given by the wise man. also, students who answered the questions were considered a positive response even though their answers were incorrect. the examples were explained previously in the error handling in the part of the challenge. the students also gave positive responses when working on further exercises with peers. on the first day, there were three kinds of questions with the vocabulary target related to natural features and weather. for the first worksheet, students were asked to discuss the correct order of the six places visited by ali and the magic carpet. i walked around the class to make sure the students discussed it seriously; all the students did it well. then, the students' positive responses were also seen on the second day when working on the worksheets with the target vocabulary about narrative. the first worksheet activity was to sort the pieces of timun mas' story into correct sequences; before that, i asked some students to read the text. when a student was asked to read, i instructed the other students to pay attention. i found a student sitting in the corner of the class; i observed her from day one that she was the quietest among all the students. i gave her the chance to read the text; she wanted to read even though in a slightly low voice. all of the students could do the activity well, and then they also responded by asking the meaning of new vocabularies. the students were then asked to write vocabulary words under the available pictures; they had more enthusiastic discussions because the worksheet was printed into colorful. overall, at this stage of further exercises, students gave positive responses. at last, there was a positive response given by students during the closing activities; i ended the learning activity by reviewing what has been learned and providing opportunities wisnumurti, setyaningsih, & wahyuni digital storytelling in teyl ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 10 for students if they still have questions. in the closing part of the implementation on the first day, students could mention what they have learned; they also say the new vocabulary they got from the story of ali and the magic carpet. those were the students' positive responses; all addressed to me as an excellent response to everything i conveyed or instructed during the learning activities. negative responses minor negative responses from students were found on day 2 of the implementation. some students did not fulfill the expectation and that was a bit disappointing. similar to the positive responses, the negative responses are also viewed from two points: (1) affective engagement, and (2) cognitive engagement. the negative responses related to affective engagement were lack of student appreciation, chatting out of the topic, lack of coordination, and unmotivated students. meanwhile, cognitive engagement is related to the inappropriate response to utterance, lack of background knowledge, and confusion in the instruction. on the first day when i was about to start ali and the magic carpet story, the students kept on chatting with their friends. their conversation was not related to the lesson. also, some students indicated a lack of motivation to do the exercises. it was still on the same day when the students did the second worksheet, namely cutting and pasting the weather description on the right picture. a pair of students who sat at the front were careless and did not do the exercise, and a pair sitting at the back did not cooperate well, one member was hitchhiking. i also noticed an exhausted gesture from some students, probably they were tired. i instructed them to discuss with their peers; however, some asked me the answer to the question. the next day, i was a bit disappointed because there was no appreciative response from the students when i finished the story, timun mas. they were just kept silent. i thought maybe the students had heard this story so they were not as interested in the story even though i gave more effort by preparing a supporting video. the odd thing was, if the students were familiar with the story, they would likely know the origin of the story. but when i asked them, they gave various responses which indicate a lack of background knowledge. discussion digital storytelling can be delivered through different models, and it is open to many technology combinations. the microsoft powertpoint program and an android-based application called inshot were my choices for composing realistic images, editing videos, also adding sound effects and instruments that supported every scene in the story. we can develop creativity in creating digital media following our it mastery abilities. a study conducted by wang & zhan (2010) mentions that we can take pictures with a digital camera, scan old images, or download photos from the internet to create a digital story. besides, the article recommends applications that can be downloaded for free and easy to use, such as avid free dv, photo story 3, windows movie maker, and microsoft powerpoint. they also state that a powerpoint program is better for those teachers and students who do not have time to learn a new application but are very familiar with the ms powerpoint program. for android users, there are other choices of suitable video editing applications that have been downloaded by more than a hundred million users, such as kinemaster and vivavideo; these applications are highly recommended if you want to do editing with a cellular phone. digital storytelling tends to work in the digital media context and the teacher's storytelling skill. the selected sound effects and instruments were able to enliven the atmosphere of each scene in the story. the audio arrangement was suitable for digital storytelling elements, which can give positive contributions towards the classroom activities: the power of the soundtrack that music or other sounds support and embellish the storyline (robin, 2008). besides, i was confident in using mimics, gestures, and changing voices according to the story's characters. in his research, kirsch (2012) concluded that stories could wisnumurti, setyaningsih, & wahyuni digital storytelling in teyl ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 11 work well; however, teachers need to plan how to use them. they need to create the language accessible through various strategies such as gesture, mime, voice modulation, and visuals, in line with kirsch, ellis, and brewster (2014, p.26) mention several techniques be used to support pupils' understanding. the methods include reading slowly, using facial expressions to help convey the meaning of feeling and actions, vary the pace, tone, and volume of your voice, make eye contact with the children, ask questions to involve the children, and make sound effects possible. teaching english by using storytelling requires mastery of the storytelling techniques and confidence to deliver maximum performance. the challenge of digital storytelling emerged in the context of linguistic, including grammar, vocabulary mastery, error handling, and background knowledge, and non-linguistic, including self-confidence, student engagement, storytelling skills, and teaching media. similar obstacles were also reported in wang and zhan (2010). in their study, the students had technical troubles with the large image file size and blurry images in the storyboard. several students used images from a digital camera that were directly downloaded. those images had very high resolutions, so the story file was huge. as a result, some students experienced automatic pauses and stops when playing their large-sized movie to the class. in comparison, several other students used low-resolution images downloaded from the internet. the story file size was small, but the photos were blurry and unclear in the movie. the second challenge was how to set the music properly. students had to make sure that the length of the music suited the size of the plot. a few students complained that their story did not stop after all the photos were shown because the file duration was longer than they predicted. they noticed that the plot was two minutes, but that the music was five minutes. by cutting the instrument to suit their story, they could overcome the problem. the last challenge was that their projects would not be shown if they reopened the movie projects on another device. the inexperience of students with technology caused this challenge. they have been told to save all the movie project elements in the same folder and take the entire folder to other computers if they could not complete the project; however, some students only saved them to their usb drives. consequently, when they worked on different computers, the images on the storyboard in their project didn't show. because we both created digital media using electronic devices and software, such technical obstacles could not be avoided. but do not worry about implementing digital storytelling because the challenges could be moderated as long as the teacher has good preparation, learning the materials in detail, and being responsible for everything that happened in the classroom. activity including the teacher and students' interaction, such as question and answers, is observably preferred. students will always respond to the teacher because they generally display an enthusiasm for learning and a curiosity about the world around them (harmer, 2007). i often asked questions at every stage of the implementation activity, and the students gave a positive response. ellis and brewster (2014, p.27) agree that teachers can ask questions before, during, and after storytelling for some reasons. the questions could focus pupils 'attention, involve pupils actively, relate a story topic to the pupils' own experience, elicit language or information, find out what pupils already know about a topic, arouse curiosity and motivation, and check pupil's understanding and learning. to promote student's responses, teachers should build lessons around linked activities. richard (2019) in his official website, mentions that we need to balance the following activities; quiet/noise activities, individual work, pair work/group work, whole-class activities, teacher-pupil / pupil – pupil activities. students with enough self-confidence tend to give positive responses such as answering or asking questions and expressing their ideas. wisnumurti, setyaningsih, & wahyuni digital storytelling in teyl ……….. jollt journal of languages and language teaching, january 2021. vol. 9, no.1 | 12 conclusion two points of the conclusion can be drawn from the study. first, digital storytelling can be delivered through various models and is open to multiple combinations of technology, which includes audio and visual. the syntax that is applied in this study has four general steps, namely: (1) opening, (2) focusing on the story, (3) further exercises, and (4) closing. the challenge of digital storytelling emerged in the context of linguistic, including grammar, vocabulary mastery, error handling, and background knowledge, and non-linguistic, including self-confidence, student engagement, storytelling skill, and teaching media. besides, facilitating factors about learning activities using digital storytelling were also emerged in the context of linguistic, including vocabulary, and non-linguistic, including teaching media, storytelling skills, and student engagement. second, students gave positive and negative responses during classroom activities. the positive responses were classified into affective engagement including the emotional involvement interest, politeness, and curiosity; meanwhile, cognitive engagement dealt with responding to the utterance, following the instructions, and thinking the qna. also, the negative responses were classified into affective engagement including lack of student appreciation, chatting out of the topic, lack of coordination, and unmotivated students, and cognitive engagement, including the inappropriate response to utterance, lack of background knowledge, and confusion in the instruction. activity that includes the teacher and students, such as qna, is observably preferred. the students were enthusiastic enough to answer the questions before, during, and after telling stories. students with enough self-confidence tend to provide positive responses such as answering or asking questions and expressing their opinions or ideas. this study implies that teaching english to young learners need a variety of teaching method. moreover, the integration of technology also needs to be mastered by teachers in this modern era. digital storytelling is an option to provide a fun learning experience in the classroom. it is hoped that students will get new knowledge and building their character amid rapid technological advances. further examinations on the implications are an open area for other researchers to explore. also, a comparative study on the effect of the implementation between fully digital, combined, and conventional. references barkhuizen, g., (2008). a narrative approach to exploring context in language teaching. elt journal, 62(3), 231–239. https://doi.org/10.1093/elt/ccm043 barkhuizen, g., benson, p., & chik, a. (2014). narrative inquiry in language teaching and learning research. new york: routledge. https://doi.org/10.4324/9780203124994 ellis, g., & brewster, j. (2014). tell it again! the storytelling handbook for primary english language teachers. united kingdom: british council. retrieved from https://www.teachingenglish.org.uk/article/tell-it-again-storytelling-handbook-primaryenglish-language-teachers harmer, j. (2007). the practice of english language teaching. harlow, england: pearson longman. https://doi.org/10.1093/elt/ccn029 hava, k. (2019). exploring the role of digital storytelling in student motivation and satisfaction in efl education. computer assisted language learning, 0(0), 1–21. https://doi.org/10.1080/09588221.2019.1650071 healey, m. l., & grossman, m. 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(2016). the power of digital storytelling to support teaching and learning. digital education brobin@uh.edu. university of houston, usa. doi:10.1344/der.2016.30.17-29 savin-baden, m., & van niekerk, l. (2007) narrative inquiry: theory and practice. journal of geography in higher education, 31(3), 459-472. https://doi.org/10.1080/03098260601071324 shelton, c. c., archambault, l. m., & hale, a. e. (2017). bringing digital storytelling to the elementary classroom: video production for preservice teachers. journal of digital learning in teacher education, 33(2), 58-68. doi: 10.1080/21532974.2016.1276871 timucin, m., & irgin, p. (2015). digital story telling: an outlet for expression in efl context. international journal of languages, education, and teaching, 3(1), 288-302. retrieved from http://oaji.net/articles/2015/515-1440317859.pdf wang, s. & zhan, h. (2010). enhancing teaching and learning with digital storytelling. international journal of information and communication technology education, 6(2), 76-87. https://doi.org/10.4018/jicte.2010040107 yuksel-arslan, p., yildirim, s., & robin, b. r. (2016). a phenomenological study : teachers’ experiences of using digital storytelling in early childhood education. educational studies, 42(5), 427–445. https://doi.org/10.1080/03055698.2016.119571 https://doi.org/10.1177/0741088304274170 http://dx.doi.org/10.1080/09571736.2012.733404 https://doi.org/10.1057/9780230302297 https://raisingchildren.net.au/toddlers/connectingcommunicating/connecting/praise https://www.professorjackrichards.com/methods-and-techniques-for-young-learners/ https://www.professorjackrichards.com/methods-and-techniques-for-young-learners/ https://doi.org/10.1080/00405840802153916 mailto:brobin@uh.edu https://doi.org/10.1344/der.2016.30.17-29 https://doi.org/10.1080/03098260601071324 https://www.researchgate.net/journal/journal-of-digital-learning-in-teacher-education-2153-2974 https://www.researchgate.net/journal/journal-of-digital-learning-in-teacher-education-2153-2974 https://www.researchgate.net/deref/http%3a%2f%2fdx.doi.org%2f10.1080%2f21532974.2016.1276871 http://oaji.net/articles/2015/515-1440317859.pdf https://doi.org/10.4018/jicte.2010040107 research findings preparatory stage implementation stage the implementation stage was carried out in four stages: (1) opening, (2) focusing on the story, (3) further exercise, and (4) closing. the activities in the opening covered routine greeting, praying, and attendance checking followed by warm-up activi... the second and third stages made up the main activities of the lesson. in the second stage, the teacher delivers the story that had been prepared. careful use of tone, mimic, gesture were employed at this stage. the teacher also differentiated his voi... challenges and facilitating factors challenges facilitating factors student’s responses positive responses negative responses discussion jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.3530 april 2021. vol. 9, no, 2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 139-149 jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 139 enhancing listening comprehension through frozen 2 movie 1ginarti eka hamidah & 2muhamad sofian hadi 1english student, fip, university of muhammadiyah jakarta, indonesia 2english lecturer, fip, university of muhammadiyah jakarta, indonesia corresponding author email: ginartihamidah112@gmail article info abstract article history received: february 2021 revised: april 2021 published: april 2021 as an international language, english has become one of the most commonly spoken languages globally, and mastering the english language is necessary for us. this research aimed to answer the research question, namely enhancing listening comprehension through frozen 2 movie. the researcher wants to know whether using the frozen 2 movie will help students in increasing their listening comprehension or not. this research using a case study of preexperimental as the research design. the study involved 16 participants of senior high school around griya serpong asri, tangerang. the data was derived from pre-test and post-test. the researcher collected it during the research time. the outcome appeared that there is a massive impact on establishing listening comprehension by watching frozen 2 movies as media in the learning process. with the result 0.003 < α (0.05), which means h1 was accepted and h0 was rejected. this research shows several advantages of using frozen 2 movies as media in the learning process, such as frozen 2 movies as interesting media. students don’t get bored easily by watching the movie. also, students can learn body language, facial expressions while listening to the native speaker in the movie. keywords interesting media; listening; listening comprehension; how to cite: hamidah, g. e., & hadi, m. s. (2021). enhancing listening comprehension through frozen 2 movie, jollt journal of languages and language teaching, 9(2), 139-149, doi: https://doi.org/10.33394/jollt.v%vi%i.3530 introduction given the use of the internet and other learning media, exposure to native english speakers nowadays is not tied to students’ geographical area. the ability to comprehend english native is essential in non-english dominant countries (wang, 2016; wong et al., 2017; tragant & vallbona, 2018). the problem faced by students to comprehend english native is about listening skills. previous studies on listening difficulties have been paying attention to the perception of reduced forms and long sentences (makiabadi & square, 2019). therefore, knowing a language is crucial. roberts et al. (2020) inform students must be used to listen to the language to convey information and complex concept. in listening contexts, language can be a human system to communicate with other creatures, either verbal or nonverbal. language is a tool to make a relationship with other creatures. without a language, humans cannot interact or even build good relationships with others. humans cannot express their feelings, emotions, opinions, ideas, or even ask for help when they need it. without language, there would be no culture or country. as stated by eberhard et al. (2019), that 7.117 languages are spoken today. languages are distributed unevenly across the world. the countries with the most languages in 2019 were papua new guinea with 840 languages, followed by indonesia with 710 languages, nigeria with 542 languages, and so on. based on the obtained finding, there are a lot of languages around the world. therefore un (united nation) has developed an international http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:abc@edu.ac.id hamidah and hadi enhancing listening comprehension……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 140 language that can unite all the countries over the world. they are arabic, chinese, russian, french, spanish as well as english. karademir and gorgoz (2019) stated that english is an official or semi-official language in more than 60 nations worldwide, and two-thirds of science articles are in english. based on the following statement, the researcher assumes that english is currently one of the world’s most common languages (joseph-jeyaraj & harland, 2019). english has been the common language throughout many multinational organizations, corporate and economic cooperation, partnership, scientific and education programs, and many other activities. nowadays, using technology in the learning process is necessary (wong et al., 2017). as a teacher in the globalization era, the teacher should be a creative and innovative teacher. the teacher also needs to follow students’ era by mastering in using technology as media in the learning process to build the students' interest while learning the material. using technology, the teacher can avoid using the monothon the learning process and create students’ interest from it and make an enjoyable environment around the classroom. according to almerich and sigalés (badia & iglesias, 2019), at least two types of competence in technology use must be developed by teachers. the first is technological competence, which refers to the handling and use of computers and basic and advanced computer applications; the second is pedagogical competence, which refers to the skills teachers use to make appropriate use of technological resources in the planning and implementation of the classroom instruction. in this research, the researcher used audiovisual technology to develop students’ listening comprehension through the movie, and the movie that the researcher used is frozen 2 movie. nystrom (2019) mentioned in his research that a movie could be a useful teaching tool to enhance students’ various language skills. using movies as learning media might help teachers deliver the material easily and make students interested in the learning process more. by watching a movie, students can understand the material easier than only listen to the audio. it is also entertaining the students and prevents them from getting bored easily. as students watch frozen 2 movies, they can learn the spoken language or familiar with the sound of vocabularies in daily conversation. frozen 2 movies provide students an example of the dialog in daily conversation, the english used in an actual scenario. from viewing frozen 2 movies, students can listen to the proper pronunciation, intonation, speech and tension. this movie introduces students to natural expression, so the student might become familiar with the words or conversation for daily activities. frozen 2 movie is an animation movie that includes adventure and comedy genres inside the story. students might love to watch, and frozen 2 movies also provide them a great message about life, sacrifice, loyalty, bravery, and many others. this movie was released on 12 april 2019 in the united states, and the duration of this movie is around 2 hours, or to be specific is 131 minutes. frozen 2 movie is a sequel of frozen movie that has been released in 2013. as described by sobur as cited in putri (2019), a movie or film is a form of expression that can educate and affect people's way of thought and feeling through the messages that the film sends. the concepts in the film always offer the meaning of life, encounters, etc. the film always influences and produces people by the messages. atiyah and izzah (2019) confirm that the advantages of using audiovisual (movie) are the ability to ensure authentic language (what they are communicating effectively). it also can help learners to conceptualize ideas and get in-depth thought on the topic, the motions that appeared in videos feature are always being motivational for the students, it can provide the available information or substitute for books when they are not available on a particular topic, and the dramatic reactions can bring historical events and personalities in life. to achieve the research objectives, the researcher had some previous studies in the present study. first, nystrom (2019) claimed in his research that a movie could work as a hamidah and hadi enhancing listening comprehension……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 141 useful teaching tool to enhance students’ various language skills. the movie provides a meaningful activity with authentic material that provides real language that makes students feel more motivated in the learning process. the research also conducted by pratama (2018). he investigated the effectiveness of watching english movies to increase student's listening comprehension in sma negri 1 manggar. the result of this research showed that watching an english movie can increase a student's listening comprehension significantly. the result of the analysis data was consistent with the study conducted by mostajeran et al. (2019) by the title of using youtube videos on iranian intermediate make and female efl learners’ listening skills development. this research included a participant who was assigned to two experimental groups and two gender-based control groups, each with 15 students. the summary of this study indicated the provision of instructional videos via youtube have a substantial impact on the listening comprehension of iranian intermediate male efl learners. second, the provision of instructional videos via youtube substantially impacted iranian intermediate female efl learners' listening comprehension. last, there is no substantial effect between providing youtube-based instructional videos on male and female efl learners’ listening comprehension. the research of this study was carried out by resi silvia (2018). the researcher has figured out the effectiveness of using video to increase students' listening skills and attitudes at adiwangsa university. the outcome of this study was established that the use of video to improve the listening comprehension of senior english students was successful, as shown by a post-test score that was substantially higher than the pre-test score. to determine the success of this research, the researcher needs to know the students' problems while learning listening comprehension skills. therefore, the researcher found several problems related to listening comprehension from the previous studies, they are pronunciation, native speakers’ rate of speech, and the use of reducing form. pronunciation as we teach english foreign learners (efl), pronunciation of native speakers’ has become a common issue for the students. because of students' vocabulary limitation, students become unfamiliar with the sound although it has been produced before. it is making them difficult to understand in the form of the meaning of the words. it is an example of british english speaker's pronunciation as explained by raihan and deterding (2018) that british english speaker uses to lose of /r/ in words such as <four> and <farm> and the occurrence of a back vowel /ɑ;/ instead of /æ/ in words such as <past>. native speakers’ rate of speech fast speech rates are commonly viewed as one of the key variables influencing listening comprehension, especially for efl students. when the students faced the speed race of the native speaker’s speech, the faster the speed; the more students find it challenging to understand the message in the texts. for efl students who still unfamiliar with english also lack their vocabulary, the speed of the native speaker's rate of speech is necessary because they need extra time to process the vocabulary and the messages of the speech at the same time. there are some related studies were found by griffiths as cited in chang (2018) who performed an experiment with 15 japanese efl learners listening to three different frequencies – relatively fast (200 wpm), average (150 wpm), and slow (100 wpm). the three texts' effect reliably showed that students achieved poorer scores when the texts were transmitted at fast speech (200 wpm); however, there was no substantial gap in listening score between normal and slow speed. the use of reduced form hamidah and hadi enhancing listening comprehension……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 142 native speakers often use “reduce forms” while speaking informally. reduced forms are created when people speak very quickly, omit certain sounds from words, and merge several words. reduced forms are considered bad english but they are very common in informal spoken english. native speakers who use reduced forms will make efl students more difficult to understand the text's message because they will find it as unfamiliar words or vocabularies in english. ladefoged, as cited in wong et al. (2017), gives an example of reduced form that native speakers usually use in informal spoken english. gonna (going to), gotta (got go), ‘cus (because), dunno (i don’t know), couldya (could you), kinda (kind of), gimmie (give me), lemme (let me), and many others. according to all of the explanations above, the researcher researches “enhancing listening comprehension through frozen 2 movie”. this research aims to identify whether frozen 2 movie as media in the learning process enhances students’ listening comprehension or not. theoretical framework this research's theoretical structure is focused on the theoretical overview and the theories of the related research. as described earlier, listening is one of the skills that the students need to master in learning a language to understand what other people said and gain information from it. listening is not a passive process. the listener could at least understand what the speaker tried to tell you. kenneth quoted in zheng (2018:226) expounded that listening comprehension consists of five compositions. one composition often relies on another, i.e. discrimination, interpretation of the messages, utilization or storing of the auditory memory, and decoding of a message. by listening, students can get information or knowledge easily. however, listening to a foreign language is not a simple way of process; therefore, it is difficult to teach. having a good strategy is a must for teachers in teaching listening comprehension for english foreign learners (efl). students will have a difficult time also getting bored easily without supporting media or an interesting strategy. therefore, the teacher needs to be creative to find or create new media or strategies for students to enjoy and be happy in receiving the material. based on the explanation above, the use of media for the enhancing listening comprehension through frozen 2 movie teacher performance student performance the result of listening comprehension teacher’s role technique student’s skills and performance student’s performance standard performance • student’s listening comprehension improved • teacher’s performance improve • student’s performance improved frozen 2 observation student’s assessment student’s score frozen 2 motivating students student’s motivation student's interest excellent very good paper list performance good poor very poor hamidah and hadi enhancing listening comprehension……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 143 learning process is necessary for a teacher. one of the media that might help the student in increasing their listening comprehension is using the frozen 2 movie. using a movie, especially a popular and interesting movie such as frozen 2 movie, can make students more enjoyable in the learning process. it is also can motivate students more. using the movie as media in increasing listening comprehension can be a good strategy for the teacher. the movie can develop their critical thinking, and the student becomes familiar with the sounds of native speakers. students also can see and listen to the daily conversation of the native speaker and others. research method research design this research used a quantitative research method to describe students’ listening comprehension by watching the frozen-2 movie. in a quantitative research study, there are pre-experimental, true-experimental, and quasi-experimental designs. the design used in this study is a pre-experimental design using one group pre-test and post-test. in this research, the researcher collected the data by giving students pre-test questions before giving them the treatment. afterward, the researchers give students special treatment. the treatment is teaching listening skills employing the frozen-2 movie. in the last session, researchers distribute post-test questions to know whether there is a significant improvement in students’ listening comprehension or not. in this study, researchers only compared the results based on the students’ pre-test and post-test scores. the one-group pre-test post-test design involves a single group that is pre-test (o1), treatment (x), and post-test (o2). the design in this research can be presented in table 1 as follows. table 1 table one group pre-test and post-test design o1 x o2 o1 : pre-test x : treatment o2 : post-test this study began from 4 november 2019 until 22 december 2020. the sample of this research consists of 16 students of senior high school that live in perum. griya serpong asri, tangerang, indonesia. this research was conducted by using online classroom, specifically via the google classroom platform. instruments and data analysis in this research, researchers used pre-test and post-test to measure the significance of the improvement in the treatment of this research. before the class began, the students are asked to join a whatsapp group for this research to get the information quickly. the students are also asked to join googleclassroom that the researchers gave before the class begins because the lesson is held via google classroom. before they go to this platform, students are prepared well for the teaching materials in listening activities. to get the data, researchers employ listening tests to find out students’ listening comprehension using the frozen-2 movie. the instrument covers some questions in the form of listening exercises. researchers gave some questions as a pre-test to identify students’ listening ability level before the researcher uses the main core, frozen 2 movies, as the treatment for students’ listening hamidah and hadi enhancing listening comprehension……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 144 comprehension skills. the pre-test helped the researcher know how to handle students with the use of movie media in classroom activities. afterward, researchers used a movie as media in the learning process as the treatment of this research. the teacher showed frozen 2 movie that was divided into 6 sections. each section has 15-20 minutes and has some questions that students must answer directly. thus, students answer the questions. researchers and students discussed the questions before. last, researchers gave some questions as a post-test to know whether the students improved their listening ability. after the researcher gathered all the data from students' pre-test and post-test score, the researchers calculate and compare the data by using ibm spss to know whether using the frozen-2 movie has increase students' listening comprehension or not. research findings and discussion research findings this study was aimed at investigating the effectiveness of the frozen-2 movie in enhancing students’ listening comprehension at senior high schools. this part contains the final result and discussion of this research. these contents aim to answer the research question about whether frozen-2 movie does enhance students’ listening comprehension. to know the effect of using frozen-2 movie, researchers compare the result of students’ listening comprehension pre-test and post-test scores. it can be seen in table 2 that shows the result of students’ listening comprehension pre-test and post-test scores. table 2 the result of students’ listening comprehension paired samples statistics mean n std. deviation std. error mean pair 1 pre-test 84.69 16 8.056 2.014 post-test 88.75 16 9.572 2.394 from this output, the paired samples statistic table showed pre-test means’ score was 84.69 while the post-test means’ 88.75, n referred to the total of the sample that is 16 students. standard deviation showed the heterogeneous that occurred in the data above and after using frozen 2 movie were 8.056 and 9.572 and standard error of mean before and after using frozen 2 movie were 2.014 and 2.394. from table 2, it could be concluded that using frozen 2 movie as media in the learning process has a significant improvement to students’ listening comprehension skill. meanwhile, the normality test can be seen in table 3 as follows. table 3 paired sample test paired differences mean std. deviation std. error mean 95% confidence interval of the difference t df sig. (2-tailed) lower upper pair 1 pre-test and post-test -4.063 4.553 1.138 -6.489 -1.636 -3.569 15 .003 based on the calculation of the t-test, table 3 showed a significant result. it can be seen from the result of the mean was 4.063. the standard deviation was 4.553. the standard error mean was 1.138. the lower interval was 6.489, and the upper interval was 1.636. meanwhile, the result of the t-test was 3.569. the degree of freedom was 15, and significant (2-tailed) was 0.003 < α (0.05). this study declares if the significance score is lower than α = hamidah and hadi enhancing listening comprehension……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 145 0.05, it can be concluded that the differences were significant. the results mean that the use of the frozen-2 movie as media in the learning process positively affects students’ listening comprehension. table 4 test of normality shapiro-wilk statistic df sig. pre-test .907 16 .105 post-test .916 16 .145 a. liliefors sognificance correction based on the output table of “test of normality” in the shapiro-wilk test section, is it known that the significant score for the pre-test is 0.105 > α (0.05), and the post-test significant score is 0.145 > α (0.05) where both of the significant scores were higher than α = 0.05. it means the pre-test and post-test data in this research are normal, and the data can be preceded to the next statistical test. it is presented in table 5 and figure 1 as follows. table 5 the data distribution of pre-test score no interval frequency % category 1. 95-100 1 6.25 excellent 2. 85-90 10 62.5 good 3. 75-80 3 18.75 enough 4. 55-70 2 12.5 poor total 16 100.00 figure 1. classification of listening comprehension for pre-test from the data above, the pre-test result of the pre-experimental classroom can be described there are two students who are poor (12.5%), three students are enough (18.75%), ten students are good (62.5%), and one student is excellent (6.25%). meanwhile, the data distribution of the post-test can be presented in table 6 and figure 2 as follows. table 6 the data distribution of post-test score no interval frequency % category 1. 95-100 6 37.5 excellent 2. 85-90 5 31.25 good 3. 75-80 4 25 enough 4. 55-70 1 6.25 poor total 16 100.00 6.25% 62.50% 18.75% 12.50% pre-test result excellent good enough poor hamidah and hadi enhancing listening comprehension……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 146 figure 2. classification of listening comprehension for pre-test from table 6 above, the post-test result of the pre-experimental classroom can be described that there is one poor student (6.25%), four students are enough (25%), five students are good (31.25%), and 6 students are excellent (37.5%). as students’ pre-test and post-test result of scores was showed above, the diagram showed as follows. figure 3. pre-test and post-test score result discussion this study aims to investigate the effectiveness of the frozen-2 movie in enhancing students’ listening comprehension at senior high schools. the most important finding in my research result is whether there is a significant improvement of students' listening comprehension with or without using frozen 2 movie as media in the listening comprehension learning process for senior high school around griya serpong asri. the use of movies in enhancing language skills for efl learners is considered as effective learning media (kabooha, 2016; pardede, 2011). to support this study, researchers tried to look for any previous studies in enhancing listening comprehension through movies. some studies showed that movies are effective for improving students’ speaking skills (khan, 2015; tuncay, 2014). in this study, researchers employ a movie, the frozen-2, to enhance students’ listening comprehension. this movie use english. the language used is easy to understand. before researchers distribute the listening materials, researchers design effective listening activities. students are involved in taking notes of vocabulary from simple videos. it is oriented to uccostum students in making notes before watching the movie. nassim (2018) informs that students should be facilitated with meaningful learning activities before moving to the main activities of listening. it is also in line with wang (2015) who recommends various videos are needed in efl context to facilitate students to carry out their learning tasks in the classes. this study focuses on enhancing students’ listening comprehension through giving pay attention to any texts and vocabulary from the frozen-2 movie. researchers collected the data 37.50% 31.25% 25% 6.25% post-test result excellent good enough poor 0 2 4 6 8 10 12 excellent good enough poor pre-test post-test hamidah and hadi enhancing listening comprehension……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 147 by doing a pre-test, treatment, and post-test to know the significant improvement of using movies in learning listening comprehension spesifically using frozen 2 movie. the pre-test and post-test scores were slightly different from the study reported above and proved to be 1355 for pre-test and 1420 for post-test. the average pre-test score was 84.69 and the average post-test score was 88.75. it means that the pre-test and post-test variances were dissimilar. in addition, based on the above numerical measurement, it can be shown that there is a clear gap between the average score and the outcome of teaching listening comprehension using frozen 2 and without using it. depending on the paired sample t-test table, tobtained was 3.569 and tcritical at the level of significance (p)= 0.05 was 2.602. meanwhile, if tobtained is higher than tcritical at the level of significance (p)= 0.05, the null hypothesis is rejected and accepts the alternatives hypothesis (h1). then significant (2-tailed) is equal 0.003 with significant level a=0.05 (2-tailed). since the score is 0.003 < α (0.05), h1 was accepted, and h0 was rejected. from the result above, it can be established that teaching listening comprehension to senior high school students around griya serpong asri by using frozen 2 movie has a significant impact. the study showed that the students' optimistic behavior could be that the current approach fits their desires and lifestyle. the majority of students are more likely to favor different techniques than normal, such as using only native speakers' audio (recording). chan and deborah as cited in fussalam (2019) also claimed that from watching a movie it can improve several materials such as training the listening skill because students can familiarize their ear to hear words in english, training the speaking skill because when the students or listener focus on the actress or actor while speaking english they will be able to speak english accurately, and last training the writing skill, we can ask the students to resume from what they watched so they can increase their grammar, new vocabulary, use of an article, adverb placement and many others. this also may imply that a movie can be a good media to help a teacher to teach english especially listening comprehension skills in the classroom. also, it can help students to learn listening comprehension easier and more enjoyable than only using audio in listening classes. using a movie as media in the learning process, students can learn more such as body language, facial expression, and gestures of the speakers provide additional information to the listener. conclusion defined as the study carried out around perum. griya serpong asri, the result from pre-test and post-test have a significant difference, it was proved by getting 1355 total score of pre-test and 1420 total score for post-test, then get 84,69 for average's score of pre-test and 88,75 for average's score of post-test. therefore, it can be inferred that the use of frozen 2 movie has a significant impact to teach students' listening comprehension for senior high school around perum. griya serpong asri. it was proven by the t-test result in paired sample test that the value of the tobtained was 3.569 and tcritical at the level of significance (p)= 0.05 was 2.602, meanwhile if tobtained ≥ tcritical at the level of significance (p)= 0.05, the null hypothesis h0 is rejected and accepts the alternatives hypothesis (h1). then the significant (2-tailed) is equivalent to 0.003 with a significant level a=0.05 (2-tailed). since the score is 0.003 < α (0.05), h1 was approved and h0 was refused. hamidah and hadi enhancing listening comprehension……….. jollt journal of languages and language teaching, april 2021. vol. 9, no. 2 | 148 references atiyah, f., izzah, l. 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(2018). the metacognitive strategy in english listening comprehension. theory and practice in language studies, 8(2), 226-231. doi: http://dx.doi.org/10.17507/tpls.0802.07 https://doi.org/10.1098/rstb.2019.0258 https://doi.org/10.1093/elt/ccy009 https://doi.org/10.1007/s40299-015-0235-4 https://doi.org/10.1007/s10936-017-9486-y http://dx.doi.org/10.17507/tpls.0802.07 journal of languages and language teaching, vol. 5, no. 2, november 2017 71 the effectiveness of vocab acrostic strategy in teaching vocabulary mastery muhammad helmi mts. islam selaparang putra, kediri, lombok barat, ntb muhammadh51@yahoo.com. abstract this research is aimed to find out whether or not vocab acrostic effective in teaching vocabulary at mts. islam selaparang putra kediri lombok barat. this research is experimental research. the design used was one group pre-test post-test design. the sample was all population of the second grade students that consisted of 28 students. the instrument was valid andreliable. the findings shows that t-test is (4,59) > t-table (2,057) at the significant level = 0,05 (95%) and n = 28 students. it means that, alternative hypothesis (ha) is accepted and null hypothesis (ho) is rejected. the mean score of posttest score is 76,71and pre-test score is 54,5. it can be concluded that vocab acrostic is effective in teaching vocabulary at mts. islam selaparang putra kediri lombok barat in academic year2016/2017. key words: vocab acrostic, vocabulary. abstrak penelitian ini bertujuan untuk mengetahui apakah kosakata akrostik efektif dalam pengajaran kosakata di mts. islam selaparang putra kediri lombok barat. penelitian ini merupakan penelitian eksperimental. desain yang digunakan adalah satu kelompok pre-test post-test design. sampelnya adalah seluruh populasi siswa kelas dua yang terdiri dari 28 siswa. instrumen itu valid dan bisa diandalkan. temuan menunjukkan bahwa t-test adalah (4,59)> t-tabel (2,057) pada tingkat signifikan = 0,05 (95%) dan n = 28 siswa. artinya, hipotesis alternatif (ha) diterima dan hipotesis null (ho) ditolak. skor rata-rata skor post test adalah 76,71 dan nilai pre-test 54,5. dapat disimpulkan bahwa vocab acrostic efektif dalam mengajarkan kosakata di mts. islam selaparang putra kediri lombok barat pada tahun akademik2016 / 2017. kata kunci: kosa kata, vocab acrostic introduction kamil and hiebert (2005:3) argue that vocabulary is the set of words for which we know the meaning when we speak or read orally. vocabulary is located in second aspect of language elements. many vocabularies are needed to support or utter the content of speech, word is very important in learning language. nobody can do language skills like speaking, writing, reading and listening without vocabulary. vocabulary is a key to master english because by mastering vocabulary, students are easier to understand english and will be able to improve their language. the vocabulary is very useful for young learners so that they must memorize and master vocabulary from beginning. a shortage of vocabulary in process of mastery vocabulary student’s they still difficult to improve their vocabulary skill in the other skill in language such as, speaking and writing and the students also still difficult to memorize vocabulary, and to know the form of word, spelling the words, and the last is comprehend the meaning, especially in mastery of vocabulary. word, that is kinds a shortage of vocabulary. the researcher has conducted an observation in mts. islam selaparang putra.from 06 june 2016 and the journal of languages and language teaching, vol. 5, no. 2, november 2017 72 researcher found some students get trouble in learning english especially in vocabulary in which usually influence the students, such as low mastery, most of students found it difficult to remember and memorize new vocabularies, and also one of them is that students are still frightened to say some word in english. they are felling it well be wrong what they said about. based on the problem above, the researcher will use acrostic. acrostic is located in the third kinds of visual media. visual are the appropriate media for young learners. so, acrostic is one of various kinds of media which is suitable to make students their motivation in learning vocabulary. and it can help teacher in teaching vocabulary in the classroom. the researcher use strategy because it will give enjoyment and may develop different abilities of students in teaching and learning process between teacher and students and also it is a way towards students mastery in learning english especially in learning vocabulary mastery. theoretically of literature vocabulary is the core component of langauge profieciency and provides much of the basis for how well learners speak, listen, read, and write (richards and renandya 2002:255). while according to richards and schmidt (2002: 629)vocabulary is set of lexeme, including single words, compund words, and idioms. another expert, mccarten (2007: 18) stated that vocabulary is a challenge for learners, partly because of the size of the task, and partly because of the variety of vocabulary types to be learned including single word, phrases, collocation, and strategic vocabulary as well as grammatical patterning, idioms, and fixed expression. basically, there are two types of vocabulary in teaching. it includes active and passive vocabulary. according to haycraft (1978: 44) gives a distinction between active and passive vocabulary. active vocabulary is the words that students can understand, pronounce correctly and use constructively in speaking and writing. passive vocabulary is the words that students recognize and understand when they occur in context, but which learners cannot produce correctly themselves. words in which students will need to understand and also use themselves. in teaching, active vocabulary, it is usually word spending tie by giving example and asking question, so that students can really see how the word is used. according to harmer (1991: 159) active vocabulary refers to vocabulary that students have been taught or learnt and which the students will recognize when they meet them but which they will probably not be able to produce. it means that active vocabulary is productive learning referring to speaking and writing, while passive vocabulary is receptive learning referring to reading and listening. words which students want to use themselves. to save time, it is often best to present it quickly with the simple example. if it appears as a part of a text or dialogue, we often leave students to guess the word from the context. according to thornburry (2002: 27) there are six indicator of vocabulary as follow: research shows that words are difficult to pronounce are more difficult to learn. potentially difficult words will typically be those that contain sounds that are unfamiliar to some group of learners. sound-spelling mismatches are likely to be the cause of error, either of pronunciation of spelling, and can contribute to a words difficulty. while most english spelling is fairly law-abiding, there are also some glaring irregularities. words that contain silent letters are particularly problematic: foreign, listen, headache, climbing, bored, honest, cupboard, muscle, etc. long word seems to be no more difficult to learn than short ones. but, as a rules of thumb, high frequency words tend to be short in english more and therefore the learner is likely to meet them more often, a factor favoring their ‘learn ability’ also variable journal of languages and language teaching, vol. 5, no. 2, november 2017 73 stress in polysyllabic words-such as in word families like necessary, necessity and necessarilycan add to their difficulty. when two words overlap in meaning, learners are likely to confuse them. make do is a case in point: you make breakfast and make appointment, but you do the housework and do a questionnaire. words with multiple meanings, such as since and still, can also be troublesome for learners. having learned one meaning of the word, they may be reluctant to accept a second, totally different, meaning. unfamiliar concepts may make a word difficult to learn. thus, culture specific items such as word and expressions associated with the game cricket (a sticky wicket, a hat trick, and a good innings) will seem fairly opaque to most learners and are unlikely to be easily learned. also problematic is the grammar associated with the word, especially if this differs that of its l1 equivalent. spanish learners of english, for example, tend to assume that explain the same as both spanish explicit and english tell, and say he explained me the lesson.remembering whether a verb like enjoy, love or hopes is followed by an infinitive (to swim) or an -ing form (swimming) can add to its difficulty and the grammar of phrasal verbs particularly troublesome: some phrasal verbs separable (she looked the warp up) but others are not (she looked after the children.) words can be used in a wide range of context will generally be perceived as easier than their synonym with a narrower range. thus put is very wide-ranging verb, compared to imposed, place, position etc. likewise, thin is a safer bet than skinny, slim, slender. words that have style constraints, such as very informal words (chuck for throw, swap for exchange), may cause problems. uncertainly, as to the connotation of some words may cause some problems too. thus propaganda has negative connotations in english, but equivalent may simply mean publicity. according to webster’s dictionary, an acrostic poem is a composition usually in verse in which sets of letters (as the initial or final letters of the lines) taken in order to form a word or phrase or a regular sequence of letters of the alphabet. originally, a short verse composition, constructed so that one or more sets of letters (such as the initial, middle, or final letters of the lines), taken consecutively, form words. in this study, the design of the acrostic poems follows the rules of the acrostic poems. in terms of vocabulary, acrostic poems were used to help students’ spelling sight words. for example, howard, dadeppo and de la paz (2008) noted that difficulties with spelling could impact students’ reading acquisition and writing and had a critical impact on overall literacy development. according to wang (2008) acrostic is one of the simplest poems for students to write because it gives students a concrete format to follow. the nature of acrostics actually follows basic principles of association and meaning of words. vocabulary acrostics also developed students’ writing skills in sentence formation. moreover, the application of vocabulary acrostics teaching helped students explore their expressiveness in writing and motivated them to learn english. not all vocab acrostic can be learnt through interaction and discovery strategy, even if such strategy are possible some of presentation and or explanation are considered to be the best ways to bring new word into the classroom. however, one solution is to use a picture. picture can be bored drawing, will bring a pen into classroom. bringing in a can picture and chart, magazine picture can be used to explain the name of vocabulary items, teacher can draw things on the board in the form of picture. they can illustrate concept such as above and opposite just as hat, coats walking stick, cars etc. one of presentation words is to bring the things they present into the classroom it can be obviously been presented in this way. the teacher holds journal of languages and language teaching, vol. 5, no. 2, november 2017 74 up the object or point to it. says the word and gets students to repeat it. explaining the meaning of vocab acrostic items is very difficult, especially for elementary school levels. but with more intermediate students such as technique can be used. it is has to remember to explain the meaning which include explaining any facts of words use which are relevant. if we explain the meaning of mate (=friend) we have to point out that is collegial word use in informal contexts and is more often use for males than for females. translation is quick and easy way to present the meaning of word. in the first place it is not always easy to translate word and in the second place, ever when translation is possible, it may make it a bit too easy for student by discouraging them from interacting with the words. where translation is quickly solve a presentation problems, it may a good idea, but we should hear in the mind that consistent policy toward the use of mother tongue is helpful for both teacher and student. discovery we will look a number of discovery techniques from simple matching task techniques to more complex understanding of connotation and context. match the words and picture. student will bring their bilingual dictionaries, though some of them may know these words already. teacher can easily prepare their own version of this activity. for example, student be given numbered picture and the teacher can the write words on the board which they have to match with the picture. they have to find the word from their own memories from their peers. notice how students are encouraged to come up with any more they know to extend the good list of vocab acrostic. it is often a good idea to have student working in pairs or groups for this activity. for example, the teacher gives students a picture about “part of body” and they asked to write the name of the body. mind – map strategy is used to help students put to a list word into different groups. this strategy is given to intermediate student. in this case we can assume that some of students know some of the word. in this section we will look at activity designed to encourage students to use word in an involving way. action and gestures in this example student have to study word connected with body language at movement (e.g. smile, laugh, run, walk, ect). the students can action in front of class while gestures the vocabulary. this way is for advanced students. students are led through two exercises with practice the use of “character” vocabulary. the student writes down personal characteristic (good and bad) that would expect to find in this people. for example, a nurse, an actor, a politician, a teacher. research method in this research, the researcher used quantitative approach and method that used in this research was experimental research and the method that the researcher used was pre experimental design, where in this design there was only one group without control group. population and sample there were103 students of mts. islam selaparang putra kediri that consist of vii class = 38 students, viii = 28 students ix = 37 students. in this research the researcher used all of viii students as sample. the sample of this research were eighth second grade students of mts. islam selaparang putra kediri lombok barat in academic year 2016/2017. that consisted of 26 students. sampling technique the process by which members of a population are selected for a sample (levine & stephan, 2005: 7). in this case, the researcher used total sampling technique. total sampling is a type of purposive sampling technique where you choose to examine the entire population. based on construct above, the researcher used the all students of viii class as population and sample. instrument of the study journal of languages and language teaching, vol. 5, no. 2, november 2017 75 according to arikunto (2010:192), research instrument is a device used by the research while collecting the data to make his work become easier and to get better result, complete and systematic in order to make the data easy to process. the researcher used objective test the term is multiple choice that consist of 20 items. if the students answer the question correctly the students will get 1 score and if the students answer the question incorrectly the students will get 0 score. technique of data collecting collecting data is very important part in a research. the data of this research gathered from pre-test and post-test of the students` score. the steps of collecting data as follows: pre-test is the first step in collecting the data. pre-test was given before treatment. the post-test is the second step of collecting data in this research. this step is conducted after giving the treatment. this test give to find out the result of the students’ vocab acrostic after treating them by using vocab acrostic strategy. data presentation and discussion before treatment process was done, the researcher observed the condition of the students’ vocabulary mastery by using pretest. the result of pretest and posttest showed that their vocabularies were so poor. they had difficulties and was confused to translate some words. the reason was those because the teacher never tries to teach vocabulary by using other methods or strategies. figure. 1, histogram and polygon of pretest score the histogram is form of bar which consist of class limit and frequency where polygon is form of line which shows the development of the data. the polygon reveals that there is rise the number of students who get score in the class limit 44-47 to higher class limit 56-59 as well as the most frequent students score appear. the highest class limit 64-67 in which only 1 score appears in the class figure 2, histogram and polygon of posttest score the histogram is form of bar which consist of class limit and frequency where polygon is form of line which shows the development of the data. the polygon reveals that there is rise the number of students who get score in the class limit 64-68 to higher class limit 74-78 as well as the most frequent students score appear. the highest class limit 89-93 in which only 1 score appears in the class. conclusion and suggestion the researcher concludes that vocab acrostic strategy is effective in teaching vocabulary. vocab acrostic strategy help students to complete their vocabularies assignment faster and to mastery it. the statement above can be proved by the finding in which value t-test= 4,59 t-table = 2.052. it was showed that t-test value was higher than t-table value. it means that null hypothesis (ho) was rejected and alternative hypothesis was accepted. the researcher hopes that the students will be more active in learning 0 2 4 6 8 10 12 44-47 48-51 52-55 56-59 60-63 64-67 0 2 4 6 8 10 64-68 69-73 74-78 79-83 84-88 89-93 journal of languages and language teaching, vol. 5, no. 2, november 2017 76 vocabulary process in the classroom. the researcher suggests that every student should master english vocabulary in order to help them to find out the meaning of difficult words. by using vocab acrostic strategy it is hopes that the teacher uses vocab acrostic strategy in teaching vocabulary because with this strategy the teacher can help them in mastering vocabulary. the researcher hopes that the result of this research is useful for those who are interested in vocabulary and who wants to conduct a research about the use of vocab acrostic strategy. references hiebert, e.h. &kamil, m.l. 2005.teaching and learning vocabulary. london: lawrence erlbaum associates, publishers.. fathurrahman imran. 2015. penelitian experiment. unpublished. ikipmataram. http://www.answers.com/topic/acrostic http://oald8.oxfordlearnersdictionaries.com /dictionary/vocabulary accessed in april 22, 2012 http://wikipedia.org/wiki/quantitative_met hod (wikipedia) (2007). quantitative research. http://www.thefreedictionary.com/populati on accessed in april, 2012 kamil & hiebert. (2007). a focus on vocabulary. http:/www.prel.org/products/re_/es0419.h tm accessed in april 22, 2012 httplc.ust.hk~sacadviceenglishvocabulary v1.html accessed in april 21, 2012 web site: heritage & reg; dictionary of the english language, fourth edition. retrieved february 22,2013, from answers.com web site: http://www.answers.com/topic/acrost ic. source: learning vocabulary in another language by i.s.p nation (2000). http://www.thefreedictionary.com wikipedia.org/wiki/test_(student assessment) (2007) thonbury, scott. 2002. how to teach vocabulary. england: bluestone press. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2602 july 2020. vol. 8, no, 3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 237-250 jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 237 the use of edmodo in esp classroom: a study on students’ perception and classroom activities 1mariana ulfah hoesny, 2hilda cahyani, 3imam nur aziz 1 english lecturer, electro department, state polytechnic of malang, indonesia 2english lecturer, business administration department, state polytechnic of malang 3english lecturer, english department, institut keislaman abdullah faqih gresik corresponding author email: hcahyani@yahoo.com article info abstract article history received: may 2020 revised: june 2020 published: july 2020 this study was aimed at investigating the use of edmodo, an online learning platform in a garuda maintenance facility class in electronic engineering study program of state polytechnic of malang. in addition, students’ perception toward the use of edmodo was also explored to find out the advantages and disadvantages of the implementation of edmodo. this study also investigated teacher’s activities that have been done via edmodo. the activities done by students via edmodo are presented in the result of this study to inspire other teachers about how to use edmodo effectively. this study was a case study since it described and analyzed a group in a classroom setting to gain understanding through activities done in the classroom. survey and interviews were used to collect the data about students’ perception and the description of classroom activities. the results showed that students had positive perceptions towards the use of edmodo since it accomodated their need to apply technology in their learning. in addition, it could also encourage shy students who tended to be discouraged when interacted and participated without the aid of online tool in the classroom. students also mentioned some obstacles encountered during the use of edmodo such as slow internet connection and limited data package that was needed to connect to the internet. however, it can be concluded that the implementation of edmodo in gmf class gained positive response. in addition, students also appreciated various activities conducted via edmodo. it can be added that edmodo as a learning platform is not only used to replace lecturer’s absence, but it can accomodate various learning activities that can increase communication skills in english. keywords edmodo; online learning; students’ perception; esp classroom; how to cite: hoesny, m. u., cahyani, h., aziz, i. n. (2020). the use of edmodo in esp classroom: a study on students’ perception and classroom activities. jollt journal of languages and language teaching, 8(3), 237250, doi: https://doi.org/10.33394/jollt.v%vi%i.2602 introduction technology has influenced all parts of people’s life today. people use technology for all purposes including learning. the internet is the result of technology, specifically information and communication technology which today become widespread and use by many people all around the world. due to internet many applications are created for users with various purposes. for example, people now are familiar with transportation application in smartphone like uber or grab. in addition, there are a lot more applications that play important role in learning, especially language learning. learners are getting more familiar with applications like google translate and itranslator for example. these applications are used to help them translating english to their native language like bahasa indonesia. other applications such as voys and orai, help learners practice their speaking skill. padlet is another example in which it provides discussion space for students, thus students who are reluctant to participate in a http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& hoesny, cahyani, and azis the use of edmodo in esp... jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 238 face-to-face discussion can use this tool to join discussion. there are still more applications that are interactive and useful for language learning. the appearance of web 2.0 also contributes to enrich the learning which is mediated by internet. it can be said that the appearance of web 2.0 technologies has also helped to promote and maintain the education standards. these tools allow multiple users to participate collaboratively rather than working alone. they offer many functions that appeal to educators who are looking to extend learning beyond the classroom (haygood, garner&johnson, 2012 in (al-kathiri, 2015). (smaldino, 2015) stated that web 2.0 refers to websites that are more than static webpages compared to its predecessor, web 1.0. web 2.0 is more interactive since it allows users to take active participation and share idea, information and data through it. the invention of web 2.0 leads to the invention of many application and learning platform. edmodo is one of learning platform that is quite popular. it is considered to be secure since it is free from advertisements and games(inayati, 2019). the two mentioned later is considered to be distractions for students. in line with this, edmodo is said to be educationfocused social networking sites. it means that it is similar to social networking sites such as facebook, but edmodo is intended for learning. (okumura & bronson, 2016) stated that edmodo is users-friendly for educational purposes since it limits the access only to teachers and students who are already registered. edmodo also has ‘parents feature’ to allow parents to see the activities in the platform. thus parents can also take part in the learning activities which may cause the activities to be more transparent. learning in general has shifted from teacher centered to students centered. this affects the implementation of learning in which teacher is not only the source of information in the classrooms. the advancement of technology, especially in the field of internet has made it possible to create learning has more collaborative as well as communicative feature. in addition, learning –especially language learningwhich is supported by technology-driven educational environment will be more students-centered and innovative(gunduz & ozcan, 2017). thus, using learning platform like edmodo is worth trying, not only to make the language learning more interesting but also as an effort to integrate some values such as collaboration, innovation and communication into language learning. regarding to the background, two research questions were formulated in this study. both are what are students’ perceptions toward the implementation of edmodo? and what classroom activities can be done in edmodo? to answer the two questions, this study was supported with some theoretical language framework such as technological enhanced language learning, online learning, and esp (english for specific purposes). the novelty of this study lies in using edmondo in elt classes and it is focused on students’ perception and learning activities during implementing edmundo in terms of the esp setting. technology enhanced language learning the appearance of industrial revolution 4.0 (ir 4.0) is marked by the innovation and advance of technology in all parts of people’s life. it changes how people live, interact, work and learn. it impacts in all parts of people’s life including education. the milennial generation -known as gen zwho are now becoming students in schools has ability in using the product of technology which later change their attitude toward learning. in reference to this phenomenon, teaching and learning have to change to cope with the need of gen z. (shahroom & hussin, 2018) stated that teaching and learning will experience changing in the ways it’s delivered or done. in line with this, the content of the teaching, roles of lecturers and students have changed. the logic of education systems should be reversed so that it is the system that conforms to the learner rather than the learner to the system. the point of the changing may deal with personalisation as well as the integration of technology into learning. hoesny, cahyani, and azis the use of edmodo in esp... jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 239 a common understanding of technology refers to computer equipment, software and other electronic devices that make human’s life easier (spector, 2014). while isman (2012) in (ahmadi, 2018) defines technology as the practical use of knowledge particularly in a specific area and is a way of doing a task especially using technical processes, methods, or knowledge. it is added that technology use does not only cover machines and intruments. it is related to humans, machines and environment. in line with this, technology integration can simply mean the use of technology in the classroom. however, technology integration is not only about using the equipment in teaching-learning. it deals more with efforts to establish innovative and creative best practices as they progress in gaining access to new and developing digital technologies (iste, 2008; woolfe, 2010) and implement it in education (spector, 2014). smith and barber (2007) in (jati, 2017) state that the development of technology had given teachers option to incorporate it into teaching and learning. they added that such technology could empower and improve the teaching. this statement supports the use of technology in the field of teaching and learning, as technology can enrich the experience provided by technology to students. the tools produced by technology provide learners to involve in a more meaningful learning especially in language learning. many researches have already discussed on how to create environment for language learning. the environment should be able to encourage learners to experience the language use in a meaningful context. in this case, technology has an important role. jati (2014 in (floris, 2014) gave an example of using csm (cartoon story maker) in a language classroom. csm enables learners to 2d screen based cartoon series. learners can practice make dialogue through this tool. learners can create dialogue using text as well as their own voice to practice fluency and pronunciation. they can also use their own picture to act out the situation and voice or text which match the situation. teachers can also take part by providing script or situation so learners can create the conversation. it can be said the the integration of technology is possible and enrich the language learning process. learning involved in the activity and they may not realize that those are assignment. on the other hand, it resembles to the daily converse that they possible participate. in addition to providing meaningful context to learn and practice, technology also provides abundant of learning resources, especially for language learning. learners may select applications as well as web site to support their learning (haerazi et al., 2020). for example, podcasts have been popular to be used to learn listening skills, while website such as cnn, www.breakingnewsenglish.com and many other websites cater learners needs in term of preparing materials for reading and listening skills. the use of video or films can also support the language learning. those two can be integrated in learning creatively as it is interesting for the content of visual and audio it has. both films and video can help learn speaking and listening skills. (chen, 2018) implemented the making of video as a project in a speaking class. this study was conducted in an efl course called freshmen english in a taiwan university. students were asked to create a video project to practice speaking skills as well as build their empathy. the result of this study showed that students were able to improve their speaking skill by creating a video project. in addition, students also learn to express their empathy through the video they watched. the video project also equipped students with other skills such as teamworking, active listening skill, and video production skills which also cover mastering how to use technology tools. as it has been discussed, technology and technology integration in language learning has enrinched and empowered the learning process. moreover, it equips the learning with meaningful context which is similar to the real world situation. then, the integration of technology in language learning must become concerns of every teacher and school to make language learning more up to date and relevant to the todays world situation. hoesny, cahyani, and azis the use of edmodo in esp... jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 240 online learning the term online learning, e-learning, web-based learning, distributed learning and learning with ict are commonly used to refer to e-learning. it is simply defined as learning which occur through the electronic tool as well as internet. the point is a process of learning which is assisted, empowerd and enriched by the internet. dabbagh and bannan-ritland in (prawiradilaga, 2012) defined online learning as an open and distributed learning environment that uses pedagogical approache, enabled by internet and web-based technologies, to facilitate learning and knowledge building through meaningful action and interaction. the definition points to some keywords such as pedagogical approache, internet and web based technologies as well as meaningful action and interaction. then, it can be illustrated that online learning in a process of teaching and learning that occur with the medium of internet technology and contain meaningful activities which involve learners and teachers. u.s departement of education (2010) in (gilbert, 2015) defined online learning as learning that takes place partially of entirely over the internet. this type of learning can be categorized into three main groups, namely; fully web based, blended or hybrid format, and traditional courses using web based supplements. fully web based courses are conducted entirely on the internet with no face to face interaction, all aspects of the course being conducted in an online learning environment. hybrid courses consist of both web based and classroom sessions, with a varying degree of time allotted to the online and in class sessions, depending upon the nature of the class and discretion of the instructor. the last programming format uses online technology as a medium for presenting supplemental material for traditional classroom study another definition of online learning was explained by (bartley & golek, 2004; evans & haase, 2001) in (nguyen, 2017) as a form of distance learning or distance education, which has long been a part of the american education system, and it has become the largest sector of distance learning in recent years. it is said to be the part of distance learning, since the support of online learning was common in the implementation of distance learning. tools like computer, internet, learning platform and other tools based on technology are usually used with the term. dabbagh and bannan-ritland describes three main components in online learning in the following figure. instructional strategies learning pedagogical model/construct figure 1. three main components of online learning (dabbagh and bannan-ritland 2005 in (prawiradilaga, 2012) figure 1 shows that the three main components of online learning are pedagogical model/construct, instructional strategies and learning technologies. these three components must involve in online learning, so learning activities can be said as supported by online. pedagogical content is significant since it is the primary sign that the activities occured are online learning hoesny, cahyani, and azis the use of edmodo in esp... jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 241 related to learning. while instructional strategies are the strategies of how learning is delivered. for example it uses problem-based, project-based or task-based learning. the technologies are the tools used to support the teaching learning activities. some examples can be in the form of learning platform. english for specific purposes previous studies: edmodo in efl some studies regarding the use of edmodo have been conducted, and those studies reported positive results. (al-kathiri, 2015) investigated the use of edmodo in saudi female secondary school. the research was focused on students perceptions, challenges and attitudes in reference with the use of edmodo. the study that used experimental method stated that students had positive perceptions and that edmodo was potential to be integrated in the efl class since it generated positive attitude for students. in terms of learning english, students stated that edmodo is helpful in acquiring new english vocabulary, sharing their writing with teachers and peers, enjoying reading experiences and developing listening skill. it can be concluded that edmodo is possible to provide an environment in which communication skills especially in english can be practiced through the use of its features. edmodo is also used to teach writing argumentative essay in a higher education institution. the research conducted by (miftah, 2018) discussed this. the research was done using classroom action research (car) to 15 students joined in a course called argumentative writing. the result showed that students’ ability to produce argumentative essay increased after edmodo was implemented. there were some steps applied in using edmodo to teach writing as follows; prepare the teaching materials, introduce edmodo, guide students to get ready to use edmodo, give an opportunity to students to get in the edmodo group, train students to use edmodo group, group students into small group via edmodo, give students writing tasks through edmodo, provide a guideline and tell students to follow the guideline to access their small group, ask students to post their first drafts of an argumentative essay on their small groups, ask students to give feedback on their peers’ works, ask students to revise their drafts of the argumentative essay based on the their peers’ feedback and teacher, and ask students to post their final products of an argumentative essay on their edmodo account. thus, the research shows us that edmodo can bridge students’ to do collaborative work in the form of small group. in addition, this small group mediated through edmodo is seen to be effective in providing discussion room and feedback regarding students’ writing ability. it means edmodo is a good place to train students’ communication skills as it provides meaningful communication among students, specifically students in the small group. a study about implementing edmodo in higher education context was conducted by (hakim & kodriyah, 2016). edmodo was used to teach three different courses like vocabulary, research method and english grammar. the researchers stated that the use of edmodo make it easier for the class to create community to practice english. moreover, discussion between teachers and students can happen anytime even when the class was already finished. edmodo gives teachers and students opportunity to communicate and strengthen their relationship. edmodo also encourage students to do collaborative work. students learn to create assignment using digital content, which develop their skills in using technology. a study on the use of edmodo was also conducted by (serafim & meireles, 2019). in their study, edmodo was used as a tool to implement flipped and expanding classroom. edmodo was used since it has some features that are believed to be able to support the personalisation required in today’s efl classes. it was stated that edmodo with its features could accomodate the various needs of students. the features that were being discussed are spotlight in which it can be used with edpuzzle to learn listening skill. students can move hoesny, cahyani, and azis the use of edmodo in esp... jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 242 with their pace through edmodo since the material presented can be repeated many times. in addition, students can work one-on-one both with teacher or with the small groups. thus, students can be more motivated and comfortable since they can reach the teacher and their groups anytime. research method this study was a case study. case study is said to be the typical research in social science. it might include experiment, action research, survey, naturalistic research, participatory research, historical research etc., and case study research uses multiple methods for data collection and analysis (cohen, manion, & morrison, 2018). cresswel (1994 in cohen et al., 2018) defines the case study as a single instance of a bounded system, for example a child, a clique, a class, a school, a community, others would not hold to such a tight definition. thus a case study observe phenomenon limited to certain groups. the phenomenon observed can be used to generalize some other groups or units which share the similar phenomenon. in this study, the phenomenon being observed occured in the classroom context. since it is going to be used to explain certain phenomenon in teaching english for specific purposes (esp). this study uses descriptive qualitative methode to explain students’ perception as well as the activities applied in gmf classroom and the reasons teacher did the activities. 24 gmf students were the participants of this study. the students were in the second semester of electronic avionic (ea) major in diploma iii electronic engineering study program. ea class consisted of 22 males and 2 females students. gmf students took english as a subject for just two semesters which was given 4 hours a week. the instruments used in this study were questionnaire and interview questions. classroom observation was also done for 10 weeks during the implementation of edmodo. the observation was recorded using video camera. before edmodo was implemented, students and teacher were given tutorials of how to operate edmodo. after the tutorials were finished, trial session was conducted to check whether teacher and students were already able to use edmodo. having passed the trial session, edmodo was started to be implemented. research findings and discussion the following section presents the research findings and discussion. for research findings some tables and screen shots of students’ activities in edmodo will be presented. research findings the results of the data analysis will be presented as follows; students’ perception towards the use of edmodo table 1. students’ perception toward edmodo no statements completely disagree % not really agree % neutral % agree % completely agree % 1 edmodo helps me improve learning through explanation, quizzes and other online tasks 0 4,2 4,2 45,8 45,8 2 references from internet like video, link, article and pictures uploaded by lecturer are useful to understand the subject 0 0 8,3 37,5 54,2 3 edmodo is an additional creative 0 0 8,3 29,2 62,5 hoesny, cahyani, and azis the use of edmodo in esp... jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 243 teaching methode which can support face to face interaction in the classroom 4 comments and feedback from lecturer and peers have positive impact toward my english skills 0 4,2 12,5 37,5 45,8 5 edmodo helps me to communicate using english outside class 0 8,3 20,8 25 45,8 6 edmodo makes learning more effective 0 0 8,3 54,2 37,5 7 edmodo contributes to development and academic achievement 0 0 3 37 60 from the table it can be seen that most students have positive perceptions toward the use of edmodo. 45,8% students think edmodo helps them improve learning the explanation, quizzes and online tasks. they also have positive opinion regarding the availability of references provided through edmodo. it can be seen through 54,2 % students who selected 5 for this point. 62,5% students completely agree that edmodo is a creative teaching methode and support face-to-face interaction. in addition, students feel that edmodo make their learning more effective. it is also supported from the interview result, which said that using edmodo make it possible to access information presented by the teacher anytime. moreover, most materials are available in the form of text, pictures, power point presentation and video which accomodate students with various learning style. in question 7, 60% students completely agree that edmodo contributes to their development and academic achievement. this positive perception may be caused by the compatibility of this learning platform with students who are mostly milenials generation. advantages of edmodo the following table presents the advantages of edmodo. numbers presented are in percentage. table 2.the advantages of edmodo no statements 1 2 3 4 5 1 edmodo helps me to interact with peers and lecturer about the subject being taught via online 0 0 4,2 41,7 54,2 2 edmodo is easy to use because i can do quizzes and tasks online 0 0 0 37,5 62,5 3 edmodo helps me access more references which is available online as well as material uploaded by lecturer 0 0 0 58,3 41,7 4 online activities and discussion motivate me to study the subject being presented 0 0 16,7 45,8 37,5 5 edmodo can save time and money especially to get information and interaction with peers and lecturer 0 0 4,2 54,2 41,7 the point of advantages of edmodo shows positive result which can be seen from the statement and percentage in the table. 54,2% students completely agree that edmodo helps them interact with peers and lecturer about subject being taught. additionally, 62,5% students also completely agree that edmodo is easy to use for quizzes and online tasks. it can be seen from the table that 0% students disagree for this point and only 37,5% agree. in point 3, 58,3% students agree that edmodo helps them access online references and materials uploaded by lecturers. online references are abundant and various, thus students can get wider range of knowledge and information. they can also learn to recognize reliable sources from unreliable ones. for point 4, 45,8% students agree that online activities and discussion hoesny, cahyani, and azis the use of edmodo in esp... jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 244 motivate them to study the subject being presented. possibly because the activities and discussion are enriched by different forms of resources. finally in point 5, 54,2% students agree that edmodo can save time and money to get information and involve in interaction with peers and lecturer. it can be concluded that students think edmodo has many advantages for their learning. students’ perception toward disadvantages of edmodo the following table presents the disadvantages of edmodo; table 3. disadvantages of edmodo no statements 1 2 3 4 5 1 online activities such as tasks, quizzes and discussion waste my time 17,4 26,1 30,4 8,7 17,4 2 students who dont have internet access can be left behind 20,8 20,8 20,8 20,8 16,7 3 students have to spend a lot of money for edmodo 29,2 37,5 12,5 4,2 16,7 4 the use of edmodo is difficult because many features are difficult to learn 54,2 41,7 4,2 0 0 for point 1, students who select neutral is 30,4%. this is quite surprising. the interview result shows that this opinion is triggered by slow internet connection as well as slow response of the application. this draw back can be taken as advice for the application to improve. point no 2 shows interesting result, in which for point completely disagree, disagree, neutral and agree the number of percentage is 20,8%. this perhaps is the sign of doubt since internet has become very important for students nowaday. the result of interview said that students mostly rely on internet for doing assignment, searching for references and exploring deeper information about the subject being learned. point 3 presents that 29,2% students completely disagree and 37,5% disagree that students have to spend a lot of money for edmodo. it means this disadvantages are not serious problem for students. it is possible caused by gmf students are mostly mid to high class in terms of financial ability. point no 5 shows that 54,2% students completely disagree related to the difficulty of edmodo features. the result of interview said that edmodo is very similar to facebook. meanwhile, most students are already familiar with facebook, thus using edmodo is relatively easy for them. classroom activities using edmodo some classroom activities are proposed in gmf class. these activities are not only giving quizzes, tasks and sharing materials to substitute lecturer’ absence. on the other hand, activities like presenting video about giving useful tips, making story (or status like in facebook) in english, discussion about materials being presented as well as commenting to other groups presentation are given to students. this make the interaction through edmodo happen and encourage students to use english in a context which is meaningful. as has been known that vocational students learn english primarily for interaction and communication. therefore, providing environment in which english is used in a real-life-like situation may encourage and improve students’ english ability. in the following the screenshot of the activities will be presented; hoesny, cahyani, and azis the use of edmodo in esp... jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 245 figure 2. sharing story with simple sentences (source www.edmodo.com gmf 1d ea class) figure 3. sharing story with more complex sentences (source www.edmodo.com gmf 1d ea class) sharing story such as usually done via facebook is given as one of activities. this is done to train students’ ability in composing sentences. one of materials in gmf class is about types of sentences. if students are only asked to make sentences and say it in turn, it seems to be boring. thus, lecturer ask students to post their story in turn. peers are obliged to ask questions or comments. this make students more interested in studying the material as well as practicing it. even though sentences produced still contain mistakes, this activities encourage students to take part both in giving comments and asking questions. the story posted also must meet some criteria like it is about past experience or unforgettable experience, the picture does not contain elements of pornography and sentences must use correct words and tenses. students are very enthusiastic to join this activity. they try hard to post their best picture to attract their peers to give comments and ask questions. the following pictures show how students give comments. even though mistakes are still made, but students do effort to give comments. http://www.edmodo.com/ http://www.edmodo.com/ hoesny, cahyani, and azis the use of edmodo in esp... jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 246 figure 4 giving comments (source www.edmodo.com gmf 1d ea class) figure 5 answering questions (source www.edmodo.com gmf 1d ea class) the lecturer also joined to ask questions to students’ post. this is done to make students realize that lecturer pay attention to their activities. it can be seen from thee picture that students try to answer the questions. figure 6. sharing video material (source www.edmodo.com gmf 1d ea class) http://www.edmodo.com/ http://www.edmodo.com/ http://www.edmodo.com/ hoesny, cahyani, and azis the use of edmodo in esp... jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 247 edmodo has a feature in which it provides students’ or lecturer’s post with attachment. this is found to be helpful. usually video is played via lcd projector which is available in each class. however, sometimes the lcd does not work or students need more time to understand the video. by sharing video or power point material through edmodo students can take more time to watch and understand the video. the video can be played many times individually or in a group of students. this can motivate students to have discussion as well. discussion the result of this study is in line with (abdulrahman, 2016) that edmodo has been a supplemental part in traditional classroom. in addition, it resulted in positive response from students since edmodo has many features that support learning. edmodo supported shy students to be more participative and confident in the classroom activities since the interaction is mediated by learning platform. the study also added that edmodo encouraged students to work collaboratively which can help develop students collaborative skill. the result of questionnaire on students’ perception show that students have positive perception toward the use of edmodo in learning english. this is supported as well by the study of (kodriyah, 2015) that stated edmodo was an effective learning tool. it also revealed students’ positive response toward the use of edmodo in the learning activities. the reslut of the study said that edmodo helped students to understand specific learning course. it is in line with the result of the questionnaire in terms of students’ perceptions. students agree that edmodo help them improve learning through explanation, online quizzes and tasks. students also agree that edmodo is effective and a creative learning tool to support face-to-face interaction. students think that edmodo is interesting because it is update and supported by technology. opinion regarding edmodo as interesting learning tool could be related to the characteristics of students participated in the class. students of gmf mostly aged 18-19 years old, in this age they are very familiar with internet and the products of technology. therefore, the support of edmodo in the classroom may encourage them to take active part in the learning activities. additionally, students believe that comments and feedback from lecturer give positive impact. from the interview held with 10 students, they mostly agree that comments and feedback encourage them to improve and involve in the activities. when lecturer gives comments and feedback students feel that lecturer pays attention, not only making edmodo as the substitute of lecturer’ absence. the encouragement students get from comments and feedback later cause students to improve their academic achievement. thus, edmodo can contribute to students’ achievement and development. regarding with the advantages of edmodo, a study conducted by marlina (2013) in (ramdani, 2014) showed that edmodo was easy to operate and provided acces to pleasure while learning. it is pleasure since abundant sources can be made available in edmodo. the sources of learning can be in the form of video, audio, power point and many more. (chada, 2013) added that edmodo provided opportunities for learners development. it is in terms of the learning platform enable students to learn a material in advance and review the material after the class is over. while good students can also take benefits from this learning platform since the can study twice more often. other advantages of edmodo it encourages students to be more discipline in doing tasks and train responsibility. this is also found by(laili & nashir, 2018) that edmodo is good for developing students’ discipline. when a task is given via edmodo, teacher can set the due date so students must submit it on time. other advantages of edmodo were proposed by balasubramanian, jaykumar, and fukey (2014) in (laili & nashir, 2018) that edmodo can be motivating and good media of teaching for it is new innovation and can be implemented in teaching and learning. it is added that edmodo can motivate students to be autonomous learners. hoesny, cahyani, and azis the use of edmodo in esp... jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 248 the result of those studies are in line with the advantages of edmodo presented in this study. moreover, edmodo is an application that can also be installed in smartphone, students can open it anytime and anywhere. therefore, interaction happens anytime. students may ask questions or participate by giving comments and questions to their peers’ presentation or task anytime. this is found to be helpful. in addition, edmodo is easy since many features are available including for giving online quizzes and tasks. various kinds of quizzes are available in edmodo and time for submitting the quizzes can also be set. thus, students learn to be discipline as well. edmodo provides space for online activities and discussion. shy students can participate without being afraid to make mistakes. this is very beneficial for those who are still in doubt to give comments and ask question in a face-to-face interaction. even though it has been presented that students have positive perception toward edmodo, some disadvantages of edmodo are also discussed. the main disadvantages is the availability of internet. edmodo needs internet connection to be operated which means wifi or data package must be connected. unfortunately, the wifi is not really good mainly to be accessed by students. while for data package, students must spend more money. in addition, sometimes the application response slowly which make students’ questions, comments and involvement in discussion cannot be done fast. this perhaps can be suggestion for edmodo team for improvement. other points related to disadvantages of edmodo are not proved. such as the difficulties in using edmodo and much money has to be spent for edmodo. it means that edmodo is easy to use, perharps because the features available are similar to facebook which is already popular among students. activities that can be done via edmodo are various. (chada, 2013) explained that activities of both teachers and students can be seen via edmodo. teachers can post tasks and give feedback online. students also can give comments or question regarding the tasks and feedback through edmodo. in addition to the study, this study presented some students’ activities done through edmodo, it can be seen from some screen shots presented that students use their english in a real-life-like contexts. students try to use english as much as they can. activities such as sharing story, provide students with opportunities to compose sentences. instead of just saying or writing it, lecturer asks students to make some sentences along with their best pictures and post it so their peers can see and give comments or ask questions. this is surely different with types of tasks students usually do in classroom. this activity seems to be meaningful so students can use various vocabularies to describe their picture. this later can develop their english. conclusion the result of questionnaire and interview shows that edmodo has many advantages and only a few disadvantages. students believe that edmodo is positive tool for learning as they state that it is effective and creative tool to support teaching and face-to-face interaction. it is also positive in term of providing students with many references that are available online and can be in various forms. in terms of advantages, edmodo is said to be able to help students interact with peers and lecturer. in addition, the features provided are easy to use. it is also added that online discussion and activities motivate them to study the subject being taught. edmodo is also effective since it saves time and money to get information and take part in classroom interaction anytime and anywhere. a tool is created by human, edmodo also has some disadvantages. main disadvantage is the slow internet connection required to access edmodo. furthermore, the application is also slow sometimes which cause materials uploaded both by lecturer and students are not delivered on time. thus, students’ responses are also late. in line with this, students who do not have internet connection or internet package can be left behind. hoesny, cahyani, and azis the use of edmodo in esp... jollt journal of languages and language teaching, july 2020. vol. 8, no.3 | 249 in terms of activities done via edmodo, it can be concluded that students enjoy activities that involve interaction and communication that is similar to real life situation. for example, asking question after video presentation, giving comments and advice are considered interesting. the activities mentioned also give students opportunities to practice their communication skills. however, edmodo is a tool which needs human to operate. the positive impact of edmodo towards students’ learning depends on lecturer involvement and creativity to make edmodo a meaningful place to practice and learning english. references abdulrahman, t. 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(2014). handbook of research on educational communications and technology: fourth edition. handbook of research on educational communications and technology: fourth edition. https://doi.org/10.1007/978-1-4614-3185-5 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2279 april 2020. vol.8 , no.2, p-issn: 2338-0810 e-issn: 2621-1378 pp.139-152 jollt journal of languages and language teaching, april 2020. vol.8, no.2|139 courage and modesty as the attributes of moral value in the novel of the old man and the sea danul aristiawan english lecturer, diploma iii of nursing, stikes yarsi mataram, indonesia corresponding author email: danularisetiawan@gmail.com article info abstract article history received: december 2019 revised: february 2019 published: april 2020 the aim of the research was to analyze the courage and modesty as the attributes of moral value in the old man and the sea. this research was descriptive qualitative research. the data were words, phrases, sentences or fragments from the first until the last chapters. the result of this research were: (1)santiago’s being determined, being hard-working and perseverance, and optimistic of what he did (2)the attribute of being modest or modesty was displayed in various characteristics of santiago. some characteristics of santiago were being unselfish, care, respect, loving, feeling lonely, sympathetic, and even feeling of regretful after killing a fish. the attribute of being modest was displayed by showing that the old man behaves as if he were the father of the young boy manolin. in terms of being religious, the old man displayed the characteristic of being grateful to god when he realized that god had made the fish not as intelligent as human. this, in the old man’s view, made it possible that human could kill the fish. in such a feeling, he also imagined if only the fish were as intelligent as human. this novel revealed the courage and modesty in details. keywords courage; modesty; attributes of moral value; how to cite: aristiawan, d. (2020). courage and modesty as the attributes of moral value in the old man and the sea. jollt journal of languages and language teaching, 8(2), 139-152. doi: https://doi.org/10.33394/jollt.v%vi%i.2279 introduction a novel is an efficient and simple book. it is easier to bring everywhere and easier to understand. the way the writers express their ideas, the issues, and the language used are easier to understand. novels also talk about life in places or times (haryati, 2019). some writers write their novels based on their real-life or their imagination. it also gives more appeal to the readers if the writers write the novel based on their true story (rosida & saputri, 2019). the values of any novel can be presented for readers‟ consideration in real life. in most novels, there are moral values in the story. esteban (1990:57 in febriyanto, 2014) states that “ moral values are universal truths which man holds to be good and important; there are the ethical principles which readers struggle to attain and implement in their daily life. it is reinforced by nurgiyantoro (2019) who argues that novels are the ideals that transcend all time and space; those which are valid for all people regardless of race or religion; the ones which unite strangers, families, nation all of humanity with god. moral values can reflect on real life, it also can give an additional appeal for the novel itself (saddhono & lestari, 2019; haerazi et al., 2018). readers can find out the moral values in the novel only after reading and understanding it (gunawan, bandarsayah, & fauzi, 2019). in this study, the novel the old man and the sea tells about an old man named santiago, he is a fisherman who spends his life in the sea. he waits for about eighty-four days to catch a fish, but he loses his fisherman‟s luck. he has a friend named manolin. manolin is a young boy who always accompanies him, even though his family does not want him to. one day, santiago wants to catch a big marlin fish. he spends two days and two nights to catch this fish. after catching the big marlin fish, mailto:danularisetiawan@gmail.com http://ojs.ikipmataram.ac.id/index.php/jollt/author/viewmetadata/2279 aristiawan courage, modesty, moral value. jollt journal of languages and language teaching, april 2020. vol.8, no.2|140 he gets problems that make him lose it. however, although he loses his fish, he can survive and go back home safely. as cited by many sources especially those that discuss biography, the old man and the sea becomes one of the bestselling works in 1952. this particular novel was published on september 1, 1952. hemingway writes a great deal about hunting, fishing, prizefighting; with directness and vigor; with the accuracy of a man who has handled the artifacts of a sport, taken them apart, loved them. the old man and the sea consist of education and entertainment so that it makes the old man and the sea got pulitzer prize. because of this, this novel can become learning sources to meet moral, moral decadence, chaos, and betrayal. the author of the novel performs many values to take as a consideration in real life (nurhayati, 2019). according to effinger, in the old man and the sea, ernest hemingway presents the fishermen santiago as an ideal man, independent in his action, eager to follow his calling, and willing to take chances in life. the old man's most notable attribute, however, appears to be his unquenchable spirit: no matter how his body is beaten, his spirit remains undefeated, undefeatable, through all trials. as stated in pryor‟s article, the old man and the sea is the last novel hemingway published before his death. in 1951, hemingway wrote the old man and the sea in two months during his days in cuba. the slim novel received a lot of critical and commercial success. it was a major factor in hemingway being awarded the pulitzer prize for fiction in 1953 and the noble prize in literature in 1954. the novel is still widely taught in schools nowadays. it is in line with kusumastuti (2019) who argues that the novel or short story is still useful to provide in the schools. santiago keeps fighting those sharks, even though he does not have much energy anymore. here, the writer finds another lesson in the old man and the sea. after reading this novel, the writer was interested in analyzing the courage and modesty as a part of moral values in the old man and the sea. the writer wants to find further moral values. the writer hopes that the moral values of the old man and the sea novel can inspire people to live in calm or tough conditions. this is one of the values or cultural values can be presented by teachers in their daily life. kinds of literature also can be utilized to train students to improve their reading comprehension (haerazi & irawan, 2020; haerazi et al., 2020). obtaining the advantages of reading is not something simple. reading a novel requires imagination and deep understanding to get the soul of the novel (kusumastuti, 2019). to understand the message of the novel, readers should make part of the writer own life by emphasizing favorite parts (yektiningtyas, 2019). readers will enjoy reading novels much more if we try to read a novel as something that tells about one‟s life (suryadi & muslim, 2019; attas, 2019). readers should keep track of what they read. they should write down the page numbers or author names for items that one is trying to enjoy. this often makes one revisit some parts easily in the future. basically, courage and modesty as one of the moral values can be found in the main characters which were discussed in more detail in this novel and even other novels. one example is santiago, a poor cuban fisherman who was the main character in the novel the old man and the sea written by ernest hemingway. researchers have chosen the old man and the sea as a source of data for research because they contain some of the moral values represented by santiago. hemingway was awarded the pulitzer prize in 1953 for this novel in 1954. it is the same as angin alus novel for sasaq society that contains courage and modesty (satria-hd, 2018). the researcher analyzes the “courage” and “modesty” as two moral values represented by santiago by using the descriptive method. she selects the data from the old man and the seas novel for her research. the researcher applied the theories of “moral value” proposed by christopher peterson and martin e.p. seligman (2004) in order to find the moral messages behind the main character, the researcher tries to analyze some fragments obtained from the aristiawan courage, modesty, moral value. jollt journal of languages and language teaching, april 2020. vol.8, no.2|141 text of the novel. for that, the researcher selected the fragments uttered by santiago as the main characters and some other statements related to the moral values. it is adapted from muhyidin (2018) who does the same thing. in short, through santiago‟s behavior in the novel the old man and the sea, one can find some messages containing moral values. as far as the researcher knows, research that analyzed the moral values represented by the main character has the challenge of analyzing the messages conveyed in the novel. indeed such research will offer some contributions to the study of literature in general, and the study of moral values in particular. trying to find and describe the moral values represented by the main character, therefore, will be valuable because it offers several contributions to the study of literature and moral values. review of related literature the term value scheffler‟s view (2010: 15-16), humans should be respect beings. one may value one‟s privacy, or one‟s relationship with one‟s brother, or a friend‟s sense of humor, or the opinion of a trusted advisor. however, what is valuing? quoting david lewis‟s view, schefflerstates that valuing is “some sort of mental state, directed toward that which is valued. it might be a feeling, or a belief, or a desire.” he further states that valuing might instead be “a combination of these; or something that is two or three of them at once; or some fourth thing.” he also proposes to set these more complicated possibilities aside, and to look for a simpler account. after quickly dismissing the idea that valuing is a feeling or a belief, scheffler states that lewis defends a version of the view that it is a form of desiring. still quoting lewis‟s view, scheffler (2010) states that the simplest version of this view is that to value something just is to desire it. the view has been surprisingly influential, may seem plausible in some cases. scheffler gives an example that seems reasonable to judge someone's privacy by seeing from his or her characters. thus, to value one‟s friend‟s sense of humor is to desire one‟s friend‟s sense of humor. on the most natural interpretation, it means that one would like to possess one‟s friend‟s sense of humor oneself. however, he also believes that what is meant by respecting other people's sense of humor is how someone respects others both in terms of understanding and also thinking. scheffler goes on and states that if the suggestion that judgment is solely desirable is to make sense, then the desire must be understood in a very specific sense and very broadly. maybe, for example, want something is to have a favorable attitude toward it. to value one‟s friend‟s sense of humor would then be to have a favorable attitude toward it. this may seem plausible. but, is it plausible to equate desiring something with having a favorable attitude toward it? offhand, it seems that i may have a favorable attitude toward something without desiring it. he has a favorable attitude toward vaclav havel, but he does not desire him, whatever that might mean, nor does desire to see, meet or talk to him. the above idea suggests the most important qualification, namely, that value cannot be understood solely in terms of emotional vulnerability. there are other considerations that also support this conclusion. one of these has to do with the relation between valuing and caring. there is a great deal of overlap between these two notions. one can speak as easily, for example, of caring about one‟s relationship with one‟s brother as we can of valuing that relationship, and it is clear that caring, no less than valuing, renders one emotionally vulnerable. it is not surprising, then, that some writers treat the two concepts as interchangeable (scheffler, 2010: 24). quoting patrick fleming‟s view about the “the indeterminacy of desire and practical reason”, chan states that one‟s desires are often indeterminate. desires have some important relation to reasons for action (chan, 2008: 95). the nature of this relation has been the subject of a great deal of debate. in chan‟s view, all reasons must be aristiawan courage, modesty, moral value. jollt journal of languages and language teaching, april 2020. vol.8, no.2|142 linked to the agent‟s subjective motivational state by a sound deliberative route. in chan‟s view, indeterminacy has two sources. one source is that deliberation is guided by imagination, not by rules. the second is that an agent‟s motivational set can be indeterminate. the indeterminacy of desire sheds light on some little problems in practical reason. it points to the fact that agents have to solve constitutive questions about their subjective motivational set (chan, 2008: 95). from the above discussions, it can be concluded that in general, to value something is to desire something. to value a relationship with someone is to desire a relationship with someone. in this particular research, therefore, to desire the big merlin fish (in the old man and the sea) can be said to value the big merlin fish. moral values in human life harman‟s view (2000: 2-3), morality arises when people reach an implicit agreement or come to a tacit understanding of their relations with one another. part of what harman means by this is that moral judgments or, rather, an important class of them are true or false only in relation to and with reference to one or another such agreement or understanding. in any event, it should be clear that harman intends to argue for a version of what has been called „moral relativism‟. in doing so, harman is taking sides in an ancient controversy. many people believe that the sort of view, which harman is going to defend is obviously correct indeed, that it is the only sort of account that could make sense of the phenomenon of morality. at the same time, there are also many who think that moral relativism is confused, incoherent, and even immoral, at the very least obviously wrong. some arguments against relativism make use of a strategy of dissuasive definition; they simply define moral relativism as an inconsistent thesis. harman gives an example of moral relativism might be defined as committed to the following three claims: (a) there are no universal principles, (b) one ought to act in accordance with the principles of one's own group, (c) principle, (d) courage and modesty were universal moral principle. it is easy enough to show that this version of moral relativism will not do, but surely a defender of moral relativism can find a better definition. harman‟s moral relativism is a soberly logical thesis, a thesis about logical form if one likes. just as the judgment that something is large is true or false only in relation to one or another comparison class, so too, harman argues, the judgment that it is wrong of someone to do something is true or false only in relation to an agreement or understanding. a dog may be large in relation to chihuahuas but not large in relation to dogs in general. similarly, harman argues, an action may be wrong in relation to one agreement but not in relation to another. just as it is indeterminate whether a dog is large, period, apart from any relation to a comparison class, so too, harman argues, it is indeterminate whether an action is wrong, period, apart from any relation to an agreement. there is an agreement, in the relevant sense, if each of a number of people intends to adhere to some schedule, plan, or set of principles, intending to do this on the understanding that the others similarly intend. in this essay, harman argues that there is a way in which certain moral judgments are relative to an agreement but other moral judgments are not. this relativism is a thesis only about what harman calls „inner judgments‟, such as the judgment that someone morally ought or ought not to have acted in a certain way or the judgment that it was morally right or wrong of him to have done so. the relativism defended in this first essay is not meant to apply, for example, to the judgment that someone is evil or the judgment that a given institution is unjust (harman, 2000: 2-3). many people also believe on reflection that different people have reasons to observe different moral requirements, depending on the moralities those people accept. those of us who have this „relativistic‟ view makes inner judgments about a person only if we suppose that he or she has reasons to be motivated by the relevant moral considerations. people make other sorts of judgments about those whom we suppose not to have such reasons. inner judgments include judgments in which we say that someone morally should or ought to have aristiawan courage, modesty, moral value. jollt journal of languages and language teaching, april 2020. vol.8, no.2|143 done something or that someone was morally right or wrong to have done something (harman, 2000: 4-5). according to harman (2000:4-5), inner judgments have two important characteristics. first, they imply that the agent has reasons to do something. second, the speaker in some sense endorses these reasons and supposes that the audience also endorses them. other moral judgments about an agent, on the other hand, do not imply that the agent has reasons for acting that are endorsed by the speaker. harman further states that if someone s says that a (morally) ought to do d, s implies that a has reasons to do d and s endorses those reasons. if s says that b was evil in what b did, s does not imply that the reasons s would endorse for not doing what b did were reasons for b not to do that thing. in fact, s implies that such reasons were not reasons for b.harman (2000: 8) concludes that the use of moral language by speakers who assume that the possession of rationality is not sufficient to provide a source for relevant reasons, that certain values, desires, goals, or intentions are also necessary. in particular, the speakers assume that there might be no reason at all for a being from outer space to avoid harm to us (harman, 2000: 8). in many moralists‟ views, positive moral values are important because they allow humans to have an overall feeling of peace and joy. moral values can give meaning and purpose to human life. human is able to direct their behavior towards beneficial and fulfilling activities. when humans live their life according to moral values that are based on honesty, compassion, courage, modesty, and forgiveness, then the human can also form positive bonds with other people. in moralists‟ view, incorporating the moral value of honesty in life will make human trustworthy. human beings will have a clear conscience because a human being can respect their selves. the people that are in contact with one another will be able to count on one another, to be fair, and sincere. integrity will allow humans to advance in both human personal and professional life. there are more opportunities for a human to fully experience life when humans are all honest persons (see: admin, 2016). in addition to honesty, human also needs to incorporate the moral value of compassion into their life. compassion allows humans to have sympathy for the misfortunes of other people. it also motivates humans to want to give them any type of assistance that they can. compassion results in having feelings of mercy toward other people. when humans have compassion as a moral value people are more likely to put their trust in one another because they will be non-judgmental of their circumstances. in life, it is essential to human survival to have modesty especially with respect to courage. modesty allows humans to realize what their limits are. it helps humans to stay focused and keeps them from becoming overconfident and reckless. people will feel comfortable around one another because they are humble and they do not try to belittle them. lastly, it is also important to incorporate the moral value of forgiveness in human life. forgiveness allows humans to move past hurtful or damaging situations. it allows humans to abandon feelings of anger or resentment against others or their selves. a human can be emotionally healthy when they practice forgiveness because it keeps them from holding onto pain and resentment. in conclusion, moral values are extremely important for human overall well-being. moral values provide a structure for human life (suryaman, 2018; nurgiyantoro, 2019). honesty makes human respectable. compassion makes humans sympathetic to others. courage gives humans the bravery to overcome life‟s challenges. modesty keeps humanfocused and humble. forgiveness allows them to be emotionally stable because human does not hold onto anger and resentment (asmarani, 2018). these attributes will allow them to live their life in a way that reduces stress levels. humans will also have peace and harmony in their life. moral values allow humans to live a life in a manner that humans can be proud of. the bonds, that human form with others will also be more fulfilling because they live their life according to honesty, compassion, courage, modesty and forgiveness. aristiawan courage, modesty, moral value. jollt journal of languages and language teaching, april 2020. vol.8, no.2|144 courage and humanity: attributes of moral values by peterson and seligman quoting french philosopher comte-sponville (2001), peterson and seligman (2004:36) state that while fears and the acts to defeat them vary from society to society, the capacity to overcome fear “is always more valued than cowardice or fainthearted-ness”. furthermore, quoting putnam‟s view (1997) peterson and seligman offer an inclusive account of “courage” by delineating three types: physical, moral, and psychological. in terms of “humanity”, peterson and seligman include love, kindness, and social intelligence. these are the two attributes of the main character santiago in the novel the old man and the sea that will be discussed further. physical courage, in peterson and seligman‟s view, is the type involved in overcoming the fear of physical injury or death in order to save others or oneself (2004:29). moral courage entails maintaining ethical integrity or authenticity at the risk of losing friends, employment, privacy, or prestige. psychological courage includes that sort required to confront a debilitating illness or destructive habit or situation; it is the bravery inherent in facing one‟s inner demons. following putnam‟s idea, peterson and seligman lead and include all three characterizations in the core virtue of courage. they also do not limit the definition to single astonishing acts, chronic courageousness counts, too. this, in their view, brings us to a perhaps obvious but necessary remark on courage: it has an inner life as well as an outer one. that is, courage is composed of not just observable acts but also the cognitions, emotions, motivations, and decisions that bring them about. thus, as we examine the ubiquity of courage, although most of the examples that follow are of the physical or soldier-in-battle variety, what we mean abstractly is closer to cicero‟s (1949) definition: courage is “the deliberate facing of dangers and bearing of toils”. peterson and seligman mean the courage to include physical valor, but also integrity and perseverance, any act of willfully overcoming into what it is so easy to slip: security, comfort, complacency. peterson and seligman mean doing what is right, even when one has much to lose. or, “without courage, we cannot hold out against the worst in ourselves or others” (peterson and seligman, 2004:29). peterson and seligman (2004:29) define courage “emotional strengths that involve the exercise of will to accomplish goals in the face of opposition, external or internal”. courage in peterson and seligman‟s view includes bravery. they define bravery as “not shrinking from threat, challenge, difficulty, or pain; speaking up for what is right even if there is opposition; acting on convictions even if unpopular; includes physical bravery but is not limited to it”. in their view, courage also includes persistence. peterson and seligman define persistence (perseverance, industriousness) as “finishing what one starts; persisting in a course of action in spite of obstacles”. thus, one must “getting it out the door” (taking pleasure in completing tasks). in peterson and seligman‟s view, courage also includes integrity. they define integrity (authenticity, honesty) as “speaking the truth but more broadly presenting oneself in a genuine way and acting in a sincere way”. last but not less important, peterson and seligman also include “vitality” as part of courage. they state that vitality or zest, enthusiasm, vigor, or energy means approaching life with excitement and energy. thus, it also means not doing things halfway or halfheartedly; living life as an adventure; feeling alive and activated. that is courage as one very important attribute of moral value (hasanah, subketi, handayani, 2018). from the discussion, it can be concluded that courage as one of the moral attribute has several parts of the attribute. it is either observable actions or the cognitions, emotions, motivations, and decisions that bring them about (asmarani, 2018). courage also includes physical valor, integrity, perseverance, act willfully, doing what is right (even when one has much to lose), bravery, facing challenge, difficulty, or pain. furthermore, courage also includes speaking up for what is right, being persistent, being in vitality or zest, enthusiasm, and vigor or energy. aristiawan courage, modesty, moral value. jollt journal of languages and language teaching, april 2020. vol.8, no.2|145 research method research design naturally, this research is descriptive qualitative. that is, in one way it is qualitative because the data are in the forms of words, phrases, sentences, or fragments. thus, the data are not in the form of numbers. the words, phrases, sentences, or fragments are taken from the text of the novel the old man and the sea. this research is descriptive because the researcher describes the moral value of the main character by discussing two attributes of moral value. they are courage and modesty. the description is made by using the theories of moral value proposed by christopher peterson and martin e.p. seligman (2004). some other supporting theories will also be used to support the analysis. instruments bogdan and biklen (in arikunto, 2010:24) state the researcher is very important in qualitative research. moleong ( in arikunto, 2010:24) also states the main instrument of the research is the researcher himself. in this research, the researcher is the main instrument to collect and analyzed the data based on the researcher‟s interpretation then the researcher describes and relates it with the theory applied to support the analysis. so, the result of the research is determined by the researcher‟s point of view in describing the analysis of the research the object of this research is the novel the old man and the sea written by ernest hemingway. as one of the novels written by ernest hemingway, this novel consists of 127 pages. some other copies by different publishers may consist of 65 up to 80 pages. the one consisting of 127 pages is taken as the object of the research because it is similar to the one that was published for the first time. the source of the data is the text of the novel the old man and the sea written by ernest hemingway. from this text of this novel, the researcher takes some words, phrases, sentences, or fragments. thus, the data are not in the form of numbers. these words, phrases, sentences, or fragments are taken to be analyzed using the theories of moral value proposed by christopher peterson and martin e.p. seligman (2004). data analysis there are two steps in collecting the data. first, the researcher tries to identify the words, phrases, sentences, or fragments that describe the moral attributes of the main character. this step is taken by reading the novel the old man and the sea several times. after reading the novel several times, anyone will find some words, phrases, sentences, or fragments that describe the attributes of the moral value of the main character. the second step is taken by considering the theories. that is, the researcher considers the words, phrases, sentences, or fragments based on (1) the theories of moral value, and (2) the attributes that support the moral value. by reading the novel several times, the researcher found some words, phrases, sentences, or fragments that contained the attributes of the moral value especially attributes “courage” and “modesty”. in this research the words, phrases, sentences, or fragments selected and analyzed using the theories of moral value and sub-theories of moral value attributes. after reading the novel as a whole, researchers take sentences or fragments that have moral messages about courage and modesty contained in the novel the old man and the sea. after the researcher got the data, then the researcher analyzed the data and looked for moral values or messages contained in the sentence or fragment. some theoretical views from some theorists quoted, reviewed, detailed, and compared. after the theoretical views were compared the researcher makes the discussion so that the process of data analysis and the results can be read by the reader with good understanding. aristiawan courage, modesty, moral value. jollt journal of languages and language teaching, april 2020. vol.8, no.2|146 research findings and discussion research findings as the main character in the novel the old man and the sea, santiago displays the two attributes throughout the novel. the two attributes are displayed either by his own words throughout the novel or by the author‟s description in many parts of the novel. the two ways of displays are presented one by one as table 1 as follows. table 1. the datum of the old man and the sea datum 1 he was an old man who fished alone in a skiff in the gulf stream (p.5) datum 2 the brown blotches of the benevolent skin cancer (p.5) datum 3 his eyes were cheerful and undefeated (p.6) datum 4 they were strange shoulders, still powerful although very old, and the neck was still strong too (p.13) datum 5 no, the old man said. you’re with a lucky boat. stay with them (p.6) datum 6 i must give him something more than the belly meat then(p.15) datum 7 you ought to go to bed now so that you will be fresh in the morning(p.18) datum 8 i wish i had the boy (p.44) datum 9 i’ll stay with you until i am dead (p.45) datum 10 i could go without sleeping, he told himself. (p.68) datum 11 he began to pity the great fish (p.41) datum 12 that was the saddest thing i ever saw with them, the old man thought (p.42) datum 13 then he was sorry for the great fish that had nothing to eat and his determination to kill him never relaxed in his sorrow for him (p.66) datum 14 if you were my boy i’d take you out and gamble (p.8) datum 15 i can do it as long as he can (p.45) datum 16 but today is eighty-five days and i should fish the day well (p.34) datum 17 now is no time to think of what you do not have. think of what you can do with what there is (p.99) datum 18 but, thank god, they are not as intelligent as we who kill them (p.55) datum 19 once there had been a tinted photograph of his wife on the wall but he had taken it down because it made him too lonely to see it (p.11) datum 20 he had sung at night sometimes when he was alone steering on his watch in the smacks or in the turtle boats (p.32) discussion from the datum above, the researcher can analyze the datum based on the attributes of the novel. the data analysis can be shown as follows. datum 1: in the above datum 1, the author of the novel above tells us about the courage of the old man santiago who went fishing alone without friends with him in the wild sea. he spent more than 84 days for fishing without any fish he got. his age in the wild sea alone showed us that age is not the reason for giving up in facing problems in our life. this fragment shows us a process of how to survive in wildlife. his courage reflected in his struggle in doing something, he decided to go fishing alone because he believes that actually, he was not really alone, he believed that god always with him and everything will running well because of beliefs. although he was not young, he never asks any helps from others to survive in his life, he wants to do and face his problems by himself, and in the end, he can return with a big fish in his boat. in the above description about the old man, although only in one sentence, it can be seen several things below: the fisherman was an old man. he was fishing in a skiff, not a big boat. we were fishing in a gulf stream, where the current is strong, not slow like the current in a river. aristiawan courage, modesty, moral value. jollt journal of languages and language teaching, april 2020. vol.8, no.2|147 from the three further interpretations about what the old man was doing, one can conclude that the old man was very determined. that is, fishing in a strong current of a gulf in a skiff is something dangerous. it was more dangerous especially for an old man like santiago. since the old man was very determined, in person and seligman‟s view (2004: 29), it is part of courage. it also indicates behavior character as a strong man. it is in accordance with muzaki (2018) who analyzes the film of avengers infinity wars in which the strong man always is able to survive in any dangerous situation. datum 2: in the above datum 2, the author describes the old man as having some brown blotches of the benevolent skin cancer. this means that the skin of the old man is not healthy. it suffered from skin cancer before and now recovered. the skin cancer left the old man brown blotches as a memory for the old man. still, he is hardworking and perseverance with what he has. since he is hardworking and perseverance, based on peterson and seligman‟s view (2004:29), it can be stated that the old man is courageous datum 3: the above sentence actually contains two statements. they are “the old man eyes are cheerful”, and “the old man eyes are undefeated”. thus, the eyes of the old man are not only cheerful but also undefeated. cheerful means that the old man‟s eyes show he is in a happy state. undefeated means that the old man‟s eyes show he is undefeated. when someone‟s eyes are cheerful, this means that he or she is optimistic. a little differently, when someone‟s eyes are undefeated means that he or she is perseverance. when measured in peterson and seligman‟s view (2004:29), the terms optimistic and perseverance are parts of courage. thus, the above statement made by the author means the courage of the old man datum 4: when looked deeper, in the above author‟s statement about the old man, there are four sub-statements. they are: the old man‟s shoulders were strange. the old man was powerful. the old man‟s shoulders were old. the old man‟s neck was still strong, too. datum 5: this datum 5 is in the form of the old man‟s words. it can be seen that instead of asking manolin to go with him, the old man ask manolin to stay with people with a lucky boat filled with fish. this also means that santiago did not want to make manolin disappointed because santiago does not want to see manolinfeel sad when he and the old man comes back from fishing without any fish. this also shows that santiago is not selfish. he has a feeling of care for the young manolin. when measured in terms of peterson and seligman‟s theory (2004: 29), the terms unselfish and care are parts of what peterson and seligman call modesty. those sub-statements were based on the fact that the old man was still working hard; fishing in the wild gulf-stream. at the same time, his hard work is the fact that he is perseverance or determined. the terms hardworking and perseverance, in peterson and seligman‟s view (2004:29), are parts of courage. thus, the above statement made by the author means the courage of the old man datum 6: in the above datum 6, santiago says that he must give manolin more than the belly meat. this means he cares much for the boy (manolin). more than that, as a friend, although much younger than himself, manolin is treated like a close friend. this means that he respects manolin as an adult. these two characteristics of humans, respect and care, are parts of modesty or humanity. these two characteristics of human beings, therefore, in line with what peterson and seligman call modesty or humanity (see: peterson and seligman, 2004:362). datum 7: in the above datum 7, santiago asks manolin to go to bed. this is intended to make feel fresh when he gets up the next morning, especially after a tiring day of fishing. it is easy to see that what santiago does to manolin is a form of good attention from an old man aristiawan courage, modesty, moral value. jollt journal of languages and language teaching, april 2020. vol.8, no.2|148 to a young man like manolin. in other words, the old man santiago displays his feelings of love and care to the young man manolin. when seen in terms of the two attributes proposed by peterson and seligman (2004: 362), these two feelings (love and care) can be seen as parts of humanity or modesty. datum 8: in saying the wish, “i wish i had the boy”, it is very clear that the old man is longing to have a boy around him, maybe his own son. at least, he wishes that he had a boy around him during his old lonely days. besides, during his days fishing alone on the sea, he needs someone to be around. in terms of anyone‟s life, this kind of feeling is very human and very modest. therefore, when measured in terms of modesty in peterson and seligman‟s view it can be concluded that this is part of the attribute of modesty (see: peterson and seligman, 2004: 362). datum 9: when this expression is made by an old man to an old woman (or by a boy to a girl), this statement can be seen as a promise or a sign of faith. but since this statement is made by an old man who is facing a big fish he has been trying to catch, this means something else. that is, it means that he is very ambitious in one way and very perseverance in the other. this statement, therefore, can be seen as showing the ambition and the feeling of the perseverance of the old man. it can, therefore, be seen as parts of his courage (see: peterson and seligman, 2004: 29). datum 10: almost similarly, when this expression is stated by an old man to his old wife, this statement might mean that the old man is very patient. however, since this expression is stated by an old man to a big fish he has been trying to catch, this expression also means something else. that is, this expression is a characteristic of an old man who is hardworking and perseverance. these two characteristics, therefore, are—as what peterson and seligman‟s call them—parts of courage (see: peterson and seligman, 2004: 29). datum 11: at the beginning of his thought, the old man felt very proud of his success in catching the great fish. that is because he has been trying to catch the big fish for more than eighty days. besides, after considering that he has to pay for his both hands effort, he thought differently. at the end of such feelings, however, his feelings of a human suddenly came up. as an old man, he felt very sympathetic and care for the great fish. when seen in terms of peterson and seligman‟s view about moral value, this kind of feeling can be seen as part of modesty or humanity (see: peterson and seligman, 2004: 362). datum 12: this description of the old man‟s feeling is also contrastive when seen from what he has been trying to catch for more than eighty days. after looking at the dead fish, he felt that he was very sorry. in other words, he regretted what he had done to the fish. this old man‟s kind of thought can be seen as a feeling of loving and care towards the big fish he had caught. when measured in terms of what peterson and seligman‟s propose, these two kinds of feelings can be classified as parts of humanity or modesty (see: peterson and seligman, 2004: 362). datum 13: almost similar to the feelings in datum 12, datum 13 also tells about how the old man feels after catching the great fish. instead of feeling happy or proud of what he had caught, he was feeling so regretful. so regretful that his determination to kill the great fish never relaxed in his sorrow for the great fish. it can be seen that this kind of feeling is caused by his sympathetic feeling. otherwise, it might be caused by his feelings of care to the great fish. when measured in terms of peterson and seligman‟s view about modesty, these kinds of feelings can be seen as parts of the attribute of humanity or modesty (see: peterson and seligman, 2004: 362). datum 14: this kind of expression can be seen as a wish. that is, the old man wishes to have his own boy. the statement, however, was expressed using conditional sentence type ii; something that is never in reality. nevertheless, this feeling is represented what the old man feels toward the young boy manolin. in this wish, it can be seen that the old man aristiawan courage, modesty, moral value. jollt journal of languages and language teaching, april 2020. vol.8, no.2|149 imagines as if he were a father, and if only manolin were his own son he would take manolin out and gamble. in one and other ways, this is a feeling of a loving father as well as a feeling of care toward a young boy. when measured in peterson and seligman‟s view about modesty, these kinds of feelings (loving and care) are parts of modesty (peterson and seligman, 2004:362). datum 15: in the above expression in datum 15, it can be seen that the old man is optimistic about his ability and luck. if this expression is stated to a man or a young boy next to him, this may be a feeling of human struggle. but since this expression is stated to a great fish he has been trying to catch for more than eighty days, this can be seen as an expression of courage. thus, the feelings of optimism and perseverance are parts of what peterson and seligman call courage (see: peterson and seligman, 2004:29). datum 16: at a glance, this expression sounds like an expression made by an old man who is frustrated because it has been eighty days he has not caught any fish. however when seen in the second part of the expressions—i should fish the day well—one will soon understand that the old man is very ambitious and perseverance. that is, despite he has not caught any fish for the last eighty-five days, he still continues to go on fishing. this is the fact that the old man is ambitious and perseverance. in terms of what peterson and seligman‟s view, these kinds of attitudes are parts of what they call courage (see: peterson and seligman, 2004:29). datum 17: in this expression in datum 17, it seems that it is only a motto written in a book or something like that. but since this expression is stated by the old man to a young boy next to him, this is a kind of suggestion. to be clearer, it is a suggestion in order to make the young boy feel determined and perseverance about what has been going on so far in the eighty days fishing. thus, what the old man suggests is that one should not think of what one does not have. instead, one should think of what one can do with what available to someone. in suggesting this, it can be understood that the old man is determined and perseverance about what one can do with what available to him and the young boy manolin. these feelings of determination and perseverance can be seen as what peterson and seligman view as parts of courage (see: peterson and seligman, 2004:29). datum 18: in this expression, the old man is expressing his thankful feeling of gratitude. he feels that god has made him intelligent. he is grateful that god has made the fish not as intelligent as a human. this, in the old man‟s view, made it possible that humans can kill the fish. it is probably because he feels that if the fish were as intelligent as a human being, it would be very hard for the old man to kill the fish. this kind of feeling can be seen as part of the humanity or modesty (see: peterson and seligman, 2004:362). datum 19: the above description made by the author in datum 19 above is the description of how the old man feels. previously, there had been a photograph of his wife hung on the wall. but the photograph was taken down because it made him too lonely to see it. feeling lonely when seeing a photograph is a feeling of love and care. it might be no problem to keep a photograph on the wall when one tries to keep it as a memory. when one cannot bear to see it, however, it is better to take the photograph down from the wall as otherwise, it will be hurting to see it. this kind of feeling is also part of humanity or modesty (see: peterson and seligman, 2004:362). it is in accordance with sternness in the novels of oka rusmini who shows any kind of sternness for women (rokhmansyah, valiantien, & giriani, 2018). datum 20: this datum 20 is another description of how the old man feels for being alone on the sea for more than eighty days. to get over his loneliness, he sometimes sings songs to spend the lonely night on his turtle boat. this kind of feeling—lonely—is very aristiawan courage, modesty, moral value. jollt journal of languages and language teaching, april 2020. vol.8, no.2|150 human. when measured in terms of peterson and seligman‟s theory of moral, this kind of feeling is part of modesty or humanity (see: peterson and seligman, 2004:362) conclusion in this study, it can be concluded that courage is displayed by different kinds of feelings. they are among others, santiago (the old man)‟s feelings of being determined, being hard-working and perseverance, and feeling optimistic about what he does in all cases. other parts of being courageous are also shown in the forms of ambition, enduring the pain, and bravery. out of all of these characteristics, however, the characteristic of being brave might be the most important part of the attribute of courage. differently, the attribute of being modest or modesty is also displayed in various characteristics. such characteristics are among others the feelings of being unselfish, care, respect, loving, feeling lonely, sympathetic, and even feeling of regretful after killing a fish. in some other cases, the attribute of being modest is also displayed by showing that the old man behaves as if he were the father of the young boy manolin. in terms of being religious, the old man displays the characteristic of being grateful to god when he realizes that god has made the fish not as intelligent as a human. this, in the old man‟s view, made it possible that humans can kill the fish. in such a feeling, he also imagines if only the fish were as intelligent as human still, another characteristic that the old man displays is the feeling of getting hurt when looking at his wife‟s photograph. to avoid such feelings, the old man has taken off the photograph off the wall. this being brave might be the deepest part of human feelings so far displayed in the novel as part of the attribute of modesty. throughout the novel, santiago as the most significant character in the novel is described as a man with various characteristics. in many parts of the novel, santiago is described as someone with full of courage in facing the difficult lives of being a fisherman. in many other parts, however, he is also described as a fisherman who is modest. that is, he is a man who is very humble, passionate, patient, loving, and caring for others. acknowledgment the researcher would like to thank all colleagues who contribute to any part of this study and make this manuscript to be better with useful and valuable comments and suggestions. the researcher also thanks my institution, stikes yarsi mataram that supports me to accomplish this study. references adisusilo, s. j. r. 2012. pembelajaran nilai karakter konstruktivis medan vct sebagai inovasi pendekatan pembelajaran afektif. jakarta: pt raja grafindo. asmarani, r. 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(2019). igniting folktales as children‟s learning sources in sentani jayapura papua. litera, 18(1), 105-117. doi: https://doi.org/10.21831/ltr.v18i1.18841 https://doi.org/10.21831/ltr.v18i2.24997 https://doi.org/10.21831/ltr.v18i3.27796 https://doi.org/10.21831/ltr.v17i3.16785 https://doi.org/10.21831/ltr.v18i3.27409 https://doi.org/10.21831/ltr.v18i2.26260 https://doi.org/10.21831/ltr.v17i1.15291 https://doi.org/10.33394/jollt.v7i1.1438 https://doi.org/10.21831/ltr.v17i2.21020 https://doi.org/10.33394/jollt.v7i2.1956 https://doi.org/10.21831/ltr.v17i1.19063 https://doi.org/10.21831/ltr.v18i1.18841 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v8i1.2266 january 2020. vol.8 , no,1 p-issn: 2338-0810 e-issn: 2621-1378 pp.100-107 jollt journal of languages and language teaching, january 2020. vol.8, no.1|100 examining the effect of contextual teachinglearning and anxiety towards students’ speaking skills 1 taufik suadiyatno, 1 edi firman, 1 ahmad hanan, 1 dedi sumarsono 1 english language education, mandalika university of education, indonesia corresponding author email: taufiksuadiyatno@ikipmataram.ac.id article info abstract article history received: december 2019 revised: december 2019 published: january 2020 this research was aimed at finding out whether: (1) contextual teaching learning has better effect than conventional method towards students speaking skill; (2) the students having low anxiety have better speaking skill than those who have high anxiety; and (3) there is an interaction between ctl and anxiety towards students speaking skill. this research was an experimental study within the quantitative approach. the total samples of this study were 66 students of tour and travel class of smkn 2 mataram that consist of two classes determined by cluster random sampling technique. the instruments that were used to collect the data were tests and questionnaires. the data were analyzed by using the multifactor analysis of variance 2x2 and tuckey test. the result of this research revealed that the level of students anxiety that taught by ctl is lower than conventional, while students’ speaking skill score that taught by the contextual method was higher than the conventional method. the level of anxiety has a significant effect on students’ speaking skills. therefore, it can be concluded that: 1) contextual teaching learning method has better effect than conventional method towards students speaking skill of the tour and travel students’ class of smkn 2 mataram; 2) the students who have low speaking anxiety have better speaking skill than those who have high speaking anxiety at the tour and travel students’ class of smkn 2 mataram; 3) there is an interaction between ctl and students’ anxiety towards students speaking skill of the tour and travel students’ class of smkn 2 mataram. keywords ctl approach; speaking anxiety; speaking skills; how to cite: suadiyatno, t., firman, e., hanan, a., & sumarsono, d. (2020). examining the effect of contextual teaching-learning and anxiety towards students’ speaking skills. jollt journal of languages and language teaching, 8(1) pp. 100-107 doi: https://doi.org/10.33394/jollt.v8i1.2266 introduction speaking is one of the skills of english which is very important to be mastered by the students. therefore, speaking skill is one of the subjects which is taught in vocational school number 2 (smkn 2) of mataram. it is expected that after taking the research the students are able to communicate well in english. however, based on the researchers’ observation, many of the students are not able to perform their speaking ability well. they prefer using their native language than the english language. besides, the students sometimes mix some words with indonesian for the words they do not understand, mispronounce some words that make their meanings change, and use inaccurate grammar in composing the sentence that makes the meanings of the utterances also change d. in the teaching and learning process, psychological aspects play a crucial role, one of them is anxiety. anxiety is a psychological construct, commonly described by psychologists as a state of apprehension, a vague fear that is only indirectly associated with an object. (scovel, 1991: 18). woodrow (2006) states that anxiety reactions can be categorized as reflecting worry or emotionality. horwitz and cope (1986: 13-14) identified three mailto:taufiksuadiyatno@ikipmataram.ac.id suadiyatno, firman, hanan, & sumarsono examining the effect of contextual….. jollt journal of languages and language teaching, january 2020. vol.8, no.1|101 components of foreign language anxiety: 1) communication apprehension is a type of shyness characterized by a fear of anxiety about communicating with people; 2) test anxiety refers to a type of performance anxiety stemming from a fear of failure. it was reinforced by buhari, (2019) who found that fear of failure influences students’ speaking competences. students with test anxiety often demand more of themselves than they are capable of achieving and worry about their performance; 3) fear of negative evaluation involves apprehension about others' evaluation, avoidance of evaluative situation and the exception that they would evaluate oneself negatively. in line with anxiety, wahyuni et al. (2019) investigated foreign language writing anxiety experienced by indonesian efl learners studying at universitas negeri padang. in their research, they found that anxiety still becomes a significant problem in writing the teaching and learning process. in addition, they said that there are more moderately anxious students at every academic level compared to those with a high or low level of language anxiety. this finding was in keeping with bohari (2019) who stated that high anxiety makes students speak carefully but sometimes it makes students feel uneasy to produce the target language fluently in classes. emotionality refers to physiological reactions, such as blushing or racing heart, and behavioral reactions, such as stammering and fidgeting. worry refers to cognitive reactions, such as self-deprecating thoughts or task-irrelevant thoughts. when students are anxious, they feel nervous, worried, and fearful. this psychological aspect seems to be one of the problems encountered by the students. this finding was in line with haerazi, vikasari, and prayati (2019) who state when the students expressing or communicating ideas during the interaction either inside or outside the classroom, the students are still afraid because they think that the words written or utterances spoken are incorrect. they get nervous when talking to one who sounds smarter, gets sweaty when constructing the sentence to be expressed making them lost in concentration, and gets trembled when presenting or talking in front of the class. the students’ speaking anxiety could be caused by the method and learning materials used by the teacher. sometimes speaking materials used are not appropriate for the students and not based on the context (rahman et al., 2018). the material does not provide the students' chances to relate their idea with their daily life (haerazi et al., 2018). the english materials used sometimes are also inauthentic and irrelevant both for the teaching-learning process and assessment of the students’ needs. johnson and sears in satriani, et. al (2012: 11) state that contextual teaching and learning is defined as a concept that helps teachers and students relate the meaning and real-world situations with the subject matter in the right way. pebriyana (2019: 28-33) investigated the correlation between students’ anxiety and self-confidence toward speaking ability. in her research, she found that anxiety has a significant correlation with speaking skills. it was proved by the fact that the higher the level of students’ anxiety, the more afraid they speak with their friends and students with high anxiety cannot get a maximal score in speaking. teaching materials which are based on the context can attract the students’ motivation and interest to study because it can help the students enrich their knowledge and improve their self-efficacy in speaking skill. the contextual approach is a learning philosophy that emphasizes students’ interests and experiences. contextual teaching and learning as one of the approaches for teaching and learning have scientific principles. according to johnson (2002:26), there are 3 principles of it. they are principles of interdependence, the principles of differentiation, and the principles of self-regulation. regarding contextual teaching and learning, crawford (2001) proposed some teaching strategies such as relating, experiencing, applying, cooperating, and transferring. in contextual teaching strategy, relating is the most powerful element. in relating strategy, a suadiyatno, firman, hanan, & sumarsono examining the effect of contextual….. jollt journal of languages and language teaching, january 2020. vol.8, no.1|102 teacher links a new concept to something completely unknown to students and the students learning in the context of one’s life experiences or preexisting knowledge (crawford, 2001). in the contextual approach, one strategy relates to another. it is noticeable that concerning connects new information to life experiences or prior knowledge that students bring them to the classroom. teachers can overcome this barrier and help students to build new knowledge with hands-on experiences that arise inside the classroom. this strategy is called experience. in experiencing strategy, students learn by doing throughout exploration, discovery, and invention (crawford, 2001). besides, students in the learning process in terms of learning experiences can acquire vocabulary inputs. it was in line with efendi (2017) and syahbandi (2017) who state learning experiences help students to acquire many vocabularies. speaking skills are crucial for efl learners because these skills determine the learning success. because of this, the teachers must meet an appropriate strategy in their classes. crawford (2001) defined that applying strategy as learning by putting the concepts to use. it suggests that the students can apply the concepts when they are engaged in hands-on problemsolving activities. according to zainuddinsabri (2017), speaking tasks give a positive effect on students’ speaking achievement. the tasks are designed to be interesting, different, and varied. the aim is to provide students with a wide variety of tasks to engage in and ensure that the tasks have some engaging, novel, interesting, or surprising, features. crawford (2001) mentioned that many problem-solving exercises, especially when they involve realistic situations, are complex. students working individually sometimes cannot make significant progress in a class period on these problems. they might become frustrated unless the teacher provides step-by-step guidance. on the other hand, students working in small groups can often handle these complex problems with little external help. teachers using student-led groups to complete exercises or hands-on activities are using the strategy of cooperative learning in the context of sharing, responding, and communicating with other learners. therefore, the empirical studies and the theoretical supports dealing with the contextual learning-teaching and students’ anxiety are crucial to be conducted in research. anxiety makes students feel alone without any associated ideas. this research is intended to find the effect of contextual teaching-learning and students’ speaking anxiety towards students’ speaking skill for the students of vocational school 2 (smkn 2) mataram. research method research design this quantitative research was quasi-experimental research because the random assignment was used in determining or distributing samples into the experiment group and the control group. the research design that was used for the research is a simple factorial design 2 x 2 by the technique of multifactor analysis of variance (anova). the research then was designed as follows: 1) students having low anxiety who are taught using contextual material; 2) students having high anxiety who are taught using contextual material; 3) students having low anxiety who are taught using conventional material; 4) students having high anxiety who are taught using conventional material. in this research, the independent variables were contextual material and the students’ anxiety and the dependent variable was the students’ speaking skill. the population of this research was the students of the tour and travel class of smkn 2 mataram. the sample was two classes. the sampling technique that was used for the research was cluster random sampling. instruments the instruments that were used in collecting data were tests and questionnaires. the test was used to collect the data of students’ speaking skill that was done by interviewing and suadiyatno, firman, hanan, & sumarsono examining the effect of contextual….. jollt journal of languages and language teaching, january 2020. vol.8, no.1|103 recording the students. the questionnaire was used to measure the students' anxiety level. this was done by delivering a questionnaire sheet to the students. data analysis technique in analyzing the data, the researchers used descriptive and inferential analysis. descriptive analysis was used to know: mean, median, mode, and standard deviation of the speaking test. before conducting anova test, normality and homogeneity test were conducted. normality is conducted to know whether the sample distributes normally or not. to examine the normality, the liliefors test is used. meanwhile, to examine the homogeneity test, levene test is used. furthermore, to test the research hypothesis, inferential analysis is used. it will be done through anova and tuckey test. the testing hypothesis is conducted in order to manage the research data which are in the form of the number, so that they can produce a real conclusion. it is also used to test whether the hypothesis of the research is accepted or rejected. research findings and discussion research findings this research focused on the effect of contextual teaching-learning and anxiety towards students’ speaking skills. after the researchers found the data, they are analyzed and calculated using statistical calculations as shown as follows. table 1. the result of students’ scores variable method mean std. deviation n anxiety contextual 67.21 9.453 33 conventional 81.03 9.831 33 total 74.12 11.834 66 speaking contextual 74.12 8.583 33 conventional 69.24 10.974 33 total 71.68 10.080 66 total contextual 77.58 9.796 66 conventional 68.23 10.214 66 total 72.90 11.018 132 the table above shows that the main score of students’ anxiety with the contextual method (67.21) > conventional method (81.03), while students’ speaking skill scores that taught by contextual method (74.12) > conventional method (69.23). this finding indicates that anxiety and speaking skills have different factors after treatments. the equality of data was considered. the table below shows the result of homogeneity using levene test. table 2. levene's test of equality of error variances dependent variable: score f df1 df2 sig. .993 3 128 .399 tests the null hypothesis that the error variance of the dependent variable is equal across groups. design: intercept + variable + method + variable * method based on the output data above, it shows that sig. (significant) is 0.399 > significant level (0.005). therefore, it can be concluded that varian variable of the speaking learning method is homogenous. the homogeneity of data is required before conducting the inferential analysis. thus, the two-way anova test has been fulfilled. this analysis was done to meet the significant mean scores between students’ anxieties and speaking skills. the table below shows out-put two-way anova with spss. suadiyatno, firman, hanan, & sumarsono examining the effect of contextual….. jollt journal of languages and language teaching, january 2020. vol.8, no.1|104 table 3. tests of between-subjects effects dependent variable: score source type iii sum of squares df mean square f sig. corrected model 3739.659 a 3 1246.553 13.117 .000 intercept 701531.280 1 701531.280 7382.075 .000 variable 196.371 1 196.371 2.066 .153 method 2884.008 1 2884.008 30.348 .000 variable * method 659.280 1 659.280 6.937 .009 error 12164.061 128 95.032 total 717435.000 132 corrected total 15903.720 131 r squared = 0.235 (adjusted r squared = 0.217) from the table above, we find the important value that usually concluded as follows: (1) corrected model: the effect of the independent variable (level, score, and interaction level with the score or “level*score”) together through with dependent variable (post-test). if the sig. 2-tailed (0,00) is lower than the significant level (0,05) as shown in the table above, it means the model is valid. in other words, the independent variable has significant effect toward dependent variable; (2) intercept: the value of the dependent variable changes without the need to be influenced by the existence of the independent variable, it means without the effect of the independent variable, the value of the dependent variable can change. if significant (sig.) > 0,05 (significant level/ alfa) is significant. based on the result shown in the table above (0,000), it means intercept is not significant; and (3) variable: the effect of students’ anxiety level toward students’ speaking skills in the model. if significant (sig.) < 0,05 (alfa) = significant. the result in the table above shows the value 0,005, it means the level of anxiety has a significant effect on students’ speaking skill. method: it indicated the effect of the method toward the post-test if the significant (sig.) < alfa (0,05) = significant. the result shows that the value of the method is 0,000. it means that the contextual method has a significant effect on students’ speaking skills. besides, it is said that there is the effect of score level toward score in the model if significant (sig.) < alfa (0,05) = significant. the score level as shown in the table above is 0,009, it means that the score level has a significant effect. the double determination value of all the independent and dependent variables: the result above shows r squared = 0.235. its score close to 1.0, it means they have a strong correlation. discussion this study was aimed at investigating the effect of contextual teaching learning towards students speaking skills, the effect of anxiety towards students’ speaking skills, and the interaction between ctl and anxiety towards students speaking skills. during the teaching and learning process, the students enjoyed the lesson that had been delivered using contextual teaching and learning approaches. this is not surprising as this approach focused on teaching and learning in a context indicating a fundamental principle of constructivism. these teaching strategies are relating, experiencing, applying, cooperating and transferring (crawford in satriani, emilia, and gunawan: 2012). in addition, the use of contextual teaching and learning approaches in the speaking class was responded with enthusiasm from the students. it is line with haerazi, prayati, and vikasari (2019) who informed that the ctl approach was able to improve efl students’ learning activities. the first step of the ctl strategy is relating. in this step, the students were guided to use their previous knowledge regarding their daily life. therefore, they did not have any difficulties in constructing some sentences orally. almost every student can answer from life suadiyatno, firman, hanan, & sumarsono examining the effect of contextual….. jollt journal of languages and language teaching, january 2020. vol.8, no.1|105 experiences outside the classroom because the sentences produced by the students were based on their experiences. the students then reinforced to optimize to use their prior knowledge. most students feel that they already knew about daily activities. the next step is experiencing. this step is learning-by-doing through exploration, discovery, and invention. the students were forced to find new things and they have to construct those new words to become good sentences. the third step is applying. in this step, the students were motivated to understand the concepts by assigning realistic and relevant exercises. these exercises are “word problems” like those found in textbooks. they posed very realistic contexts, and they demonstrated the efficacy of academic concepts in some areas of daily life. the fourth step is cooperating. in this step, the students worked in small groups. they were asked to solve the problem in the context of sharing, responding, and communicating with their learners. it was in line with lail (2018) who states students worked with their peers in small groups can help their understanding of the object being learned. most students considered less uncomfortable and could ask questions without feeling embarrassed. they were also more readily explaining their understanding of concepts to others or recommend problem-solving (sari, 2016). the students listened to others in the group, they re-examined and reformulated their own logic of understanding. they learned to value the opinions of their friends because sometimes a different strategy proves to be a better approach to the problem. it is supported by crawford (2001: 11) stated that when a group succeeds in reaching a common goal, student members of the group experience higher self-confidence and motivation than when students work alone. the last step is transferring. in this step, the students were drilled practicing to transfer their knowledge. in this case, they were encouraged to understand the fact rather than memorizing it. in addition, they were asked to create a variety of learning experiences with a focus on understanding rather than memorization. thus, the sensed meaning created by relating, experiencing, applying, cooperating, and transferring is to engage students’ emotions. the result which is dealing with anxiety in this study shows that the students who have a low score of anxiety will have a high score in their speaking skill. this fact is in line with what was found by woodrow (2006) that anxiety does influence oral communication. this result is undeniable because each person must have anxiety feelings. steward and tassie (2011) and setianingsih et al. (2018) state that experiencing fear and anxiety during public speaking is common. students in an undergraduate institution must face that anxiety as they work through the public speaking course. it was in keeping with julianingsih (2017) who informs that students exactly face anxiety as speaking in front of the class. syahbandi (2017) also stated that anxiety is clearly an issue in language learning and has a debilitating effect on speaking english for some students. this finding was supported by zhiping and paramasivam (2013) who stated that students suffer from anxiety mainly in relation to communication apprehension and fear of negative evaluation. this study also found that anxiety affects students' oral performance. this fact supports the previous study done by pebriyana (2019: 28-33) who investigated the correlation between students’ anxiety and self-confidence toward speaking ability. in her research, she found that anxiety has a significant correlation with speaking skills. it was proved by the fact that the higher the level of students’ anxiety, the more afraid they speak with their friends and students with high anxiety cannot get a maximal score in speaking. in this study, there is the effect of the contextual teaching-learning approach on students’ speaking skills. in addition, this approach helps students to improve their vocabulary mastery. suadiyatno, firman, hanan, & sumarsono examining the effect of contextual….. jollt journal of languages and language teaching, january 2020. vol.8, no.1|106 conclusion the effect of contextual teaching and learning was a positive effect on students’ speaking skills viewed from students’ anxieties. based on the research finding, it can be concluded that the contextual teaching-learning method has a better effect than the conventional method towards students speaking skills of the tour and travel students’ class of smkn 2 mataram. the students who have low speaking anxiety have better speaking skills than those who have high speaking anxiety at the tour and travel students’ class of smkn 2 mataram. therefore, there is an interaction between ctl and students’ anxiety towards students speaking skills of the tour and travel students’ class of smkn 2 mataram. references bohari, l. 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(eds.) language anxiety: from theory and research to classroom implications. englewood cliffs, nj: prentice hall, 15-24. setianingsih, t., rosihan, m., & pardani, s. (2018). the use of mind mapping to improve motivation in learning vocabulary of second grade students at mts nw mispalah praya. jollt journal of languages and language teaching, 6(2), 125-133. doi: https://doi.org/10.33394/jollt.v6i2.1264 syahbandi, l. (2017). the effect of brain-based learning toward students’ speaking skils. jollt journal of languages and language teaching, 5(2), 52-56. doi: https://doi.org/10.33394/jollt.v5i2.349 wahyuni, d., oktavia, w., and marlina, l (2019). writing anxiety among indonesian efl college students: levels, causes, and coping strategies. lingua cultura, 13(1), pp. 67-74. doi: https://doi.org/10.21512/lc.v13i1.5239 woodrow, l. (2006). anxiety and speaking english as a second language. sage publications (london, thousand oaks ca and new delhi) vol 37(3) 308-328 | doi: 10.1177/0033688206071315. zainuddinsabri, m. (2017). the effect of two picture game towards students’ speaking anxiety. jollt journal of languages and language teaching, 5(2), 62-66. doi: https://doi.org/10.33394/jollt.v5i2.353 zhiping, d. and paramasivam, s. (2013). anxiety of speaking english in class among international students in a malaysian university. international journal of education and research. vol. 1 no.11 november 2013 https://doi.org/10.33394/jollt.v6i2.1261 https://doi.org/10.33394/jollt.v5i1.331 https://doi.org/10.33394/jollt.v6i2.1259 https://doi.org/10.33394/jollt.v4i2.323 https://doi.org/10.33394/jollt.v6i2.1264 https://doi.org/10.33394/jollt.v5i2.349 https://doi.org/10.21512/lc.v13i1.5239 https://doi.org/10.33394/jollt.v5i2.353 in the teaching and learning process, psychological aspects play a crucial role, one of them is anxiety. anxiety is a psychological construct, commonly described by psychologists as a state of apprehension, a vague fear that is only indirectly associa... in line with anxiety, wahyuni et al. (2019) investigated foreign language writing anxiety experienced by indonesian efl learners studying at universitas negeri padang. in their research, they found that anxiety still becomes a significant problem in w... method: it indicated the effect of the method toward the post-test if the significant (sig.) < alfa (0,05) = significant. the result shows that the value of the method is 0,000. it means that the contextual method has a significant effect on students’... jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.4215 october 2021. vol. 9, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 432-441 jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 432 analyzing implicatures in taliwang dialect ismiati faculty of teacher training and education, cordova university, indonesia corresponding author email: ismiatisumarlin08@gmail.com article info abstract article history received: september 2021 revised: october 2021 published: october 2021 this study aims to analyze the types of implicature and flouting maxims and the reasons for doing the flouting in taliwang dialect. it applied the descriptive method with a qualitative approach. data was collected by recording natural conversations among the natives of taliwang dialect. it was found two types of implicature, namely, generalized conversational implicature (gci) and particularized conversational implicatures (pci). in gci, the speaker and interlocutor could easily understand the conveyed utterances because they mostly used general statements which are commonly spoken in the taliwang dialect. in pci, both speaker and the interlocutor needed a particular knowledge to understand each other because of the flouting maxim. some speakers or hearers in pci often break the maxim in a conversation due to some reasons such as accepting untrue or lie information, receiving more information than the needed information, getting irrelevant information and having unclear or ambiguous information. keywords implicature; taliwang dialect how to cite: ismiati. (2021). analyzing implicatures in taliwang dialect, jollt journal of languages and language teaching, 9(4), pp. 432-441. doi: https://doi.org/10.33394/jollt.v%vi%i.4215 introduction one of the pragmatic aspects often found in daily social conversation is implicature. the notion of implicature was first introduced by grice (1967), who defines implicature as anything that was inferred from an utterance but that was not a condition for the truth of utterance. one type of implicature is conversational implicature to which this study is focused. in pragmatic, conversational implicature is described as an indirect speech act (gargesh & sharma, 2019). it means that speakers who involve in conversation produce the implicit meaning of what they said. conversational implicatures become parts of communication that describe the speakers’ communicative intention is not exactly agreed to what speakers directly uttered (mcconachy & hata, 2013; chan, 2019). grice (1975) introduced two types of conversational implicature, which are generalized implicature and particularized implicature. generalized implicature was a conversational implicature that is inferable without reference to any special context. particularized implicature is conversational implicature that was derivable only in specific context. people need to do good communication to avoid offenses. both speakers and listeners have to do cooperatively and mutually communicate in other they can understand each other. paul grice (1975) proposes cooperative principles which describe how effective communication is accepted in social interaction and how speakers’ utterances are managed to be understood by hearers. those principles are maxim of quality, maxim of quantity, maxim of relevance, and maxim of manner (alhasibnur, 2018; fahmi, 2018). in fact, for a particular communicative purpose, implicature may break the maxims as the effective principles of communication. they're often found a violation to the maxim in the practice of daily social conversation. this violation is called flouting of maxim. it can be assumed that flouting maxims is a kind of violation that is deliberately committed by the speaker or the hearer for a specific reason. https://e-journal.undikma.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& https://doi.org/10.33394/jollt.v%25vi%25i.4215 ismiati analyzing implicature in ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 433 regarding to the issue, this study intended to identify and analyze the types of implicature and flouting which occurred in sumbawanese daily conversation in the dialect of taliwang. sumbawa language is one of the vernacular languages in west nusa tenggara province. mahsun (1995) found that there are four dialects in sumbawa, those are jereweh dialect, taliwang dialect, tongo dialect, and sumbawa besar dialect. this study focuses to the dialect of taliwang. research method this study applied a descriptive qualitative approach. data was collected from recorded conversations. it was ten conversations naturally conducted by the native speakers of taliwang dialect. the conversations set was concerned with family members, neighborhoods in which the researcher was involved as participants and non-participant observer. the first step of collected data was done through observation and recording the conversations. research design this study is a descriptive study that applies a qualitative approach. descriptive study is one of the research methods which deeply describes the characteristics of the population being studied. the qualitative approach involves non-numerical data. this approach intends to study people’s experiences about the world. this study intends to analyze the social’s experience in the use of implicature in their daily conversations. the subject of this study is conversations that naturally occurred in taliwang dialects. the number of selected conversations was ten. the conversations were purposively recorded. the instrument used in this study was a recording device and observation sheet. data analysis the content of utterances in the conversations was displayed and transcribed into a form of script. the transcription data was then reduced to find the implicatures. the finding implicature from the ten conversations was analyzed to identify the types of implicatures and flouting of maxim. at last, those types of implicature and flouting maxim were clearly presented and described to draw more detailed conclusions refers to the needs of this study. research findings and discussion research findings the data of this study consist of types of implicature and flouting maxim in taliwang dialect. the analysis was carried out with reading and listening taliwang dialect in conversation. the findings can be presented in table 1. table. 1 types of implicature and flouting maxim no types of implicature types flouting of maxim reasons of flouting maxim 1 generalized conversational implicature (gci) flouting maxim of quality accepting untrue lie information 2 particularized conversational implicatures (pci) flouting maxim of quantity receiving more information than the needed information 3 flouting maxim of relevance getting irrelevant information 4 flouting maxim of manner having unclear or ambiguity information. the table above shows there are only two types of implicature in taliwang dialect conversations namely generalized conversational implicature (gci) and particularized conversational implicatures (pci). and four types of flouting maxim namely flouting maxim ismiati analyzing implicature in ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 434 of quality, flouting maxim of quantity, flouting maxim of relevance, and flouting maxim of manner. each flouting of maxim in the conversations occurred because of some reasons such as accepting untrue lie information, receiving more information than the needed information, getting irrelevant information, and having unclear or ambiguity information. discussion types of implicatures in taliwang dialect conversations implicature implied hidden utterances which can be expressed in polite and impolite ways with direct and indirect speech acts. in this case, the implicature is commonly deliberately occur rather than naturally. these types of implicature were found in taliwang dialect daily conversations. those implicatures were deliberated with certain implied meaning during the process of conveying messages through the speakers’ utterances. there were two types of implicature found in taliwang dialect conversations. those are explained as follows: generalized conversational implicature (gci) grice in levinson (1992:126) asserts that generalized conversational implicature (gci) was implicature that arise without any particular context or special scenario being necessary. as can be seen in the following short conversation: conversation 1 (voice…) speaker a: kam datang santi ke riska antat uang ke? did santi and riska come to give money? speaker b: beru ka riska datang just riska the conversation occurred between two cousins in enjoyable place and time. speaker a speaker b in the conversation naturally talked without any specific context. they discussed about various things include about the plan of social gathering. in this situation, speaker a noted for everyone who has already paid for the event. both speakers actually asked and gave information about the name of people who had not collected money for a social gathering event. speaker a asked to speaker b by saying ”kam datang santi ke liska antat uang ke?” (did santi and liska come to give money?)”. the speaker a’ s utterance indicated that she needed information whether santi and liska had paid for the event. speaker b as the listener in the conversation gave direct responded by saying“beru ka liska (just liska)”. the utterance from speaker b indicated that the speaker b intended to give information that santi had not paid for the event. the implicature which occurred in the conversation was asserted as generalized conversational imlicature (gci) as the two speakers could easily understand one another. the utterance from speaker b can be easily understood by speaker a without needed any specific knowledge background to understand what speaker b intended to convey. by mentioning only one name of people by speaker b, the speaker a could used her general understanding to conclude that santi had not paid yet. . in another side, speaker b also did not need a particular knowledge to follow information that speaker a required. the literal meaning of the sumbawanese language phrase “antat uang ke’ which was uttered by speaker a is giving money to someone for a particular purpose. the statement was contextually interpreted and understood by speaker a that she needs to know whether whether santi and liska had paid for the plan of social gathering event. conversation 2. (voice…) speaker a : lo mpa’ ke? do have something to eat? ismiati analyzing implicature in ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 435 speaker b : so mpa’ mangan mo! here you are you can eat! speaker a and speaker b are both sisters. they did a conversation in the kitchen. speaker a naturally asked b by saying “lo mpa’ ke?”(do you have something to eat?). the speaker a’s statement was categorized as gci because in the case of sumbawanes language, taliwang dialect, the statement is interpreted that the speaker wanted to eat something instead of actually needed fish for eating. the statement can be easily understood by speaker b as the interlocutor in that context. speaker b did not need any particular knowledge to get what the speaker intended to convey. as stated by a linguist that generalized conversational implicature was type in which the interlocutors did not require special knowledge to know the meaning of a conversation because the context used in this type was a general conversation that makes an interlocutor directly understand the meaning of the conversation. the literal meaning of the phrase “lo mpa’ ke?” which was uttered y speaker a was ‘is there fish?. in the context of the conversation above, speaker b as the interlocutors who heard the speaker a’s utterance could directly understand that speaker a did not refer her utterance to any names of fish or she was looking for fish to eat, however, speaker b used her general knowledge to understand that speaker a wanted to have lunch or she knows if speaker a was hungry. b’s general understanding to the speaker a’s utterance can be seen from speaker b’ respond which was said “so mpa’ mangan mo!” (here you are you can eat!). the utterance from b is indicated that she directly gave something for her sister to eat. particularized conversational implicature (pci) the particularized conversational implicature has been calculated without special knowledge of any particular context. it means that the interlocutor needs particular knowledge to understand what the speakers intended to convey because the utterances that speakers use was not naturally used in general context. this type of conversation was found in taliwang dialect conversation such as in the short following talks: conversation 1: (voice…) speaker a : nime token kam beli lamung anak mu? where did you buy your children’s clothes? speaker b : token tau jual sendal at shoes shop the conversation took place in the porch of speaker a’s house. speaker a and speaker b are cousins. they talked about shopping. this types of conversation is categorized as particularized conversational implicature (pci) because it occurred in a specific context. both speakers have discussed about a particular topic and the interlocutor needed a specific knowledge to understand the speaker’ conveyed meaning. in the case of the conversation above, speaker b’ utterance was categorized to pci because the implied statement from speaker b was not general in context. speaker a needs a specific understanding to the utterance. in the conversation, speaker a needs a specific information about the place of buying the cloths by saying “nime token kam beli lamung anak mu?(where did you buy your children’s clothes?). speaker a wanted to know the name of shop where the cloth was bought and might be additional information about the price to be recommendation for her interest to by the same thing at the same place. speaker b’ respond was less informative to what the speaker a intended to know. the speaker b said token tau jual sendal’ (at the shoes shop). to understand the speaker b’s utterance, speaker a actually has to draw some assumed knowledge that speaker b bought her children’s cloth at the online shop or at market because speaker b did not mention the name of place where the cloth was bought. ismiati analyzing implicature in ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 436 the utterance from speaker b was still ambiguous which means that she did not give clear information about the name of shop where the cloth was bought. therefore speaker a might need more information to know which shop the speaker b referred to. conversation 2: speaker a : kam suda ke? have you finished? speaker b : beru’ sai just already finished one speaker a : be pia? so, how many? speaker b : minimal dua atau telu minimum, two or three the conversation occurred in situation in which speaker a and speaker b were sitting together in the living room. both of the speakers are a mother and her daughter. they talked about a thesis writing which has been conducting by speaker b as the daughter of speaker a. the context of situation shows that speaker a showed her attention to her daughter project by asking the progress of her written work. speaker a said ‘kam suda ke?” (have you finished?). in this case, the mother intended to give support for her daughter in other she can build her motivation to finish her written work on time. speaker b gave indirectly answer by saying ‘beru sai’(just already finished one) to mean that she had not finished yet. this utterance indicated a hidden meaning that speaker b intended to convey that she had not finished the written project yet. the speaker b’s utterance shows a hidden context which need more clearly explanation to be understood by speaker a or influence the appearances of many other questions to ask clarification about the speaker b’s respond. speaker b implied specific context that she has done only a little by saying “beru’ sai” or she had not completed the project yet. speaker a then responded to ask clarification to what b said by saying “be pia?” (so, how many?), in this case, speaker a wanted to know more about the total numbers of speaker b’ work and would like to know when speaker b would finish her project. types and reasons of flouting maxim effective conversation describes cooperative principles to make the conversation contribution as what is required by both hearers and speakers. in the practice of daily naturally conversation, speakers and hearers may flout the maxims for any specific reasons or purposes. in particularized conversation, there often found violence of the maxim which is called flouting of maxims. in taliwang dialect daily conversations, there found some types of flouting of maxim with each communicative reasons as follows: flouting maxim of quality in the practice of communication, particularly in daily conversation, people often break the maxim of quality by making flouting of quality. this flouting commonly occurs when the speaker says something untrue or the speaker tells lie which means he or she denies something that is believed to be false. the following were the example of flouting of quality. conversation 1: (voice..) speaker a : nime token kam beli lamung anak mu? where do you buy your children’s clothes? speaker b : token tau jual sendal at shoes shop the conversation between speaker a and b took place at home. speaker a and speaker b are both cousins. they enjoyed the talk about the places of shopping. speaker a asked ismiati analyzing implicature in ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 437 about the place of buying clothes to b. however, b gave untrue information. speaker b told that the cloths were bought at shoes shops. in fact, they were bought in the cloths shop exactly at market. in the conversation above, speaker a intended to have true information about the place where the clothes were bought because she needs to buy the same. however, the information given by speaker b was not true and did not convey what speaker a needed to know. it can be seen the speaker b’s utterance toward the conversation. “token tau jual sendal” (at shoes shop) this kind of sentence contained implied meaning. speaker b gave untrue information because in fact the cloths were not bought in at the shoes shop but at market. speaker b should had said “kak beli ning amat” (i bought in the market). in this case, speaker b’ statement referred to flouting maxim of quality because speaker b conveyed untrue information because speaker a can assumed that b statement was not true because she mentioned shoes shop, it was contrary to the speaker a’s question which need information about the name and the place of a cloth shop. it can be seen that speaker b did not provide information on the need of the speaker a. flouting of quantity flouting of quantity occurred when the speaker gives more or less information than required. the following were the examples of flouting of quantity. speaker a : pia jadi nam beli punti ooo…? how many bananas will you buy? speaker b : sai bae mo just one speaker a : nak isi dalam kresek ke? do i put it into plastic bag? speaker b : no ti nak kakan ningka no, i will eat here the conversation took place at market. speaker a was a bananas trader and speaker b was a buyer who wanted to buy bananas. this case generating to pci which occured in specific context. pci stated in the speaker a’s question. it can be seen the speaker a’s utterance toward the conversation. nak isi dalam kresek ke? (do i put it into plastic bag?) this kind of sentence contained implied meaning which did not have any meaning. actually speaker a did not need to ask this because normally when people buy a banana, the seller would directly put it into a plactic bag. in this case, the bold type utterance shows that the speaker a as the bananas seller did flouting of quantity because she presented information which was not required by speaker b as the buyer of the bananas. as stated by grundy (2000: 74) that maxim of quantity as one of the cooperative principles was concerned in giving the information as it was required and not giving the information more than it was required. the speakers just say the information needed, it should not be less informative or more informative. in the case of the above conversation, speaker a’ statement was less informative because her sentences did not give any information which the speaker b needed. speaker a asked something that was excessive and not required by speaker b. speaker a : bau terang ke lamin kam so penyakit tu? can this disease be cured? speaker b : lamin keman dunu-dunu ling tau penyakit sa nonya mido na, hanya bau tu bedoa bae (people said that there is no medicine for such disease, only prayer can help) the conversation occurred in a situation in which speaker a and speaker b are sitting together in the living room. they were talking about someone who is stricken by dangerous ismiati analyzing implicature in ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 438 disease. speaker a and speaker b are both sisters. this conversation was generated as because it occurred in specific context and talked about a particular topic. in this case, speaker b did flouting maxim of quantity as it can be seen the speaker b’s utterance toward the conversation. ‘ “lamin keman dunu-dunu ling tau penyakit sa nonya mido na, hanya bau tu bedoa bae (people said that there is no medicine for such disease, only prayer can help) this kind of sentence contained implied meaning. actually speaker b should cooperatively answer by to what was required. speaker b should had said” no bau terang (cannot recover)”. speaker b was considered to give more information did not actually needed by speaker a. speaker a only needed to know whether or not the disease can be cured, not more than that. speaker b only needed to answer ‘no, it could not’ in other to give clear answer. speaker b did not need to produce additional or longer statements such as’ (1) keman dunu-dunu (since long time), (2) ling tau (people said), (3) ‘penyakit sa nonya mido (there is no medicine for this disease. those utterances were considered more imperative which did not actually intended to know by speaker a. flouting of relevance maxim of relevant means that the utterance from speakers have to be relevant to the topic of conversation. flouting of relevance occurred when the response is obviously irrelevant to the topic (abrupt change of topic, overt failure to address interlocutor’s goal in asking a question). in sumbawa dialect daily conversations. people often flout the maxim of relevant for various reasons. the following conversation were the example of flouting of relevance which was found in taliwang daily conversation: conversation 1: (voice…) speaker a : pusing aku sa pikir skripsi ku i am confused thinking about my thesis writing speaker b : be nuya kam mu lulus kuliah ke? you have finished your study, haven’t you? speaker a : weh nopoka not yet (with upset intonation) context : speaker a and speaker b were talking about the thesis, and speaker a feel confusion. speaker a and speaker b are both friends. this case generating to pci where occured in specific context. they talk about a thesis writing which became a particular topic of the conversation. the utterances from speaker b implied irrelevance information to speaker a’ statement. speaker a conveyed her confusing about her thesis writing by saying “pusing aku sa pikir skripsi ku” (i am confused thinking about my thesis writing). speaker a intended to have support or any suggestion from speaker b about her problems of her thesis. however, the respond from speaker b was not relevant to the statement from speaker a. speaker b should had said “do not too worry about it or it will be fine if you work hard and ask for help from others to complete your thesis writing”. speaker b should not said “be nuya kam mu lulus kuliah ke? (you have finished your study, haven’t you?). the bold type statement from speaker b indicated as flouting of relevance because it did not relevant to the information which was expected by speaker a. grundy (2000: 74) states that maxim of relevance was fulfilled when the speaker give information that was relevant to the topic of conversation. therefore, each of the speaker or hearer must be relevant to the topic of conversation. conversation 2 (voice…) speaker a : lamin ku muli keman mataram bau jemput ku ke? if i come back from mataram, can you pick me up? speaker b : maya nam muli? berarti nam muli ke bis? when will you come back? do don’t you gohome by bus? ismiati analyzing implicature in ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 439 speaker a : iya, nar ke bis yes, i going by bus tomorrow speaker a and b are a mother and her daughter. they are talking about a particular topic which is considered as part of particularized conversational implicature (pci) because the conversation discussed about a specific thing. speaker a went to a city and would like to came back to his hometown. he asked speaker b to pick him up by saying the utterance “lamin ku muli keman mataram bau jemput ku ke?( if i come back from mataram, can you pick me up?). in this case, speaker a asking for help from speaker b to pick him up when he arrived at the bus station of their hometown. he intended to have speaker b’s respond whether or not he would be able to pick him up. the respond from speaker b was not relevant to the information that speaker a required. speaker b should had given relevant respond by saying “ bau ti (yes i can) , “ no ku bau jemput mu” ( i cannot pick you), or ya mo, jam pia nak jemput mu? (it’s okay, what time do i pick you up?) instead of saying “maya nam muli? berarti nam muli? (when will you come back? do don’t you go home by bus?). the bold type statement was described as irrelevant information because it creates a new question for speaker a, in fact, speaker a needed direct and relevant answer of his questions. however speaker b did not give answer for speaker a’ question, but asking back to speaker a. conversation 3: (voice…) speaker a : kam uba hp? do you bring your hand phone? speaker b : nonya pulsa no, i don’t have any phone credit speaker a : patik hp nonya pulsa do you have a phone but have not pulse the conversation occurred at a market. speaker a and speaker b are two friends. context : such conversation occurred in the market. speaker a wanted to borrow speaker b’s hand phone to call her husband. speaker a said “kam uba hp? (do you bring your hand phone? the statement indicated that speaker a needed to borrow speaker b’ s hand phone. speaker b responded the statement from speaker a by saying “nonya pulsa” (i don’t have any phone credit). the statement described that speaker b did flouting of maxim relevance because speaker b presented irrelevant information for speaker a. she answered the question from speaker a with a statement which did not required by speaker a. to give relevant respond to speaker a’s question, speaker b should had said “nongka ku uba hp ku” (i don’t bring my hand phone. flouting of manner maxim of manner refers to the way speakers cooperate in a conversation by presenting or saying clear, brief, and orderly statements and avoid obscurity and ambiguity in their sentences. in fact, in the practice of natural daily conversation in social life, many people often break the maxim of manner in the ways that the maxim was not brief, the speaker use obscure language, the speaker’ statements was not orderly or and often use ambiguity statements. the speakers commonly use ambiguity and obscurity statements for certain reasons. some speakers used such statements to convey important information which can only addressed to a certain group of people. other people talk ambiguously with intentions to give negative impression to a certain things. the use of unclear statement was considered as the practice of flouting of manner. it can be seen in the conversation below: ismiati analyzing implicature in ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 440 speaker a : sia buya punti ke? are you looking for bananas? speaker b : ee, ku buya punti seribu yes, i’m looking for punti seribu speaker a : deh ! be nonya punti murah wow! no cheap price for bananas the conversation between speaker a and speaker b took place at a market. speaker a was a fruits seller and speaker b was a buyer. when the speaker b approached the speaker b, the talk among them naturally occurred. the conversation was categorized as pci as it occurred in specific context, with a particular topic and at a specific place where only a certain activity can be occurred. speaker a as the seller talked firstly to greet the speaker b as the buyer. speaker a as the seller said to speaker b “sia buya punti ke? (are you looking for bananas?. the statement or question from speaker a can be explained that speaker a asked speaker b weather she looked for and wanted to buy bananas. speaker b responded to speaker a’s question by uttering” ee, ku buya ‘punti seribu’ (yes, i’m looking for ‘punti seribu’). in this case, ‘punti seribu’ means a name for banana. speaker b’ said ‘punti seribu’ to refer to one of banana’s namaes. the speaker b’ s statement was misinterpreted by speaker a. in speaker a’s mind, ‘punti seribu’ means the cheap price of the banana. it can be seen from speaker a’s respond to speaker b’s statement by saying’ deh! be nonya punti mura (wow! no cheap price for bananas). the statement from speaker a can be interpreted that speaker a informed that the buyer, speaker b cannot find cheap price of banana. ‘punti seribu’. in sumbawanese language means the banana price was one thousand. ‘punti’ means banana ‘seribu’ means one thousand rupiah. one thousand rupiah for buying banana was considered too cheap because in fact the normal price of banana at the market was thirty thousand rupiah or minimum ten thousand rupiah. in the case of b’ statement in the short conversation, it can be explained that speaker b did flouting of manner, because she broke the conversational maxim of manner which needed to be cooperatively presented in its ways when people practice the conversation. speakers would consider cooperative to practice maxim of manner if they produced clear statement and avoided ambiguity interpretation from the hearers. in the conversation above, speaker b’ statement was misunderstood by speaker a because the speaker b presented ambiguity statement. speaker b should had said ‘ee, ku buya punti singen punti seribu’ (yes, i’m looking for bananas named punti seribu). to avoid misunderstanding by speaker a, speaker b should had clearly mentioned that the word ‘punti seribu’ refers to the name of banana not the price of the banana to make clear statement for speaker a. speaker b should had not said’ ku buya punti seribu’ because the words ‘punti seribu” not only mean the name of banana as speaker b intended to convey, but also it can refer to the cheap price of banana as what had been interpreted by speaker a. speaker a understood the words as the price of one thousand and one thousand rupiah was considered as a cheap price. speaker b should had clearly told speaker a that ‘punti seribu’ in her mind was the name of banana which she intended to buy. conclusion this study found 20 implicatures which were classified into two types namely generalized conversational implicature (gci) and particularized conversational implicatures (pci). there were four types of flouting maxim namely flouting maxim of quality, maxim of quantity, flouting maxim of relevance, and flouting maxim of manner. some speakers or hearers in pci often break the maxim in a conversation because of some reasons such as ismiati analyzing implicature in ……….. jollt journal of languages and language teaching, october 2021. vol. 9, no.4 | 441 accepting untrue lie information, receiving more information than the needed information, getting irrelevant information, and having unclear or ambiguity information. acknowledgement i would like to express my gratitude to all people who support within the whole process of this study. references alhasibunur, a. 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(1996). pragmatics. oxford: oxford university press. https://doi.org/10.33394/jollt.v4i2.316 https://doi.org/10.1080/13488678.2018.1482436 https://doi.org/10.33394/jollt.v4i2.325 https://doi.org/10.1111/weng.12394 https://doi.org/10.1111/weng.12447 https://doi.org/10.1093/elt/cct017 jollt journal of languages and language teaching https://e-journal.undikma.ac.id/index.php/jollt email: jollt@undikma.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.8361 july 2023. vol.11, no.3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 526-536 jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 526 towards the development of a multilingual environment: a case of a south african university vimbai mbirimi-hungwe school of science and technology, sefako makgatho university, south africa corresponding author email: vimbai.hungwe@smu.ac.za article info abstract article history received: june 2023 revised: june 2023 published: july 2023 this paper presents an observational study conducted at one of the south african universities, which is undergoing a transformation aimed at acknowledging and incorporating indigenous languages. while the positive response to the language policy of higher education (lphe) is laudable, certain aspects of this transformation still fail to recognize the importance of indigenous languages as sources of knowledge. the primary objective of this paper is to shed light on scenarios where multilingualism, specifically through translanguaging, is acknowledged and utilized to enhance students' comprehension of academic materials, particularly for non-speakers of setswana who are learning the language for communicative purposes. the findings of a focus group discussion revealed that multilingual students possess valuable funds of knowledge that deserve recognition in teaching and learning contexts. consequently, this paper emphasizes the necessity of recognizing and utilizing multilingualism not only for communicative purposes but also for academic purposes. it advocates for the adoption of a translanguaging approach in teaching and acknowledges students' language practices as a means to provide access to social justice for multilingual students. in conclusion, this study underscores the importance of recognizing the role of multilingualism in academia and highlights the need to move beyond a solely communicative focus. by incorporating translanguaging practices and acknowledging students' diverse linguistic backgrounds, educational institutions can promote equitable access to education and foster social justice for multilingual learners. keywords multilingualism; translanguaging; multilingual pedagogy; monolingualism; translingual pedagogy; how to cite: mbirimi-hungwe, v. (2023). towards the development of a multilingual environment: a case of one south african university, jollt journal of languages and language teaching, 11(3). pp. 526-536. doi: https://doi.org/10.33394/jollt.v%vi%i.8361 introduction the famous university students' uprisings that occurred in south africa in 2017 were driven by various factors. one prominent demand voiced by the protesting students was the need for a decolonized curriculum and a shift away from the colonial medium of instruction (ndlhovu & makalela, 2021). despite the students' clear discontent with the perpetuation of a monolingual ideology within higher education institutions, the prevailing norm has remained unchanged, with former colonial languages such as english and afrikaans continuing to dominate as the primary academic languages. this steadfast adherence to a unilingual approach to education (ndhlovu & makalela, 2021) has resulted in the marginalization of multilingual students, who find their identities and unique ways of meaning-making within academic contexts disregarded (garcia & wei, 2014). a monolingual ideology has been pursued in institutions of higher learning as an attempt to elevate students to a level where they attain competency in the english language. it is unfortunate that the history of the english language has shown that no matter how one strives to become proficient in the english language, they will never be recognized at the same level as the natives themselves. garcia (2019) provides a synopsis of how the english language https://e-journal.undikma.ac.id/index.php/jollt http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mbirimi-hungwe toward the development of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 527 acquired the high status it is accorded even today. when king william defeated king harold at hastings in 1066 there came the norman kings to rule the kingdom of england. norman’s english speech became of paramount importance such that it became the preferred dialect of the time (park & wee 2012). garcia (2019) explains that england continued to consolidate power by the defeat of the spanish in 1588 and for them to succeed, the english language was the only legitimate way of speaking as was determined by the ruling class. for the empire to be deemed governable, the english language was used to categorize people into governable subjects that the empire needed (flores 2013). in this effort, only white people who were born in england were native english speakers. other whites i.e welsh, scots, and irish were delegitimized by being called bilingual. when the british empire spread its dominion to asia, africa, and the pacific it gave limited access to the english language, thus they were rendered speechless people (garcia, 2019). it was only those who were at the top of the colonial social class who were allowed to learn in english, but they were participating as second-class citizens of the colony. mbirimi-hungwe (2021) argues that by continuing to claim and strive to be proficient in the english language, multilingual speakers are striving to continue being speechless and second-class citizens. the question that arises is: are multilingual students whom we find in south african university classrooms today speechless? a trace into the origins of the african people shows that african people have a way of living that they established which identifies them as who they are and possess their own speech which makes them unique in their own way. makalela (2018) provides a recapitulation of africa’s first settlers the khoe and the san who settled in africa almost 1300 years ago. these two groups spoke languages that belonged to the same language family with different varieties. later, the bantu speakers joined the khoe and the san around the year 600 bc. these people settled together and influenced each other in their cohabitation. similarly, a report by fouche (1937) about the mapungubwe settlement explains that some archeological discoveries prove that there were different cultural streams who met at the mapungubwe and coalesced. fousche (1937) explains that the kingdom of mapungubwe was formed by bantu speaking people. this means that there were several languages that were being spoken in this settlement. when i look at the history of these ancient african settlements, i can conclude that there was no attempt to elevate any language to a higher level than the other. the settlements were based on the need to dwell together in harmony. during the mapungubwe settlement, there is evidence to show how cultural traditions leaked into each other. fouche (1937) reports on some archeological artifacts that were found at the mapungubwe former settlement were also found in rhodesia (now modern-day zimbabwe). according to ngncongco (1979) similarities in archeological artifacts suggest that there were shared traditional beliefs amongst african people. in a nutshell, african people had their way of living that defines that still defines them. they used different languages that belonged to the same language family among them but could still cohabit without anyone elevating any language to a higher status than others. all cultural practices were embraced and shared among the dwellers. therefore, contrary to the history of the english language, none of the languages among africans rendered anyone as a second-class citizen and no one was rendered speechless as the african languages leaked into each other. i have said elsewhere (mbirimi-hungwe 2021) and i am saying it once more, that pursuing competence in the english language is a strive towards becoming speechless. therefore, the research questions can be formulated as follows. 1. how is translanguaging used to recognize the use of indegenous languages in south africa? 2. how does translanguaging recognize the use of students’ language practices to understand academic content? mbirimi-hungwe toward the development of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 528 research method research design this study employed a qualitative research design that utilized focus group discussions as a primary data collection method. according to nyumba, wilson, derrick, and mukherjee (2018), focus group discussions are recognized as a qualitative approach that enables researchers to delve into the perceptions and values held by research participants. in this particular study, the aim was to gain insights from the participants regarding their perceptions of the use of translanguaging as a means to explain complex concepts. the focus group discussions served as a debriefing exercise where participants were engaged in interactive and dynamic conversations. through these discussions, the researchers aimed to explore the participants' perspectives, experiences, and understandings related to translanguaging practices. the focus group format provided an opportunity for participants to share their thoughts openly and engage in collective sense-making. by employing this qualitative research design, the study aimed to capture rich and nuanced data that could shed light on the participants' perceptions of using translanguaging as a pedagogical tool. the focus group discussions allowed for a deep exploration of participants' perspectives, enabling the researchers to uncover valuable insights into the role and effectiveness of translanguaging in explaining complex concepts. research participants participants of the study were first-year medical students who are taking an academic literacy course in the department of academic literacy and communication sciences. i was their lecturer. these students are taught academic literacy skills such as reading and writing among other skills. seven students participated in a focus group discussion. nyumba et al. (2018) explain that the focus group discussion method obtains data from a purposively selected group of individuals rather than from a statistically representative sample of a broader population. similarly, in this research, the participants of the focus group discussion were nominated from their discussion groups by their group members to represent the groups during the focus group discussions. the broader group from where the focus group discussion participants were drawn consisted of 85 students who had participated in the main research. it is important to mention that these participants except for one, spoke a minimum of four languages. there were three girls and four boys who participated in the focus group discussion. this study reports on the focus group discussion where some participants were asked to explain their perceptions after the translingual exercise. in order to protect the identities of the participants, i used pseudonyms to present the results. research instruments the present study employed interviews as a data collection method conducted within the context of a focus group discussion. the interviews were structured as a follow-up to the setswana lessons that the participants had previously attended during their first year of study. initially, the researcher had prepared a set of interview questions to guide the discussion. however, during the interviews, the researcher also posed additional probing questions to the participants in order to seek clarification and gather more in-depth insights. the use of interviews within the focus group discussion allowed for a comprehensive exploration of the participants' experiences, perceptions, and understanding of the setswana lessons. by tailoring the interview questions to the specific context of setswana language instruction, the study sought to gain a deeper understanding of the participants' engagement with the subject matter and their overall learning experiences. the additional follow-up questions posed by the researcher during the interviews further facilitated a thorough examination of the participants' mbirimi-hungwe toward the development of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 529 perspectives, ensuring a rich and nuanced dataset. the integration of interviews within the focus group discussion provided a valuable opportunity to elicit detailed responses and gather comprehensive data. by incorporating both structured questions and flexible follow-up inquiries, the study aimed to capture the complexities and intricacies of the participants' reflections on the setswana lessons and their learning journey. data analysis the collected data underwent a rigorous analysis process, wherein themes emerged from the rich discussions that took place within the focus group. the identification of these themes was based on their frequency of occurrence, reflecting their prominence and significance within the dataset. to analyze the data, the researchers employed a thematic analysis approach, which involved systematically identifying, organizing, and interpreting recurring patterns and themes that emerged from the focus group discussion. the themes were determined by examining the frequency with which certain ideas, concepts, or perspectives were raised by the participants during the discussion. this approach allowed for a comprehensive exploration of the data, enabling the researchers to identify key areas of interest and significance within the participants' responses. by employing a thematic analysis method, the study aimed to provide a structured framework for organizing and interpreting the data, facilitating a deeper understanding of the participants' perspectives and experiences. the identification of themes based on their frequency of occurrence ensured that the analysis captured the salient aspects of the data and highlighted the most prevalent and impactful themes that emerged from the focus group discussion. research findings and discussion the participants who took part in the focus group discussions had participated in the collaborative assignment where they discussed concepts from the text, they had read amongst themselves. the purpose of this paper is to discuss results emanating from participants’ perceptions on using translanguaging to understand concepts. question 1 responses do you think the use of your mother tongue for discussion after reading a text helps you to understand the texts better? tsepo: it might not be the mother tongue maam. like in my group we used siswati, xitsonga, setswana and isizulu to discuss the articles. even though none of those are my mother languages i was comfortable discussing in any of those languages because you know it was better to understand the articles when we discussed in those languages than in english. tumi: yes i think if only we could discuss all we that we read in our languages it would make life easy for some of us. sometimes we fail because the language that is used is difficult for us to understand haholo-holo ho 'na ke ne ke loana ka english bakeng sa matric.[setswana]especially for me i struggled in english for my matric. mbirimi-hungwe toward the development of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 530 from this discussion, it is evident from what tumi says that the english language that is used for teaching and learning without allowing other languages to be used results in them being rendered as failures. the language policy also, enumerates languages by stating that at least two indigenous languages should be allowed to be used, but tsepo explains that he was comfortable selecting features from his repertoire consisting of other languages including siswati, xitsonga, setswana and zulu. this revelation negates the need to enumerate and restrict the use of indigenous languages to at least two as stated in the language policy of higher education. question 2 responses do the different mother tongues spoken by you and your group members hinder your communication during group discussion? mxolisi: i speak 7 of the south african languages so fo nna i do not struggle communicating with people where ever i go i can communicate. so i did not struggle to communicate with my group members because i understood most of the languages. kundai: i am shona speaking and i come from zimbabwe but what i have noticed is that when i listen carefully i can understand many of the languages that my classmates speak. although i can’t speak the languages but i could understand and i was asking questions in english getting responses in many languages but i could figure out what they were saying. so our communication was not hindered in any way. though i am still learning some of the languages. tumi: i speak siswati and very few people speak siswati on this campus. so when i was allocated to a group with different languages being spoken i was a bit worried. but my group members tried to accommodate me by using zulu. i can understand zulu very well because it is almost the same as siswati. vele even though my group used setswana during discussion i did not struggle to understand because i could ask for clarification where i did not understand. my group members were so caring (laughs) sasebenza kahle ndawonye [siswati] (we worked very well together). sandile: mina i had no problems at all because most of the languages spoken by my group members i speak them. lecturer: sandile how many languages can you speak and which ones? sandile: i can speak all the 11 official languages in south africa but i can also speak french and now i am learning to speak shona (laughs). tsepo:mina ngumuzulu [zulu] (i am a zulu) but many people do not know because my setswana, sepedi, xitsonga, english and xhosa are very fluent so i didn’t have a problem communicating with my group members. mbirimi-hungwe toward the development of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 531 lecturer: how did you become fluent in all those languages? tsepo: some of them i learned as i was playing with other children and i do not remember how i learnt some of the languages. lecturer: but what language do you speak at home with your family? tsepo: mostly we speak in zulu but we can use any language because my family can speak many languages just as i do. this question sparked an interesting conversation between the lecturer and the participants as each participant brought out their linguistic identity. kundai for example, is an international student who is originally from zimbabwe. the indigenous language spoken in her country is chishona. one would expect a complete difference of kundai’s language from the other south african languages that were spoken in her group. instead, kundai confirms that though she could not speak the languages she could hear and follow through the discussions in her group. kundai’s response confirms what ndlhovu & makalela (2021) explain that languages spoken in the global south in particular have fuzzy boundaries that allow them to leak into one another as communicative episodes occur. this questions the need to separate these languages. on another note, sandile confessed to speak all the 11 official languages and is getting himself to familiarise with the shona language. what is of interest is how he managed to acquire those languages. his response that he speaks all the 11 official languages shows that there is no need for formal teaching of languages just as sandile said that he acquired the languages through interaction with speakers of those languages. this snuggly fits with the analogy provided by ndhlovu and makalela (2021) who explain that languages practices that were acquired during the cohabitation of the khoe and the san happened in the process of dwelling together. the languages as well as cultural beliefs as well as traditions were never taught formally to any of the dwellers but rather they leaked into each other’s repertoires (fouche 1937). question 3 responses how does it feel when you are able to explain in your languages to your group members what you would have read and understood from the text? sandile: maam at first i was shocked that you asked us to use our languages to recall what we had read to our group members. i thought at university it’s only english that is allowed to be used in class. so when you asked us to recall what we had read in our own languages, i felt proud of myself being able to read in english and explaining to my group members in xitsonga. lecturer: but xitsonga is not your mother tongue how did it feel explaining in xitsonga knowing it is not your mother tongue? sandile:maam to me all languages are my mother tongues because i do not prefer one language over the other (laughs) as long as i can communicate. mbirimi-hungwe toward the development of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 532 kundai: i did not use my mother tongue to explain to my group members but i think being allowed to use our languages made the discussions to be more interesting. mxolisi: maam that was something i will never forget i felt like very confident of myself. it showed me that i had understood the text if i could explain it in my own language. also, i noticed that my english is not that bad because i read in english and managed to explain in setswana. tsepo: guys let’s be honest everyone wants to show that they understood what they read and, in most cases, saying it in english does not really show that you know what you read. but in my languages, i can explain in detail and even give examples to help me to explain better. so, i felt proud of myself. tumi: siswati was not used in my group but being able to explain in zulu made it easier for me to express myself and explain to my group. i must say maam it feels relaxing explaining in my language rather than in english. results from the findings presented show that translanguaging allows for multilingualism to manifest among students. the multilingual nature of students whom we find in the classroom is not designed by the teachers, but it is a single repertoire that is possessed by multilinguals from which speakers select whenever it is suitable (garcia and wei 2014). focusing on teaching students to communicate and become proficient in setswana ignores the tenets of multilingualism. multilingualism does not enumerate languages (ndlhovu and makalela 2021) but allows for languages to maintain fuzzy boundaries that allow languages to leak into each other. translanguaging on the other hand, allows multilinguals to benefit from all languages at their own disposal and allows them to make meaning of academic material using any of the linguistic resources available to them. discussion results from this study have been presented and there are three themes that can be deduced from the data presented. these themes are: 1. multilingualism is a reality in multilingual classrooms, 2. language enumeration is untenable in a multilingual environment and 3. translanguaging upholds multilingualism. multilingualism is a reality in multilingual classrooms the responses from the participants in this study, sandile who expresses that he can easily dwell among all speakers of official languages in south africa shows that multilingualism accommodates diversity. in addition, makalela (2015, 2018) explains the harmony amongst multilinguals to the ubuntu that prevails among them. kundai, a participant who comes from zimbabwe attests that she understood [when she listened carefully] what her group members were saying in their languages. chishona is kundai’s home language, and it is one of the bantu languages spoken in southern africa. mbirimi-hungwe toward the development of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 533 the fact that kundai could follow along in the conversations shows that there is some leakages and fuzzy boundaries in these languages that make one to understand conversations. heller (2007) explains that multilinguals possess sets of resources brought to the fore under social or historical conditions that make possible the social reproduction of new conventions and relations. kundai as a multilingual is not a monolingual with many languages in her head. however, kundai uses the languages in her repertoire to select features that are convenient for her understanding of the social activity taking place at a particular moment. her ability to work in a group with seemingly speakers of different languages from her but being able to understand what was going on in the group is the ubuntu that makalela has been recapitulating over the years. the ubuntu can be traced back to the year 600 bc when the khoe and the san settled together in southern africa (webb & kembo-sure 2000). during the settlement of these groups of people, there was practices of each of the tribes that are seen in the archaeological remains today (cox 1996). these remains show that there was mutual cohabitation whereby each tribe respected the other with its own languages and beliefs. when one looks at ngcongco (1979)’s historical narration explains that there is evidence of certain traditional artifacts that show similarity with the zezuru tribe in the modern-day zimbabwe. fouche (1937) archaeological artefacts also shows that during the mapungubwe settlement, there was a co habitation between the zezuru a group that settled in modern day zimbabwe as well as those who settled in south africa. following sandile’s revelation that all languages that were used by his group members fell within his repertoire shows that multilingualism is a reality that we as lecturers find in the classrooms. sandile also explains that these languages became part of his repertoire as he picked them up during socialization. it also goes to concur with the argument that languages are products of social and cultural activities whereby people make meaning of their world (pennycook 2010). this then means the acquisition of languages among multilinguals is not a product of classroom-based teaching and learning whereby students who do not speak a particular language need to be taught to speak and use the language. ndlhovu & makalela (2021) hasten to caution that the ‘supposed’ recognition of multilingualism in south africa, particularly through the language policies is a perpetuation of the bantu language education policies of the apartheid era which were designed to divide africans. if languages cannot be enumerated, languages especially african languages have fuzzy boundaries that leak into each other, then it is a futile exercise to designate a particular language to be learned at a given point. it would be advisable to allow students to acquire languages through the social and cultural activities that they engage in their day-to-day endeavours. language enumeration is untenable in a multilingual environment the language policy of higher education (2020) requires that institutions of higher learning should have plans that allow students to use at least two indigenous languages with the english language being the de facto language of teaching and learning. the question that arises is “which two indigenous languages should be put in the plan when in south african classrooms when there are students who do not have a language that they prefer to use over the other because they prefer using all languages at their disposal?”. the consideration by the legislative framework still subscribes to the boxing of languages (makalela 2015) instead of treating languages as resources that should not be separated but used in an integrated manner (lewis, jones & baker 2012). the example of tsepo in this study proves that asking students to choose or the university to choose two languages to use for his academic use together with the english language would be tantamount to rendering them speechless (garcia 2009). tsepo says that he is zulu and ultimately his home language is isizulu, but many people are not aware because he speaks mbirimi-hungwe toward the development of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 534 other indigenous languages fluently. most universities including the university where this study was conducted have a silent language policy whereby they allow students to use the language spoken in the geographic location of the university. for example, setswana is being taught for communicative purposes at the university where this research was conducted because the campus is situated in a predominantly setswana speaking territory. in this case, the university has only selected setswana (to be used for communicative purposes) and not for academic purposes and there is no other language used. ndhlovu & makalela (2021) refer to the african multilingualism where languages are interdependent and that no one language is complete without the other. this can be said in the case of students such and mxolisi, tsepo, sandile and kundai. these participants’s openness to all languages coming into play for their understanding of academic material prove the interdependence of languages. mxolisi says he speaks seven languages, tsepo explains that he needs all the other languages including english in his communicative repertoire. if one of the languages is suppressed in tsepo’s repertoire that means his linguistic functionality is also diminished because he uses all the languages to his advantage. i would like to agree more with ndlhovu & makalela (2021) who explain that an african multilingual is incomplete when disallowed to use all the language in his/her repertoire including the language overlaps between these languages. african multilingualism is all about the disruption of language boundaries which make it difficult to count the languages used. the languages that tsepo speaks makes it difficult for one to confine him into the zulu tribe and language practices because his language repertoire consists of a variety of language practices that make him who he is. if language policies are designed to assist african students to understand academic material using indigenous languages, then all languages should be used for academic purposes. enumerating languages, boxing languages and tying them to a particular geographic location does not define african multilingualism but rather perpetuates a colonial mentality to african education. a decolonised higher education will among others allow for the disruption of language boundaries that were created by colonialists to divide and rule (makoni & pennycook 2007). translanguaging upholds multilingualism the 21st century has seen a shift into the teaching of academic content where all languages at the disposal of the speaker are allowed to be used as the speaker/learner makes meaning of academic material (garcia 2009). garcia defines translanguaging from an all-terrain vehicle required to cater for the communicative complexity of the 21st century stimulated by the movement of people, globalization, and richer technology. the complexity of the 21st century even in the education sector requires an adoption of an all-language inclusive approach where not language is left behind in the teaching and learning of academic material. research in to translanguaging has shown that a separatist view of labeling languages first language (l1) second language (l2) and home language is no longer tenable mbirimi-hungwe 2020). in her explanation, mbirimi-hungwe (2020) brings to the fore that separating languages to be l1, l2 is not the correct representation of these languages in the speaker’s repertoire. considering tsepo, who says he has grown up knowing that he is zulu, however, due to a range of languages in his linguistic repertoire defining him as zulu speaking might not be an accurate way to identify him. sandile on the other hand, speaks all 11 official languages fluently, how does one separate these languages into l1 l2, and so forth when all are spoken with competency? the separation of languages is not the way to go but a translanguaging approach to teaching and learning. translanguaging recognises that languages are not separate autonomous entities (garcia & wei 2014) but rather it is where practices of differences and sameness occur in an apparently impossible simultaneity. tumi says his group used isizulu to help him understand the concepts. mbirimi-hungwe toward the development of ……….. jollt journal of languages and language teaching, july 2023. vol.11, no.3 | 535 isizulu and siswati are different languages that are mutually intelligible. in this case for tumi to keep up with the groups he utilised the differences as well as the sameness of the languages simultaneously as he grappled to make meaning of the text they had read in groups. kundai, did not have a common language that could be used except english so as the group discussed in various indigenous languages she listened carefully for sameness and as she said she understood most of the discussion. in the process she also made meaning of the academic task at hand. these participants were able to use translanguaging to shuttle between languages by treating the diverse languages that form their repertoire as an integrated system (canagarajah 2011). translanguaging does not separate languages, it does not treat languages as separate entities that dwell in a monolingual mind, but it allows for meaning making, gaining understanding and knowledge using more than two languages. translanguaging believes in the co-existence and eco systemic relationship between languages in a speaker’s mind. translanguaging is a tenet of multilingualism that can be used to the advantage of multilinguals especially for academic purposes. conclusion the purpose of this study was to explain how multilingualism is a reality in south african universities. the study shows that multilingualism cannot be taught to speakers but it is attained through socialisation and contact with various people. the latest and revised language policy of higher education has been brought to the fore and it has shown that enumerating languages and proposing the number of languages that may be used for academic purposes is a failure to understand the nature of multilingualism in south africa. findings of this study suggest that no language can exist independently in a multilinguals mind therefore; multilingual students need legislative framework that allows for such. this study shows how students were able to organise themselves and allow each other to benefit from a translingual approach to teaching and embraced each other. what is required is advocacy with the political leaders for them to see the interdependence of language and allow languages to be used without restrictions of one language or the other. this study requires an extension to find out the perceptions of these policy makers find out if they are aware that the current language policy framework is tantamount colonial language policy as well as conscientise them. in addition, there is need to solicit perceptions of those students who attend setswana for communicative purposes. further research is recommended in this regard. acknowledgement the author would like to express sincere gratitude and appreciation to the participants who generously dedicated their time and willingly participated in this study. their valuable contributions and willingness to share their perspectives and experiences were instrumental in enriching the findings and insights of this research. their cooperation and engagement were essential in enabling the author to explore and understand the research topic more comprehensively. the author acknowledges the participants' invaluable support, which played a crucial role in the successful completion of this study. 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(2010). critical and alternative directions in applied linguistics. australian review of applied linguistics. 33 (2),1-16. jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2465 october 2020. vol. 8, no, 4 p-issn: 2338-0810 e-issn: 2621-1378 pp. 381-390 jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 381 an analysis of english code mixing used in indonesian magazine 1,2syafryadin & 1haryani 1 english language education, university of bengkulu, indonesia 2corresponding author email: syafryadin@unib.ac.id article info abstract article history received: march 2020 revised: april 2020 published: october 2020 this study investigated the types of code mixing used in one of teenage magazines in indonesia, namely aneka yess! magazine. the research question was “what types of code mixing used in aneka yess! magazine”. the objective of this study was to find out the types of code mixing used in aneka yess! magazine, especially in “palls issue” rubric. the design of this study was descriptive qualitative. the techniques of data collection were: 1) collected the magazine during a month which consisted of two editions, namely 14 – 27 march dition, and 28 march – 10 april edition, 2) decided the rubric as an object of the study, 3) read the rubric, 4) underlined english code mixings, 5) identified the forms of code mixing. the result of this study showed that there were five forms of code mixings that used in the magazine, namely code mixing of word insertion that consist of 64 data, phrase insertion consist of 29 data, clause insertion consist of 10 data, reduplication insertion consist of 1 data, and idiom insertion consist of 4 data. the code mixings in word insertion was most frequently used in the magazine rather than the other types of code mixings, while the most rarely used was code mixing in reduplication insertion. it can be concluded that the using of code mixing was influenced by the capability or the knowledge of the speaker or interlocutor in using english language. keywords code mixing type; teenage magazine; how to cite: syafryadin. (2020). an analysis of english code mixing used in indonesian magazine. jollt journal of languages and language teaching, 8(4), 381-390, doi: https://doi.org/10.33394/jollt.v%vi%i.2465 introduction yee ho (2007:1) states that code mixing is the change of one language to another within the same utterance or in same oral or written text. code mixing in the written form can be found in texts such as newspaper, magazine, novel, article, etc. aneka yess! magazine often gives information regarding indonesian teenage artist lifestyle, in which teen issues are discussed by experts. there are many code mixing found in that magazine. for examples, “tapi nggak semua orang mengalami happy ending, kan?” (aneka yess! magazine on 27 september – 10 october, p.76-77). as far as code mixing is concerned and some rationals above, the writer was interested in analyzing code mixing used in aneka yess! magazine. the research question of this study was, “what types of code mixing used in aneka yess! magazine?” the objective of this study was to find out and analyze the types of code mixing used in aneka yess! magazine. the scope of this study focused on the types of code mixing between indonesian and english languages (which consist of code mixing on word insertion, phrase insertion, clause insertion, expression or idiom insertion, and reduplication insertion (soewito, 1985:76) used in aneka yess! magazine in “pals issue” rubric). soewito (1985:76) and callhavid (2010) stated that based on language elements, there are five kinds of code mixing which are (1) word insertion: it means that code mixing occurred when a speaker speaks in a certain language but he or she inserts a word or a number of words of other language in one utterance. (2) phrase insertion: it means that code mixing http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:syafryadin@unib.ac.id syafryadin & hariani an analysis of english code mixing……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 382 occurred when a speaker speaks in a certain language but he or she inserts a phrase of other language in one utterance. (3) reduplication insertion: it means that code mixing occurred when a speaker speaks in a certain language but he or she inserts a reduplication of other language in one utterance. (4) expression or idiom insertion: it means that code mixing occurred when a speaker speaks in a certain language but he or she inserts an expression or idiom of other language in one utterance. and (5) clause insertion: it means that code mixing occurred when a speaker speaks in a certain language but he or she insert a clause of other language in one utterance. next, analyzing the code mixing through morphological, semantic, and syntactic analysis. in this case, morphology is the study of how words are structured and how they are put together from smaller parts (mcmanis, stollenwerk, and sheng, 1987:117). hartini (2010:22) defines that syntactic analysis is used to generalize whether a data of code mixing in clause insertion fulfills a minimal characteristic of a clause or a sentence elements that consists of subject and predicate or not. syntactically, subject and predicate are the two main functional categories in a sentence. (thomas, 1993:15). semantic is a study of meaning. as denoted by dijk (1985:104) that a semantic theory is the concept of interpretation. several previous studies conducted the research on code mixing, however, the previous studies always made the research not only code mixing, but also code switching. previous studies were about the types of code mixing, code switching, and the factors of using code mixing. firstly, ansar (2017) and mustikawati (2018) conducted studies aimed to describe the factors of deciding form of code switching and code-mixing specific form in learning activities. the findings showed the code-mixing deciding factor in the learning process were role, desire to explain and interpret, sourced from original language and variation, while for code switching process were speakers, partner speakers and the topic of conversation. this research was almost the same as mukti and muljani (2016) and yuliana, luziana & sarwendah (2015), but mukti and mulyani only used code switching in the teaching and learning activities, while yuliana et al. (2015) studied on code switching and code mixing in indonesian celebrities. similar research also done by syafrizal & sari (2017) and siregar, rasyidah and niati (2016) where their research aimed to know why did the students use code mixing on twitter and facebook status, the factors that influence the students did it and the code mixing types. bar and hossain (2015), astuti (2017) and suparti & gunawan (2018) also conducted the research which aimed to know the levels of code mixing and the factors. in brief, those previous studies, were about code mixing, however the object of the research was different, namely in teaching and learning activities, novel, student’ conversation, facebook and twitter posts and celebrities. however, the current research had intention to do research on code mixing, but the media or source was different. i.e. magazine. the research question of this study is what types of code-mixing used in one of teenage magazines in indonesia, namely aneka yess! magazine. code-mixing concepts are very interesting to be applied in this study to see the types of code-mixing used by the writer. the result of this analysis can be useful for discourse analysis aspects for further studies on it. research method research design the design of this study was descriptive qualitative. descriptive qualitative was a research qualitative which also suitable for the research questions which emphasized on what, who and where of the experiences (nergaard, et al. 2009; sulivan, et al. 2005) besides, sugiyono (2009) stated that descriptive qualitative was a research which produced the descriptive data either spoken or written. this research used descriptive qualitative because syafryadin & hariani an analysis of english code mixing……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 383 this research aimed to know the types of code mixing existed in the magazine. it meant that it focused on the research question of “what” to get the information related to the events. source of the data the data of this study were written language in indonesian teen magazine (aneka yess!). the publisher of the magazine was gramedia digital indonesia which located in jakarta. this magazine was published in online and printed. the magazines were collected during a month consisted of two editions, i.e. 14 – 27 march edition and 28 march – 10 april edition. the data were categorized based on the types of code mixing, such, word insertion, phrase, clause, idiom and reduplication. procedure of data collection the procedure of collecting the data was adapted from sugiyono (2009). the procedure includes (1) collecting the magazine during a month which consisted of two editions, namely 14 – 27 march edition, and 28 march – 10 april 2017 edition; (2) deciding and reading the rubric as an object of the study; underlining the english code mixing; and indentifying the types of code mixing. technique of data analysis the gathered data analyzed by using morphological, semantic, and syntactic approach through the following steps: (1) doing classification of the data based on the types of code mixing in terms of word, phrase, clause, idiom, and reduplication insertion. and (2) making description and generalization of every data in terms of types of english code mixing happened in indonesian sentences (adapted from mcmanis, stollenwerk, and sheng, 1987:117). research findings and discussion the research findings relate to the objective of this study which focused on the types of code mixing in teenage magazine. the types of code-mixing used in this magazine can be as consideration for teachers and learners to acquire language inputs and language practice in using authentic communication. the general theory of code mixing refers to soewito (1985:76) and callhavid (2010). the findings of this research showed that there were five types of code mixing found in the magazine, such as word insertion, phrase insertion, clause insertion, idiom and reduplication. for more detail findings are described in table 1, 2, 3, 4, and 5. code mixing of word insertion table 1. word insertion no word insertion 1 “sudah ngerasa passion kita di suatu bidang tertentu.” 2 …ambil jurusan terkait untuk mengasah skill kita. 3 …, dan sudah sering mendesain dengan guide dari buku. 4 well…perlu pertimbangan cermat buat menentukannya. 5 …kita yang sudah menyusun secara detail mau dibawa kemana masa depan kita. syafryadin & hariani an analysis of english code mixing……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 384 6 bisa lewat browsing,… 7 …kamu tertarik kuliah di jurusan a dengan goal di masa depan. 8 …, dapet banyak jobs. 9 ..., segera sharing ke ortu. 10 …, ataupun skill kita mencukupi untuk membuka usaha sendiri. 11 …ini bisa jadi goal utama … 12 …mereka bersikap sedikit rebel. 13 ini makin hip banget. 14 …networking atau pertemanan harus luas biar banyak link ke event yang butuh foto. 15 …bisa mulai belajar dengan kamera pocket untuk belajar komposisi. 16 …menguasai tentang teknik speed, aperture, dan lighting. 17 lalu kemampuan foto retouching juga harus dipelajari. 18 …hunting bareng atau sendirian untuk terus mengasah kemampuan kita. 19 …menciptakan tampilan web yang mudah dipahami, … 20 well, coba peruntungan dengan membuat web pribadi dulu dengan layout yang seru. 21 …kita juga bisa menekuninya lewat berbagai course. 22 …punya basic yang sangat oke di bidang olahraga apapun. 23 selain fun, jadi atlet juga akan membuat kamu menjadi lebih cepat populer, kan. 24 …, coba deh untuk melatih kemampuan presenting. 25 dan masih banyak banget opportunity lain. 26 then, jadi seorang pengusaha restoran 27 …catering juga menjadi alternatif. 28 …nggak perlu bersusah payah ke mall. 29 bisnis online shop bisa jadi alternatif pekerjaan untuk kamu bold 30 …, jadilah pebisnis online yang jujur, …, dan terus update. word insertion 31 yup!..sekarang memang saatnya…untuk menyiapkan diri buat ujian. 32 nah, pals issue kali ini special … 33 relax aja, tetap bertanggung jawab,… 34 well, kita akan sering ketemu dengan murid lain 35 …, plus bisa dapat trik belajar dari mereka juga. 36 musik slow akan pas untuk pelajaran hafalan 37 kopi memang men-suggest seseorang biar nggak ngantuk. syafryadin & hariani an analysis of english code mixing……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 385 38 tapi cek dulu apa kita tipe yang bisa konsen belajar di café. 39 apalagi bbm-an nya sama boyfriend-ku. 40 pikiran fresh, bisa lanjut belajar lagi. 41 lakukan apapun biar mood belajarmu stabil. 42 bisa main games 43 cuma untuk me-refresh. 44 bikin rule sendiri. 45 …, kasih reward ke kita sendiri 46 …, bisa berupa online facebook 20 menit, …, beli snack favorit 47 goal kecil pas belajar bisa kita beri reward kecil juga. 48 balance antara belajar dan istirahat. 49 …badan tetap fit pas ujian nanti. 50 anyway, nino ngaku bukan tipe yang rajin banget belajar 51 …, sejak makin sibuk di dunia entertainment 52 …., untuk refreshing sesekali nggak masalah 53 …, dijamin nggak bakal nervous pas ngerjain soal. 54 ebook reader adalah gadget yang digunakan untuk membaca buku elektronik 55 … teknologi khusus yang mampu men-display teks dan gambar 56 website ini jadi komunikatif banget karena kita bisa sekalian ngobrol dengan browser yang lain. 57 ….kita ingin translate, dengan superpen kita hanya tinggal scan kata yang ingin diterjemahkan. 58 …speaker gigiway pen ngeluarin melodi sesuai not balok yang di-scan 59 …, kabarnya banyak musisi professional dilibatkan. 60 …, salah satu cara yang fun buat lebih mengerti sejarah 61 kamu bisa search di www.komunitashistoria.org 62 atau ke sang founder 63 actually, … mereka concern terhadap generasi muda 64 di sini kita nggak cuma belajar secara teks book,… there were 64 data that related to word insertion found. in this case, the code mixing of word insertion can be analyzed by using morphological and semantic approach. one of the examples as follows: 1) …menguasai tentang teknik speed, aperture, dan lighting. morphologically, the word “lighting” consists of two morphemes namely the word “light” and suffix “-ing”. the word “light” is a free morpheme because it can stand alone as word, while suffix “-ing” is a bound morpheme since it always attached to other morpheme. in this case, the morphological process of the word “light” becomes “lighting” is called as http://www.komunitashistoria.org/ syafryadin & hariani an analysis of english code mixing……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 386 inflectional morpheme because the attachment of suffix “-ing” does not change its word class (light vs. lighting, both nouns). while the words “speed” and “aperture” are free morphemes because those words can stand alone without any attachment of prefix or suffix. semantically, the word “speed” means the rate at which something moves or travels. while the word “aperture” means the size of the hole of camera through which light passes to reach the film, and the word “lighting” signified as the use of different electric lights to give a particular effect. code mixing of phrase insertion table 2. phrase insertion no phrase insertion (march 14 th –march 27 th edition (page 83-87)) 1 …, makanya kita pengen banget bisa jadi graphic designer 2 …buat yang masih bingung menentukan future career 3 ….jurusan kuliah yang mungkin tepat adalah public relations 4 thank god, kalau ternyata kita besar di tengah keluarga yang demokratis. 5 bisa jadi backup plan dan bukan nggak mungkin bikin masa depan kita lebih sukses 6 …that’s why kita perlu memperkaya wawasan 7 beberapa cool jobs ini bisa jadi goal utama …, atau bisa dijadikan back up 8 the point is, jurusan kuliah yang nantinya kita pilih masih bisa kita kembangin 9 …itu berarti mereka punya alternative solution kalau one day ada masalah 10 … jasa web designer untuk menciptakan tampilan web 11 kemampuan public speaking akan dibutuhkan banget 12 misalnya jadi radio announcer 13 …makin senang mereka beli barang-barang via online 14 …beberapa tahun ke depan online shop akan terus diminati. phrase insertion ((28 th of march – 10 th of april edition (page 88-94)) 16 happy studying…!...sekarang memang saatnya…untuk menyiapkan diri 17 … kali ini special ngebahas berbagai study tricks. 18 relax aja, tetap bertanggung jawab, and play hard! 19 …waktu masih sangat remaja saya lebih ada di sisi play hard ketimbang study hard. 20 musik up-beats akan pas untuk pelajaran hitungan 21 bisa dengan ngerayain bareng teman, atau cara have fun lainnya 22 tapi mereka punya special tricks biar ujian bisa dilewati dengan mulus. syafryadin & hariani an analysis of english code mixing……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 387 23 belajar di library café. 24 …yang terpenting menjelang ujian adalah kurangi waktu main games dan hang out. 25 …kevin nyaranin belajar di coffee shop atau library café. 26 ebook reader adalah gadget yang digunakan untuk membaca buku elektronik 27 siapa bilang belajar sejarah itu super boring? 28 belajar bareng teman lewat video conference lewat web cam 29 tapi justru di last minute kayak gitu, pelajaran bisa cepet masuk semua. 30 karena di sekolahku sistemnya moving class there were 29 data that related to phrase insertion. in this case, one of the examples in analyzing it as follows: 2) …buat yang masih bingung menentukan future career based on the data above, it was called as code mixing on phrase insertion of english phrase “future career” into indonesian sentence. morphologically, the phrase “future career” is a phrase that consists of two words or morphemes namely “future” and “career”. the word “future” and “career” are free morphemes because those words can stand alone without any attachment of prefix or suffix. the phrase “future career” categorized as a noun phrase. semantically, “future career” indicates the job or profession that someone will get in the future. code mixing of clause insertion table 3. clause insertion no clause insertion (march 14 th –march 27 th edition (page 83-87)) 1 beruntung kalau kita termasuk sudah know what i want to be sejak sekarang. 2 makanya pals issue kali ini hopefully will help you to find it. 3 thank god, kalau ternyata kita besar di tengah keluarga yang demokratis. but the problem is when there is an intervention by the parent. 4 finally, the rest is yours. kalau masih belum yakin segera sharing ke ortu 5 …kalau pekerjaan…yang kita pilih ternyata nggak bisa didapetin. so, find the answer here and be alert to every possibility. 6 …kesempatan novel kamu difilmkan, tentunya uang tabungan kamu akan segera melismpah. so, start writing anything right now. clause insertion ((28 th of march – 10 th of april edition (page 88-94)) 7 jangan bilang nggak bisa atau nggak mampu dahulu sebelum mencobanya. so, be positive and act positive, right now! syafryadin & hariani an analysis of english code mixing……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 388 8 ….persiapan yang matang mencegah kinerja yang buruk. so, prepare all the things you need during the studying. 9 gigiway piano and violin learning pen launching tahun lalu, dan baru dipasarkan di amerika dan eropa 10 coba deh, contek trik-trik versi teman-teman kita ini. hope it will inspire us! there are 10 data only that indicate code mixing on clause insertion found in this study. the data could be analyzed as follows: 3) makanya pals issue kali ini hopefully will help you to find it. based on the data above, it was called as code mixing on clause insertion of english clause “hopefully will help you to find it” into indonesian sentence. syntactically, the sentence “palls issue…hopefully will help you to find it” categorized as a clause because it can fulfill a minimal aspect of a sentence, they are subject and predicate. in the clause, palls issue is a subject and hopefully will help you to find it is predicate. this clause is categorized as dependent clause because it cannot stand independently by itself and become a complete sentence. code mixing of expression or idiom insertion table 4. idiom/expression insertion no idiom/expression insertion (march 14 th –march 27 th (page 83-87)) 1 open minded. siap menerima kritik dan saran, baik dari ortu ataupun guru-guru di sekolah 2 …membuat web pribadi dulu dengan layout yang seru dan out of the box idiom/expression insertion ((28 th of march – 10 th of april 2012 edition (page 88-94)) 3 …di bulan-bulan seperti sekarang memang saatnya “take a deep breath” untuk menyiapkan diri buat ujian. 4 pemahaman tetep cara terbaik. the more you understand, the less you have to remember. there are 4 data only that indicate code mixing on expression or idiom insertion found in this study. the every data are analyzed as follows: 4) open minded based on the data above, it was called as code mixing on idiom insertion of english idiom “open minded” into indonesian sentence. in this case, “open minded” defined as idiom because it is has different meaning from the meaning of all individual words. it means that, the idiom “open minded” is a group of words which has a different meaning when used together from the one they would have if we took the meaning of each word separately. semantically, the idiom “open minded” means that someone who is willing to listen to and consider other people’s ideas and suggestions. syafryadin & hariani an analysis of english code mixing……….. jollt journal of languages and language teaching, october 2020. vol. 8, no. 4 | 389 code mixing of reduplication insertion table 5. phrase insertion no reduplication insertion (march 14 th –march 27 th (page 83-87)) 1 siapa tahu bisa chit-chat sama pakar fisika terkemuka. the data above could be analyzed below: 5) siapa tahu bisa chit-chat sama pakar fisika terkemuka. based on the data above, the writer categorizes the code mixing that happened in the sentence is code mixing on reduplication insertion of english reduplication “chit-chat” into indonesian sentence. in the sentence, there is a repetition of the base word “chit” become “chit-chat”. semantically, the word “chit-chat” means an informal talk about something in a friendly way. the findings of this study just identified the types of code mixing in magazine. five forms existed in the magazine namely word insertion, phrase insertion, reduplication, idiom and clause insertion. this finding was based on the theory from soewito (1985:76). there were 64 word insertions, 30 phrases insertions, 10 clause insertion, 4 idioms insertion and 1 reduplication insertions. the dominant code mixing type occurred in the magazine was 64 word insertions, while the minority code mixing type was reduplication. the previous studies from syafrizal & sari (2017) and siregar, rasyidah and niati (2016) confirmed the dominant types were word insertions. the objects of their research were different from this current research, but the result of the code mixing types was the same. this was caused the word is the smaller element than the phrase and many people used word to do code mixing whether in written form or oral form. reduplication is the minority in this current research because in magazine, it was seldom to do reduplication because the authors wanted to make the reader understand easy about the texts. conclusion based on the result of this study, the writer concludes that there are five forms of code mixing that used in aneka yess! magazine in writing process, especially in “pals issue” rubric, they are the code mixing of word insertion, code mixing of phrase insertion, code mixing of reduplication insertion, code mixing of idiom/expression insertion, and code mixing of clause insertion. dealing with the finding of the types of english code mixings used by the editorial staffs of aneka yess! magazine, it shows that the code mixings in word insertion 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(1993). beginning syntax. blackwell: oxford uk & cambridge usa. yee ho, j.w. (2007). code-mixing: linguistic form and socio-cultural meaning. the international journal of language, society and culture. retrieved on 6th november 2010 from: http://www.educ.utas.edu.au/users/tle/journal/issues/2007/21-2.pdf yuliana, n., luziana, a.r., & sarwendah, p. (2015). code-mixing and code switching of indonesian celebrities: comparative study. jurnal lingua cultura. 9(1). 47-54. http://www.educ.utas.edu.au/users/tle/journal/issues/2007/21-2.pdf jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2551 april 2020. vol.8, no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp.202-212 jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 202 integrating “english pronunciation” app into pronunciation teaching: how it affects students’ participation and learning 1 haryadi s, 1 aprianoto 1 english lecturer, faculty of culture, management, and business, mandalika university of education, indonesia corresponding author email: haryadi@ikipmataram.ac.id article info abstract article history received: february 2020 revised: march 2020 published: april 2020 this study aimed to find out whether the integration of the english pronunciation app in pronunciation class at mandalika university of education (undikma) can increase students’ participation and self-learning. this study made use of quasi-qualitative design. forty-eight first-year english department students from two groups of learning involved in this research, aged between 19 to 21. each group, group a and group b, comprised of 24 students. both groups received instruction using the english pronunciation app. data was collected using class observation and interviews. in conducting observation, the observer chose to take the role of participant-observer in that the researcher immersed with the students during the observation activities. one volunteer assistant was employed to work with the researcher. it was intended to increase the accuracy of the data collected. in regard to the interview process, the researcher used individual and group interviews where one interviewer/researcher interviews a group of students. the result of the study indicates that the integration of the english pronunciation app in teaching pronunciation increased the students’ participation (engagement, attitude, and conduct). in addition, the app brought a positive effect to the establishment of independent learning to a significant number of students. keywords english pronunciation; app; self-learning; how to cite: haryadi, s., & aprianoto. (2020). integrating “english pronunciation” app into pronunciation teaching: how it affects students’ participation and learning. jollt journal of languages and language teaching, 8(2), 202-212. doi: https://doi.org/10.33394/jollt.v%vi%i.2551 introduction pronunciation, as part of spoken skills, has been overlooked and considered unnecessary in the teaching of english (benzies, 2017; jones, 1997), (derwing & munro, 2005). this belief might be the justification of why many teachers, english trainers, and english lecturers deny its importance as part of english mastery. there is one true thing about this despairing assumption that it is contagious to students. in other words, it brings an adverse effect on students’ participation and learning. however, what he said could be true for some reason. first, pronunciation is one of the difficulties faced by both english as a foreign language (efl) teachers and learners (sayer, 2015; salim, terasme, & narasima, 2019). efl teachers are likely to experience under pressure about the idea of teaching pronunciation (derwing in jahangiri & sardareh, 2016). the fact that efl teachers are born in a country where english is not their first or even their second language reasonably influences their accent which may sometimes lead to unintelligibleness. the accent of non-native english speakers (nnes) is typically influenced by the language of their origin (menon, 2007), (chung, 2017). chung (2017) further asserts that asian and chinese have not very attractive accents, in which the writer would say that people mailto:haryadi@ikipmataram.ac.id haryadi and aprianoto integrating english pronunciation app. .. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 203 from these regions have off-target vowels, wrong or missing consonants, misplaced stress, and odd intonation. aware of being a non-native can be the source of foreign language anxiety (fla), as research draws a conclusion that speaking is the most affected skill by foreign language anxiety (kralova, skorvagova, tirpakova, & markechova, 2017). second, insufficient teacher training results in untrained and unconfident teachers (levis, 2007). in the past study experience undertaken by the researcher (2016-2017) of tesol major in one of the universities in australia reveals that pronunciation was not included in the course outline. interestingly, over half of the tesol students in my class were nnes who some of them clearly appeared to have an issue with pronunciation. they were from various countries in mostly asia, africa, saudi arabia, and europa. clearly, they came to australia along with their own accent and spoke with their prior established accent and pronunciation. during two years of study, there had never been any discussion with respect to pronunciation. there was no material specifically provided to deal with pronunciation neither from the lecturers nor from any parties although we realize that we had a problem with our confidence in speaking out our ideas during and after class. these factors could be the underlying cause of why many efl teachers/lecturers feel inferior to teach pronunciation and result in the denial of taking this job. the availability or more appropriately the surplus number of sites, apps, online language learning devices, and more, unfortunately, have not much been explored maximally for educational benefits by most english lecturers and learners in indonesia, at the english department of the mandalika university of education in most particular. although, pratama (2018) reveals that over 95% of the indonesian university students possess a smartphone, but most of them generally use their device on social media. this is a clear indication of how university students are fond of the smartphone. it is certainly an opportunity in learning, not a hindrance. vazquez (2014) states that smartphone and other mobile devices are useful for teaching resources for university students both distance and face to face learning. however, many english teachers/lecturers are unable to take benefit from this opportunity. as a result, teaching pronunciation remains monotonous and unable to increase students’ participation and learning awareness. for those reasons, it becomes extremely necessary to provide a technologically-based learning tool, a mobile assisted language learning (mall), which lecturers and students can easily access with low cost, which possesses simple operation manual, and which fits into the learning needs of digitized students (digital natives students), but contains the material needed for the achievement of learning goals. english pronunciation app as one type of mobile assisted language learning (mall) is believed to have all the mentioned specification and benefits. to prove this, this study needs to be conducted in search of whether english pronunciation app, when integrated into pronunciation teaching, positively affects students’ participation and learning, which eventually lead to the achievement of learning goals. therefore, this study was intended to find out whether the english pronunciation app can support teaching and positively affect students’ participation and learning. smartphones made positive effects on learning english (klimova, 2018; haerazi, utama, & hidayatullah, 2020). a research conducted by wu (2015) proved that college students taught using app significantly outperformed the controlled one in vocabulary acquisition. another experimental research conducted in one of the iranian universities by rahimy (2019) showed that learners in the experimental group treated with pronunciation software overpowered the control one and their pronunciation was better improved. gilakjani et.al. (2019) further revealed that teachers had a positive attitude towards the use of software, pronunciation power 2, and found it useful to teach pronunciation. the importance of technology utilization in teaching pronunciation was also emphasized by rogerson-revell haryadi and aprianoto integrating english pronunciation app. .. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 204 (2018). moreover, saferoglu (2005) exerts that technology has so much to offer when teaching pronunciation for efl learners. given that there is a scarce opportunity for efl learners to hear sounds and to communicate with native speakers. because of this constraint, technology is becoming more appropriate support in teaching pronunciation (gonzález, 2012). it is, therefore, impossible for efl learners to disregard the involvement of technology, app in this regard, to help them improve their pronunciation. the utilization of technology-based learning pronunciation such as app or software enables students to train as long as they wish and self-paced themselves (neri, cucchiarini, strik, & boves, 2002). opportunity to utilize the app for learning beyond the classroom will reduce learning anxiety as learners have no teacher or peer pressure at determining their ways of learning. it is all at their own will. this indirectly created learning condition is likely to lead to what brown (2007) says “willingness to communicate”. the more students feel confident to initiate practice to communicate in english the more likely they improve their pronunciation. gonzalez (2012) states that the only limitation of the app’s use in teaching pronunciation lies in giving feedback to students but this issue can simply be overcome with the recent available technology. apps, software, or other technologically-devised learning increased over time. in july 2015, apple’s app store was 1.500.000 and the number increased for android to 1.600.000 apps, 10 percent (about 100.000 apps) was specifically designed for education (marshall, 2016). today, the number of apps produced by apple or android reasonably outnumber the previous date in 2015. english teachers and trainers only need to explore more to obtain appropriate apps for their learning contexts. english pronunciation app 1. basic feature this app provides a basic knowledge of pronunciation for students or teachers in need of knowing and getting instant material for teaching pronunciation. it encompasses the definition of certain terms, explanations, and practice examples. the app is also equipped with a variety of menu including a topic on stress and intonation, short vowels, long vowels, double vowel sounds, voiced consonant, voiceless consonant, and other topics in the area of pronunciation as can be seen on figure 1. figure 1. main topic of english pronunciation app (source: english pronunciation app) haryadi and aprianoto integrating english pronunciation app. .. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 205 each topic of discussion is completed with concise explanation, sample of words accompanied by their phonetic transcription and sound. a picture of mouth position when pronouncing certain sound is also included, giving more complete assistant for whoever learning to pronounce words provided. the example of words included is mostly simple words, making it very suitable for early semester students or equivalent to learn, practice, and remember words in english. see figure 2. this app can easily be downloaded through an android smartphone which most students possessed. unlike other apps, such as pronunciation power 1 and pronunciation power 2 which can only be downloaded via ios or apple devices, the english pronunciation app is easily downloadable from an android mobile device that most students possess. moreover, this app can also be used off-line so it is very affordable for students especially. every student can operate the app even without having mobile data, allowing even poor students to have access to the app. accordingly, any students who live in an isolated area of the efl context, in indonesia in most particular, have the chance to learn from the app with the help of their teachers at the initial stage. at the later stage, students can operate this app at their will and convenience. 2. english pronunciation app and vocabulary the majority of the vocabulary included in the app is basic and simple. this is a very suitable material for beginners or freshmen. through this, they can review most, if not all, vocabulary that they have learned in their previous english learning. at the same time, they can learn new english words without a burden. over 600 words are listed in the app. certainly, students are not required to learn all the words but are not prohibited as well to do so at their will. some examples of the words can be seen in figure 3. interestingly, the listed vocabularies are accompanied by phonetic transcription and sound. these advantages are not possessed by many apps and are significantly helpful for learners to learn the correct pronunciation of the words without the existence of native speakers or teachers. the combination of printed symbols and sound provided by the app would increase interest and engage students in their learning. once the app users see and read the listed words, and need to ensure the correct pronunciation, they can simply click the sound symbol placed exactly figure 2. stress and intonation page (source: english pronunciation app) figure 3. double vowel sounds page (source: english pronunciation app) haryadi and aprianoto integrating english pronunciation app. .. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 206 preceding the words. look at figure 4. in addition, the app is presented with colors, giving more attraction for the learner to look at. moreover, the color used is not too bright and is safe for eyes to look at even in a quite long time. this will increase the sense of comfort for learners to sing the app. 3. english pronunciation app and motivation according to li (2018), the integration of app in learning increases students’ motivation and learning performance. since the delivery of the material is using the tools which students are familiar with and fond of, it results in learning enjoyment and satisfaction. the traditional language learning approach which puts teachers as the centre of knowledge is not relevant anymore in today's’ digitized world (zainuddin, habiburrahim, & hermawan, 2018). in other words, technology must be involved in their teaching to cater to the needs of the digital native students, those who were born with and surrounded by technology. sun (2014) states that incorporating smartphones as a medium of teaching is proven effective to increase students’ attention. mobile devices can improve interactive communication between teachers and students, leading to the improvement of students’ motivation in learning (kopf, scheele, winschel, & effelsberg, 2005). in addition, another aspect to be considered in efl context is students’ motivation and self-efficacy to learn (haerazi & irawan, 2020). as mentioned previously, the number of students owning a smartphone nowadays increased significantly. this number is projected to increase significantly in the near future. in this industry 4.0., society likes to spend much of their time in front of their smart device, showing their high enthusiasm and interest in it. on-campus, for example, most students spend their time with their phones before or after class, not to mention those using it during class for various reasons. some of the students just visit campus to play their smartphone by utilizing campus free wi-fi. this flame of motivation needs adequate attention from teachers or lecturers so they can channel it correctly and appropriately. this condition should be considered as an asset rather than a learning barrier both by lecturers and students. 4. english pronunciation and distance learning as vasquez (2014) states that the use of smartphone establishes distance learning. once the app is downloaded, learners can use it everywhere at their convenience. it does not require figure 4. example of words with phonetics and sounds (source: english pronunciation app) haryadi and aprianoto integrating english pronunciation app. .. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 207 special training for the operation. the teachers only give simple guidance and ask learners to use the app to learn some targeted words at home at one time and go to the others at another time depending on their needs. the practiced words are then discussed again in the classroom where teachers can ensure the correctness of students’ pronunciation. when needed or setting a higher learning expectation, this app can be used in tandem with other downloadable apps such as waveeditor, pronunciation checker, and so on that teachers find appropriate, accessible, and affordable for students. to complete the effectiveness and accelerate the achievement of learning goals, teachers can improve the use of the app in their teaching accompanied by certain teaching methods such as echo method, look and say, etc. however, these teaching methods won’t be discussed here. one thing everyone needs to know that a good teacher can always spot areas/gaps that need improvement and then facilitate the teaching with effective tools or strategies needed for the learning. 5. english pronunciation for teachers as english lecturers or teachers the app will be the right choice to anchor the foundation of pronunciation for their students. for university lecturers, this app would, certainly, most appropriately be used to teach freshmen. the features it provides appear to be what students in the beginning semester need. the vocabulary is relatively basic and mostly short, allowing beginners to learn better. the learners do not have to be confused with learning or memorizing long difficult words at the beginning of their study. such words can be introduced in the later stage of their study, in semester three or above for example. thereby, teachers can eliminate the possibility of students being bored, uninterested, demotivated, or unenthusiastic. in other words, the utilization of short and simple vocabulary in this app is likely to increase students’ motivation in learning pronunciation. 6. english pronunciation for students each student is asked to download two apps: english pronunciation and waveeditor at the beginning of the semester. it is intended to facilitate their face to face learning in the classroom and to allow them to do self-learning and self-practice at home at their will. even when they are not online, english pronunciation can still be used. if they get bored to stay a long time at home they can go to another place and they still can use this app. specifically, the first app, english pronunciation, is used to read and listen to words, see word transcription, find explanations and suggestions on vocal production. a special space where students store their favourite words/focused words is also provided within the app. meanwhile, the second app allows students to record their voice, export the voice into saving documents or files at their mobile while still being displayed in the app. before saving, they can preview the voice too. they can practice listening deeply (not listen and repeat style) to some words given by the teacher. once they are sure about the correct pronunciation they speak it out. research method research design the research design is quasi-qualitative as it sets a specific focus on one case and a deep study is also carried out on the subject (bungin, 2017). this study is aimed at investigating whether or not the integration of the english pronunciation app in pronunciation classes at mandalika university of education (undikma) can increase students’ participation and self-learning. the researchers as key instruments try to give a generalization of the research subject by finding out the usage of the english pronunciation app in the pronunciation classes. research subject the sampling technic employed was non-probability sampling. this study was done at the mandalika university of education and it was conducted during the period of semester 1 of english department students taking pronunciation subject. all first-semester students in the haryadi and aprianoto integrating english pronunciation app. .. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 208 two classes, namely a and b class, comprising 48 students took part in this study. the students were trained to be english teachers after normally undertaking four years of study or 8 semesters long. instruments the data was collected through observation and interview. when observing, the researcher chose the role of a participant observer in that the observer partakes in the given activities (creswell, 2014). in this case, the observer was the lecturer who was doing the observation while immersing with the students in classroom interaction. this strategy was chosen to avoid tense or nervousness to students because of their feeling being observed. so, it was conducted like a normal process of teaching and learning. to improve the accuracy of data collection during observation activities, the observer employed one assistant equipped with an observation sheet and tools needed. after one observation was completed, the researcher and the assistant compared the data gathered. the data recorded was about the level of students’ participation (engagement, attitude, and conduct) using irubric. this observation was conducted for 12 class meetings, once every week, which is the minimum class attendance in one semester regulated by the campus management. this time setting was chosen in order to allow sufficient time for students to take self-learning/practice out of class interaction should they want to. it is also to test whether this app is applicable to be used by university students during one semester-long, not just one or two meetings. in conducting an interview the researcher used individual and group interviews where one interviewer/researcher interviews a group of students (bungin, 2017). the interview was conducted twice as there were two different groups of students, group a and group b, in the same room, multimedia room, but at different times. participants in each group being interviewed were only those who fully attended the pronunciation class. students who missed more than one meeting were excluded. this strategy was intended to ensure all involved students received full class instruction using the app. thereby, they were assumed to have a complete description and picture of the use and benefits of the app either for classroom needs or beyond. data analysis the data was analysed using a hand analysis of qualitative data in that the researcher read the data, marked it by hand, and divided the data into parts (creswell, 2014). after observational data were collected and compared, the level of students’ participation was calculated and made into a percentage. if they achieved above 50% (from 12 meetings) of each criterion (excellent, satisfactory, need improvements, unsatisfactory) in every category (engagement, attitude, conduct) they fell into that criterion of the respected category. for interview data, three questions were provided. however, before asking the questions, the researcher explained to the students the importance of giving honest answers. they would be judged for having different answers and their answers were nothing to do with the scoring system in the pronunciation subject. the questions were asked to the whole students of each group. the observer put a tick on the sheet to mark answer form every student. following this, the students’ type of answers were categorized and calculated in the form of a percentage. research findings and discussion research findings observation the students are divided into groups in which the two groups have quite different degrees of participation in class during pronunciation class equipped with the english pronunciation app. the a-class performs 95% of the students who are marked excellent. this means that they made a constant focus on the assignment. they tried to perform their very haryadi and aprianoto integrating english pronunciation app. .. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 209 best in class and worked seriously to improve their pronunciation skill and to understand every lesson presented by the teacher. only 1 student, number 6 on the list, is identified to perform below satisfactory. this could be triggered by her high percentage of absenteeism in class. the student was known to have extra activities out of class and often went out of the island to join the competition. in the attitude criteria, a similar percentage, 95, was achieved indicating that the students were always positive, engaged, and enthusiastic, and active during a class activity. they reminded and encouraged one another in completing tasks given. one student shows a satisfactory level of attitude. although this level of attitude appears lower than most of the other students, it is still considered positive. this lowering of attitude might be instigated by her english level which was lower than all other students. another student, number 17 on the list, shows an attitude that needs improvement. this student was quite smart but seemed to have a personal problem. he often came late to class, missed the class for four meetings. however, with an aspect of conduct, all students had a perfect performance. interestingly, student number 17 on the list appeared to fulfill excellent criteria in regard to his conduct irrespective of his poor performance in on the aspect of attitude. it means that the students always listened to the lecturer, did not interrupt, and remained on task. he put respect to the other classmates too. dealing with the degree of participation of b class of semester 1 students of the english department, there are 60.6% of the students who show excellence in their level of engagement. thirty-three point three percent indicated “satisfactory”. in other words, about 66% of the students always stay focus on the assignment and always try their best. they work hard to improve their skill and understanding of the subject taught using the app. and 33.3% of them worked actively to achieve the minimum requirement. students gave some of their attention to the assignment and sometimes try their best. the next criteria are attitude. in this area, 75% of the total subject indicates excellence, 25% are on the level of satisfaction. based on the description in the irubric, these percentages mean that 75% of students were always enthusiastic, engaged, positive, and active during class interaction. students encouraged each other to complete tasks given by the teacher. twenty-five percent indicate that they are sometimes enthusiastic, positive, engaged, and active during class interaction. two students, numbers 9 and 19 on the list, fall below satisfactory or need improvement. this could be caused by their poor attention to the subject which was seen from their low attendance in class. the last criteria are conduct. ninety-one point six percent of the students marked excellent. eight point three percent or two students happen to be in the criteria of “need improvement” (see rubric). these are the same students who are considered “need improvement” on the criteria of attitude. these students might have an unrevealed internal problem. interview table 1 percentage of students’ self-learning using english pronunciation app interview questions responses and percentage a class b class yes no sometimes yes no sometimes do you use the app to learn or refresh pronunciation subject beyond the classroom at your free time? can be anywhere, at home, rent house, at canteen, elsewhere. 59% 16% 25% 66.6% 16.6% 16.6% before using the app, did you open your book, or other references (no app) to learn or refresh pronunciation subject in your free time? 100% 8.3% 91.6% do you enjoy using the app to learn 100% 100% haryadi and aprianoto integrating english pronunciation app. .. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 210 pronunciation? according to the data gained and displayed in table 1, it was found that the majority of the students made self-learning or refreshing or self-practice on pronunciation subject out of the classroom using the english pronunciation app at their will and pace. there is a slight difference between a class and b class in terms of frequency. in the a-class, there is 59% of the students utilized the app more than 3 times beyond the classroom, about 7% lower than the students in b class. by contrast, students of a-class accounts for 25% who used the app 3 times and below after class, are about 9% higher than the students in b class. interestingly, a similar number of students in both a and b class never use the app in their free time out of class hours. students of a-class never learn or refresh, or practice pronunciation subject after class before using the english pronunciation app. there were only 8.3% of the students in b class who practiced and learned pronunciation with their friends from their reading books in their rental house. most of them, 91.6% never did either learning and practicing or refreshing pronunciation subject beyond the classroom. meanwhile, when asked if they enjoy using the app to learn pronunciation, all students from both groups of learners answered “yes”. from these data, it can be concluded that using the english pronunciation app to teach pronunciation can establish independent learning and foster joy in their learning. discussion according to the result of this research, the english pronunciation app has been proven successful in helping to increase students’ level of engagement, attitude, conduct, and independent learning. the data gained proved that nearly all students in a class and b class achieved a high percentage on the overall criteria observed. students answer in the interview rubric also discloses that the majority of them had used the app to learn, refresh, or practice pronunciation beyond the classroom. this practice was never done in their previous lesson on pronunciation. this can be interpreted that the use of the app in teaching pronunciation has a lot to offer for students’ learning. a research finding by hyun (2018) explains that the use of the app in teaching pronunciation boosted the positive attitude of students towards learning and increased their self-learning. however, students with different english levels, a complete beginner, or intermediate above might find this app over-challenging or under-challenging. teachers/lecturers might consider delivering material using different app suitable for the level and learning context they teach. should the teacher want to use the english pronunciation app for having a certain consideration related to budget or resource availability, for example, it is advisable for teachers to adjust the strategy implemented in the classroom. the teachers may also consider amending or providing supplementary material. bear in mind, one of the most important aspects to consider is the context of learning. a good teacher will undeniably put this as main consideration before preparing their teaching material. considering the kinds of vocabulary provided, this app is most appropriately be integrated to teach the pronunciation for beginners or english department freshmen at the university level. for a wider use and benefit of the app, further research on the effect and suitability of the english pronunciation app to students at the school level, senior high or junior high, need to be conducted. similar research might also need to be done which targets students base on their level of english proficiency, not school grade. conclusion the result of the study reveals that the utilization of the english pronunciation app can help efl students, students of the english department especially, to be more engaged, have a positive attitude and conduct towards pronunciation learning. as part of mobile assisted language learning (mall), this app also encourages learners to do self-study at their will haryadi and aprianoto integrating english pronunciation app. .. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 211 and pace out of the classroom. it does not only become a new type of learning tool for students but also an alternative resource to listen to the correct pronunciation of english in the efl context where native speakers are virtually unavailable. its feature which can be utilized off-line makes it more accessible for even students from a low-income family. the app is easy to operate and has attractive features. it provides students with a bank of vocabulary which they can use to learn or to refresh the vocabulary learned previously. however, learners at the intermediate level or above might find the words provided are under challenge. so, teachers or lecturers are expected to adjust the level of learners or strategies implemented in their teaching. although, there is no guarantee if learners at this level are capable of pronouncing most if not all of the words correctly. this app is highly recommended for english lecturers teaching pronunciation for freshmen or beginners learning pronunciation. references benzies, y. j. c. 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(2020). enhancing the students’ pronunciation using shadowing technique at senior high school students. jollt journal of languages and language teaching, 8(1), 20-28. doi: https://doi.org/10.33394/jollt.v8i1.2212 sayer, p. (2015). “more & earlier”: neoliberalism and primary english education in mexican public schools l2 journal, 7(3), 40-56. seferoglu, g. (2005). improving students' accent through accent reduction software. british journal of education technology, 36(2), 303-316. sun, j. c.-y. (2014). influence of polling technologies on student engagement: an analysis of student motivation, academic performance, and brainwave data. computers & education, 72, 80-89. vázquez-cano, e. (2014). mobile distance learning with smartphones and apps in higher education. educational sciences: theory and practice, 14(4), 1505-1520. wu, q. (2015). pulling mobile assisted language learning (mall) into the mainstream: mall in broad practice. plos one, 10(5). zainuddin, z., habiburrahim, h., & hermawan, h. d. (2018). designing a technologyenhanced flipped learning model using schoology lms. paper presented at the 2018 international seminar on intelligent technology and its applications (isitia). https://doi.org/10.33394/jollt.v8i1.2212 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2521 april 2020. vol.8 , no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp.183-192 jollt journal of languages and language teaching, april 2020. vol.8, no. 2 | 183 the impact of disregarding formulaic competence in developing senior high school english textbooks in indonesia silvester goridus sukur english lecturer, sarjanawiyata tamansiswa university, yogyakarta, indonesia corresponding author email: silvester_gs@yahoo.com article info abstract article history received: march 2020 revised: april 2020 published: april 2020 this research aims to uncover the impact of disregarding the formulaic competence in designing electronic english textbooks for sma students in indonesia. this research belongs to qualitative content analysis one, conducted by using content analysis research method in indonesia from 2018 to 2019. nvivo 12 plus was applied to manage and analyze the data that had been stored in this qualitative research software. the data were obtained from three sma english textbooks for sma students nationwide as the data sources. the aforesaid textbooks are bahasa inggris x by widiati, u. et al., bahasa inggris xi by bashir, m.; and bahasa inggris xii by widiati, u. et al., all of which were issued by the indonesian ministry of education and culture in 2017 and 2018 respectively. one of the techniques applied to achieve the trustworthiness of this study was by using kappa statistic reliability test in nvivo 12 plus, the result of which gained the value of reliability agreement level of data > 0.75, which means that it was in excellent category. the research result demonstrated that the three chosen sma english textbooks lacked the topics for the students to promote their formulaic competence. the impact of this point made the students unable to learn such formulaic-competence-related materials. this case would make them find it hard to improve their communicative competence and reading comprehension skill. therefore, it is suggested that, for the future revised edition, the writers of the textbooks for sma students all around indonesia develop the content of the textbooks comprehensively including the materials for formulaic competence. keywords textbook; formulaic competence; communicative competence; how to cite: sukur, s. g. (2020). the impact of disregarding formulaic competence in developing senior high school english textbooks in indonesia. jollt journal of languages and language teaching, 8(2), 183-192 doi: https://doi.org/10.33394/jollt.v%vi%i.2521 introduction formulaic competence as one of the competences contained in communicative competence that students are expected to have is crucial. the formulaic competence is considered so important for students’ vocabulary development that such a kind of competence should have been provided in the textbooks designed and developed to be used by all sma (senior high schools) students all over indonesia. the fact is, however, based on the preliminary research the materials for the aforementioned competence were not contained much in the textbooks. the negative effect was that sma english teachers could not depend on all the three textbooks, but looked for more relevant sources to cover up the deficiencies of the books. the further impact of this type of disregarding the formulaic expressions in the textbooks was that the communicative competence as stated in 2013 curriculum was difficult to achieve. formulaic expressions include fixed expressions and collocations. these two language components are important because they can promote learners’ english competence not only in reading comprehension but also in speaking skill. regarding with this case, liu (2014) argues sukur the impact of disregarding formulaic ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 184 that formulaic expressions play a vital role in people’s daily communication. it is undeniable that people can communicate by using grammatically-acceptable english, but it is also factual that people can use ready-created expressions automatically. a similar notion is proposed by (quassdorf, 2010) that in daily communication people not only use expressions which are grammatically acceptable but also use fixed or ready-made expressions. these ideas demonstrate that when sma students are required to learn english as stipulated by a prevailing curriculum, the english textbooks that they are using should prepare such ready-made language items. the purpose is that they will not only be able to use expressions which are grammatically acceptable but also use expressions which are prefabricated. the negligence of these types of content of such books hinders learners’ english competence improvement in terms of formulaic expressions as part of the effort to promote their english communicative competence. the sma english textbooks to be used in indonesia nationwide, therefore, needs to design and provide the content related to these formulaic language components. this is important because in order to be competent in communicative english, students need not only to learn sentences in accordance grammatical rules but also to master the ready-made expressions, which in this context refer to formulaic language aspects namely collocations and fixed chunks. to ensure that these types of materials for sma english textbooks in indonesia have been developed, this research was done to uncover to what extent have the sma english textbooks contained the aforesaid materials. researchers, so far, has paid less attention to conducting studies dealing with formulaic competence in sma english textbooks in indonesia. the impact was that the materials connected with improving sma students’ mastery of fixed expressions could not be well exposed to students in order for them to learn. take, for instance, munandar (2012), salam (2013), faris (2014), noviyanti (2015), kinasih (2014), al-munawwarah (2015), darrin (2014), noviyanti (2015), gailea (2013), sholihah (2016), kartini (2015), zikria (2014), panjaitan ( 2013), caroline & winardi (2014), rima (2010), anggraini (2009), hafidhoh (2011), bilqis (2011), chasanah (2011), rusdin (2014), sukriawati (2008), fitria (2011), and sorohiti (2005) who have analyzed the content of textbooks for sma students in indonesia. their focus was not on investigating whether or not formulaic competence-related materials had been developed in those textbooks. research problem and objective indonesian ministry of education published sma english textbooks to be used all over indonesia. all of the textbooks were published both in printed version and in digital version. that was a good program because the students could download the books from the internet free of charge. the government also distributed the books to all senior high schools where students could borrow them both to be used at school and to be learnt at home after school hours. unfortunately, as what the teachers said in the preliminary study, the textbooks were still far from meeting the expectation in terms of containing the materials needed by teachers and students particularly the materials related to formulaic expressions. english has been taught in all indonesian schools as a foreign language, but one of its learning-teaching goals is to enable the students to communicate in english. the condition is, however, the sma students remain to face the same problem. rarely are they able to communicate in english both in written and in spoken communication. this problem has been rooted in their grammar competence and vocabulary mastery particularly their mastery of fixed or prefabricated expressions in english. thus, providing the students with english textbooks which contained the formulaic expressions is pivotal. it can be briefly stated that in order for the students to be able to promote their communicative competence, their formulaic competence should also be good. this need should have been contained in the books that they have for their learning-teaching at school. sukur the impact of disregarding formulaic ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 185 because the preliminary study result demonstrated that teachers have not been using the sma textbooks as their solely sources for teaching, it was believed that the english textbooks had disregarded the materials related to formulaic competence. referring to this case, it is considered very important to investigate to what extant have the sma english textbooks have comprised the aforesaid topics. thus, this study aims to investigate to what extent have the english textbooks published by the indonesian education ministry for sma students all over indonesia designed or developed the materials regarded with formulaic competence and what the impact of disregarding this language component will be for sma students’ english competence. it is expected that the result of this study will benefit sma students in their learning, sma teachers in their teaching, sma textbook writers in their book writing, and the government in their decision making related to textbooks development. review of literature a language functions as a communicative medium in people’s daily communication (aronoff & rees-miller, 2008, p. 250). this view implies that material development for english teaching-learning should consider the function the materials contained in the textbooks. fixed expressions or formulaic expressions such as chunks and collocations are, then, advised to be contained in any material development for sma students. regarding with this point, celce-murcia (1995) proposes some types of competencies to achieve communicative competence, one of which is formulaic competence. the definition of formulaic competence is stated by celce-murcia (2007) that it is a type of competence dealing with the mastery of aspects of a language regarded with fixed expressions that speakers of a language often use in their day-to-day communication. these expressions are not based on grammar rules, but they are prefabricated. they can be in the form of chunks or collocations. such expressions can be in the form of chunks or collocations. expressions like yes of course, all of a sudden, during the day, at night, in the meantime, for the time being, it’s not likely that, it’s been a long time since…, in my opinion…, how are you doing, by the way, at the end are categorized as fixed or prefabricated language expressions people usually use in their daily communication. in regard with chunks, tomlinson (2011) argues that chunks are phrases or a group of words that always exist together but have only one meaning. this means that students needs to be exposed to such types of expressions through the materials provided in the textbooks. take for an example, instead of saying meanwhile, students can use the formulaic expression in the meantime in their communication. the importance of chunks for the students to learn is stated by weinert (1995) that chunks can be viewed as a strategy of communication which allows the students to keep communicating when they lack grammatical-rule-based expressions. in this case, the students who lack grammatically-correct sentences can still produce communicative expressions for their communicative needs. because students in indonesia do not acquire these chunks automatically in their life, they need to learn them from the textbooks. the contribution of formulaic chunks in english learning is also proposed by myles & mitchell (1999) who argue that formulaic chunks developed in an english textbook for the classroom learning-teaching is very substantial in helping the learners to be able to communicate even though they lack grammatical-based sentences. it is reinforced by haerazi et al. (2020) who inform that formulaic expressions used in writing indicate learners have good creative thinking skills in utilizing linguistic features in their communication. besides, aprianoto and haerazi (2019) conduct a speaking assessment in which they place formulaic expression as one of speaking assessment components in teaching speaking skills. the concept and the important function of formulaic chunks are also argued by allan (2009), who says that chunks or lexical chunks are two more words which often exist together sukur the impact of disregarding formulaic ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 186 which is pragmatically meaningful regardless of their syntax. chunks play a fundamental role in obtaining native-like english competence. so, english textbooks as one of the main sources for learning-teaching process should contain the chunks-connected materials for useful input. this research is then important to be done to see to what extent have chunks-related materials been covered in indonesian sma english textbooks. a similar idea dealing with the importance of chunks is also supported by girard & sionis (2004) with the argument that daily communication also relies on prefab chunks of a language that are important for the students to learn and to keep up with their real time communication. collocations as part of formulaic expressions are also important to be contained in english material development for sma students. in regard with collocations, brown et al. (2003), celce-murcia (2007), and o’dell & mccarthy (2008) argue that collocation refers to a group of words which frequently occur together. some of collocations are prefabricated in that they have fixed expressions: a word only collocates with a word but cannot collocate with other words. the word “take”, for instance, collocates with the phrase “a photo” so that there is a collocation “take a photo”. other types of collocations are freer. this means that a word can be collocate with more than one word or phrase. the phrase “the rules” can collocate to the phrase “keep to” or “stick to”, so that there can be collocations such as “keep to the rules” or “stick to the rules”. the notion about collocations is also proposed by nesselhauf (2003), who argues that collocations refer to a combination of words which are very important to be learnt. this idea implicitly indicates that collocations in english communication are so important that they should be prepared in the materials such as english textbooks used by the students for their english learning process at school. students, in this context, sma students in indonesia need to learn and understand collocations so that they can improve their english in enhancing their english accuracy and fluency. collocations according to biel, biernacka, & jopek-bosiacka (2018) are “a regular co-occurrence of lexical units, or more specifically with reference to legal language, as a co-occurrence of a term (which functions as a node) with other linguistic elements referred to as collocates”. it is undeniable that collocations are fundamental for the students to learn. as argued by fan (2009) that students need to have collocations knowledge to allow them to be able to communicate in english friendly and to speak more like a native speaker. in order to achieve this competence, the students need to be provided with collocation-related materials in the english textbooks that they have at school for the learning process. without such materials in their textbooks, they can only learn english with grammar-rule-based sentences. it is in this context that prefab expressions such as chunks and collocations as the components of formulaic competence are necessary to be investigated so that the coming edition of the aforementioned english textbooks will be much better. this point closely connects with the importance of an english textbook for students in learning english at school. almost in all schools all over indonesia english textbooks still play an important role as the main source of materials in the learning-teaching process. this condition is even much more crucial in more remote areas in indonesia where have no access to the internet to find more additional learning materials. thus, providing an english textbook with as complete content as possible is deniable. all materials needed to be learnt by students including prefab expressions should then be contained in the textbooks that they use at school. research method this study belongs to qualitative content analysis with the objective of investigating the sma english textbooks provided by the indonesian ministry of education to be used by all sma students in indonesia. it is necessary to reveal whether or not such english textbooks written based on the prevailing 2013 curriculum meet what students need in their learning sukur the impact of disregarding formulaic ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 187 process particularly the materials regarded with prefab expressions or formulaic components of english materials in a textbook. to manage and analyze the data for this study, nvivo 12 plus was used. this qualitative software was used because it was very good for qualitative data management and analysis (bazeley, 2000; edwards-jones, 2014; woolf & silver, 2017). the nvivo 12 plus software for this research was used in the stages of data coding, data verification, data cleaning, data query, and data analysis. the analysis in this research focused on the materials connected with the formulaic expressions and the impact of neglecting them in the textbook material development. it was such points that became the unit of analysis in this study. talking about the unit of analysis in content analysis research, (zhang & wildemuth (2005) say that the fundamental part of a text to be categorized and analyzed is the unit of analysis. unit of analysis is different from unit of context, in that the later refers to the set limits of written texts needed to be investigated such as words (gao, 1989). for the context of this study, the unit of context was the content of sma english textbooks in which the prefab expressions should have been contained. the objects of this study were the materials connected with formulaic competence which included chunks and collocations. these points were considered important to be prepared for the students in the textbooks for sma students. by this case, such textbooks became the data sources for this content analysis research. such aforesaid textbooks are the sma english textbooks developed based on 2013 curriculum and published by the indonesian ministry of education for use all around indonesia by sma students. such books are: bahasa inggris sma/ma/smk/mak x (utami widiati et al., 2017), bahasa inggris sma/ma/smk/mak xi (mahrukh bashir, 2017), and bahasa inggris sma/ma/smk/mak xii (utami widiati et el., 2018). these textbooks were published in the form of electronic textbooks that students can freely download from the internet. the government also provided the textbooks by distributing them to all senior high schools nationwide. gathering the data for this study was done by using document analysis technique. thus, for the sake of this study, the documents used were in the form of english textbooks for sma written based on 2013 curriculum as mentioned above. the researcher became the main instrument for data collection in this study. the reason was that, as argued by croker (2009, p. 11), a researcher is responsive, anticipative, and adaptive to the data sources and the setting of the study. this implies that a researcher as a data collection instrument is dependable. besides, direct observation and nvivo 12 plus were also used as data collection instruments. the nvivo 12 plus was used when managing all the data obtained directly from the sources before the data were further analyzed. to get the trustworthiness of this study that comprises credibility, confirmability, dependability, and transferability, kappa statistic test in nvivo 12 plus, thick and rich data depiction, and audit trail were used. kappa statistic test was with the assistance of nvivo 12 plus software to achieve the reliability agreement level of the data coding. for this purpose, two data coders coded the same data. their coding result was then compared and tested with kappa statistic test which is already in nvivo 12 plus. the agreement and disagreement of data coding of the two coders were compared, the result of which should be based on the standard of kappa reliability test based on what has been determined by fleiss, levin & paik (2003). below is the kappa reliability test standard. poor agreement = < 0.40 fair to good agreement = 0.40 – 0.75 excellent agreement = > 0.75 sukur the impact of disregarding formulaic ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 188 if the inter-coder reliability test result is less than 0.40, it means that the reliability is poor, and if the test result is 0.40 – 0.75 it means that the reliability is fair or good, and if the test result is more than 0.75 it implies that the reliability is excellent. the data analysis technique used in this study was document analysis technique. to actualize this goal, the queries program in nvivo 12 plus were used. the brief procedure is: first, the data collected from the sources were imported to nvivo 12 pluss where all the data were coded; second, all of the data which have been coded categorically were analyzed. all of the processes of coding and analyzing the data were on the basis of the findings of in the data collection and data management in nvivo 12 plus. the queries program in nvivo 12 plus assisted the researcher to manage, analyze, and display the data analysis results. this study also implemented cross-case analysis technique in analyzing the data. this was done by comparing data findings related to the prefab expressions-related content of the data sources. research findings and discussion the findings of this study revealed that the three selected sma english textbooks developed the materials regarded with to formulaic expressions, prefab chunks and collocations. the findings connected with prefab chunks are presented in figure 1 below. figure 1: prefab chunks in sma english books x, xi, & xii figure 1 above demonstrates that the sma english textbooks analyzed in this study have contained the materials for the students to learn the prefab expressions such as fixed phrases or chunks. however, as seen in figure 1 above, the number of materials connected with such prefab expressions is insignificant. insignificance of material number in this context means that there are less formulaic expressions-related materials in the three textbooks compared to the other materials for the students to learn other components of english. the insignificant number of materials for the students to learn prefab expressions or fixed expressions influences both sma english teachers in teaching english and the sma students in learning english either at school or at home. the impact for the teachers was that they had to fine additional english sources to be used to teach their students. the sma english teachers who found the lack of prefab-expressions-related materials in the textbooks used other relevant english materials to cover up the lack of the sma english textbooks. the negative effect of such insignificance of prefab materials for the students was that they could not be maximally exposed to those aforesaid expressions. this condition brought about the impact that sma students could not well improve their formulaic competence, which in the end made them unable to communicate well in english especially in spoken communication. besides the insignificant number of prefab materials, the three sma english textbooks also contained imbalanced number of prefab materials from grade x book until grade xii book. as seen in figure 1 above, of the total topics presented in the textbooks, grade x book only contained 19 pieces of materials or 7.09% of the whole content of the textbook. meanwhile, grade xi book contained 30 topics or parts or about 18.75% of the total number sukur the impact of disregarding formulaic ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 189 of topics prepared in the textbook. the last textbook, grade xii book, only contained 6 pieces of materials or about 3.24% of the total content of the textbook. the imbalance of content dealing with the prefab expressions in the textbooks implies that there was no well-prepared textbook writing template. this implies that there was no discussion among the writers to make the template of the textbook content similar. ideally, the material coverage for prefab expressions such as chunks or fixed phrases should have been balanced from a book to another book. the impact of this condition was, once again, that sma english teachers had to add more relevant materials for the students to learn (haerazi & irawan, 2020). otherwise, the learning-teaching goal could not be well achieved. for the students, it impacted on their learning flow due to the lack of related materials particularly in book x and xii. thus, it is suggested that the english textbook series for future revised edition contain or prepare the prefab materials. the prefab expressions such as that’s great, good luck, well done, congratulations, i hope you will, i hope so, why don’t you, how about, i don’t think so, if you say so, that’s a good idea, i do appreciate it, that would be wonderful, i can do it myself, etc. are necessary to be contained in the textbooks. with the prefab expressions like above, students get used to being exposed to the materials and they are used to using them in their daily communication both at school and outside their school. like the findings related to prefab chunks of formulaic expressions, the textbooks also contained the materials for the collocations. the findings regarded with collocations in the three selected english textbooks are presented in figure 2 below. figure 2: collocations in sma english books x, xi, & xii figure 2 above clearly presents that the three sma english textbooks indeed contain the collocations. however, similar to the chunk-related materials, there was insignificant number of materials contained in the three textbooks. for instance, book x contained 16 collocation-related materials. book xi provided more materials related to collocations than the other two books did, namely 27 topics related to collocations. book xii provided only 12 parts related to collocations in the textbook. as what happened to chunks mentioned earlier, the insignificant number of collocation-related materials impacted on both teachers and students. to cover up this material deficiency in the three textbooks, sma english teachers needed to get extra materials so that students need for collocation materials could be fulfilled. sma students also face the same problem. they could not use the textbooks as the only their learning source due to the lack of related materials. the content of the three textbooks also lacked balanced material provision. this implies that each textbook has different coverage of collocation materials. book x, for example, has only 16 topics about collocations or about 5.97% of the total content of book x. this percentage is lower than that of in book xi which has 27 topics about collocations or sukur the impact of disregarding formulaic ……….. jollt journal of languages and language teaching, april 2020. vol.8, no.2 | 190 more or less 16.88% of the total content of book xi. the lowest percentage of collocation materials was found in book xii, that is, only 12 topics about collocations or about 6.49% of the total content of book xii. the insignificant number of collocation materials and the imbalanced provision of materials from one textbook to the next textbook grade indicate that there was no uniformity in terms of textbook-content template. this case certainly caused the students and teachers to find their own extra or additional materials or english textbooks to fulfil what they needed. if they did not do this, they could not achieve the competence related to formulaic competence materials, the negative effect of which was that teachers could not provide the students with sufficient materials for formulaic competence and the students could not improve their vocabulary mastery. when they failed to achieve such goals, students’ communicative competence in general and formulaic competence in particular could not be achieved. thus, it is advised that the collocations such as attend a meeting, attend college, mother tongue, give your hand, take you home, in order to, in order that, piece of cake, etc. need to be contained in the textbooks. the target is that the more the sma students are exposed collocations the more they will be like native speakers in using english in their real life. if indonesian sma students are not accustomed to collocations, they will only learn english not for communicate purpose but for knowledge orientation. conclusion and suggestions on the basis of the findings and analysis above, it can be concluded that the three selected english textbooks designed for sma students in indonesia still lack the materials for formulaic competence purpose. the lack of the materials for formulaic competence was not only in relation to the insignificant number of the materials in each textbook but also in connection with the imbalanced provision of prefab expressions from one textbook to another textbook. the impact of this condition was that teachers were forced to find their own additional materials for formulaic competence. the students could not enhance their english competence particularly in terms of formulaic competence. referring to the facts about the content of the three sma english textbooks above, some suggestions are worth stating here. first, the materials for the students to learn prefab expressions such as chunks and collocations need to be provided sufficiently so that teachers and students especially the ones in remote areas in indonesia do not need to look for additional materials for their teaching and learning. this is very important because finding more additional materials in remote areas in indonesia is not as easy as doing the same thing in big cities where the internet can be easily accessed. second, the textbook writing template should be well prepared. if the writers could make the same template of their textbook writing, the material coverage in each textbook would be balanced. thus, there will be no textbook that lack certain language components but abundantly provide other language aspects in each textbook. references allan, r. 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(2009). qualitative analysis of content (b. wildemuth, ed.). ct westport: libraries unlimited. https://doi.org/10.1515/9783110222623.3.203 https://doi.org/10.1093/applin/16.2.180 https://doi.org/10.4324/9781315181660 research problem and objective jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2625 july 2020. vol. 8, no, 3 p-issn: 2338-0810 e-issn: 2621-1378 pp. 323-329 jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 323 the effect of time constraint on student reading comprehension test performance in narrative text 1feny martina, 2syafryadin, 1 lisa rakhmanina, 3sisma juwita 1english lecturer, english language education, iain bengkulu 2english lecturer, universitas prof. dr. hazairin (unihaz), bengkulu, indonesia 3english lecturer, english language education, university of bengkulu, indonesia corresponding email: syafryadin@unib.ac.id article info abstract article history received: june 2020 revised: july 2020 published: july 2020 the objective of this study was to know whether there is any effect between the time constraints of students when doing exams using (extended time) with students who take exams using (non-extended time). the sample used in this study amounted to 60 grade 11 students in sma 03 kaur. the method used in this research was the quantitative method and uses ex post facto design. in collecting data the author gives multiple-choice exam questions consisting of 50 questions, these are questions in the form of narrative texts. in analyzing the data, the authors used the mann whitney u-test in spss 16.0. the results of this study indicate that the influence of time constraints on student examinations using extended time. keywords time constraint; reading comprehension; narrative text; how to cite: martina, f., syafryadin, juwita, s., & rakhmanina, l. (2020). the effect of time constraint on student reading comprehension test performance in narrative text. jollt journal of languages and language teaching, 8(3), 323-329, doi: https://doi.org/10.33394/jollt.v%vi%i.2625 introduction there are four basic skills of english which students at schools or universities are demanded to have good abilities at, they are listening, reading, speaking, and writing (harmer, 2007). each of those skills is very important, especially reading because students receive all information (wibowo, et al., 2020; rahmawati, 2018). it is in line with sulistyo (2011) and tarigan (2008) who stated that reading is a channel of language processing which stores the information. while, reading comprehension is the ability of the reader to recite the contents of the argumentation, expository, or read a description of a particular topic. besides, reading comprehension refers to the reader’s understanding of the text (razak, 2009; mulyati, et al, 2007). some factors that cause the learners faced difficulties in understanding the text, such as lack of vocabulary, less grammatical understanding, an inadequate background of knowledge, and anxiety (haerazi & irawan, 2020; notion, 2009). some relevant researches were conducted by researchers about reading comprehension. several relevant pieces of research examined the technique, method, or strategy in reading comprehension. the result of their findings showed that those strategies or techniques could increase the students’ reading comprehension ability (wibowo, et al. 2020; aprilia, 2015; dhillon, et al. 2020; rahmawati, 2018; papatga & ersoy, 2016). besides, the relevant research was also about the correlation between reading comprehension and vocabulary (ma & lin, 2015). those previous studies were different from the current research because the current research examined the time constraint on reading comprehension test performance in narrative text. researchers did not only look for the relevant research but also did an observation in the school field of students, the researchers found out that the students experienced some level of anxiety when the teacher told them that there were a few minutes left to finish their http://ojs.ikipmataram.ac.id/index.php/jollt/index http://issn.pdii.lipi.go.id/issn.cgi?daftar&1366476729&1&& http://issn.pdii.lipi.go.id/issn.cgi?daftar&1524725326&1&& mailto:syafryadin@unib.ac.id martina, syafryadin, juwita, and rakhmanina the effect of time constraint ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 324 worksheet. this condition drove them to put the answer as fast as possible without looking at the questions anymore. some students even complained a lot since the very first minute of when the exam was started because of the availability of the time given to them. moreover, some students spent a lot of time on one part of the paragraph because they did not fully understand the text because there were words they were not familiar with. it was in keeping with haerazi, vikasari, and prayati (2019) who state that students face difficulties to understand a text if they do not have enough bcakground knowledge of the text. this caused them to waste time by doing so. further, based on the interview there were answers that the researcher got, they are: (1) students have a limited number of words that make it difficult for students to understand narrative texts, (2) students get into trouble for the difficulty of stories from narrative texts. schematic stories are hard to read, (3) students do not feel comfortable or relaxed in reading activities in class when the test is caused by lack of time, and (4) the teacher uses methods that make students happy in reading activities and they do not have the motivation to read. related to the previous studies and observation, the researchers did research that aimed to know further about the effect of time constraint or time restriction on the students' test performance in narrative text. according to mcgrath, most of the standardized tests given today have a predetermined time or agreed time limit, the deadline provided for this question is for all questions that answer the question by answering the test calmly and without haste. research method research design researchers used the ex post facto namely this type of the research is to identify cause and effect relationship, research design which was used to determine the effect of time constraints on students' ability to work on reading test questions. this study used a quantitative design that manages data in the form of numbers, and data processing is carried out using statistical methods (creswell, 2015). there is no treatment in this ex post facto design. in addition to collecting data, this study also discussed the effect of time constraint non-extended time (standard time limit) and extended time for students in kaur 03 high school when working on exam questions. population and sample the population of this study was 210 students at 11th-grade students of sma n 03 kaur. however, the sample of this study was two classes which consisted of 30 students in every class. the sampling technique of this study was a random sampling technique because of the homogeneity of students’ skill ability. instrument the instrument of this study was the reading test. the reading test was given to measure the students’ reading ability for those classes by using those techniques. the test was 65 multiple choices that given to samples. the test was given based on the materials. data collection technique the procedures of collecting the data were the researchers gave a reading test to the research sample which was 11th-grade students at sma 03 kaur. to see whether there is an influence on students who work on problems by using a time constraint strategy. before distributing reading test questions (multiple choice questions) to the research sample, multiple-choice questions were tested for validity using spss 16.0 software. which the validity test was done at sman 03kaur, given to 30 students. the number of questions is 65. the validity test aims to measure the extent to which the instrument is suitable for testing what would be tested. before distributing test readings to the research sample, the researcher martina, syafryadin, juwita, and rakhmanina the effect of time constraint ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 325 must test the validity to measure whether the instrument is suitable for distribution at the time of the study. data analysis the data of this research were analyzed quantitatively by using computer software or spss. all the calculations, such as mean score, standard deviation, and other calculations were through spss. this computer software use made easy researchers calculate the significance. all the data analysis were adapted from ary & ravazieh (2010) and creswell (2015). research findings and discussion research findings table 1 scores of reading comprehension performance test for group 1 dan group 2 classes n mean std. deviation max score min. score grup 1 (extended time) 30 74.067 11.633 92 44 grup 2 (non extended time) 30 65.533 14.982 90 36 in table 1, the data represent the strategy time constraint (extended time) that's the highest score of students who were tested using an extension of time is 92 and the lowest score is 44. it is undeniable that there is a significant difference between the grades of the test using extended time by looking at the highest and lowest scores. then from the mean value of 74, 06, it means that the average value obtained by students is like a table, table 4.1 also shows that the standard deviation is 11, 63 and the variance is 139.95. all descriptive statistics are calculated using spss 16. and 2 which represents time constraints (non-extended time). different from the test scores that use extended time. the test using the standard time limit (non-extended time) the highest score is 90 while the lowest score is 36, it can be concluded that there is a significant difference between the tests that use extended time and nonextended time, when seen from the average value table using non-extended time obtained 65.53 means that the average value of the test using non-extended time (standard time limit) is lower than the test using extended time. table 4.2 also shows that the standard deviation is 14,983 and variance is 232,198. all descriptive data are calculated using descriptive statistics spss 16.0. martina, syafryadin, juwita, and rakhmanina the effect of time constraint ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 326 figure 1. a score of reading comprehension performance test for group 1 dan group 2 from the diagram and table above, it can be seen the frequency and percentage of students who take the exam using extended time and non-extended time. which was first extended (group), can be seen the frequency and percentage of 30 students. there are 23.3% who get a score of 100-85 i.e. there are 7 people, then 26.7% who get a score of 85-75 there are 8 people, for the percentage of 46.7%, this is the highest percentage where students get more scores in the range this percentage is 75-55 there are 14 people, and for the percentage of 3.3% score 55-40 there is 1 student. second, is the standard time limit (non-extended time). can be seen in the frequency and percentage of 30 students. there are 13.3% who get a score of 100-85 i.e. there are 4 people, then 20.0% who get a score of 85-75 there are 6 people, for the percentage of 40.0%, this is the highest percentage where students get more scores in the range this percentage is 75-55 there are 12 people, and for the percentage of 6.7% score 55-40 there are 2 students. table 2 mann whitney u test test statisticsa score_reading mann-whitney u 300.500 wilcoxon w 765.500 z -2.214 asymp. sig. (2-tailed) .027 1. hypothesis 𝐻0 : the average reading comprehension test scores of group 1 (extended time) and group 2 (non-extended time) are the same. 𝐻𝑎 : the average reading comprehension test scores of group 1 (extended time) and group 2 (non-extended time) are not the same. 2. criteria area 𝐻0 : rejected if the probability value (asymp. sig.) <0.05 𝐻𝑎 : accepted if the probability value (asymp. sig.)> 0.05 because p-value (asymp. sig.) = 0.027 <0.05. this means that h_0 is rejected, so it can be concluded that there is a significant difference in the average reading comprehension performance test scores between group 1 students (extended time) with group 2 (non-extended time). 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% 40.0% 45.0% 50.0% extended time (group 1) non extended time (group 2) martina, syafryadin, juwita, and rakhmanina the effect of time constraint ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 327 discussion according to bridgement, it was discussed that increasing the time for students who were approved to complete multiple choice exams does not require a large effect on their test results for children as students. so it can be denied that according to the theory above is a measure of time need not be considered on examinations for children or students. mcgrath said, most of the standardized tests given today have a predetermined time or agreed time limit, the deadline provided for this question is for all questions that answer the question by answering the test calmly and without haste. that this research was carried out to provide assistance in learning whether the challenges carried out by students in working on the test questions on the questions given, in the opinion of chaudrey (1990), time is an important element, a reader needs time in the discussion of ideas. it is time to move on, and revisions must be part of the process. regarding the deadline and performance of examinees, elliot and marquart (2004) have conducted research. the aim of their study was to examine the effect of extended time during testing on the performance. inspired by elliot and marquart, this research was conducted. this research, carried out at kaur 03 high school, used 2 different classes randomly selected from class 11. the class taken as research material was 11th grade which will be the subject of this study. they were asked to read types of narrative text readings based on certain topics. under various test conditions, the standard time limit (90 minutes) and also under the extended time limit (120 minutes). based on the table above shows a u value of 300.5 and a w value of 765.5 if the value of z is converted to a magnitude of -2,214, with a probability value (asymp. sig.) of 0,027 < 0.05, then 𝐻0 is rejected, it can be seen whether there is a significant significance based on an average value of 1 (asymp. sig.) of 0,027 <0.05, then 𝐻0 is rejected, it can be seen whether there is a significant significance based on an average value of 1. (extended time) with group 2 (not extended time). because there are significant differences in understanding of group 1 (extended) with group 2 (non-extended time), it can be resolved that the strategic time constraint group 1 (extended time) affect the test of reading comprehension test performance. in brief, this finding of this study showed that the class with extended time could give a significant on students’ test performance that could give students the time to think and answer the test correctly. these findings were confirmed to the previous studies that strategies in reading comprehension could improve the students’ ability in their reading comprehension (wibowo, et al. 2020; aprilia, 2015; dhillon, et al. 2020; rahmawati, 2018). conclusion based on the table above shows a u value of 300.5 and a w value of 765.5 if the value of z is converted to a magnitude of -2,214, with a probability value (asymp. sig.) of 0,027 < 0.05, then 𝐻0 is rejected, it can be seen whether there is a significant significance based on an average value of 1 (asymp. sig.) of 0,027 <0.05, then 𝐻0 is rejected, it can be seen whether there is a significant significance based on an average value of 1. (extended time) with group 2 (not extended time). because there are significant differences in understanding of group 1 (extended) with group 2 (non-extended time). ), then it can be resolved that the strategic time constraints group 1 (extended time) affect the test of reading comprehension test performance. in addition, there is an evolution between students taking exams using extended time and students who take exams using non-extended time. it can be concluded that research on time constraint (extended time) has a significant effect on 11th-grade students at sma 03 kaur. based on the result of this research, the researcher proposed suggestions for the teachers. the researcher suggests the english teacher apply time constraints for students on reading comprehension test performance in working on english exams especially the types of martina, syafryadin, juwita, and rakhmanina the effect of time constraint ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 328 questions about narrative texts. for the student, the strategy of making a problem using time constraints is expected that students can enrich the vocabulary in reading and also the matter of getting high scores in working on certain reading problems. for the next researchers, they can conduct similar studies that should understand the problem deeply for better researchers, and assist the students to solve their problems in reading test performance for students. acknowledgement the authors wanted to thank all parties who helped the researchers to finish this research. those were family and my study program. references aprilia, n. (2015). improving reading comprehension of the eight grade students at smp n 6 yogyakarta through posse strategy in the academic year 2014/2015. thesis. english education program, state university of yogyakarta. ary, d., jacobs, l.c, & ravazieh, a. (2010). introduction to research in education. eight edition. usa: wadsworth, cengage learning. carrel, devine and eskey, (1988). interactive approaches to second language reading. cambridge, ma: cambridge university press. coady, j. (1979). a psycholinguistic model of esl reader. in r. mackay, b. barkman, & r. jordan (eds.), reading in a second language: hypotheses, organization and practice (pp. 5–12). rowley, ma: newbury house. creswell, j.w. (2015). research design: qualitative, quantitative, and mixed method. sage publication. dhillon, b.p.s., herman., syafryadin. 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(2016). improving reading comprehension skills through the scratch program. international electronic journal of elementary education. 9(1), 124-150. https://doi.org/10.24167/celt.v20i1.2091 https://doi.org/10.18326/rgt.v12i2.157-180 martina, syafryadin, juwita, and rakhmanina the effect of time constraint ……….. jollt journal of languages and language teaching, july 2020. vol. 8, no. 3 | 329 sandra, s. (1994). techniques and resources in teaching reading. new york: oxford american english, rahmawati, e. y. (2018). analysis of students’ english reading comprehension through kwl (know-want-learn) learning strategies. international journal of language teaching and education, 2(3), 238-247. https://doi.org/10.22437/ijolte.v2i3.5641. razak, a. (2008). membaca pemahaman teori dan aplikasi pengajaran. pekanbaru: autobiografi. snow, c. (2002). reading for understanding toward an r&d program in reading comprehension. new york: rand education. sulistyo, g.h. 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(1998). assessing reading 1: theory and practice. routledge. https://doi.org/10.22437/ijolte.v2i3.5641 jollt journal of languages and language teaching http://ojs.ikipmataram.ac.id/index.php/jollt/index email: jollt@ikipmataram.ac.id doi: https://doi.org/10.33394/jollt.v%vi%i.2280 april 2020. vol.8 , no,2 p-issn: 2338-0810 e-issn: 2621-1378 pp. 120-127 jollt journal of languages and language teaching, april 2020. vol. 8, no. 2 | 120 an analysis of recount text in english textbooks used by tenth grade students 1 riana br. sianipar, 1 dewi sartika sianturi, 1 sintia anastasia situmorang 1 perius gulo, 2 erikson saragih 1 english language education, faculty of teachers training and education, prima indonesia university, indonesia 2 english lecturer, prima indonesia university, indonesia corresponding author email: sianiparria28@.gmail.com article info abstract article history received: february 2020 revised: february 2020 published: april 2020 this study was aimed at investigating the extent to which recount texts in two selected english textbooks meet the recount text criteria and to find out the similarities and differences of the recount texts between the two selected english textbooks. this study employed a descriptive qualitative method. the data in this study were four forms of recount texts taken from the two selected textbooks. data analysis was done through analyzing, displaying, reducing, and drawing a conclusion. the data of this study include the generic structure, social objectives, and linguistic elements. the results of the analysis showed findings as follows: (1) four forms of the recount texts in the english textbooks have met the generic structure criteria, namely orientation, event, and reorientation; (2) one of the four recount texts fulfilled social goals; and (3) the four recount texts fulfilled the linguistic element. in short, the recount texts in english textbooks were similar to in terms of linguistic elements and type of process, while differences were found in terms of social goals and generic structure. keywords recount text; linguistic elements; generic structure; social and social purpose; how to cite: sianipar, r.br., sianturi, d.s., situmorang, s.a., gulo, p., & saragih, e. (2020). an analysis of recount text in textbooks used by tenth-grade students. jollt languages and language teaching, 8(2), 120127. doi: https://doi.org/10.33394/jollt.v%vi%i.2280 introduction english is an international language used in many countries. english is considered as an important language for everyone to learn because it is spoken around the world. in indonesia, english has been learned by indonesian learners from middle schools into university as their compulsory lesson and must be mastered by them (haerazi, vikasari, & prayati, 2019). english has been spread globally and may always be used throughout the world. in the efl/esl context, english is learned in integrated learning of the four language skills. because of this, english becomes a lingua franca and influences forms of language contact and communication (mauranen, 2018). in indonesia, english as a foreign language has been expressed in various written and spoken forms. it is in line with martin-anatias (2017) who states english usage is expressed inherently in language selection for individual or national identity. to learn english, course-book developers create various learning materials for facilitating students to improve the four language skills. some of them are in line with susyetina (2019) who argue that children begin to learn from listening activities, speaking, reading, and finally writing activities. they perform the listening of hearing from the sounds of the language identifying, viewing and reacting to the meanings contained in the material to see (ismiati & pebriantika, 2020). then, speaking activities are considered as the most complex skill because it covers many aspects of knowing pronunciation (listening), accuracy, fluency, grammar, and vocabulary (salim, terasne, & narasima, 2020). meanwhile, reading mailto:sianiparria28@.gmail.com sianipar, sianturi, situmorang, and saragih an analysis of recount text in ……….. jollt journal of languages and language teaching, april 2020. vol. 8, no. 2 | 121 is a style that is needed to know “the writer’s point of view about an issue, find the organizational pattern of paragraphs, and find general ideas quickly” (azis, nasir, & ramadani, 2019; haerazi & irawan, 2020). the last skill considered as the most challenging skill is writing (sitorus & sipayung, 2018) because writing should involve the metacognition, cognition, culture, and psychological aspect during writing activities (haerazi & irawan, 2019). the product of writing activities includes texts. text can be interpreted as a lingual unit that is provided in writing or verbally with certain organizational arrangements to express contextual meaning (hyland, 2007). text is a sequence of words used to provide information to explain the meaning. in genre-based language teaching, many teachers provide their learners with different types of texts such as narrative text, report text, procedure text, and recount text to exercise to practice writing (haerazi et al. 2019). in this study, researchers focus on analyzing the recount text. recount text is presented in the earlier chapter of junior high school textbooks. this text is as opening text to be recognized by students to tell an event or experience in the past. the purpose of recount text is to be able to provide information that can entertain readers and listeners to know the topic or content of the discourse or story text (knapp & watkins, 2005). this study is aimed at investigating the types of recount texts used by the two english textbooks to facilitate students to practice writing and reading. this study also aims to find out whether the text meets the criteria in accordance with the recount text generic structures. the researchers can be useful, in particular for students who have low writing skills and reading skills. in addition, the recount text types found in this study can be continued and modified by english teachers to help students improve their language skills. the novelty of this study relies on the kinds of recount texts which can be functioned to develop students’ knowledge about genres in english learning-teaching. review of literature english materials development in exploring what varieties of english should be taught, many english teachers develop and reconstruct their instructional materials because these are considered enable to influence students; attitudes and understanding of themselves, others, and society (ndura, 2004: tomlinson, 2008; haerazi et al., 2018). the english coursebooks have a significant role to guide students to learn. numerous studies pointed out the problematic aspects of english textbooks such as the use of american or british english form (matsuda, 2003; song, 2013), the extensive attention to english-native cultures (shin, eslami, & chen, 2011), and teachers’ responses to and use of global textbooks (canagarajah, 1993; forman, 2014). more importantly, there has been limited discussion of key issues in relation to textbook content (vinall & shin, 2018). in this study, the crucial issue to help students improve their knowledge of genres is dealing with the type of genre which is the recount text used in english textbooks at tenth-grade students. recount texts this study discusses the analysis of recount texts in tenth-grade high school english books, the researcher also explains material that contains understanding, language features, generic structure and examples. recount text is a text which lists and describes past experiences by retelling events in the order in which they happened in the chronological order (knapp & watskin, 2005). the purpose of a recount text is to retell events with the purpose of either informing or entertaining their audience (or both). recount text has several types of text that can be used for you to write. according to sitorus and sipayung (2018), various types of recount text can be seen from two aspects; first, in the personal recount. it is a recount text that serves to tell about the author's personal experience. the second can be seen in the factual recount. it is a recount text that serves to sianipar, sianturi, situmorang, and saragih an analysis of recount text in ……….. jollt journal of languages and language teaching, april 2020. vol. 8, no. 2 | 122 present reports of events that actually happened, such as science experiment reports or police reports. the last, it can be seen in an imaginative recount. it is a type of recount text that serves to present an imaginative story (mediska & adnan, 2019). the language features of a recount text include that the language is written in the simple past tense, and the frequent use is made of connectives that link events in time, such as next, later, when, then, after, before, first. table 1. generic structure of recount texts generic structure of recount texts linguistic features orientation ( who, what, when, where ) last summer, i had a fantastic holiday. i visited some great places. series of events i went to the airport and was going to fly to cleveland. then, i went to hollywood. after that, i went to new york city. reorientation ( stating personal comments about the events) the places made me feel at home, but bi had to get to my real home. next time, i would like to visit these places again. research method research design this study uses a descriptive qualitative method which is content analysis or document analysis (miles, huberman, & saldana, 2014). this study emphasizes on elaborating messages in the english textbooks in detail. it also is focused on analyzing document which is in line with the recount text form of the english textbook. the researchers and some english teachers were the subjects of this study. the researcher analyzed two tenth-grade english books or textbooks at hkbp sidorame medan high school, erlangga and yudistira publishers. the focus of this research is to analyze the recount text chosen from two tenth grade english textbooks. the textbooks are chosen because it was used by applying the curriculum 2013. research instruments there are two kinds of instruments applied in this study. the primary instrument is the researcher. as the first instrument, the researchers scrutinized the data, starting from the data collection until the data report. as the main instrument, the roles of the researcher also cover planning, collecting, analyzing and reporting the research findings (miles, huberman, & saldana, 2014). on the other hand, the secondary instrument was also used in this study. it was the checklist which can be employed to help researchers to identify and evaluate the data. it helps researchers to identify the types of recount texts, social values, and generic structures that are integrated into the textbooks. data analysis qualitative data is the catch in the words of the research subjects. the sample used in this study is an english book. this study analyzes recount text material consisting of social goals, linguistic elements and generic structures which are in the english books of publishers erlangga and yudistira. the data were collected from an english textbook for the tenth-grade senior high school. the data were gathered based on the evaluation done by researchers and two english teachers using the checklists as the research instrument to gather the data. in the phase of reducing, the researcher classified some recount texts into some categories in line with the theories used in this study. then, the results are discussed among researchers. afterward, the results are consulted with some english teachers. the discussion happened and the researcher displays and decides the types of the recount text used in the two textbooks sianipar, sianturi, situmorang, and saragih an analysis of recount text in ……….. jollt journal of languages and language teaching, april 2020. vol. 8, no. 2 | 123 used by the tenth-grade students at hkbp sidorame medan. the analysis was focused on the recount text structure, namely orientation, events, and reorientation. in addition research findings and discussion research findings in terms of social objectives, three recount texts fulfill the criteria as recount texts. there are two social goals for recount text; to entertain the reader and tell someone's experience which is an action or activity. all texts from the two selected textbooks have fulfilled the first social goal. they can entertain readers and tell stories in the order of events (gerrot & wignel, 1996; knapp & watkins, 2005). for the second social purpose, three short stories have reached the criteria to tell the story of a person's experience in an act of struggle. text 1 of erlangga's publisher textbook has achieved social goals, to tell the story of heroism in fighting for a country, because characters, events, and places are not imaginary but real. in terms of generic structures, research shows that two texts do not meet the requirements of generic structures. however, from the three recount texts, text 2 of the yudistira publisher textbook has fulfilled the generic recount text structure, namely: orientation, events, reorientation. in addition, erlangga's textbook and yudhistira's book publisher have fulfilled these elements. in the case of linguistic features, it is shown that the recount text from erlangga textbooks and yudhistira textbooks has used the linguistic features required by the recount text such as the use of time links, certain participants, past tense, and the existence of material. from the analysis, it was found that the recount text from the two textbooks gave similarities and differences. for similarity, it was found that all recount texts originating from the erlangga text book and yudhistira book were written from the perspective of a third person because all characters or participants have the right name (halliday, 2004). in addition, similarities between erlangga textbooks and yudhistira books can be found in the types of processes and linguistics of recount texts. descriptions are presented in the following table. table 1. the types of processes the recount text in textbook 1 and textbook 2 category textbook 1 textbook 2 text 1 text 2 text 3 material 1 1 1 relational 1 1 1 behavioral 1 1 1 existential 1 1 1 table 1 presents the similarity of the recount text found in textbook 1 and text book 2. as can be seen from the table above, it is clearly seen that all recount texts have provided the process required by the material. the process (christie & derewianka, 2010; halliday, 2004; gerot & wignell, 1996). in addition to the processes required, there are also other process events such as relational and existential processes. relational processes are processes of being (halliday, 2004, emilia, 2014) while existential processes are processes that represent experiences that show that something exists or happens (halliday, 2004; emilia, 2014). this existential process takes place in orientation. the same thing happens with all recount texts in two textbooks. in addition, the similarity of the recount text between textbook 1 and text book 2 can be found in the linguistic element as can be seen from the table below. sianipar, sianturi, situmorang, and saragih an analysis of recount text in ……….. jollt journal of languages and language teaching, april 2020. vol. 8, no. 2 | 124 table 2. the linguistic element of the recount text in textbooks category textbook 1 textbook 2 text 1 text 2 text 3 noun    past tense    time connective    action verbs    adverbs    table 2 reveals that all recount texts in textbook 1 and textbook 2 have achieved the results of all the criteria for linguistic elements. the recount text in the two selected textbooks has used a time link that shows the story written chronologically (knapp & watkins, 2005). this is related to the process that occurs in the text. as mentioned by halliday (1994, quoted in emilia, 2014, p. 150) which processes consist of five elements; participants, the process itself, and the circumstances. in addition, the recount text in the two selected textbooks has used past tense as a verb in each clause. apart from similarities, there are also differences found in the recount text between textbook 1 and textbook 2. the recount text in the two selected textbooks is different. in terms of generic structure and social goals. generic structure analysis in the recount text of text book 1 and book 2 is presented in the table below. table 3. the generic structure of recount texts in textbook 1 and textbook 2 orientation events reorientation text book 1 text 1   text 2   text book 2 text 3    table 3 shows the differences in recount text between the two selected english textbooks. from the table, it is shown that from the two recount texts listed in textbook 1 do not provide events but both do not reach the criteria. meanwhile, in textbook 2 there is one recount text that reaches the criteria. additionally, recount text in textbook 1 and textbook 2 differ in terms of social objectives. analysis of the differences is presented in the following table. table 4.the social purpose of recount texts in textbooks purpose textbook 1 textbook 2 text 1 text 2 text 3 to entertain the reader   to tell an imaginary story  table 4 shows that the recount text in textbook 1 and book 2 has achieved the first goal of the recount text which is to entertain the reader (knapp & watkins, 2005). it was obtained from stories written chronologically and intended to tell stories in sequence. however, there is a recount text in text book 1 that does not achieve the second goal of the recount text that tells an imaginary story. there are several criteria for recount texts identified as imaginary sianipar, sianturi, situmorang, and saragih an analysis of recount text in ……….. jollt journal of languages and language teaching, april 2020. vol. 8, no. 2 | 125 stories. it is seen from imaginative characters, events, and places. because the characters text 1 and 2 are real humans and do not show imaginative characters so text 1 tells an imaginary story. description, it can be concluded that the recount text in textbook 1 and book 2 shows similarities and differences. the recount texts in textbooks 1 and 2 are similar in terms of types of processes and linguistic elements. while differences in recount text in textbook 1 and book 2 are found in generic structures and social goals. conclusion the findings of this study indicate that in certain cases, most of the recount texts from the two selected english textbooks have fulfilled the recount text criteria in terms of generic structure, social goals, and linguistic elements. the recount text between two textbooks also shows differences and similarities. the recount text in textbook 1 and textbook 2 is similar in terms of linguistic elements and type of process. however, the recount texts in textbooks 1 and 2 differ in terms of social objectives and generic structure because two of the three texts in textbook 1 do not provide resolution while textbook 2 has reached the criteria. acknowledgment our first gratitude goes to our supervisor and also an academic advisor. researchers are deeply indebted to all my colleagues, for his guidance and patience during the process of this research. i would also like to thank them for having been willing to spare his time not only for giving suggestions, reading, and improving my manuscript but also for encouraging me to finish this research. their expertise in english language teaching has helped me a lot in the writing process of this research study. additionally, i am forever grateful for the useful knowledge shared by all the lecturers for their comments and suggestions in any part of this manuscript. references aprianoto, & haerazi (2019). development and assessment of an interculture-based instrument model in the teaching of speaking skills. universal journal of educational research 7(12) pp. 2796-2805. doi: https://doi.org/10.13189/ujer.2019.071230 arifaturrochmah, a. 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